Erasing the Effects of Homelessness Quality of Life Conference Savannah, Georgia July 14, 2011

1. Erasing the Effects of Homelessness Quality of Life Conference Savannah, Georgia July 14, 2011 Eric McGhee, Grant Programs Manager Outreach Programs Division School Improvement

2. Content • Overview of Title X, Part C • Georgia Homeless Data • Georgia Homeless Discipline Data • Risk Factors • Erasing the Effects of Homelessness

3. McKinney-Vento Act Overview of Title X, Part C

4. Overview of Title X, Part C Program Purpose • Ensure homeless children and youth (HCY) have equal access to the same free, appropriate public education, including public preschool education, as provided to other children and youth. • Ensure access to education and other services needed to ensure that HCY have an opportunity to meet the same challenging state student academic achievement standards to which all students are held. • Facilitate the enrollment, attendance, and success in school of HCY. • Review and revise laws, regulations, practices, and policies that may act as barriers to the enrollment, attendance, and success in school of HCY.

5. Overview of Title X, Part C Definition of Homeless Students • Individuals whose nighttime residence is NOT: • Fixed—stationary, permanent, and not subject to change. • Regular—used on a predictable, routine, or consistent basis. • Adequate—sufficient for meeting both the physical and psychological needs typically met in the home. (42 U.S.C.§11434A(2)(B)(i)) Can the student go to the SAME PLACE (fixed) EVERY NIGHT (regular) to sleep in a SAFE AND SUFFICIENT SPACE (adequate)?

6. Overview of Title X, Part C The Homeless definition includes children and youth who are: • sharing the housing of other persons due to loss of housing, economic hardship, or similar reason; • living in motels, hotels, trailer parks, or camping grounds due the lack of alternative accommodations; • living in emergency or transitional shelters; • abandoned in hospitals;

7. Overview of Title X, Part C Homelessalso includes children and youth who are: • awaiting foster care placement; • living in 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/train stations, or similar settings; • migratory – who qualify as homeless living in circumstances described above.

8. Overview of Title X, Part C Definition of Unaccompanied Homeless Youth (UHY) • Unaccompanied = not in the physical custody of a parent or guardian; in practical terms, this means the youth does not live with the parent or guardian. • 2-Step Process: • Does the student’s living arrangement meet the McKinney-Vento Act’s definition of homeless? • Once homelessness is determined, is the student unaccompanied?

9. Overview of Title X, Part C • Unaccompanied youth have the same rights as other students experiencing homelessness. • Unaccompanied youth have run away from home, been thrown out of their homes, and/or been abandoned by parents or guardians. These young people are separated from their parents for a variety of reasons: • Over half report being physically abused at home. • Over one third report sexual abuse. • Over two-thirds report that at least one of their parents abuses drugs or alcohol.

10. Overview of Title X, Part C Resources to support children experiencing homelessness: • Title I, Part A Homeless Reservation (Set-Aside) • Same uses of funds allowed under Title I, Part A – to supplement the regular instruction that leads to a diploma. • Title X, Part C McKinney-Vento Grant • Same uses of funds allowed under Title I, Part A – to supplement the regular instruction that leads to a diploma. • A few other educationally-related expenses allowed.

11. Overview of Title X, Part C Authorized Activities: (Title I, Part A Homeless Set-aside and Title X, Part C) • Tutoring, supplemental instruction linked to challenging State content and achievement standards. • Expedited evaluations of strengths and needs. (e.g., IDEA, Title I, School Nutrition etc.) • Before/after-school programs, and summer programs. • Professional development for educators to promote understanding, sensitivity, and the educational rights of students. • Pupil services, including violence prevention counseling, and referral for services. • Payment of fees and other costs related to records. • Provision of other extraordinary or emergency assistance needed to enable school attendance. • Supplies and adaptation of space for non-school services. • Services and assistance to attract, engage, and retain students in schools. • Provision of school supplies, including those distributed at temporary housing and other appropriate locations . • Education and training for parents about rights and resources.

12. Overview of Title X, Part C Authorized Activities for Use of Grant Funds (Title X, Part C only) • Activities that address needs that may arise from domestic violence. • Early childhood education programs not otherwise provided through federal, state, or local funding. (May vary from state to state) • Assistance to defray the excess costs of transportation. These activities should not require funds: • Development of coordination between schools and agencies. • Referral services for medical, dental, mental health services.

13. Overview of Title X, Part C Unauthorized Activities/Expenditures include: • Supplies for agencies. • Computer/ equipment for agencies. • Clothing (emergency basis only). • Pre-paid phones. • Grants administration. • Full-time liaison salaries. • Salaries for external evaluators/assessment personnel.

14. Overview of Title X, Part C Unauthorized Activities • Consumer credit counseling services. • Rerouting of school buses. • Emergency assistance… • Utilities. • Rent. • Childcare. • Housing deposits.

15. The Numbers Are Talking Georgia Homeless Data

16. FY10 Data Homeless by gender

17. FY10 Data Homeless by ethnicity

18. FY10 Data Total homeless enrolled

19. FY10 Data Subpopulations of Homeless Students in LEAs with McKinney-Vento Subgrants

20. FY10 Data Primary Nighttime Residence

21. FY10 Discipline Data

22. FY10 Discipline Data Incident Types

23. FY10 Discipline Data Expulsions

24. FY10 Discipline Data In-School Suspension

25. FY10 Discipline Data Out-of-School Suspension

26. Know the risks, change the future. Risk Factors

27. Risk Factors Consider these facts about homeless children in the United States: • In one year, 42% transferred schools at least once. Of these, 51% transferred twice or more. • 28% will attend three or more different schools in one year. • With each change in schools, it is estimated that a student is set back academically by an average of four to six months. • Many lack basic school supplies and a reasonable environment in which to do homework. • Three quarters of older homeless students drop out of school.

28. Individual Risk Factors • Engaging in risky behaviors. (substances, sexual behaviors, etc.) • Low Self-Esteem – Lack of Self-Efficacy - Lack of Motivation. • Mental health problems/Emotional/Behavioral difficulties. • Victim of abuse or neglect. • Teenage pregnancy. • Cognitive deficits. • Medical problems. • Strong feelings of alienation and/or rejection. • Extreme non-conformity. • Trouble with legal authorities. • Excessive outside work.

29. Individual Protective Factors • Even temperament/caring attitude. • High self-esteem. • Average or above average intelligence and adequate academic skills. • Social sensitivity, awareness, and skills. • Strong work ethic/Strong core values. • Spiritual or religious beliefs that provide support and direction. • Motivation to succeed in school. • Positive peer interpersonal skills. • Positive view of future/Long-term career goals. • Good health. • Good communication with parent(s). • Involved in extra curricula and community activities. • Sense of belonging to some individual or group. Can we enhance any of the above positive individual factors?

30. Family Risk Factors • Economically disadvantaged (living at or near poverty level). • Racial/ethnic minority status. • Limited English or Non-English speaking. • Inadequate or no permanent shelter/Frequent mobility. • Single-parent family. • Inadequate or poor communication with child. • Domestic violence. • Sibling has dropped out of school. • Substance abuse. • Poor parenting skills. • Low education levels of parent(s)/Low expectations.

31. Family Protective Factors • A caring, supportive, nurturing environment. • Adequate and stable income, housing, etc. • Positive, consistent and clear expectations for child. • Regular, quality communication with child. • Positive health and mental health of caretaker. • Positive involvement in child’s school. • Monitoring of child’s behaviors, actions, and peer relationships. • Encouragement in the schooling process. These roles may be carried out by parents, extended family, or other caretakers—including YOU! The key is consistency!

32. Peer Risk Factors • Choice to associate with negative role models. • Substance abuse. • Poor academic performance of peer group. • Non-college bound peers. • Behavior problems in school and community. • Gang affiliation. • Close friends with a HS dropout. • Peer rejection / verbal and/or physical bullying.

33. Peer Protective Factors • Positive attitude toward school. • Choice to associate with positive role models. • Peers provide emotional and social support. • Regular school attendance. • Accepted by peers. • College-bound peer group. • Peers involved in extra-curricular activities. Can we enhance any of the above positive peer factors?

34. Community Risk Factors • Unsafe culture - excessive violence. • Inadequate or inferior housing opportunities. • Lack of recreational and social opportunities. • Lack of social, health, and mental health resources. • Drug and/or alcohol use.

35. Community Protective Factors • Provides a safe and orderly environment. • Provides adequate recreational and social opportunities for youth. • Provides adequate police protection and positive police involvement with youth. • Proactive involvement with youth. • Availability of after-school and weekend activities for youth. • Provides schools with adequate level of financial support. Can we enhance any of the above positive community factors?

36. School Factors: We largely have direct control over these!

37. School Risk Factors • Low academic skills and achievement, especially reading. • Retentions (retained one or more times during school career). • Course failures. • Behavioral/disciplinary problems. • Poor attendance (15+ absences- current or previous year). • Transience. • Large classes/large schools. • Lack of guidance/advisement. • Inappropriate/ineffective instruction. • School located in high violence/crime community.

38. School Protective Factors • Supportive, nurturing, and caring environment. • Viable, rigorous curriculum - Guaranteed for ALL. • Adequate fiscal and human resources. • Culture of high student and staff expectations exists. • Smaller class sizes. • Social, health, and mental health support services available. • Provides consistent, fair rules for student behavior. • Promotes tolerance and diversity. • Safe and orderly environment; routines are established. Can we enhance any of the above positive school factors?

39. Five Big Policies Erasing the Effects of Homelessness

40. Erasing the Effects of Homelessness McKinney-Vento regulations require states and school districts to have homeless liaisons that help remove barriers to academic success for children experiencing homelessness. The Big Five policies that states and school districts should implement to erase the effects of homelessness are: • Identification. • School Selection. • Immediate Enrollment. • Records maintenance and transfer. • Comparable services. • Transportation. • Disputes.

41. Erasing the Effects of Homelessness Identification • Schools are required to identify children experiencing homelessness. • Each school district is required to have a homeless liaison who can assist children and families experiencing homelessness. • The homeless liaison determines if children are eligible for McKinney-Vento services.

42. Erasing the Effects of Homelessness Housing and Urban Development (HUD) Homeless Continuum of Care Funding and Education Collaboration • Based on recent HUD regulations, applicant s to HUD must demonstrate improving collaborations between schools and HUD Homeless Services. • In fact, there are several new education-related requirements, including collaboration with school districts and early childhood programs. The following requirements related to education: • The Continuum of Care (CoC )applicant must demonstrate that it is collaborating with local education agencies (LEAs, also known as school districts) to assist in: • identification of homeless families. • informing these homeless families and youth of their eligibility for McKinney-Vento education services.

43. Erasing the Effects of Homelessness School Selection • When children move out of their original school attendance area due to homelessness, the McKinney-Vento law allows children to stay at their school of origin upon request. • The Department of Family and Child Services (DFCS) is often the agency that works with homeless, unaccompanied, neglected and delinquent youth. • DFCS and other child placing agencies should minimize school to school movement. • DFCS and other child placing agencies should strongly consider placements close to school of origin. Note: The average child falls 4-6 months behind their peers when they transfer schools.

44. Erasing the Effects of Homelessness Housing and Urban Development (HUD) • The following requirements related to education: • The CoC applicant will be required to demonstrate that it is considering the educational needs of children when families are placed in emergency or transitional shelter and is, placing families with children as close to possible to their school of origin so as not to disrupt the children's education. • Project applicants must demonstrate that their programs are establishing policies and practices that are consistent with, and do not restrict the exercise of rights provided by the education subtitle of the McKinney-Vento Act, and other laws relating to the provision of educational and related services to individuals and families experiencing homelessness. • Project applications must demonstrate that programs that provide housing or services to families are designating a staff person within the community, including early childhood programs such as Head Start, Part C of the Individuals with Disabilities Education Act, and McKinney-Vento education services. http://naehcy.org/hud2010nofa.htm

45. Erasing the Effects of Homelessness Immediate Enrollment • Records maintenance and transfer • Comparable • When potentially homeless children are seeking to enroll in school, the McKinney-Vento law requires school officials to enroll them immediately, even if the child does not have all of the required documentation. • McKinney-Vento requires records maintenance and transfer in a timely manner. • Children experiencing homelessness must receive comparable educational services as any other student. (I.e. A child must not be ostracized or sent to an alternative setting based on his or her homeless status.)

46. Erasing the Effects of Homelessness Georgia House Bill 411 – Bridges Legislation • Legislation focuses on students receiving quality career advisement and links the high school course work with their future college and career goals. • The implementation of the BRIDGE (Building Resourceful Individuals to Develop Georgia’s Economy) Act will become an integral part of a student’s educational plan this year. • The BRIDGE Act will help students and parents work together to enhance their child’s education to reach their goals and dream career. • The most critical part of this recently signed law is the requirement for all students in middle and high school to receive annual career guidance and advisement to choose a career area, create an Individual Graduation Plan and graduate high school prepared to go to college or enter the work force. • This legislation will enhance to capability of school districts to maintain records and expedite enrollment into appropriate classes.

47. Erasing the Effects of Homelessnesswww.gacollege411.org

48. Erasing the Effects of Homelessness Transportation • As long as it is in the child’s best interest, school districts must provide students experiencing homelessness with transportation to and from their school of origin at a parent or guardian’s request. • The McKinney-Vento Act does not specify any mileage or time limit for travel to the school of origin; however, if a long commute is detrimental to the child’s educational achievement, those circumstances will weigh against placement in the school of origin.

49. Erasing the Effects of Homelessness Disputes • The McKinney-Vento Act requires each state to establish its own procedures to resolve disputes promptly. • The Act requires schools to admit students immediately to the school in which they are seeking enrollment, until the dispute is resolved. • The school must provide a written explanation of its decision, including information about the right to appeal. • The school must then refer the student, parent, or guardian to the McKinney-Vento liaison, who must carry out the dispute resolution process as quickly as possible.

50. Erasing the Effects of HomelessnessQuestions?