Mc KinneyVento 101 Jonathan Bolding Mc KinneyVento NeglectedDelinquent

Mc. Kinney-Vento 101

Jonathan Bolding Mc. Kinney-Vento & Neglected/Delinquent Programs Coordinator Consolidated Planning & Monitoring Jonathan. Bolding@tn. gov (615) 580 -2036

Session Overview § Children and youth living in transition face exceptional daily circumstances that force them to live life in the margins. § Conditions beyond their control make them extremely vulnerable and more likely to be invisible where they need significant support. 3

Agenda Overview

Agenda § Introductions and Welcome § Gallery Walk § Presentation – Definitions and Rights Under Mc. Kinney-Vento – Common Signs of Homelessness – Role and Responsibility of the Homeless Liaison – Effective Practices § Scenarios 5

Living in Transition Pre-assessment 1. How does the Mc. Kinney-Vento Act define homelessness? 2. List a minimum of 3 major themes of Mc. Kinney. Vento? 3. List a minimum of 3 common signs of homelessness? 4. In what ways does this impact your work? 6

Chart Talk 7

Chart Talk Instructions § When prompted, grab a post-it note and pen/pencil, then view the anchor charts around the room § Add post-it notes and pen/pencil reflections to each anchor chart and then return to your seat.

Definitions and Rights Under Mc. Kinney-Vento

Mc. Kinney-Vento Homeless Assistance Act 10

Major Themes of Mc. Kinney-Vento § Identification § School stability, immediate enrollment, & access § School of origin & transportation § Enrollment documents not required (immunizations, etc. ) § Supports for academic success § Child-centered decision making on case-by-case basis § Critical role of the local homeless education liaisons § Unique barriers faced by those living in transition 11

Defining Homelessness § Individuals who lack a fixed, regular, & adequate nighttime residence: – Fixed: not subject to change, permanent, stationary – Regular: consistent, routine, predictable, normal, standard – Adequate: sufficient to meet physical & psychological needs § Can the student go to the same place (fixed) every night (regular) to sleep in a safe & sufficient space (adequate)? 12

Defining Homelessness Students are considered homeless when they are: i. sharing the housing of others due to loss of housing, economic hardship, or similar reason; ii. living in motels, hotels, trailer parks, or camp grounds due to the lack of alternative accommodations; iii. living in emergency or transitional shelters; iv. abandoned in hospitals; or v. awaiting foster care placement; 13

Defining Homelessness vi. staying at 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; vii. living in cars, parks, public spaces, abandoned buildings, sub-standard housing, bus or train stations, or similar settings; viii. migrants living in the conditions described above. 14

Enrollment § Mc. Kinney-Vento defines enrollment as attending classes and participating fully in school activities. § Homeless children and youth have the right to enroll in school immediately, even if lacking documentation normally required for enrollment. 15

Enrollment § If a child or youth needs to obtain immunizations, or immunization or medical records, the enrolling school must refer the parent or guardian immediately to the local liaison, who must assist in obtaining necessary immunizations, or immunization or medical records; the school must continue the child’s enrollment in the meantime. 16

School Selection § Students experiencing homelessness may attend either: – The local attendance area school: • Any public school that students living in the same attendance area are eligible to attend; – The school of origin: • The school the child or youth attended when permanently housed; or • The school in which the child or youth was last enrolled. 17

School Selection § When considering matters of 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. § A school selection decision must occur; ideally, the parents/guardians/youth and school agree; if not, the dispute resolution process may be used. § The placement determination should be a studentcentered, individualized determination. 18

School Selection § There is no time or distance limit placed on school of origin transportation; consider the unique situation of the student and how the transportation will affect the student’s education. § Students may continue attending the school of origin the entire time they are homeless, and until the end of any school year in which they move into permanent housing. § Students who become homeless in between school years may continue attending the school of origin for the following school year. 19

Feasibility Considerations § The age of the child or youth § The distance of a commute and the impact it may have on the student’s education § Personal safety issues § A student’s need for special instruction (e. g. , special education and related services) § The length of anticipated stay in a temporary shelter or other temporary location § The time remaining in the school year Question G-4, U. S. Department of Education Guidance www. ed. gov/programs/homeless/guidance. pdf 20

Transportation § School districts must provide the following transportation for Mc. Kinney-Vento students: – Transportation to and from the school of origin – Comparable transportation § Based on the best interest of the student and in consultation with the parent, the district ultimately determines the mode of transportation. 21

School of Origin Transportation § Districts must transport homeless students to and from the school of origin, at a parent’s or guardian’s request or at the local liaison’s request for unaccompanied homeless youth. § If the child or youth lives and attends school within the same district, that district must provide or arrange transportation. § If the child or youth lives and attends in different districts, the districts must agree on how to split the responsibility and cost of transportation or share them equally. 22

Dispute Resolution § States must establish a process for the prompt resolution of enrollment or school selection disputes. § If a disagreement occurs, the district must: – Provide a written explanation of its decision, including the right to appeal the decision – Refer the parent/guardian/youth to the local liaison, who will carry out the dispute resolution process as expeditiously as possible § Unaccompanied homeless youth have the same right to dispute as parents/guardians. 23

Dispute Resolution § Districts should familiarize themselves with their state’s Mc. Kinney-Vento dispute policy, as it may include important details about how disputes are mediated within the state. § Documentation should be kept for all local liaison interventions, not just formal disputes. 24

Common Signs of Homelessness

Common Signs of Homelessness

Common Signs of Homelessness • Fatigue, difficulty concentrating, sleeping in class • Poor hygiene • Chronic hunger • Medical, dental needs • Shyness or withdrawn • Erratic attendance; tardiness • Transiency • Fear of abandonment • Anxiety 27

Local Liaisons

Local Liaisons § Every school district must designate an appropriate staff person to serve as the local homeless education liaison. – May be the coordinator for other federal programs § Local liaisons serve as the key homeless education contact for the school district. § Local liaisons play a critical role in the implementation of the Mc. Kinney-Vento Act. 29

Local Liaison Responsibilities § Identify homeless children and youth. § Ensure that homeless students can enroll immediately and participate fully in school. § Inform parents, guardians, and youth of educational rights. § Ensure the public posting of educational rights throughout the school district and community. 30

Local Liaison Responsibilities § Ensure disputes are resolved promptly § Support unaccompanied homeless youth in school selection and dispute resolution. § Collaborate with other district programs and community agencies. § Link homeless students with other services, as needed. 31

Effective Practices

Effective Practices • Collaborate with school supports and with LEA homeless liaison. • Refer the student for academic services (such as tutoring, intervention, etc. ). • Suggest participation in extra-curricular activities. • Collaborate and communicate with families. • Work with other departments in your school and district. – Food Services, Transportation, SPED, Family Resource Center, Family Engagement, Coordinated School Health 33

Effective Practices • Ensure that out-of-class assignments contain realistic expectations (project materials, computer and/or internet access). • Partner with community agencies & businesses. – Food banks, post-secondary institutions, non-profits, public libraries, Boys & Girls Club, HUD, Health Department, etc. • Create support teams for students to include a mentor/advocate who meets regularly to discuss issues, needs, concerns, and reasons to celebrate. • Train educators new to the profession and school annually. 34

Intra-District Collaboration At the District Level At the School Level – Federal programs – Administrators – Family resource center – Enrollment personnel – Transportation – Front Office Staff – School nutrition – Attendance, truancy officers – Exceptional students – Preschool supervisor – Cafeteria workers – Social workers – Bus drivers – Fiscal department – School counselors – Accountability – Nurses – Technology / EIS team – Teachers & aides 35

Community Collaboration • Department of Housing and Urban Development (HUD) • Department of Children Services • Health & Human Services Department • Community food pantries; USDA • Faith-based organizations & community charities • Local shelters & transitional housing • Local businesses • Post-secondary institutions • Mc. K-V liaisons in other districts • Juvenile justice system 36

Important Reminders DO • Be aware of the many reasons for homelessness • Collaborate with parents and families • Be mindful of words, tone, and actions; be respectful • Provide appropriate support and advocacy • Collaborate with other departments and agencies DON’T • judge or discriminate • violate FERPA • hold children accountable for conditions beyond their control • assume families will immediately divulge sensitive information 37

Living in Transition Post Assessment § How does the Mc. Kinney-Vento Act define homelessness? § List a minimum of 3 major themes of Mc. Kinney-Vento? § List a minimum of 3 common signs of homelessness? § In what ways does this impact your work? 38

Scenarios

Scenario #1 Josh is a seventeen year-old student from Lauderdale County in Alabama. He shows up at Giles County High School in January to enroll in school and says he is staying with a friend in the area. He does not have proof of residency or any academic records from his previous school. When the registrar at Giles County High calls his former school, Lauderdale County High (in Alabama), the secretary refuses to release any information, saying that he did not return his textbooks or his JROTC uniform. • How do you proceed? • What additional information is needed?

Scenario #2 Mikaela and Michael are six year-old twins whose mother was recently remanded to a state facility. Before being committed, the mother was evicted from the family’s apartment in Maury County. The children’s uncle lives in Williamson County and is willing to take care of the twins; he wants them to continue attending the school in which they were enrolled in Maury County. • How do you proceed? • What additional information is needed?

Scenario #3 • Lakin is a middle school student whose parents divorced last year; his father accepted a job in Oklahoma and his mother has struggled to make ends meet since then. She takes her son to stay with his grandmother (her mother) in Giles County until she is “back on her feet. ” The mother returns to North Carolina but does not sign paperwork giving the power of attorney to the grandmother; she does provide copies of academic transcripts as well as her son’s most recent IEP. • What questions do you need to ask? • How should school personnel proceed?

Resources • Mc. Kinney-Vento Liaison in your district • U. S. Department of Education (ED): Mc. Kinney-Vento – http: //www 2. ed. gov/policy/elsec/leg/esea 02/pg 116. html • National Assoc. for the Education of Homeless Children & Youth – http: //www. naehcy. org/ • National Center for Homeless Education (NCHE) – http: //center. serve. org/nche/ – Liaison’s toolkit: http: //center. serve. org/nche/pr/liaison_toolkit. php – 800 -308 -2145; homeless@serve. org 43

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