National Association for the Education of Homeless Children and YouthNational Association for the Education of Homeless Children and Youth22nd Annual Conference22nd Annual Conference

November 2010November 2010Houston, TXHouston, TX

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Background and contextLiaisonsIdentificationSchool stability, including transportationSchool enrollmentSchool successFocus on Title I, Part AFocus on unaccompanied youthFocus on young children

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Lack of affordable housing Foreclosures

Poverty Economic recession Unemployment

Health problems Lack of health insurance Addiction disorders Mental health

Domestic violenceNatural and other disastersAbuse/neglect (unaccompanied youth)

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A new multisite study by UCLA and RAND Corp. researchers and colleagues has found that 7 percent of fifth-graders and their families have experienced homelessness at some point in their lives and that the occurrence is even higher — 11 percent — for African American children and those from the poorest households.Am. J. Pub. Health, 8/09

Parents are losing their jobs, their homes and their vehicles, but they don't want their children to lose out on an education. Desiree Vigil is one Denver parent trying to make sure her kids get to school, even though the family doesn't know where they will sleep at night. "It kills me inside. It hurts because I feel like I'm not providing for my kids the way I should be," Vigil said. FOX News Denver, 5/20/10

Nearly 1 million homeless students attended public schools in 2008-09, a 41% increase over the previous two years and another sign of how broadly the economic recession has struck America.USA Today, 7/31/10

Diego Sepulveda, a 22-year-old political science major, is the first in his family to attend college. His full-time Subway job wasn’t quite cutting it, and then he lost that job. Sepulveda would rotate– a night at the library, the next two nights on friends’ couches. His other part-time home was the Student Activities Center, where there’s a pool, a locker room, and showers.“I would shower, and it would give me at least some sense of being clean,” he says.NPR, 7/27/10

Stories and Stories and StatisticsStatistics

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10% of all children living in poverty over the course of a year.

1.6-1.7 million youth run away each year.51% of all children in HUD-funded shelters are under

the age of 6.Nationwide, 956,914 homeless students identified

by public schools in the 2008-09 school year; 41% increase over previous 2 years.

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Enrollment requirements (school records, health records, proof of residence and guardianship)

High mobility resulting in lack of school stability and educational continuity

Lack of awareness; under-identificationLack of transportationLack of school supplies, clothing, etc.Poor health, fatigue, hungerPrejudice and misunderstanding

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“For almost all of my life, I have never had a place to call home. I have questioned why I have to struggle so hard to succeed while others do not have to question whether they will go to college.

However, there is one thing I have never questioned: My education.”

Khadijah Williams, Harvard University Class of 20147

Reauthorized 2002 by NCLBMain themes:

School stability School access Support for academic success Child-centered, best interest decision making

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Every LEA must designate a liaison for students in homeless situations.

Responsibilities- Ensure that children and youth in homeless

situations are identified. Ensure that homeless students enroll in and have

full and equal opportunity to succeed in school. Link with educational services, including preschool

and health services. Resolve disputes and assist with transportation.

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Children who lack a fixed, regular, and adequate nighttime residence—

Sharing the housing of others due to loss of housing, economic hardship, or similar reason[66% of identified homeless students in 2008-2009]

Living in motels, hotels, trailer parks, camping grounds due to lack of adequate alternative accommodations[Motels: 6% of identified homeless students in 2008-09]

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Children who lack a fixed, regular, and adequate nighttime residence—

Living in emergency or transitional shelters[23% of identified homeless students in 2008-09]

Living in a public or private place not designed for humans to live

Living in cars, parks, abandoned buildings, substandard housing, bus or train stations, or similar settings

Migratory children living in above circumstances Awaiting foster care placement

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• Shelters are often full; shelters may turn families and youth away, or put them on waiting lists.

• Shelters do not exist in many suburban and rural areas.• Eligibility conditions of shelters often exclude families

with boys over the age of 12, or unaccompanied minors.• Motels may not be available, or may be too expensive.• Youth on their own may fear adult shelters.• Shelters often have 30, 60, or 90 day time limits.• Families/youth may be unaware of alternatives, fleeing

in crisis, living in over-crowded, temporary, and sometimes unsafe environments.

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Case-by-case determinationGet as much information as possible (with sensitivity

and discretion)Look at the MV definition (specific examples in the

definition first, then overall definition)Shared housing considerations:

Where would you go if you couldn’t stay here? What led you to move in to this situation?

NCHE’s Determining Eligibility brief is available at http://www.serve.org/nche/downloads/briefs/det_elig.pdf

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Identification is critical. It affects state and local funding. It’s the law. It affects students’ eligibility for a wide

variety of services.

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Provide awareness activities for school staff (registrars, secretaries, counselors, nurses, teachers, tutors, bus drivers, security officers, drop out prevention specialists, administrators, etc.). http://www.naehcy.org/training.html http://center.serve.org/nche/web/online_tr.php

Coordinate with community service agencies, such as shelters, soup kitchens, public assistance and housing agencies, and public health departments.

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Post outreach materials and posters in all schools and where there is a frequent influx of low-income families and youth in high-risk situations, including motels, campgrounds, libraries, youth centers. http://center.serve.org/nche/pr/er_poster.php#paren

t http://center.serve.org/nche/pr/er_poster.php#youth

Use enrollment and withdrawal forms to inquire about living situations. www.utdanacenter.org/theo/downloads/factsheets/R

P14_SRQ.doc

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Make special efforts to identify preschool children, including asking about the siblings of school-aged children.

Develop relationships with truancy officials and/or other attendance officers.

Enlist youth to spread the word.Make sure data entry and database managers know

how to enter, maintain and report information.Avoid using the word "homeless” with school

personnel, families, or youth.

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Demonstration project in WA showed that school stability for homeless students increases assessment scores and grades.

Mobility also hurts non-mobile students; study found average test scores for non-mobile students were significantly lower in high schools with high student mobility rates.

Students who changed high schools even once during high school were less than half as likely as stable students to graduate, even controlling for other factors.

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Recent study published in the Archives of Psychiatry found that youth aged 11 to 17 were twice as likely to attempt suicide if their families moved three or more times compared to those who had never moved.

Victoria, TX adopted a “One Child, One School, One Year” policy. ADA increased $1.6 million. TAKS scores increased significantly.

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Students can stay in their school of origin for the duration of homeless and until the end of the school year when they find permanent housing, as long as that is in their best interest.

School of origin—school attended when permanently housed or in which last enrolled.

Best interest—keep homeless students in their schools of origin, to the extent “feasible”, unless this is against the parents’ or guardians’ wishes.

Can always also choose the local school (any school others living in the same area are eligible to attend).

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A child-centered, individualized determination Continuity of instructionAge of the child or youthSafety of the child or youthLikely length of stay in temporary housingLikely area where family will find permanent housingStudent’s need for special instructional programsImpact of commute on educationSchool placement of siblingsTime remaining in the school year

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1. LEAs must provide transportation to and from their school of origin, at a parent’s or guardian’s request (or at the liaison’s request for unaccompanied youth).

If crossing LEA lines, they must determine how to divide the responsibility and share the cost, or they must share the cost equally.

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2. LEAs also must provide students in homeless situations with transportation services comparable to those provided to other students.

3. LEAs must eliminate barriers to the school enrollment and retention of students experiencing homelessness (including transportation barriers).

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Develop close ties among local liaisons, school staff, pupil transportation staff, and shelter workers.

Use school buses (including special education, magnet school and other buses).

Develop formal or informal agreements with school districts where homeless children cross district lines.

Use public transit where feasible.Use approved carpools, van or taxi services.Reimburse parents and youth for gas.Hire a homeless transportation coordinator

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School of origin vs. Local school:

http://center.serve.org/nche/downloads/briefs/sch_sel_checklist.pdf

Transportation:

http://center.serve.org/nche/pr/incr_sch_stab.php

www.utdanacenter.org/theo/downloads/factsheets/RP33b_Transportation_Rural.pdf

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If remaining in the school of origin is not feasible, children and youth in homeless situations are entitled to immediate enrollment in any public school that students living in the same attendance area are eligible to attend.

The terms “enroll” and “enrollment” include attending classes and participating fully in school activities.

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Enrollment must be immediate, even if students do not have required documents, such as school records, health records, proof of residency or guardianship, or other documents.

If a student does not have immunizations, or immunization or medical records, the liaison must immediately assist in obtaining them, and the student must be enrolled in the interim.

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Enrolling schools must obtain school records from the previous school, and students must be enrolled in school while records are obtained.

Schools must maintain records for students who are homeless so they are available quickly.

SEAs and LEAs must develop, review, and revise policies to remove barriers to the enrollment and retention of children and youth in homeless situations.

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Request all records from the previous school immediately, including immunization records.

Parental signature is not required for transfer students (FERPA). The vast majority of students have been enrolled in school

before and have received immunizations.Speak with parents and youth about the classes the

student was in, previous coursework and special needs.

Call the counselor, teachers or principal at the previous school for information.

Ensure enrollment staff on every campus are aware of the law and procedures.

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Immediate enrollment without documents: http://center.serve.org/nche/downloads/briefs/asse

ssment.pdf

Immediate enrollment without parent/guardian: http://center.serve.org/nche/downloads/briefs/gua

rdianship.pdfImmediate enrollment without immunizations:

http://www.naehcy.org/dl/elders_memo.pdf

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Full participation in school activities: http://center.serve.org/nche/downloads/briefs/extr

a_curr.pdf

Ensuring credit accrual and recovery: http://center.serve.org/nche/downloads/briefs/cre

dit.pdf

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Every state must establish dispute resolution procedures.

When a dispute over enrollment arises, the student must be admitted immediately to the school of choice while the dispute is being resolved.

The parent or guardian must be provided with a written explanation of the school’s decision, including the right to appeal.

The school must refer the child, youth, parent, or guardian to the liaison to carry out the dispute resolution process as expeditiously as possible.

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Students who experience homelessness must have access to educational services for which they are eligible, including special education, programs for English learners, gifted and talented programs, voc./tech. programs, and school nutrition programs.

Undocumented children and youth have the same right to attend public school as U.S. citizens and are covered by the McKinney-Vento Act to the same extent as other children and youth (Plyler v. Doe).

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Homeless students are automatically eligible for free school meals.

USDA policy permits liaisons and shelter directors to obtain free school meals for students immediately by providing a list of names of students experiencing homelessness with effective dates.

http://www.naehcy.org/guidance.html

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The 2004 reauthorization of IDEA included amendments that reinforce timely assessment, inclusion, and continuity of services for homeless children and youth who have disabilities. http://education.wm.edu/centers/hope/

publications/infobriefs/documents/qa.pdf http://center.serve.org/nche/downloads/briefs/

idea_qa.pdf http://www.naehcy.org/idea.html

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A child or youth who is homeless is automatically eligible for Title IA services, regardless of whether his or her school is a Title IA school.

LEAs must reserve (or set aside) the funds necessary to serve homeless children who do not attend Title IA schools, including educationally related support services. Funds may be used for children attending any

school in the LEA.

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Review needs and costs involved in serving homeless students in the current year and project for the following year.

Multiply the number of homeless students by the Title IA per pupil allocation.

For districts with subgrants, reserve an amount greater than or equal to the McKinney-Vento subgrant funding request.

Reserve a percentage based on the district’s poverty level or total Title IA allocation.

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Title I funds may be used for services not ordinarily provided to other Title I students. Services must be reasonable and necessary to

enable homeless students to take advantage of educational opportunities.

Funds must be used as a last resort when services are not reasonably available from another public or private source.

An individual paid in whole or in part with Title IA funds may also serve as a homeless liaison.

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Examples of Uses of Title IA funds: Items of clothing, particularly if necessary to meet

a school’s dress or uniform requirement Clothing and shoes necessary to participate in

physical education classes Student fees that are necessary to participate in

the general education program Personal school supplies such as backpacks and

notebooks Birth certificates necessary to enroll in school Immunizations Food

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Uses of Title IA funds (cont.): Medical and dental services Eyeglasses and hearing aids Counseling services Outreach services Extended learning time Tutoring services Parental involvement Fees for AP and IB testing Fees for SAT/ACT testing GED testing for school-age students

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http://center.serve.org/nche/downloads/briefs/titlei.pdf

http://www.ed.gov/policy/gen/leg/recovery/guidance/titlei-reform.pdf

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In 2008-2009, 52% of all children in HUD homeless shelters were under the age of 6.

33,433 homeless children ages 3-5 (not kindergarten) were identified and enrolled in public preschool in 2008-2009. Represents only 3.5% of students identified as

homeless by public schools. Head Start and Early Head Start served 38,918

homeless families in 2010 (roughly 3% of Head Start’s total enrollment). Up from 31,808 in 2009 and 25,969 in 2008.

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Higher rates of developmental delays: Infants who are homeless start life needing

special care four times more often than other babies.

Homeless toddlers show significantly slower development than other children

Higher rates of chronic and acute health problems.

Higher exposure to domestic and other types of violence.

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Compared to non-homeless children served by Head Start (1999 HS demonstration programs), homeless children have:

Greater developmental delays (language) More learning disabilities More health and mental health problems Higher frequency of withdrawal, shyness, separation anxiety,

short attention disorder, flat affect, aggression, hoarding, anxiety in response to changes in environment or staff absences, concern over getting enough food, and sharing toys

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Liaisons must ensure that families and children have access to Head Start, Even Start, and other public preschool programs administered by the LEA.

State McKinney-Vento plans must describe procedures that ensure that homeless children have access to public preschool programs.

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Homeless children are categorically eligible for Head Start programs

Head Start programs are required to identify and prioritize homeless children for enrollment; allow homeless children to enroll while required paperwork is obtained; and coordinate with LEA liaisons

OHS Information: OHS Information: http://eclkc.ohs.acf.hhs.gov

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Identify the existing public preschool programs within your district: classrooms for 3, 4 and 5 year olds; preschool special education programs; other federally funded projects and community/district collaborations.

Connect with key public early childhood and elementary school staff to build relationships, share data,and create awareness of the impact of homelessness on young children to work toward future partnerships.

Advocate for slots for homeless children within those existing preschool programs.

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Include homelessness in the list of criteria for priority enrollment, classify homelessness as an “at risk” factor, and/or include homelessness specifically as a criterion for "most in need.”

Designate a “homeless contact” at each Head Start program in your community; make sure each contact is trained and hold regular meetings.

Designate a “young child” contact at each homeless service program; ensure that this contact is knowledgeable about Head Start, child development, etc.

Explore funding support from Title I, Part A, ARRA, and grants sources such as United Way.

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http://www.naehcy.org/early.htmlhttp://www.horizonsforhomelesschildren.orghttp://www.familyhomelessness.org

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Definition: child or youth who meets the definition of homeless and is not in the physical custody of a parent or guardian.

Some youth become homeless with their families, but end up on their own due to lack of space in temporary accommodations or shelter policies that prohibit adolescent boys. 60% of homeless mothers live apart from at least one of

their minor children; 35% live apart from all their children. 93% of homeless fathers live apart from all their children.

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Studies have found that 20 to 50 percent of unaccompanied youth were sexually abused in their homes, while 40 to 60 percent were physically abused.

Over two-thirds of callers to Runaway Hotline report that at least one of their parents abuses drugs or alcohol.

Over half of youth living in shelters report that their parents either told them to leave, or knew they were leaving and did not care.

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20-40% of homeless youth identify as gay, lesbian, bisexual, or transgender (compared to 3-5% of the overall population).

At the end of 2005, over 11,000 children fled a foster care placement and were never found; 25-40% of youth who emancipate from foster care will end up homeless.

Many youth have been thrown out of their homes due to pregnancy. 48% of street youth have been pregnant or impregnated

someone. 10% of currently homeless female teens are pregnant.

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Liaisons must help unaccompanied youth choose and enroll in a school, after considering the youth’s wishes, and inform the youth of his or her appeal rights.

School personnel must be made aware of the specific needs of runaway and homeless youth.

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Develop clear policies for enrolling unaccompanied youth immediately, whether youth enroll themselves, liaisons do enrollment, caretakers enroll youth in their care, or another procedure is in place.

Train local liaisons and all school enrollment staff, secretaries, counselors, principals, school security staff, attendance officers, and teachers on the definition, rights, and needs of unaccompanied youth.

Coordinate with youth-serving agencies, such as shelters, soup kitchens, drop-in centers, street outreach, child welfare, juvenile courts, law enforcement, legal aid, teen parent programs, public assistance, gay/lesbian/bisexual/transgender youth organizations, mental health agencies…

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Offer youth an adult and peer mentor.Establish systems to monitor youth’s attendance and

performance, and let youth know you’ll be checking up on them.

Help youth participate fully in school (clubs, sports, homework help, etc.)

Build trust! Be patient, and ensure discretion and confidentiality when working with youth.

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Liability is based on the concept of negligence, or a failure to exercise reasonable care. Following federal law and providing appropriate services

are evidence of reasonable care. Violating federal law and denying services are evidence of

negligence.Don’t hide children from their parents, but do enroll

youth in school immediately, do engage parents and youth with school counselors and/or family mediation services, and do involve child welfare when necessary.

Youth who meet the definition of “independent student” can complete the FAFSA without parental income information or signature.

Unaccompanied youth are automatically considered independent students. Must be verified as unaccompanied and homeless during the

school year in which the application is submitted.Youth who are unaccompanied, at risk of homelessness,

and self-supporting are also automatically considered independent students. Must be verified as such during the school year in which the

application is submitted.57

Verification must be made by: a McKinney-Vento Act school district liaison, a HUD homeless assistance program director or their

designee, a Runaway and Homeless Youth Act program director or

their designee, or a financial aid administrator.

Youth who have been in foster care at any time after age 13 are also automatically independent.

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http://www.naehcy.org/higher_ed.htmlhttp://www.naehcy.org/letendre_ab.htmlhttp://center.serve.org/nche/ibt/sc_youth.phphttp://www.1800runaway.org/http://www.youtube.com/user/itgetsbetterprojecthttp://www.thetrevorproject.org/

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“I have lived in many homes and shelters. Just in this past year, I have lived in twelve different homes. I have lived with classmates, teachers, friends, and strangers. Anybody who would accept me was better than the street. I knew that education and God were the only ways to get out of this cycle. I stayed in school and made good grades because I knew with an education I could go far. I have always dreamed of being free. I want the freedom to know where I am going to sleep, the freedom to know where my belongings are, and the freedom to know that I won’t be asked to leave in the morning or at the end of the week.”

Naomi Caren Fairbanks - 2007 LeTendre Scholarship Recipient

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National Association for the Education of Homeless Children and Youth

http://www.naehcy.org

National Center on Homeless Educationhttp://www.serve.org/nche

National Law Center on Homelessness & Povertyhttp://www.nlchp.org

National Network for Youthhttp://www.nn4youth.org

HEAR US - DVD for awareness-raisinghttp://www.hearus.us

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Barbara Duffield, Policy DirectorNAEHCYPhone: 202.364.7392Email: bduffield@naehcy.org

Patricia Julianelle, Legal DirectorNAEHCYPhone: 202.436.9087Email: pjulianelle@naehcy.org

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