Transcript G ET TO K NOW NCHE… Slide 1  NCHE is the U.S.

G ET TO K NOW NCHE…
Slide 1

NCHE is the U.S. Department of Education’s
homeless education technical assistance and
information center

NCHE has

A comprehensive website: www.serve.org/nche

A toll-free helpline: Call 800-308-2145 or e-mail
[email protected]

A listserv: e-mail [email protected] to join

Free resources (including The Local Liaison Toolkit) :
Visit www.serve.org/nche/products.php
T HE M C K INNEY -V ENTO H OMELESS
A SSISTANCE A CT:
K NOWING AND I MPLEMENTING THE L AW
[email protected]
[email protected]
[email protected]
TODAY ’ S G OALS


Slide 3
Become familiar with important concepts
in the McKinney-Vento Act

Eligibility

Immediate Enrollment

School Selection

Transportation

Unaccompanied Youth
Learn good practices and implementation
strategies by networking with colleagues
T HE M C K INNEY -V ENTO A CT
Slide 4

Subtitle VII-B of the McKinney-Vento
Homeless Assistance Act; reauthorized by
Title X, Part C of NCLB

Main themes of the McKinney-Vento Act

School access

School stability
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Support for academic success

Child-centered, best interest decision making

Critical role of the local homeless education liaison
L OCAL L IAISONS
Slide 5
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Local liaisons play a critical role in the
implementation of the McKinney-Vento
Act
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Every school district must designate a
local homeless education liaison.

Local liaison responsibilities include:

Identifying homeless children and youth

Ensuring that homeless students can enroll
immediately and participate fully in school
L OCAL L IAISONS ( CONT )






Slide 6
Informing parents, guardians, or youth of educational
rights
Supporting unaccompanied youth in school selection
and dispute resolution
Linking homeless students with educational and other
services, including preschool and health services
Ensuring the public posting of educational rights
through the school district and community; NCHE
Educational Rights Posters are available at
www.serve.org/nche/products.php
Ensuring that disputes are resolved promptly
Collaborating with other district programs and
community agencies
W HO Q UALIFIES F OR S ERVICES ?

Slide 7
Children or youth who lack a fixed,
regular, and adequate nighttime
residence, including:

Sharing the housing of others due to loss of housing,
economic hardship, or similar reason (“doubling up”)

Living in motels, hotels, trailer parks, camping grounds
due to the lack of adequate alternative
accommodations

Living in emergency or transitional shelters
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Abandoned in hospitals
W HO Q UALIFIES ? ( CONT )
Slide 8
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Awaiting foster care placement

Living in a public or private place not designed for
humans to live
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Living in cars, parks, abandoned buildings, substandard
housing, bus or train stations, or a similar setting

Migratory children living in the above circumstances

Unaccompanied youth living in the above
circumstances
D ETERMINING E LIGIBILITY:
“T HE G ROUND R ULES ”
Slide 9

Reference NCHE’s Determining Eligibility
and Confirming Eligibility briefs at
www.serve.org/nche/briefs.php

Determinations are made on a case-bycase basis by examining the living
arrangement of each child or youth

Some instances will be clear-cut; others
will require further inquiry and then a
judgment call
D ETERMINING E LIGIBILITY:
“T HE G ROUND R ULES ” ( CONT )
Slide 10

Use fixed, regular, and adequate as your
guiding principles; if the living
arrangement does not meet all three
criteria, it is considered a homeless
situation
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The list of examples given in the definition
describes common homeless situations,
but is not exclusive
D ETERMINING E LIGIBILITY:
“F IXED , R EGULAR ,
Slide 11
AND
A DEQUATE ?”

Fixed: Stationary, permanent, and not
subject to change
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Regular: Used on a predictable, routine,
or consistent basis (e.g. nightly)
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Adequate: Sufficient for meeting both the
physical and psychological needs typically
met in home environments
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Use the sample questions on pages 5-6 of
the Determining Eligibility brief
D ETERMINING E LIGIBILITY:
“T HE P ROCESS ”
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Step 1: Get the facts

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Slide 12
Sample enrollment questionnaires can be found at
www.serve.org/nche/forum/eligibility.php
Step 2: Analyze the facts
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Does the living situation fit into one of the specific
examples of homelessness listed in the law?
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Does the living situation fit another type of situation
that is not fixed, regular, and adequate?
D ETERMINING E LIGIBILITY:
“T HE P ROCESS ” ( CONT )

Slide 13
Step 3: Get Additional Input

Contact your State Coordinator; visit
www.serve.org/nche/states/state_resources.php for
contact information

Contact the NCHE helpline at 800-308-2145 or
[email protected]
D ETERMINING E LIGIBILITY:
“D OUBLED - UP ”
Slide 14

McKinney-Vento defines “doubled-up” as
“sharing the housing of others due to loss
of housing, economic hardship, or similar
reason”
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Considerations:

Why did the family move in together? Due to a crisis or
by mutual choice as a plan for mutual benefit?

How permanent is the living arrangement intended to
be?
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Is the living arrangement fixed, regular, and adequate?
D ETERMINING E LIGIBILITY:
“D OUBLED - UP ” ( CONT )
 But…
Slide 15

Are all doubled-up situations
automatically homeless?

Is there a limit on how long a doubledup child should be considered
homeless?

Are both doubled-up parties homeless?
D ETERMINING E LIGIBILITY:
“AWAITING F OSTER C ARE P LACEMENT ”
Slide 16

Children in foster care face high
residential and school mobility, academic
challenges, educational discontinuity
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Eligibility must be reviewed in the context
of state and local child welfare policies;
check with your State Coordinator for
information relevant to your state

Refer back to “fixed, regular, and
adequate”
S CENARIO : E LIGIBLE OR N OT ?
Patricia and her son, Luis, showed up mid-year at
your school to enroll Luis, saying they’ve just
moved in with relatives that live in the area. You
suspect Luis might qualify for McKinney-Vento
services, but you’re not sure.
Slide 17

What questions would you ask to determine if Luis is
eligible?
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Are there certain circumstances under which you
would qualify Luis and other circumstances under
which you wouldn’t?
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Other questions?

Hand-raising is now enabled
S CHOOL S ELECTION
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Students experiencing homelessness have
the right to attend one of two schools:

Local Attendance Area School

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Slide 18
Any public school that students living in the same
attendance area are eligible to attend
School of Origin

The school attended when permanently housed;
or
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The school in which the student was last enrolled
S CHOOL S ELECTION ( CONT )
Slide 19

When deciding which school the student
will attend, the best interest of the
student is the top priority
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Best interest: keep homeless students in
their schools of origin, to the extent
feasible, unless this is against the parent’s
or guardian’s wishes

Local liaisons work together with
unaccompanied youth to determine
which school would be in the youth’s best
interest to attend
S CHOOL S ELECTION ( CONT )
Slide 20

Students can continue attending their
school of origin the entire time they are
homeless, and until the end of any
academic year in which they move into
permanent housing
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If a student becomes homeless in
between academic years, he or she can
continue attending the school of origin for
the following academic year
S CHOOL OF O RIGIN AND F EASIBILITY
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Slide 21
Feasibility factors listed in U.S.
Department of Education Guidance:

The age of the child or youth
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The distance of a commute and the impact it may have
on the student's education
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Personal safety issues
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A student's need for special instruction (e.g., special
education and related services)
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The length of anticipated stay in a temporary shelter
or other temporary location
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The time remaining in the school year
H OW I S F EASIBILITY D ETERMINED ?
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Slide 22
Reference NCHE’s Guiding the Discussion on
School Selection brief at
www.serve.org/nche/briefs.php
The child’s best interest is at the forefront
Determining best interest is a case-by-case
determination
There is no specific time or distance limit
placed on transporting a homeless child to
the school of origin; consider the unique
situation of the student and how the
transportation will affect the student’s
education
“I S I T F EASIBLE ?”
Last May, the Donovan family lost its housing
and moved into a low-cost motel about 15 miles
away from where their daughter Julie was
attending school. It’s the beginning of the school
year, and the family would like for Julie to
continue attending her school of origin. You’ve
qualified Julie as homeless, but need to decide if
it’s feasible for Julie to attend her school of
origin.
Slide 23

What additional information do you need to make a best
interest determination for Julie?

Other questions?
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Hand-raising is now enabled
E NROLLMENT
Slide 24

States and districts must develop, review,
and revise policies to remove barriers to
the school enrollment and retention of
homeless children and youth

McKinney-Vento defines enrollment as
attending classes and participating fully in
school activities

The McKinney-Vento Act supersedes state
or local law or practice when there is a
conflict [U.S. Constitution, Article VI]
E NROLLMENT ( CONT )
Slide 25

Homeless children and youth have the
right to enroll in school immediately, even
if lacking documentation normally
required for enrollment

If a student does not have immunizations,
or immunization or medical records, the
local liaison must assist immediately in
obtaining them, and the student must be
enrolled in the interim
E NROLLMENT ( CONT )
Slide 26

Enrolling schools must request school
records from the student’s previous
school immediately, and students must be
enrolled in school while records are
obtained

Schools must make their records available
promptly when a student transfers to a
new school or district
T RANSPORTATION
Slide 27

Districts must transport homeless students to and
from the school of origin, at a parent’s or
guardian’s request (or at the liaison’s request for
unaccompanied youth)
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If the student’s temporary residence and the
school of origin are in the same district, that
district must arrange transportation

If the student is living outside the district of origin,
the district where the student is living and the
district of origin must determine how to divide the
responsibility and cost, or they must share the
responsibility and cost equally
T RANSPORTATION ( CONT )
Slide 28

Districts must provide students in homeless
situations with transportation services
comparable to those provided to other students
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School districts must eliminate barriers to the
school enrollment and retention of students
experiencing homelessness (including
transportation barriers)

Districts can consider other safe transportation
options beyond the school bus
D ISPUTE R ESOLUTION
Slide 29

Whenever a dispute arises, the parent,
guardian, or youth must be provided with
a written explanation of the school’s
decision, including the right to appeal

The school must refer the parent,
guardian, or youth to the local liaison to
carry out the dispute resolution process
as expeditiously as possible, in accordance
with the state plan
D ISPUTE R ESOLUTION
Slide 30

While a dispute is being resolved, the
student must be admitted immediately
into the requested school and provided
with services

Documentation should be kept for all local
liaison interventions with parents, and not
just formal disputes
Q UESTIONS ?
Slide 31

Hand-raising is now enabled

Questions on enrollment, transportation,
or dispute resolution?
Y OUNG H OMELESS C HILDREN



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Slide 32
State McKinney-Vento plans must describe procedures
that ensure that homeless children have access to public
preschool programs
Local liaisons must ensure that families and children have
access to Head Start, Even Start, and other public
preschool programs administered by the school district
The Head Start Act includes many provisions for serving
young homeless children; visit www.naehcy.org/early.html
for more information
IDEA and McKinney-Vento staff must work together to
ensure that young homeless children who may need
special education services are identified, evaluated, and
served (IDEA’s Child Find provision)
U NACCOMPANIED Y OUTH :
T HE B ASICS
Slide 33

The McKinney-Vento defines
unaccompanied youth as a youth “not in
the physical custody of a parent or
guardian”

An unaccompanied youth’s living
arrangement must meet the Act’s
definition of homeless for him/her to
qualify for McKinney-Vento services

Local liaisons must support
unaccompanied youth in school selection
and dispute resolution processes
U NACCOMPANIED Y OUTH :
T HE B ASICS ( CONT )

“Age limits”



Slide 34
Lower: There is no lower age limit for
unaccompanied youth
Upper: The upper age limit (as with all
McKinney-Vento eligible students) is your
state’s upper age limit for public education;
this is usually 21, but is sometimes older for
special education
A youth can be eligible regardless of
whether he/she was asked to leave the
home or “chose” to leave; sometimes
there is “more than meets the eye” for
youth’s home life situations
U NACCOMPANIED Y OUTH :
S TRATEGIES
Slide 35

Reference NCHE’s When Legal Guardians Are Not
Present brief at www.serve.org/nche/briefs.php

Develop caretaker forms, self-enrollment forms,
and/or other forms to replace typical proof of
guardianship; forms should be crafted carefully
so they do not create further barriers or delay
enrollment; visit
www.serve.org/nche/downloads/toolkit/app_d.p
df for sample forms

Become familiar with state and local policies
related to unaccompanied youth (medical
signature authority, reporting of suspected
abuse, reporting of runaways, emancipation)
U NACCOMPANIED Y OUTH :
S TRATEGIES ( CONT )
Slide 36

Provide access to diversified learning
opportunities (vocational education, credit-forwork programs, flexible school hours, etc.) yet
don’t assume youth will need or desire this
option

Provide access to a “safe place” and trained
mentor at school

Permit exceptions to school policies on class
schedules, tardiness, absences and credits to
accommodate the needs of unaccompanied
youth

Assist with credit accrual and recovery
U NACCOMPANIED Y OUTH
S CENARIO
Will is a 17-year-old who has come to your
school to enroll. He said he left home because he
doesn’t like his stepfather and is staying with a
friend. His mom says Will has a perfectly good
home to come to and wants him to come home
immediately. She does not want Will to enroll in
another school.
Slide 37

Would your school enroll Will?

Beyond enrollment, what else could your school do to
support Will in his education?

Other questions?

Hand-raising is now enabled
T HE T ITLE IA S ET -A SIDE :
T HE B ASICS




Slide 38
Title IA of NCLB requires districts to set aside Title IA funds
to be used to serve homeless students; there is no
federally mandated amount/method of calculation
Homeless students are automatically eligible for Title IA
services, even if they don’t live in a Title IA school
attendance area or meet the academic standards required
of other students for eligibility
Homeless students are eligible to receive Title IA support
for the rest of any academic year in which they become
permanently housed
Homeless students can receive support from Title IA
school-wide programs, targeted-assistance programs,
and/or the Title IA set-aside
U SING T ITLE IA S ET -A SIDE
F UNDS


Slide 39
Set-aside funds can be used to provide:

Services to homeless students attending Title IA or
non-Title IA schools that are comparable to those
provided to non-homeless students in Title I schools

Services to homeless students that are not ordinarily
provided to other Title I students and that are not
available from other sources, according to the need of
the homeless student (e.g. comparable may not mean
identical)
Title I funds should be used to support the
student in meeting the state’s academic
standards
P ERMISSIBLE U SAGES OF
F UNDS
Slide 40

Tutoring (including in shelters, motels, and other
places where homeless students live)

School uniforms (if not available from other
sources)

Transportation to participate in afterschool
activities

Health, nutrition, and other social services, if not
available from any other source (including basic
medical equipment, such as eyeglasses and/or
hearing aids)
P ERMISSIBLE U SAGES :
*N EW ARRA G UIDANCE *


Title IA set-aside funds should be used only to the extent
that services and supports are not available from other
sources
LEA may use Title IA ARRA funds to provide, where
appropriate, items or services including, but not limited
to—







Slide 41
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
P ERMISSIBLE U SAGES :
*N EW ARRA G UIDANCE *










Slide 42

Medical and dental services
Eyeglasses and hearing aids
Counseling services to address anxiety related to
homelessness that is impeding learning
Outreach services to students living in shelters, motels, and
other temporary residences
Extended learning time (before and after school, Saturday
classes, summer school) to compensate for lack of quiet time
for homework in shelters or other overcrowded living
conditions
Tutoring services
Parental involvement specifically oriented to reaching out to
parents of homeless students
Fees for AP and IB testing
Fees for SAT/ACT testing
GED testing for school-age students
Supporting the position of the local liaison
P ROHIBITED U SAGES OF
F UNDS
Slide 43

Transportation to/from the school of
origin for the regular school day

Rent

Utilities

Clothing for parents
A CCESS TO S ERVICES
Slide 44

Students experiencing homelessness must
have access to services for which they are
eligible, including special education,
programs for English learners, gifted and
talented programs, and vocational and
technical education

Homeless students are automatically eligible
to receive free school meals; the USDA
permits local liaisons and shelter directors to
qualify homeless students for free meals by
providing a list of names with effective dates
A CCESS TO S ERVICES ( CONT )
Slide 45

IDEA includes provisions that ensure the
timely assessment, inclusion, and continuity
of services for homeless children and youth
with disabilities; visit
www.serve.org/nche/ibt/sc_spec_ed.php for
more information

Undocumented students have the same right
to attend public school as U.S. citizens (Plyler
v. Doe) and are covered by the McKinneyVento Act to the same extent as other eligible
students
Q UESTIONS ?
Slide 46

Hand-raising is now enabled

Questions on Title IA or access to
services?

Any remaining questions?
F OR MORE INFORMATION
State Coordinator for Homeless Education:
www.serve.org/nche/states/state_resources.php
NCHE website: www.serve.org/nche
NCHE helpline: 800-308-2145 or
[email protected]
NCHE National Partners:
National Association for the Education of Homeless
Children and Youth (NAEHCY): www.naehcy.org
National Law Center on Homelessness and Poverty
(NLCHP): www.nlchp.org
Slide 47
T HANKS FOR J OINING U S !


Slide 48
You will receive a follow-up e-mail shortly

Link to webpage where you can download handouts

Link to a brief, anonymous online evaluation; once
your evaluation is completed, you’ll be directed to a
webpage to download a certificate of completion, if
desired
Presenters Contact Information

Diana Bowman – [email protected]

Christina Dukes – [email protected]

Jan Moore – [email protected]