BEST PRACTICES AND TAKE AWAYS FOR SERVING STUDENTS WITHOUT STABLE HOUSING

1. BEST PRACTICES AND TAKE AWAYS FOR SERVING STUDENTS WITHOUT STABLE HOUSING Karen Seay, Sherry Tipping, Peggy Miller, Molly Smith, & MirellaGarcia

2. Matt Hyde Idaho State Coordinator for Homeless Education mhyde@sde.idaho.gov 208.332.6917

3. National Association for the Education of Homeless Children and Youth(NAECHY)25th Annual ConferenceNovember 2 - 5, 2013Hyatt Regency HotelAtlanta, GA http://www.naehcy.org/conference/conference

4. Homelessness and Education: • Real Students, Real School • You Will Get Through It • Looking for Your future • McKinney-Vento Liaisons: Supporting Students, Schools and Communities

5. Trauma-Informed Services for Homeless Students: How our Community is Reaching out and Changing Lives Jean West MSW LCSW CTC-S jean.west@sjsd.k12.mo.us School Social Worker Saint Joseph School District Missouri Presented by: Mirella Garcia Nampa School District mgarcia@nsd131.org

6. Risk Factor Layers 1) Risks that any non-poverty child might face such as family related and biological factors; 2) Risks children from low-income families face such as poverty and exposure to violence; and 3) Risks associated with being homeless such as worrying about where the family will sleep, worrying about family members, etc. 

7. Homelessness • Homelessness is a life altering experience, which can have profound, long-term impact on family members. It not only involves loss of home but disconnection from neighborhoods, community, reassuring routines, belongings, relationships, safety and security. (Vassuk, Volk and Olivet)

8. Trauma Any experience that leaves a person feeling hopeless, helpless, fearing for their life/survival, their safety. Important to remember –it is a person’s perception, their experiencenot ours that makes something traumatic.

9. Do we do this?

10. Trauma’s Effect on Behavior Hypervigilance Difficulty sleeping Easily startled Clinging Nightmares Disobedience Impaired social skills Anger /rage Can’t self sooth or modulate emotions Depression Attention problems Impulsivity Aggression Fearful Risk taking Panic attacks Hypersensitive to touch, movement, some sounds and smells

11. Trauma’s Effect on Learning • In the arousal (anxious) state it becomes difficult to process information, follow directions, recall information, and focus • Poor problem solving, attention, and disorganized • Often only hear half of the words spoken by their teachers • Cognitively will generally be far behind their peers, children can often learn at three times the rate compared to when engulfed in trying to survive

12. Impact of Homelessness on Children Every day, homeless children are confronted with stressful, often traumatic events. • 74% of homeless children worry they will have no place to live. • 58% worry they will have no place to sleep. • 87% worry that something bad will happen to their family. (Impact on education, trauma) National Center on Family Homelessness 1999 • 83% of homeless children had been exposed to at least one serious violet event. • Almost 25% have witnessed acts of violence within their families. (Vassuk, Volk and Olivet)

13. The Emotional Impact • More then one-fifth of homeless preschoolers have emotional problems serious enough to require professional care, but less then one-third receive any treatment. • Homeless children have twice the rate of learning disabilities and three times the rate of emotional and behavioral problems as nonhomeless children. • Half of school-age homeless children experience anxiety, depression, or withdrawal compared to 18% of nonhomeless children. • By the time homeless children are eight years old, one in three has a major mental disorder. NCTSN 2005

14. Trauma and Homelessness • Trauma is THE predominant mental health issue for homeless mothers. • Research confirms that the strongest predictor of emotional and behavioral problems in poor and homeless children is their mother’s level of emotional distress. HCH 2003 (resiliency research with TLC) • Emotional help is needed for both the parents and their children in order to be most effective.

15. Trauma-Informed Care • Trauma-informed care is an approach to engaging people with histories of trauma that recognizes the presence of trauma symptoms and acknowledges the role that trauma has played in their lives. The National Center for Trauma Informed Care 2012

16. SITCAP • The National Institute for Trauma and Loss in Children • Training available. • www.starrtraining.org/tlc

17. Importance in Assessment Process • Programs serving families who are experiencing homelessness have an opportunity to address children’s needs and connect them to appropriate services. To meet children’s needs, questions about their exposure to trauma must be included in the intake assessment.

18. Resources • Buckner, J. (2008). Understanding the impact of homelessness on children: Challenges and future research directions.  American Behavioral Scientist.  51(6). 721-738   • Cowan, Beryl Ann, "Trauma exposure and behavioral outcomes in sheltered homeless children: The moderating role of perceived social support" (2007). Psychology Dissertations. Paper 39. http://digitalarchive.gsu.edu/psych_diss/39 • HCH Health Care for the homeless Clinician’s network. Trauma and Homelessness.(1999) Vol.3, No.3 • HCH Health Care for the homeless clinician’s network. Homelessness and family trauma: The Case for early intervention. (2003) Vol. 7, No. 2 • NCTIC The National Center for Trauma Informed Care NCTIC@NASMHPD.org • NCTSN The National Child Traumatic Stress Network. Facts on Trauma and homeless children. (2005) www.NCTSNet.org • Les Whitbeck, Mental Health and Emerging Adulthood Among Homeless Young People (New York: Psychology Press, 2009) 54, 75. • The National Center on Family Homelessness 1999 www.familyhomelessness.org • www.nhchc.org/ShelterHealth/ToolKitA/A2HomelessChildren.pdf

19. Resources • Buckner, J. (2008). Understanding the impact of homelessness on children: Challenges and future research directions.  American Behavioral Scientist.  51(6). 721-738   • Cowan, Beryl Ann, "Trauma exposure and behavioral outcomes in sheltered homeless children: The moderating role of perceived social support" (2007). Psychology Dissertations. Paper 39. http://digitalarchive.gsu.edu/psych_diss/39 • HCH Health Care for the homeless Clinician’s network. Trauma and Homelessness.(1999) Vol.3, No.3 • HCH Health Care for the homeless clinician’s network. Homelessness and family trauma: The Case for early intervention. (2003) Vol. 7, No. 2 • NCTIC The National Center for Trauma Informed Care NCTIC@NASMHPD.org • NCTSN The National Child Traumatic Stress Network. Facts on Trauma and homeless children. (2005) www.NCTSNet.org • Les Whitbeck, Mental Health and Emerging Adulthood Among Homeless Young People (New York: Psychology Press, 2009) 54, 75. • The National Center on Family Homelessness 1999 www.familyhomelessness.org • www.nhchc.org/ShelterHealth/ToolKitA/A2HomelessChildren.pdf

20. A Hand Up! Not a Handout… Peer training for McKinney-Vento programs

21. What is Maslow project? • Purpose and Services: • Maslow Project is a nationally-recognized outreach program and goal-oriented resource center that empowers youth impacted by family instability, poverty, or homelessness to achieve independence and self-sufficiency. Maslow Project promotes a youth-centered safety-net model that utilizes a comprehensive web of support, including case management and counseling, support services through agency partnerships, and community resources to best meet the needs of our youth.

22. Resource center • A “one-stop” centralized location for youth to access basic needs and increase immediate connections with supportive services. • Basic needs: laundry service, hot meals, food boxes, clothes closet, hygiene supplies, sleeping bags, bus passes, and emergency assistance. • Case management: providing enrollment assistance, goal setting, advocacy and support, and “system navigation”. • On-site partnerships: to connect youth with wrap-around support services • Mental health counseling • DHS services • Employment/tutoring • Enrichment activities/mentoring • Life Skills

23. School based services • McKinney-Vento Liaison • Transportation • School enrollment • School meals • Enrollment disputes • Professional Development • All other Title X required duties • Family Advocates/High School case managers • Assist students with basic needs, clothing, school supplies, etc. • FAFSA forms • Advocacy/support • Goal setting • Track student progress • Coordinate referrals and services with other community resources

24. Outreach • Street outreach gets vital information and supplies to homeless youth and encourages them to seek additional support through the • Maslow Project resource center. • School outreach: Classroom presentations, posters/brochures in schools, professional development to school staff • Agency outreach: Advocacy and information sharing with community agencies/partners, host peer trainings, inter-agency meetings/collaborations • Street Outreach: Find kids and families on the streets, in parks, shelters, libraries, food pantries, etc. to deliver information on school rights, referrals, basic needs

25. Maslow project models • Community Based Programs • Maslow Project of Medford (mid-sized urban community) • Independent non-profit agency contracts services through Medford School District. Coordinates Title X consortia and coordinates all Title X funds and activities on behalf of Medford SD • Diverse funding stream: District funds, foundation and local gov’t grants, individual contributions, in-kind, etc. • Collaboration Programs • Rogue River SD/Ashland SD (small rural communities) • Funds come through School Districts who contract through Maslow Project to provide services • Funds and in-kind contributions also come from community • School-based program-Maslow staff work on-site in school • School Based Programs • Coos Bay Maslow Project (small coastal rural community) • Funds stay in local School District as part of the Consortia project. Community partnerships work in collaboration. LEA coordinates all Title X activities. • Funds and in-kind contributions also come from community • Community based Resource Center and school based staff

26. Key steps • Starts with McKinney Program and Liaison • Community needs assessment • What resources are available to your populations? • What is missing? • Creative solutions? • Partnerships that work! • Identify partners • Who is already involved? • Are any of them organized and meeting regularly? • Consortia/Collaborations • Continuum of Care • Task Forces • Who else can you bring to the table? • Build partnerships! Identify Funding Sources • School funds can be leveraged for local, state or federal funds • How is the community giving? • Fundraisers • Drives / In-Kind Supplies • Sponsorships • Foundation Grants

27. Know Your Resources

28. Who Can Help You?

29. Get Funding!

30. Maslow Project Community Based model Funders School funds leveraged to get private and public funds to support services to homeless students Community funds, supplies and volunteers to support homeless students Maslow Project (Non-Profit Agency) Local School District Community Partners MP coordinates funding, supplies and services to ensure wrap-around support for homeless students

31. Contact Info • Maslow Project Maslow Project • Medford, Oregon Coos Bay, Oregon • Mary Ferrell Patty Sanden • Executive Director Program Manager • 541-608-6868 541-267-1326 • mary@maslowproject.com pattys@coos-bay.k12.or.us • www.maslowproject.com • www.wfall.org/maslow • http://www.facebook.com/MaslowProject

32. Emergency Shelter and Housing Options Family Promise Housing Options for Unaccompanied Homeless Youth

33. Family Promise • National Interfaith Hospitality Network program • Emergency Homeless Shelter for families with children • Network of congregations and volunteers • Immediate needs for shelter, meals and comprehensive support • Safe, stable environment • Connection to services and resources

34. Family Promise – Spokane, WA • Shelter services provided through 30 churches • 12 Host Churches • 18 Support Churches • Give a hand-up instead of a hand-out • Network with other agencies • Aftercare and continued support • Empower families to get back on their feet and into a sustainable, improved lifestyle

35. Family Promise – Spokane, WA • Host Churches • Open rooms in their building for 1 week at a time • Sleep in roll-away beds that travel with them • Evening and morning meals provided • Support Churches • Provide food • Hospitality • Overnight volunteers

36. Family Promise – Spokane, WA • Day Center for services and case management • Van provides transportation to the Day Center and to the next church • School-aged students are picked up and returned to the Day Center • Shower facilities and kitchen are ideal especially if not available at the Host Church

37. Family Promise – Spokane, WA • Up to 14 people at a time, usually about 3 families • Guests must be ‘clean and sober’ • Volunteers must pass a background check • Can invite to participate in church services but cannot require or preach to guests

38. Resources • www.familypromiseofspokane.org • www.familypromise.org

39. Housing Options for Unaccompanied Homeless Youth • Housing + High School = Success • Publication by NAEHCY Legal Director, Patricia Julianelle • Innovative housing programs • Host homes • Group homes • Independent Living • Emergency Shelter • Steps to consider when creating a program • Keys to and tips for success • http://www.naehcy.org/educational-resources/housing-high-school-success

40. Housing Options for Unaccompanied Homeless Youth • Fairfax County, VA model • Supporting Unaccompanied Homeless Youth: A Model for Community Collaboration
Kathi Sheffel | Felicea Meyer-DeLoatch • http://www.naehcy.org/conference/2012-conf-handouts

41. Housing Options for Unaccompanied Homeless Youth • Host Homes – identify families/individuals in the community willing to take in an UHY while in high school • Least cost • Background checks • Homeowners insurance or renter insurance • Potential liability issues if no agency to ‘license’ home; liability waiver forms • Temporary guardianship (Power Of Attorney) given by parent to Host Home Family if under 18

42. Housing Options for Unaccompanied Homeless Youth • Rent Subsidy/Independent Living • More costly – up to $700 per month per student • To assist student maintain current housing or identify ‘rental’ housing options • Rental assistance for student’s current living situation or • Usually a room in a family’s home willing to ‘rent’ to the student

43. Housing Options for Unaccompanied Homeless Youth • Shelter/Group Homes • Most costly – requires a building a full-time staff • 24-hour care • Single gender or mixed gender – more challenges • Emergency shelter for immediate housing needs while arranging longer-term option • Group homes specially for unaccompanied homeless youth or youth aging out of foster care

44. Mentoring Programs Joint School District No. 2, Meridian, Idaho Mooresville Graded School District, Mooresville, North Carolina

45. Meridian Joint School District No. 2 • Mentoring for students experiencing homelessness. • Established a mentoring program in 2008 • Grades 8th-12th • Target unaccompanied youth • Mentoring occurs at school during school hours • Mentors meet with students up to one hour week

46. Meridian Joint School District No. 2

47. Activities/areas that mentors focus on…. • Resumes • Employment • College Applications • FAFSA • Scholarships • Interviewing skills • Life Skills training • Conflict resolution skills • Preparation for senior project • Job readiness • Career search • Extra-curricular activities • Academic support • Social support

48. Who are mentors? • Volunteers from the community • Primary source of recruitment are students from undergraduate social work programs and graduate counseling and social work program. • Partner with the Service Learning program at Boise State for some mentors. Service Learning student are required to do 45 hours of volunteer work. • All mentors are interviewed, reference checked, and background checked through Idaho State Police.

49. How Do I start a mentoring program? • Partner with a local university or job program to obtain mentors. • Service clubs in the area (Lion’s Club, Kiwansis, Rotary Club) • Training • Scenarios • Training Binder with resources: community, college application, job search, Career Information System, how to complete FAFSA, life skills, social skills.

50. Project Graduation • Tools and information for mentors to work with students on various life skills • Important Documents (Birth Certificate/Social Security/Driver’s License) • Education • Employment • Entertainment • Finances • Food and Nutrition • Home • Transportation