Title: Young Homeless Children: Key Strategies for Success in School
1Young Homeless Children Key Strategies for
Success in School
- Staci Perlman, University of Delaware
- Francine Hahn, NAEHCY
- Grace Whitney, CT Head Start State Collaboration
Office - Vicki Hodges, Illinois State Board of Education
- Carie Bires, Ounce of Prevention Fund
2Session Overview
- Impact of homelessness on young children
- Relevant laws and regulations
- 5 minute break
- Early childhood landscape and activity
- Barriers and strategies
- 5 minute break
- Scenarios and small group discussion
- Reflection worksheet
- Q and A
3Impact of homelessness on young children
4National Picture of Homelessness
5Ages of Children Experiencing Homelessness
6And, if we turn the microscope up
Homeless (N 906)
Infant 33
Toddler 33
Preschool 23
Elementary 11
7Challenges Facing Families Experiencing
Homelessness
- Transience
- Schedules
- Histories of family violence/trauma
- Stressed attachments to caregivers
- Lack of access to food health care
- Lack of developmentally-appropriate living spaces
- Invisibility
8Top Five Reasons Why the Homeless System Needs to
be Concerned About Children Youth
- Infants and toddlers have the highest r_____ of
po_____ of any age group in America - Infants and toddlers in the U.S. are a "maj_____
mi______" - The majority of m_____ of infants and toddlers
are e________. - Experiencing ____whelming or t____" levels of
s_____ harms the ____ brain development of
inf____ and tod_____. - Current se_____ and su_____ for infants,
toddlers, and their parents reach only a ____
fraction of families who ____them
9Child Development 101
10Development Happens
11Synaptic Density
12(No Transcript)
13Prevalence Co-Occurrence of Risks
Caucasian
African-American
Hispanic
Asian
Sex (male)
Poverty
Prenatal Care
Lead Exposure
Low Maternal Education
Substantiated Maltreatment
Unsubstantiated Maltreatment
Foster Care
Emergency Housing (EH)
Cohort
11.3
68.0
16.2
3.7
50.2
54.7
32.8
25.9
25.1
10.5
11.8
5.2
12.0
EH
3.7
91.0
5.3
0
51.4
71.1
52.2
39.5
41.6
24.6
18.6
21.4
-
23 Housed NO Risks 3 EH had NO Risks
20 Housed gt 3 Risks 50 EH gt 3 Risks
14- Children who have experienced homelessness
-
15DNA does not control our destiny
We can do something about this
16The good news is
Developmental science tells us what works to
promote early development!
17Early Childhood Services
18Reflection 1
- Take a moment to reflect on the impact of
homelessness on young children and their families
and the relevance of this information to your
work. Jot down a phrase or two to record your
thoughts.
19Laws and regulations
20McKinney-Vento and Preschool
- School district McKinney-Vento liaisons must
ensure that families and children have access to
Head Start, Even Start, and other public
preschool programs administered by the LEA - State McKinney-Vento plans must describe
procedures that ensure that homeless children
have access to public preschool programs - School districts are required to remove barriers
to the enrollment of homeless children, including
preschool children
21HEARTH Act Who is Covered?
- Homeless Emergency Assistance and Rapid
Transition to Housing (HEARTH) - The Continuum of Care agencies
- Shelter Care providers
- Emergency Solutions Grants
- Supportive Housing Project
- To find your Continuum of Care, go to
www.hudhre.gov
22HEARTH Definition of Homelessness
- Families must meet criteria before M-V definition
applies - Do not otherwise qualify
- Homeless for 60 days or more
- Moved at least 2Xs in 60 days
- Expected to remain homeless
- Definition of chronic homelessness includes
families where a head of household has a
disability.
23HEARTH Act HUD Assurances Related to Children
- Shelters and service providers must
- Establish policies and practices consistent with
M-V and they cannot interfere with a childs
education - Entities that provide housing or services to
families must identify a point person who is
responsible for ensuring all children are
enrolled in school and connected to services,
including early childhood programs such as Head
Start, Part C of the Individuals with
Disabilities Act, and McKinney-Vento education
services.
24Hearth Act HUD Assurances Related to Children
- Continuum of Care and HUD-funded homeless service
programs - Continuums must
- Collaborate with school districts to identify and
inform homeless families of M-V education rights - Must consider childs educational needs when
placing in shelter and/or providing services
25How Can Providers Meet the HEARTH Education
Requirements?
- Assess education needs at intake
- Inform families of education rights and options
- Assist discussion regarding school selection
- Connect families with schools/education programs
- Advocate for enrollment and access to services
- Collaborate with school districts around
provision of supportive services - Monitor attendance and achievement
- Ensure shelter policies do not create barriers to
education - Discuss education as part of exit planning
26Head Start Early Head Start
- Categorical eligibility
- HS EHS must ID and prioritize for enrollment
- Allow to attend while waiting for documents
- HS EHS must collaborate with school districts
- Every state has Head Start Collaboration Office
27IDEA Part B Child Find
- Evaluations must be completed within 60 days from
parents request - If family changes LEAs during evaluation period
the same 60 day time frame applies to new LEA - Assessments must be coordinated between former
LEA and receiving LEA - When homeless child has IEP and enters new LEA,
the IEP must be implemented - If LEA is in a new state, the IEP must be
implemented while the school conducts its
evaluation.
28IDEA Part C Infants Toddlers
- Homeless infants toddlers 0-3 must be
identified and served - Homeless family shelters are a primary referral
source - 7 day referral time frame
- States can opt for screening process to determine
if there is suspected disability - At screening level parents must receive notice of
right to request an evaluation
29IDEA Part C Final Regulations
- Enhanced due process option lead agency may
establish procedure allowing aggrieved party at
hearing to request reconsideration (appeal) - Copies of evaluations, assessments and IFSPs must
be provided to parents at no cost
30Child Care Subsidy
- Child Care Development and Block Grant Act of
2015 - Provide grace period for homeless children to
become up-to-date on immunizations - Allow immediate enrollment w/o all required
documents - Structure co-payments on sliding scale fee basis
- Lead agency must coordinate w/ M-V school liaison
and other community providers
31Early childhood landscape
- Grace Whitney and Carie Bires
32Early Care and Education Landscape
- Child Care
- Individuals with Disabilities Education Act
- State Pre-Kindergarten Programs
- Head Start Early Head Start
- Home visiting
- Federal initiatives
- State Advisory Councils
- Early childhood collaborations
33Child Care Development Fund the Basics
- Primary Federal funding source for subsidized
child care supplemented with state funds and
TANF - Goals of CCDF (1) Promote self-sufficiency by
making child care more affordable to low-income
parents (2) Foster healthy child development and
school success by improving the quality of child
care - 1.7 million children monthly
- CCDF designates set asides for quality
initiatives and services for infants and toddlers - States must submit a biennial CCDF plan
34CCDF Family Eligibility
- CCDF serves children under the age of 13 up to
age 19 for children with disabilities - Children must be citizens or qualified aliens
- Parents must be working or participating in
education or training activities - Family income must be below 85 SMI
- Protective services category
- Priority required for children with special needs
or very low income families - States have a lot of discretion
35CCDF Provider Eligibility
- CCDF regulations define four types of child care
center-based, family child care, group home child
care, and in-home care - Providers must be licensed/regulated under
State/Tribal law or must be legally exempt from
regulation - Providers must meet basic health and safety
requirements - Because licensing/regulation requirements vary by
state, so do eligible providers
36CCDF Payment
- Certificate subsidy issued directly to a parent
- Contract States can contract with providers for
child care slots that are then available to
children participating in CCDF - Parent co-pays
37CCDF Finding Child Care
- Child Care Resource and Referral (CCRR)
- CCDF requires coordination of ALL child care
through CCRR - Resource to help families find child care
- Consumer education, provider training, data
collection, administer subsidies - Quality Rating and Improvement System (QRIS)
- System to assess, improve, and communicate the
quality of early care and education programs - Operating in nearly half of all states
- www.qrisnetwork.org
38Increasing Access to Child Care
- States can
- Cover homeless children under the protective
services category, and waive work/school
requirements - Offer priority access
- Allow for a period of job search
- Waive co-payments for families at or below
poverty level - Exempt housing assistance from income
determination - Use grants or contracts to build supply for
vulnerable populations
39IDEA Parts B C
- Federal funds to states under Individuals with
Disabilities Education Act (IDEA) - Part B Preschool Special Education ages 3-5
- Part C Infants and Toddlers
- Uses McKinney-Vento definition of homeless
- Provides for identification, location, evaluation
and education of children with disabilities who
are experiencing homelessness - Individualized Plan IFSP/ISP
- Home-based, classroom consultation models
- Goal of mainstreaming, integrating into ECE
40State Pre-K Programs
- State funding of preschool services for
4-year-olds or for 3- and 4-year-olds - State agencies provide leadership and provide
funding to local school districts - Both school based and community providers
- Both targeted and universal designs
- State Cabinets and integrated state agencies and
departments - Local councils and community partnerships
- Most states now have some type of state pre-k
system federal funds coming
41Head Start Basic Overview
- Created under LBJs War on Poverty 1965
- Early Head Start pregnant women and children
ages birth to 3 years - Less than 5 of those eligible
- Head Start preschool-aged children 3-, 4-and
5-year-olds - Less than 50 of those eligible
- Intended to achieve 2 primary goals
- break the cycle of poverty
- empower low-income families
- school readiness
42Head Start Basic Overview
- Comprehensive Services mandated for children and
families a unique feature - Health, mental health, dental and nutrition
- Education and special education/disabilities
- Approximately 20 of children with IEPs served by
Head Start - Family support thru Family Partnership
Agreements, parent involvement/governance,
fatherhood initiatives, etc. - 20-25 of Head Start staff current/former parents
- Community partnerships
43Head Start Basic Overview
- Head Start Program Options
- Full-day/full-year
- School day/school year
- Part day/part year
- Home-based Model
- Family child care home (Home Start)
- Locally designed option
- Head Start Act of 2007 allows programs to explore
changing program designs to meet changing
community needs.
44Head Start Basic Overview
- Enrollment primarily based on federal poverty
- Not less than 10 of each HS EHS programs
enrollment must be children with special needs - The following families are categorically eligible
for HS - families receiving public assistance (e.g. TANF)
- children in foster care
- children experiencing homelessness
(McKinney-Vento definition)
45Children in Head Start
46Head Start A Perfect Match for Homeless Families
- Head Start provides comprehensive services that
homeless children may not otherwise receive - The Head Start focuses on entire family means
parents receive assistance in reaching their
goals - Community partnerships put Head Start in an
excellent position to work with all agencies
serving homeless families - Head Start programs are required to identify and
prioritize homeless children for enrollment
allow homeless children to enroll while required
paperwork is obtained and coordinate with LEA
liaisons and other community agencies
47Early Childhood Home Visiting
- Home visiting programs match at-risk parents with
trained professionals who provide information,
advice, and support during pregnancy and
throughout the first few years of the childs
life - Funded with federal, state, and private dollars
- Targets pregnant women, families with young
children - Multiple evidence-based models Parents as
Teachers (PAT), Healthy Families America (HFA),
Nurse-Family Partnership (NFP), Home Instruction
for Parents of Preschool Youngsters (HIPPY)
48Proven Benefits of Home Visiting
- Improved prenatal, maternal, and child health
outcomes - Enhanced social-emotional and language
development - Supports cognitive and physical development
- Reduces child maltreatment and injury
- Increased school readiness
- Improved coordination with community resources
49How Does Home Visiting Support Homeless Families?
- Addresses and buffers negative impacts of
homelessness - Helps families build resilience and strengthen
family functioning - Mobile service visits can take place in
families homes, in shelter programs, or in other
settings - Connects families to other community resources
50Federal Initiatives
- Race to the Top-Early Learning Challenge
(RTT-ELC) - Early Head Start-Child Care Partnerships
(EHS-CCP) - Preschool Development/Expansion Grants
- Maternal Infant Early Childhood Home Visiting
Program (MIECHV)
51State Advisory Councils
- Charged with developing a high-quality,
comprehensive system of early childhood
development and care - Ensure statewide coordination and collaboration
among the wide range of early childhood programs
and services in the State, including child care,
Head Start, IDEA preschool and infants and
families programs, and pre-kindergarten programs
and services - Can be a great opportunity to influence early
childhood policies, practices, and investments in
your state
52Early Learning Coalitions
- Early Learning Coalitions at state, county and/or
community levels - Wide variety of participation and funding support
- Homeless service providers and liaisons should
consider attending to create connections and
learn local resources - The Foundation for Early Learning guides the
coalition-building process www.earlylearning.org/
grantmaking/coalitions
53Early Care Education Landscape A Grid
- Work with someone sitting near you to complete
the Early Care and Education Infrastructure in My
State/ Community for either the state or local
level - If you cannot complete a cell, use the Early Care
and Education Resource List to find a resource
for obtaining the name, contact information you
need to complete our grid. - You will have 5 minutes for this activity.
54Reflection 2
- Take a moment to reflect on the various resources
that support early learning. Which do you
currently partner with and who might you become
more familiar with in the future? Jot down a
phrase or two to record your thoughts.
55Barriers and strategies
56Barriers to Early Childhood Programsfor Families
Experiencing Homelessness
- Lack of Awareness
- Families and agency staff unaware that homeless
children are prioritized for EC programs - Head Start programs unaware of definition of
homelessness - MV liaisons may not know lay of the land of ECE
- Lack of available slots
- For eligible children, especially Infants and
Toddlers, including those who are homeless - Lack of capacity for McKinney-Vento liaisons and
Head Start programs to do outreach and targeted
assistance
57Barriers to Early Childhood Programsfor Families
Experiencing Homelessness
- High Mobility
- Lack of Transportation
- Lack of documentation for enrollment
- School selection
58Removing BarriersStrategies for Awareness and
Identification
- Head Start programs/school districts
- incorporate questions on housing status on
applications - McKinney-Vento liaisons
- Participate in community based and cross-agency
events - Inquire about young siblings of school-aged
children - Homeless service providers
- Document ages of all children at intake
- Make referrals to Head Start, ECEAP, and other
ECE programs
59Removing Barriers Strategies for Awareness and
Identification
- Early Childhood programs
- Include information to staff on how to recognize
homelessness - Shelters
- Ensure that young children are assessed for
developmental delays - New HUD Contacts
- Train on assessment programs, e.g. Ages and
Stages, Early Intervention programs, and Special
Education Child Find - Provide indicators of potential developmental
delays -
60Removing BarriersStrategies for Identification
and Responding to Mobility
- Obtain parental consent for release of
information from providers or liaison - to share information between agencies
- To obtain new addresses to be able to continue to
provide services when families move - Develop joint procedures to serve highly mobile
children - To expedite services
- To provide continuous services to highly mobile
children
61Removing BarriersStrategies to Expedite Access
- Liaisons and homeless service staff
- provide and assist with completing Head Start
applications to identified families - Expedite records
- e.g. liaisons can get immunization records, etc.
for young siblings of school-aged children - Develop joint or streamlined procedures and forms
(e.g. housing intake forms)
62Putting it All TogetherStrategies for
Collaboration
- Head Start ECEAP Programs could adopt a number
of strategies to reach homeless families - Develop relationship with K-12 Homeless Liaison
- Assign staff member to be the liaison with local
homeless shelters/service providers - Training for family advocates to identify
homeless families throughout the year - Conduct presentations and visits to and from
homeless shelters and advocacy groups regarding
services available - Establish connections with food banks, churches,
health departments, and housing groups within
communities
63Reflection 3
- Take a moment to reflect on the various
strategies that can be used to overcome barriers
and new approaches you might try in your program
and community. Jot down a phrase or two to
record your thoughts.
64Scenarios and discussion
65Scenarios and Discussion
- In your small group, read through the scenarios
on your table and answer the question What would
you do?
66Reflections to Actions
- Using your three reflections on the work weve
done today, take a moment to record an action or
two that you will take when you return to your
program - Share your Action Plan with another person, or
two, or three.....
67Resources - ECLKC
- Office of Head Start Early Childhood Learning
and Knowledge Center Search ECLKC - enter
homelessness - Go to Training and Technical Assistance System
- http//eclkc.ohs.acf.hhs.gov/hslc/tta-system
- From there, go to Parent, Family, and Community
Engagement - From there, go to Crisis Support
- From there, go to Homelessness Online Lessons
68Recent ACF Efforts
Building Partnerships to Address Family
Homelessness
Promising Practices for Children Experiencing
Homelessness A Look at Two States
69ACF Efforts in Review
- Early Childhood Self Assessment for Family
Shelters
70General Resources
- National Association for the Education of
Homeless Children and Youth - http//www.naehcy.org
- National Center on Homeless Education
- http//www.serve.org/nche
- National Early Childhood Technical Assistance
Center - http//www.nectac.org
- Horizons for Homeless Children
- http//www.horizonsforhomelesschildren.org
- Washington State Association of Head Start
ECEAP - -- http//wsaheadstarteceap.com
- Parent Training and Information Centers
- http//www.taalliance.org/centers/index.htm
- (888) 248-0822
71Policy Resources
- NAEHCY www.naehcy.org, Barbara Duffield,
bduffield_at_naehcy.org, 202.364.7392 - National Center on Homeless Education
www.serve.org/nche - National Law Center on Homelessness Poverty
www.nlchp.org - Zero to Three, http//www.zerotothree.org
- National Head Start Assoc., http//www.nhsa.org/
- National Center for Children in Poverty,
http//nccp.org/ - Institute for Children, Poverty Homelessness,
http//www.icphusa.org/ - Center for Law and Social Policy,
http//www.clasp.org/ - Center on Budget Policy and Priorities,
http//www.cbpp.org/
72Contact Information
Vicki J. Hodges Principal Consultant Illinois
State Board of Education 100 N.
First Springfield, Il. 62777 217-782-8535 vhodges_at_
isbe.net
Carie Bires, MSW Policy Manager Ounce of
Prevention Fund 33 W. Monroe, 24th Floor Chicago,
IL 60606 309-261-3138 cbires_at_ounceofprevention.org
Francine K. Hahn, J.D. NAEHCY, Board of
Directors Baltimore, MD Phone 443-756-7451 fhahn1
229_at_gmail.com
Staci M. Perlman, MSW, PhDAssistant
Professor University of Delaware Human
Development and Family Studies Delaware
Education Research Development Center106
Alison HallNewark, DE 19716 302.831.4724 sperlman
_at_udel.edu
Grace C. Whitney, PhD, MPA, IMH-E(IV) CT Head
Start State Collaboration Office CT State
Department of Education 165 Capitol
Avenue Hartford, CT 06106 Phone
860-713-6767 Email grace.whitney_at_ct.gov