Educating Children and Youth in Homeless Situations: Laws, Policies, and How They Work in Real Life

1. National Association for the Education of Homeless Children and Youth 22nd Annual Conference November 2010 Houston, TX Educating Children and Youth in Homeless Situations:Laws, Policies, and How They Work in Real Life

2. Our Agenda • Background and context • Liaisons • Identification • School stability, including transportation • School enrollment • School success • Focus on Title I, Part A • Focus on unaccompanied youth • Focus on young children

3. Causes of Homelessness • Lack of affordable housing • Foreclosures • Poverty • Economic recession • Unemployment • Health problems • Lack of health insurance • Addiction disorders • Mental health • Domestic violence • Natural and other disasters • Abuse/neglect (unaccompanied youth)

4. Stories and Statistics 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 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 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

5. How many children and youth experience homelessness? • 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.

6. Barriers to Education forHomeless Children and Youth • 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-identification • Lack of transportation • Lack of school supplies, clothing, etc. • Poor health, fatigue, hunger • Prejudice and misunderstanding

7. Importance of Education “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 2014

8. McKinney-VentoHomeless Assistance Act • Reauthorized 2002 by NCLB • Main themes: • School stability • School access • Support for academic success • Child-centered, best interest decision making

9. Local HomelessEducation Liaisons • 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.

10. Eligibility—Who is Covered? • 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]

11. Eligibility— Who is Covered? • 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

12. McKinney-Vento Definition: Why So Broad? • 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.

13. Case-by-case determination Get 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 Determining Eligibility

14. Identifying EligibleChildren and Youth Identification is critical. It affects state and local funding. It’s the law. It affects students’ eligibility for a wide variety of services.

15. Identification Strategies • 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.

16. Identification Strategies (cont.) • 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#parent • 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/RP14_SRQ.doc

17. Identification Strategies (cont.) • 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.

18. Research on School Stability • 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.

19. 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. Research on School Stability (cont.)

20. School Stability— Key Provisions • 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).

21. Feasibility— USDE Criteria • A child-centered, individualized determination • Continuity of instruction • Age of the child or youth • Safety of the child or youth • Likely length of stay in temporary housing • Likely area where family will find permanent housing • Student’s need for special instructional programs • Impact of commute on education • School placement of siblings • Time remaining in the school year

22. Transportation—Key Provisions • 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.

23. Transportation—Key Provisions 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).

24. Transportation Strategies • 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

25. School Stability Resources • 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

26. School Enrollment— Key Provisions • 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.

27. Enrollment— Key Provisions (cont.) • 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.

28. Enrollment— Key Provisions (cont.) • 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.

29. Immediate Enrollment— Strategies • 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.

30. Immediate enrollment without documents: http://center.serve.org/nche/downloads/briefs/assessment.pdf Immediate enrollment without parent/guardian: http://center.serve.org/nche/downloads/briefs/guardianship.pdf Immediate enrollment without immunizations: http://www.naehcy.org/dl/elders_memo.pdf School Enrollment Resources

31. Full participation in school activities: http://center.serve.org/nche/downloads/briefs/extra_curr.pdf Ensuring credit accrual and recovery: http://center.serve.org/nche/downloads/briefs/credit.pdf School EnrollmentResources (cont.)

32. Resolution of Disputes—Key Provisions • 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.

33. Support for Success • 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).

34. Support for Success (cont.) • 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

35. Support for Success (cont.) • 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

36. Support for Success (cont.)Title I and Homelessness • 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.

37. Strategies for Determining the Title IA Set-Aside Amount • 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.

38. USED Guidance on Using Title IA Funds for Homeless Students 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.

39. USED Guidance (cont.) 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

40. USED Guidance (cont.) 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

41. Title I Part A Resources http://center.serve.org/nche/downloads/briefs/titlei.pdf http://www.ed.gov/policy/gen/leg/recovery/guidance/titlei-reform.pdf

42. How Many Young Children Experience Homelessness? • 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.

43. Impacts on Young Children • 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.

44. Head Start Findings 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

45. McKinney-Vento Provisions • 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.

46. Head Start Provisions • 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: http://eclkc.ohs.acf.hhs.gov

47. Strategies for Accessing Public Preschool • 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.

48. Strategies for Accessing Public Preschool (cont.) • 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.

49. Young Children Resources • http://www.naehcy.org/early.html • http://www.horizonsforhomelesschildren.org • http://www.familyhomelessness.org

50. Unaccompanied Youth--Who Are They? • 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.