Understanding McKinney-Vento and TEHCY

The Texas Education for Homeless Children and Youth (TEHCY) program ensures that children and youth experiencing homelessness have equal access to the same free, appropriate public education as their peers. 
In alignment with the federal McKinney-Vento Homeless Assistance Act. TEHCY provides guidance, resources, and professional development to help school systems identify students, remove barriers to enrollment and attendance, and connect families with needed supports.

Through collaboration with regional Education Service Centers (ESCs) and local school systems, TEHCY works to promotes stability and academic success for students navigating homelessness.

McKinney-Vento Homeless Assistance Act

The McKinney-Vento Homeless Assistance Act is the primary federal law that protects the educational rights of children and youth experiencing homelessness. It requires every school system to:

• Identify students in homeless situations

• Immediately enroll students, even without typically required documents

• Remove barriers that prevent full participation in school

Under McKinney-Vento, students are considered homeless if they lack a fixed, regular, and adequate nighttime residence, including situations such as:

• Living in shelters or transitional housing

• Staying in hotels or motels due to lack of alternatives

• Sharing housing with others due to loss of housing or economic hardship

• Living in cars, parks, campgrounds, or other places not designed for habitation

Each school system must designate a local McKinney-Vento liaison to ensure compliance with the law and to connect families to critical supports such as transportation, nutrition programs, and academic or social-emotional services. Liaisons also serve as the primary point of contact for families, schools, and community partners.

The McKinney-Vento program exists to remove barriers and provide stability for students navigating homelessness. Through strong identification practices, immediate support, and coordinated services, it ensures that students can attend school regularly, remain engaged in learning, and have the same opportunities for success as their peers.

The McKinney-Vento Homeless Assistance Act and the Texas Education for Homeless Children and Youth (TEHCY) program set clear requirements for school systems to ensure that children and youth experiencing homelessness have equal access to education. At the heart of these requirements is the responsibility to identify students, enroll them without delay, remove barriers to participation, and provide services that promote academic and social success.

Identification and Enrollment

School systems are required to actively identify students who may be experiencing homelessness. This includes using enrollment forms, staff awareness, and community partnerships to ensure no student is overlooked. Once identified, students must be enrolled immediately, even if they are missing documents such as proof of residency, immunization records, birth certificates, or school transcripts. school systems must also ensure that students can attend their school of origin if it is determined to be in their best interest, with transportation provided to support stability.

Role of the McKinney-Vento Liaison

Every school system must appoint a McKinney-Vento liaison to oversee program compliance and serve as the primary contact for students, families, and staff. Liaisons are responsible for ensuring that students are identified, enrolled, and connected to services without delay.

They must also provide training and support to school staff, coordinate with shelters and community agencies, and ensure that notices of educational rights are posted in locations accessible to families and youth. Liaisons serve as the bridge between federal requirements, school system practices, and student needs.

Collaboration and Training

School systems are expected to train school staff, including registrars, counselors, principals, and teachers, on the requirements of McKinney-Vento and strategies for identifying and supporting students experiencing homelessness. Collaboration with education service centers, community agencies, and TEA is encouraged to strengthen services and keep school systems informed of updated guidance.

Participation in statewide TEHCY initiatives and professional development is also a critical part of building school system capacity and ensuring effective implementation.

Compliance and Documentation

School systems must maintain documentation of their policies, procedures, and services related to McKinney-Vento. They are required to respond to TEA monitoring and random validations with appropriate evidence, submit accurate program data, and ensure that the District Improvement Plan (DIP) contains a section specifically addressing students experiencing homelessness. These measures demonstrate a district’s commitment to compliance, but more importantly, they ensure that homeless students receive the services and protections they are entitled to under federal and state law.

ESC18s School System Homeless Liasons

• TEAs TEHCY Webpage
• TEHCY WebPortal
• TEA TEHCY Resources/Webinars/Trainings
• National Center for Homeless Education (NCHE)
• SchoolHouse Connection

• Shelter Listings

• Homeless Assistance Odessa

• The Help List

• Housing Program

• PB Connect - United Way Midland

• Parents: English

• Parents: Spanish

• Youths: English

• Youths: Spanish

McKinney-Vento 201: State Provisions (VIRTUAL)

November 11, 2025

Session # 607845

McKinney-Vento 301: Transportation (VIRTUAL)

February 10, 2026

Session # 607847

McKinney-Vento 401: Discipline (VIRTUAL)

April 15, 2026

Session # 607849

McKinney-Vento: Texas Laws Every Liaison Should Know (IN-PERSON)

TBD

McKinney-Vento: Hidden in Plain Sight-Identifying McKinney-Vento Students (IN-PERSON)

TBD

Region 18 Education Service Center (ESC) is committed to supporting military-connected students and families as they navigate the unique challenges and transitions associated with military life. Through the Military-Connected Student (MCS) Program, Region 18 ESC provides guidance, resources, and professional development to help districts ensure that military-connected students receive the educational continuity, stability, and support they deserve.

Texas recognizes the critical role that schools play in meeting the academic, social, and emotional needs of military families. The Military-Connected Student Program helps districts identify and support students whose parent or guardian is an active-duty member of the United States Armed Forces, a member of the Texas National Guard, or a reserve component of the U.S. military.

ESC18 collaborates with the Texas Education Agency (TEA) and local school system Military Liaisons to promote awareness of available resources, improve communication between schools and families, and strengthen systems of support for mobile military students.

Our mission is to ensure that every military-connected student within Region 18 is recognized, supported, and celebrated for the resilience and strength they bring to our school communities.

Texas school systems are required to identify and support military-connected students in accordance with Texas Education Code (TEC) §25.006 and §28.041 and guidance from the Texas Education Agency (TEA).
These requirements ensure that military-connected students receive educational stability, equitable access to services, and a smooth transition when their families relocate or experience deployment.

1. Identification and PEIMS Coding

Districts must identify and report students who are military-connected through the Public Education Information Management System (PEIMS) each school year.

A student is considered military-connected if their parent or guardian is:

• An active-duty member of the U.S. Armed Forces (Army, Navy, Air Force, Marine Corps, Coast Guard, or Space Force)

• A member of the Texas National Guard (Army National Guard or Air National Guard)

• A member of a reserve component of the U.S. Armed Forces

• A service member who was injured or killed while serving on active duty

Accurate identification and reporting help ensure that appropriate supports and resources are available to students and families.

2. Campus Military Liaison

Each district and charter school serving military-connected students must designate a campus-based Military Liaison.

The liaison’s responsibilities include:

• Serving as the primary point of contact for military families

• Assisting with enrollment, records transfer, and course placement

• Connecting students and families to school and community resources

• Providing information about counseling, transition, and family engagement opportunities

3. Academic Support and Transition Assistance

Schools must ensure that military-connected students:

• Enroll promptly, even if records are incomplete or delayed

• Receive appropriate credit for prior coursework or placement

• Have access to academic, counseling, and social-emotional supports

• Are included in programs and services that foster academic continuity and stability

4. Awareness and Recognition

Districts are encouraged to build awareness and recognition for military families by:

• Participating in the Purple Star Campus Designation Program, honoring campuses that demonstrate outstanding support for military-connected students

• Recognizing Month of the Military Child (April) and Military Family Month (November) through school activities and outreach

5. Collaboration and Continuous Support

Strong partnerships enhance support for military families. District and campus staff are encouraged to collaborate with:

• Regional Education Service Centers (ESCs)

• Military Family Support Centers and School Liaison Officers (SLOs)

• Community and veteran organizations that provide additional family and student supports

For School Systems

Texas Education Agency (TEA) – Military-Connected Students

Official TEA webpage with statewide program guidance, data reporting information, and Purple Star Campus details.

Public Education Information Management System (PEIMS) Guidance

Provides data standards and reporting requirements for identifying military-connected students.

Purple Star Campus Designation Program

Recognizes Texas schools that demonstrate a strong commitment to supporting military-connected students and families. 

For Families

Interstate Compact on Educational Opportunity for Military Children (MIC3)

Ensures educational continuity for children of active-duty military members as they transfer between states and school districts. 

Military OneSource

Comprehensive resource offering confidential help, educational support, relocation assistance, and counseling for military families.

School Liaison Officers (SLOs)
Each military installation has a School Liaison Officer who assists families with school transitions, enrollment, and local education support.
Find your local SLO through your base’s Family Support Center or installation website.

• This one-pager helps districts accurately identify and report military-connected students, contributing to more informed support strategies: Military Student Identifier (MSI) Infographics (Updated 6/3/2025)
• This report presents high-level insights into student counts by MSI type, regional distribution by ESC, and Purple Star Campus Designation (PSCD) activity: Statewide (Texas) Military Student Identifier Data Report (2024)

For more information you may visit the Special Populations Tools and Resources page.

The Texas Education Agency (TEA), in partnership with the Military Child Education Coalition (MCEC), is proud to present this video series designed to support military-connected students, families, and educators across Texas. The series is organized into four key topics, with each topic featuring two videos: one tailored for educators and the other for families, ensuring relevant and practical guidance for both audiences. (Videos released 10/10/2025)

• Military Culture and Lifestyle
  • Family
  • Educator
• Military Families Relocating to Texas
  • Family
  • Educator
• Military Connected Students with Exceptional and Special Needs
  • Family
  • Educator
• Supporting Military Families
  • Family
  • Educator

For more information you may visit the Special Populations Tools and Resources page.

Region 18 Education Service Center (ESC) is committed to supporting the educational success and stability of children and youth in foster care. Students in foster care often experience frequent moves, changes in schools, and emotional or social challenges that can disrupt their learning.

The Foster Care Education Program provides guidance, training, and technical assistance to help districts ensure these students have full access to educational opportunities. Region 18 ESC collaborates with the Texas Education Agency (TEA), the Texas Department of Family and Protective Services (DFPS), and local child welfare partners to promote school stability, timely enrollment, and academic success.

Our goal is to ensure that every student in foster care is identified, supported, and empowered to achieve success in school and beyond.

Texas school systems must comply with the requirements outlined in the Texas Education Code (TEC) §33.904, Every Student Succeeds Act (ESSA), and TEA’s Foster Care and Student Success guidance. These requirements ensure that students in foster care receive educational stability and support.

1. Designation of Foster Care Liaison

Each school system must designate a Foster Care Liaison to ensure coordination of services and communication between schools, DFPS, and caregivers. The liaison is responsible for:

• Facilitating immediate enrollment and records transfer

• Ensuring school stability through collaboration with DFPS

• Providing training and awareness for staff on foster care requirements

• Serving as a point of contact for caregivers, caseworkers, and students

2. Immediate Enrollment and School Stability

Students in foster care must be immediately enrolled in school, even if required documents (such as birth certificates, immunization records, or transcripts) are not available. When determining school placement, school systems must consider the student’s best interest, prioritizing stability whenever possible.

3. Transportation and Coordination

School systems must collaborate with DFPS and child welfare agencies to ensure transportation to the school of origin when it is in the student’s best interest. Transportation plans should be developed jointly to avoid interruptions in school attendance.

4. Data Collection and Reporting

School systems must identify and report students currently in the conservatorship of DFPS using the Public Education Information Management System (PEIMS) codes. Accurate reporting ensures appropriate monitoring, accountability, and access to supports.

5. Staff Awareness and Training

School systems are encouraged to provide annual training to administrators, counselors, teachers, and enrollment staff regarding the rights, challenges, and needs of students in foster care. Topics should include trauma-informed practices, confidentiality, and coordination with DFPS.

Texas Education Agency (TEA) – Foster Care and Student Success

Comprehensive guidance for school districts on best practices, compliance, and resources for students in foster care. 

Every Student Succeeds Act (ESSA) – Foster Care Provisions

Outlines federal mandates related to school stability, transportation, and collaboration with child welfare agencies.

Texas Department of Family and Protective Services (DFPS)

Provides statewide information about foster care, placement, and education-related supports for children in DFPS conservatorship.

Education and Training Voucher (ETV) Program

Offers postsecondary financial assistance for eligible current and former foster youth to help pay for college-related expenses.

Preparation for Adult Living (PAL) Program

Supports older youth in foster care with independent living skills, career planning, and higher education guidance.

Texas Youth Helpline

24-hour confidential support for youth and families in crisis.
Call or text: 1-800-989-6884

Ever wish you had a short, powerful video to share that both inspires and informs about the resources available to support Foster Care programs? Look no further! This new promotional clip is designed to energize your outreach efforts and spotlight the ESSA tools that help ensure educational stability and success for students in foster care. Whether you're presenting to stakeholders, training staff, or simply spreading awareness, this video is a must-watch and share!

The Pregnancy Related Services (PRS) program provides support to help students who are pregnant or parenting remain enrolled in school, continue their education, and achieve academic success. PRS includes both academic and support components designed to meet the unique physical, emotional, and social needs of students during pregnancy and the postpartum period.

Region 18 Education Service Center (ESC) works in partnership with the Texas Education Agency (TEA) and local school systems to provide guidance, training, and technical assistance on implementing PRS. The goal is to ensure that students receive appropriate services, maintain access to educational opportunities, and have the resources they need to graduate and prepare for their future.

Texas school systems must follow state guidelines outlined in the Texas Education Code (TEC) §29.081 and the Student Attendance Accounting Handbook (SAAH), Section 9, when providing Pregnancy Related Services.

1. Eligibility
   Students who are pregnant and attending school in Texas public schools may be eligible for PRS. Services are available during pregnancy, delivery, and postpartum recovery as specified in the student’s attendance documentation.

2. Services Provided
   PRS may include a combination of academic instruction and support services such as:

• Compensatory education home instruction (CEHI) provided during prenatal and postpartum periods when the student is medically unable to attend school

• Counseling and support related to pregnancy and parenting

• Health services, transportation, and child-care coordination

• Flexible scheduling and transition support for returning to campus

3. Documentation and Attendance
   Districts must maintain proper documentation of eligibility, medical statements, and service delivery in accordance with the Student Attendance Accounting Handbook. Accurate attendance accounting is necessary for funding and program compliance.

4. Coordination and Planning
   Campus and district staff should coordinate to create individualized education and support plans for each PRS student. Collaboration among teachers, nurses, counselors, and social workers helps ensure continuity of instruction and access to needed services.

5. Staff Awareness and Training
   Districts are encouraged to provide annual training for counselors, attendance clerks, teachers, and administrative staff on PRS eligibility, attendance rules, and referral procedures.

Texas Education Agency (TEA) – Pregnancy Related Services Official guidance, program rules, and documentation requirements for PRS, including the Student Attendance Accounting Handbook (SAAH).

Student Attendance Accounting Handbook (SAAH), Section 9

Provides detailed instructions for eligibility, documentation, service delivery, and funding of Pregnancy Related Services.

Title IX Protections for Pregnant and Parenting Students

Federal guidance outlining students’ rights to equal access and protection from discrimination due to pregnancy or parenting status.

School Health and Counseling Resources
Local health agencies and school counselors can assist students with prenatal and parenting resources, child-care options, and mental health support. Districts should maintain a current list of local contacts for referrals.

Texas Health and Human Services – Women, Infants, and Children (WIC)

Provides nutritional support, breastfeeding education, and health resources for pregnant and parenting students. 

The Dropout Prevention Program at Region 18 Education Service Center (ESC) supports school systems in developing systems and strategies that identify, engage, and re-engage students at risk of dropping out of school.

The program focuses on helping school systems implement evidence-based practices that increase attendance, improve student engagement, and promote academic success. By providing professional development, data analysis support, and technical assistance, Region 18 ESC helps schools build capacity to address the diverse needs of students and reduce dropout rates across our region.

The goal is to ensure that every student remains connected to school, graduates with a meaningful diploma, and is prepared for success in college, career, or the military.

Texas school systems must follow requirements outlined in the Texas Education Code (TEC) §29.081 and TEA guidance for Dropout Prevention and At-Risk Identification. These requirements ensure that districts identify students at risk of dropping out and provide targeted interventions to promote graduation.

1. Identification of At-Risk Students
   School systems must use state-defined criteria in TEC §29.081 to identify students who are at risk of dropping out. These criteria include factors such as poor attendance, academic failure, previous retention, disciplinary placements, homelessness, pregnancy, foster care, and other indicators.

2. Monitoring and Data Reporting
   School systems must monitor attendance, grades, credit accrual, and student engagement to identify early warning signs of potential dropout. Accurate reporting through the Public Education Information Management System (PEIMS) helps ensure accountability and targeted support.

3. Intervention Strategies
   School systems should implement evidence-based programs and interventions designed to keep students engaged and on track for graduation. Strategies may include:

• Mentoring and counseling supports

• Academic credit recovery opportunities

• Flexible scheduling and alternative learning environments

• Family and community engagement activities

• Career and technical education (CTE) and college readiness programs

4. Collaboration and Coordination
   Effective dropout prevention requires coordination among teachers, counselors, administrators, and community partners. School systems should establish processes for early identification, intervention, and follow-up with students who have withdrawn or are at risk of doing so.

5. Re-engagement of Out-of-School Youth
   School systems are encouraged to develop systems to locate and re-engage students who have dropped out, connecting them to alternative pathways to graduation, such as GED programs, credit recovery, or workforce development initiatives.

6. Continuous Improvement
   School systems should evaluate the effectiveness of dropout prevention strategies through data review, student outcomes, and stakeholder feedback to continuously refine and strengthen supports.

Texas Education Agency (TEA) – Dropout Prevention
Provides state guidance, best practices, and data tools to support dropout prevention and student re-engagement.

Texas Education Code (TEC) §29.081 – Compensatory, Intensive, and Accelerated Instruction

Defines the state criteria for identifying at-risk students and outlines district responsibilities for intervention and support.

Early Warning Data System (EWDS)
An online tool developed by TEA to help schools identify students at risk of dropping out based on attendance, behavior, and course performance.

Texas Workforce Commission – Youth Programs

Provides resources for students seeking job readiness training, internships, and employment opportunities as part of dropout re-engagement.

Communities In Schools of Texas

A statewide network providing case management, mentoring, and wraparound supports to help students stay in school and achieve in life.

This video introduces the Highly Mobile and At-Risk Student Programs (HMAR) Unit, a dedicated team within TEA committed to uplifting students who face unique challenges, including those experiencing homelessness, in foster care, or military-connected students. Learn how HMAR provides tools, resources, and statewide support to ensure every student has access to a quality education and the opportunity to thrive. From professional development to strategic partnerships, this video highlights the impactful work being done to serve Texas’s most vulnerable youth.

Whether you're an educator, community leader, or advocate, this video is a compelling call to action—showing how mentorship fosters personal growth, builds hope, and empowers young people to thrive: BBBS Texas - Strong Partnerships for Stronger Kids

Big Brothers Big Sisters agencies in Texas partner with Texas Education Agency in the Amachi Program. Together, they provide mentoring relationships for children who have experienced family incarceration or other development-impeding life events.