McKinney-Vento Homeless Education:Homeless Education Liaison ‘101’

Roberto Reyes, Licensed School CounselorMcKinney-Vento State Coordinator

Minnesota Department of Education

telephone: 651-582-8302 email: roberto.reyes@state.mn.us

www.education.state.mn.us

“Leading for educational excellence and equity. Every day for every one.”

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http://center.serve.org/nche/

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

http://www.nlchp.org/

KEY RESOURCES

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http://education.state.mn.us/MDE/StuSuc/DropPrev/index.html > Scroll down to Homeless Students: SITE WHERE UPDATED RESOURCES WILL BE POSTED

Resources: Key Links

Resources: Homeless Education Self-Assessment, Data Review and Program Model  

School – One Stable Place

McKinney-Vento Capsule: Education for Children and Youth Who are in Transition and Homeless

http://naehcy.org/dl/naehcy_faq.pdf

The Most Frequently Asked Questions on the Education Rights of Children and Youth in Homeless Situations, Nov 2009. National Association for the Education of Homeless Children and Youth (NAEHCY)

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http://education.state.mn.us/MDE/StuSuc/DropPrev/index.html > Scroll down to Homeless Students: SITE WHERE UPDATED RESOURCES WILL BE POSTED

Resources: Key Links

Resources: Homeless Education Self-Assessment, Data

Review and Program Model  

School – One Stable Place

McKinney-Vento Capsule: Education for Children and Youth Who are

in Transition and Homeless

http://naehcy.org/dl/naehcy_faq.pdfThe Most Frequently Asked Questions on

the Education Rights of Children and Youth in Homeless Situations, Nov 2009.

National Association for the Education of Homeless Children and Youth (NAEHCY)

CREATE YOUR LOCAL RESOURCE LIST

IMMEDIATE AND EMERGENCY SERVICES

MINNESOTA HOMELESS PROVIDERS, ADVOCATES AND PARTNERS

WEBSITES OF KEY STATE AND NATIONAL ORGANIZATIONS AND FEDERAL AGENCIES

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HOW MANY PEOPLE EXPERIENCE HOMELESSNESS?

Source: Amherst H. Wilder Foundation, 2009 Minnesota Homeless Study: Statewide and Region Counts of Homeless People.  - See more at: http://www.icphusa.org/index.asp?page=55&americanalmanac=2&story=121&pg=415#sthash.g0reP1bj.dpuf

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Single night count of people experiencing homelessness 2012 Minnesota Homeless Study

Every three years, Wilder Research conducts a statewide study to better understand the prevalence, causes, circumstances, and effects of homelessness. The study includes interviews with people throughout the state who meet the federal definition of homelessness, and a count of homeless people.

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Single night count of people experiencing homelessness 2012 Minnesota Homeless Study

This fact sheet provides numbers of homeless people counted on the night of the study, October 25, 2012. Counts of all people staying in emergency shelters, battered women's shelters, and transitional housing programs were provided by the housing sites. It also includes counts of homeless people who were interviewed through outreach in non-shelter locations such as encampments, hot-meal programs, and other drop-in service locations.

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Overall, 10,214 homeless adults, youth, and children were counted, up 6 percent over 2009

ONE-NIGHT STUDY COUNTS OF THE MINNESOTA HOMELESS POPULATION, 1991-2012

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HOMELESS STUDENT COUNT:

2010-2011 School Year

224 school districts/charters of 503 reported homeless students via MARSS up from 187 in 2009-10 up from 154 in 2008-09

120 school districts/charters reported 6 or more up from 113 in 2009-10

104 reported 1-5 homeless students up from 87 in 2009-10

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HOMELESS STUDENT COUNT:

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The McKinney-VentoThe McKinney-VentoHomeless Assistance Act:Homeless Assistance Act:

Education for Children and Youth Who Are Homeless

Remove barriers to student ….. enrollment, attendance and success

HOMELESS STUDENT COUNT: 2011-12

Transportation costs increase – more students and higher expenses.

“Leading for educational excellence and equity. Every day for every one.”

1,101,675

2,872,377

3,269,870

4,958,497

8,060,955

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5000000

6000000

7000000

8000000

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2007-08 2008-09 2009-10 2010-11 2011-12

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State Expenditures for Homeless Student Transportation (Regular Education Students only)

School – One Stable Place: McKinney-Vento Homeless Education, MDE

McKinney-Vento Act: PURPOSE:

The following is the policy of the Congress:

(1) Each State educational agency shall ensure that each child of a homeless individual and each homeless youth has equal access to the same free, appropriate public education, including

a public preschool education, as provided to other children and youths.

(2) In any State that has . . . laws, regulations, practices, or policies that may act as a barrier to the enrollment, attendance, or success in school of homeless children and youths,

the State will review and undertake steps to revise such laws, regulations, practices or policies to ensure that homeless children and youths are afforded the same free, appropriate public education as provided to other children and youths.

(3) Homelessness alone is not sufficient reason to separate students from the mainstream school environment.

(4) Homeless children and youths should have access to the education and other services . . to ensure . . [they] have an opportunity to meet the same challenging State student

academic achievement standards to which all students are held.

McKinney-Vento Homeless Assistance Act (42 U.S.C. 11431 et seq.)

Chapter 19 Title VI Subtitle B; Education for Homeless Children and Youths SEC. 721. STATEMENT OF POLICY as amended:

McKinney-Vento Homeless Education Assistance Improvements Act of 2001 in NCLB, Title X, Part C, 2001 TITLE 42 > CHAPTER 119 > SUBCHAPTER VI > Part B > § 11432

Main themes – McKinney-Vento Act:

– School access– School stability– Support for academic success– Child-centered, individualized approach – Critical role of the local homeless liaison

What is in the best interest of the child?

full participation in education

and all school opportunities

“What If We Disagree?”

• If there is a disagreement about whether the student meets the McKinney-Vento definition of a homeless child or youth (between the parents/youth and the school), the state’s dispute resolution process should be followed.

“What If We Disagree?”

• Under the dispute resolution process:– The school district must provide written notice of its position

and inform the parent/guardian/unaccompanied youth of the right to appeal the district’s decision

– The parent/guardian/unaccompanied youth should be referred to the local liaison for assistance with the appeal process.

– The student must be enrolled immediately in the requested school; enrollment must continue until the dispute is resolved.

– The student must be provided with all services to which McKinney-Vento eligible students are entitled (e.g. transportation, Title I services, free meals).

SchoolSchool- One Stable Place- One Stable Place

MDE Website:

www.education.state.mn.us >Accountability Programs >

No Child Left Behind Programs > Homeless Education-McKinney Vento

Nighttime Residences considered homeless

SHELTERED: emergency/transitional shelters; awaiting foster care

UNSHELTERED: living in cars, parks, public spaces, abandoned building; not a regular sleeping places

DOUBLED-UP: sharing housing due to loss of housing, economic hardship or a similar reason

HOTELS/MOTELS

Migratory children – in any of the above situations

HOMELESS definition:One who lacks a fixed, regular, adequate nighttime residence

RESPONSIBILITIES

1) Designate a district Homeless Liaison & school point people.

Duties of the Homeless Liaison:

2) Identify policy barriers to enrollment, attendance and success.

3) Build awareness and provide outreach.

4) Link school and community resources.

5) Enroll the child/youth who is homeless and provide support services.

STEPS

a) Determine eligibility.

b) Determine school selection

c) If parent disagrees -> dispute resolution.

d) Immediately enroll the child.

e) Flag the MARSS student record.

f) Determine needs of the child/youth.

g) Provide services.

Principal

Supports for Learning

School Point Person

School Point Person

School District Homeless Liaison

School District Homeless Liaison

School Point Person-a student support services team member

PolicyTransportationFunding Reporting via MARSS

AssessmentPlacement Link to community servicesPrimary parent contact

Student and FamilyStudent and Family

Teacher

Crisis

Maintaining limbo

Stabilizing

FREQUENCY / INTENSITY / SEVERITY / DURATION

Factors to consider…….

What is in the best interest of the child?

• Child/youth issues

• Related education issues

• Family issues

• School issues

• Extenuating circumstances

• Is there any guidance on what “fixed, regular, and adequate nighttime residence” means?

A: The McKinney-Vento Act states that children and youth who lack “a fixed, regular, and

• adequate nighttime residence” will be considered homeless. 42 U.S.C. §11434A(2)(A).

• The Act does not define those terms. However, the following definitions may provide guidance:

• (1) Fixed: Securely placed or fastened; not subject to change or fluctuation. (Merriam-

• Webster’s Collegiate Dictionary, Tenth Edition.) A fixed residence is one that is stationary, permanent, and not subject to change (2) Regular: Normal, standard; constituted, conducted, or done in conformity with

• established or prescribed usages, rules, or discipline; recurring, attending, or functioning at fixed

• A regular residence is one which is used on a regular• (i.e., nightly) basis. (3) Adequate: Sufficient for a specific

requirement; lawfully and reasonably sufficient.• Fully sufficient; equal to what is• required; lawfully and reasonably sufficient. An• adequate residence is one that is sufficient for meeting both

the physical and psychological needs• typically met in home environments.

Determining Eligibility and Identification• Do school districts have the responsibility to identify

or locate children and youth• experiencing homelessness?

• A: Yes. Every school district must designate a liaison for children and youth experiencing

• homelessness. 42 U.S.C. §11432(g)(1)(J)(ii). The McKinney-Vento Act requires liaisons to

• ensure that “homeless children and youths are identified by school personnel and through

• coordination with other entities and agencies.” 42 U.S.C. §11432(g)(6)(A). The purpose of

• identification is to offer appropriate services to the family, child or youth.

• Coordination with• schools and community agencies is an essential

identification strategy, as are professional• development, awareness and training activities within

school buildings, school districts, and the• community.

The McKinney-Vento Act requires local liaisons to ensure that information about the educational rights of homeless children and youth is posted:

a) In the school district’s main office

b) In all schools within the school district

c) In all schools within the school district and other places where homeless children and youth receive services, such as in shelters and soup kitchens

d) On the corner of every major four-way intersection with the school district’s boundaries

When determining if a child is McKinney-Vento eligible:

a) Only living arrangements described in the school district’s local definition of homeless would qualify a child as eligible

b) Only living arrangements described specifically in the McKinney-Vento definition of homeless would qualify a child as eligible

c) Living arrangements described specifically in the McKinney-Vento definition of homeless and other living arrangements that are not fixed, regular, and adequate would qualify a child as eligible

d) None of the above

True of False?: All shared living arrangements (doubled-up) are automatically considered homeless under the McKinney-Vento definition of homeless.

a) True

b) False

True or False?: Children living in transitional housing qualify as homeless under the McKinney-Vento Act

a) True

b) False

True or False?: All migrant students qualify as homeless under the McKinney-Vento Act, regardless of their living arrangements.

a) True

b) False

True or False?: All unaccompanied youth qualify as homeless under the McKinney-Vento Act, regardless of their living arrangements.

a) True

b) False

When deciding whether a residence would be considered “substandard housing”:

a) The local liaison should evaluate whether the child’s housing situation falls short of community standards or is of lower quality than the law prescribes

b) The local liaison should consider factors such as whether there are health and safety concerns related to the housing and whether the housing meets state or local building codes

c) Both a and b

d) None of the above

• School Selection

The school of origin can be:

a) The original school the child attending when enrolling in kindergarten

b) The school in which the child was last enrolled

c) The school closest to his/her current residence

d) None of the above

STUDENT NEEDS

Using a child-centered, individualized approach, determine the needs of the child/youth related to education.

Education

Food-Nutrition

Transportation

Supportive services

Education

Food-Nutrition

Transportation

Supportive services

The school of origin can also be:

a) The school the child attended when permanently housed

b) The school the child attended at the beginning of the school year

c) The school the child attended at the end of the previous school year

d) None of the above

42 U.S.C. §11432(g)(3)(A).

The school of origin can also be:

a) The school the child attended when permanently housed

b) The school the child attended at the beginning of the school year

c) The school the child attended at the end of the previous school year

d) None of the above

The local attendance area school (local school) is defined as:

a) Any public school established as an attendance option through the local school choice program

b) Any public school that non homeless students who live in the attendance area in which the child is living are eligible to attend

c) The school the child’s neighbor attends

d) None of the above

The Definition

• Individuals who lack a fixed,regular, and adequate nighttimeresidence, including–Sharing the housing of other persons due to loss

of housing, economic hardship, or a similar reason–Living in motels, hotels, trailer parks, or camping

grounds due to the lack of alternative adequate accommodations

–Living in emergency or transitionalshelters

–Awaiting foster care placement

The Definition (cont)

–Have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings

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

–Migratory children living in the circumstances described above

–Unaccompanied youth living in thecircumstances described above

Step 1: Get the Facts (cont)

• Avoid using the word “homeless”: some families may want to avoid the stigma; others may not consider themselves homeless and yet they might be eligible.

• Inform the family about your reason for asking questions - to determine potential eligibility

• Family Educational Rights and Privacy Act (FERPA): Avoid contacting persons outside the school system to probe for more information; see NCHE’s Confirming Eligibility brief at www.serve.org/nche/downloads/briefs/verif_ll.pdf

• Does the student’s living arrangement fit into one of the examples of homelessness in the law?

• If not, would the student qualify for services because he/she lives in another type of living arrangement that does not meet the fixed, regular, and adequate standard?

• Use the information/questions contained in the Determining Eligibility brief to assist in answering these questions.

• Contact your State Coordinator for Homeless Education; visit www.serve.org/nche/states/state_resources.php

• Contact the NCHE Helpline at 800-308-2145 or homeless@serve.org

CRITICAL ISSUES:

ENROLLMENT—

INTAKE: Student/Family needs

LOSS

TRANSITIONS

TRAUMA

SPECIAL EDUCATION NEEDS

RESOURCEFULLNESS

Complex context

• Early childhood

• School age

• Middle school

• High school

• Post high school/

higher education

Culture Race Citizen status Legal issues Family status Sexual orientation Health Supports Location Repeat experiences Basic needs – Nutrition

SIMILAR SITUATIONS:

Migrant families

Immigrant/refugee families

Military families

Parent/family members with disabilities

. . . .

State and National Infrastructure

• United States Interagency Council on Homelessness

• Housing and Urban Development (HUD)

• Health and Human Services

(www.samhsa.dhhs.gov)

CONTINUUM OF CAREHEARTH Act

Fostering Connections

When parents lose their jobs,

lose their homes,

lose their health care,

children suffer

and all of us lose.

When we all do better, we all do better.

Senator Paul Wellstone

McKinney-Vento Homeless Assistance Act:McKinney-Vento Homeless Assistance Act:

Capsule: Education for Children & Youth Who are in Transition and Homeless

Remove barriers to student … enrollment, attendance and success