Our Invisible Students: Homeless Children

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Our Invisible StudentsHomeless Children Youth
FOCUS ON TITLE III ESL, ELL, Immigrant

• Pam Kies-Lowe
• State Coordinator for Homeless Education
• Michigan Department of Education
• Office of Field Services, Special Populations
  Unit

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• More than 1.5 million children will experience
  homelessness over the course of a year.
• 42 of these children are under the age of 6.
• 47 of them are African-American.

National Center for Family Homelessness. 2009.
Americas Youngest Outcasts State Report Card on
Child Homelessness
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• An estimated 1.6 1.7 million youth become
  runaways or homeless each year.
• Females, African-Americans, and Native Americans
  are over-represented among these youth.
• Between 20-40 of homeless youth identify as
  LGBT.

Understanding Homeless Youth Numbers,
Characteristics, Multisystem Involvement, and
Intervention Options. Testimony Given before the
U.S. House Committee on Ways and Means,
Subcommittee on Income Security and Family
Support, June 19, 2007. Urban Institute.
Ringwalt, C. L. Greene, J. M. Robertson, M. J.
1998. Familial Backgrounds and Risk Behaviors of
Youth with Thrownaway Experiences. Journal of
Adolescence 21(3) 241-252.
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• In any given day, researchers estimate that
  more than 200,000 children have no place
  to live.
• Homeless families are more likely to be headed
  by a single mother in her 20s with young children.

National Center for Family Homelessness. 2009.
Americas Youngest Outcasts State Report Card on
Child Homelessness
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Between the 2007-2008 and the 2009-2010 school
years, Michigan school districts reported
increases of 300 in the numbers of homeless
students identified.
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Our Invisible Students Homeless Children and
Youth

• Michigan Statistics 2007-2010
• 7,500 homeless students were reported in
  Michigans 2007-2008 State Student
  Database
• 23,899 homeless students were reported in
  unofficial counts (3/09) by Michigan schools for
  2007-2008 (69 higher than official count)
• And yet
• 14,682 homeless students were reported in
  Michigans 2008-2009 State Student
  Database (a 96 increase in official count over
  07-08)
• 22,673 homeless students were reported in
  Michigans 2000-2010 State Student Database (a
  54 increase in official count over 08-09)

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Michigan School District Data
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What You Need to Know About Homelessness in
Michigan

• Families comprise more than half the homeless in
  MI
• 1 of every 3 homeless persons in Michigan is a
  child
• The average age of a homeless child is 7.8
  years
• 30 of homeless families are working poor
• 77 of families are homeless due to lack of
  affordable housing
• Of homeless families, 45 reported being homeless
  more than once
• Between 2007 and 2008, family homelessness
  increased 10.8 in MI, with the largest increases
  in rural Michigan

Michigan Coalition Against Homelessness,
2007 Factsheet The Campaign to End
Homelessness, 2008 Annual Summary
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What You Need to Know About Homelessness in
Michigan

• Rural homelessness is not the same as urban
  homelessness
• 37 of the rural homeless population is between
  the ages of 18 and 24, compared to 13 of the
  urban population
• 57 of rural homeless are part of a family
  (versus 45 of urban homeless)
• Rural homeless is a recent phenomena
  more people in rural communities
  report this is their first
  experience ever being homeless

Michigan Coalition Against Homelessness, 2007
Factsheet
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Homelessness is an economic issue

• The major factors contributing to homelessness
• Lack of affordable housing
• Poverty
• Domestic violence
• Lack of employment or underemployment
• Debt and/or lack of income
• Addiction
• Disabilities or health problems
• Natural and other disasters
• Abuse (physical sexual), neglect, parental
  substance abuse, and family conflict (for
  unaccompanied youth)

Top 3 reasons are highlighted in bold.
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Lack of Affordable Housing

• One in seven US households 37.3 million has
  severe housing cost burdens. Most of these
  households (78) are in the bottom quarter of the
  income distribution (earning 23,000 or less
  annually)
• A full-time worker earning minimum wage cannot
  afford a one bedroom unit priced at the Fair
  Market Rent anywhere in the United States
• Nationally, a full-time worker must earn 17.32
  per hour to afford a two-bedroom apartment at
  Fair Market Rent
• The average wait for a Section 8 Voucher (public
  housing) is nearly 3 years (currently 35 months)

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Poverty

• Many families do not earn adequate wages
• 24 million US jobs (one-fifth of all jobs) do not
  keep a family of four out of poverty
• 15 of all American families and 32 of
  single-parent families lived below the Federal
  Poverty Line in 2006
• 2009 Federal Poverty Level (FPL)
• 22,050 for a family of four
• 18,310 for a family of three
• 14,570 for a family of two
• On average, families need an income twice as high
  as the FPL to meet their most basic needs.

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Domestic Violence

• Those fleeing domestic violence are more likely
  to become homeless or have a problem finding
  housing because of their unique and often urgent
  circumstances.
• Difficulty finding apartments due to poor credit,
  rental, and employment histories as a result of
  their abuse
• Few tangible social supports (Isolation of the
  victim is part of the cycle of domestic abuse.)
• Limited ability to collect and/or enforce child
  support and alimony payments
• Through a one strike policy, women may be
  evicted for a violent activity regardless of
  the cause or the circumstances.

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Research on School Mobility

• It takes children an average of 4-6 months to
  recover academically after changing schools.
• Mobile students score 20 points lower on
  standardized tests than non-mobile students.
• Mobile students are less likely to participate in
  extracurricular activities and more likely to act
  out or get into trouble.
• Average test scores for non-mobile students were
  significantly lower in high schools with high
  student mobility rates.
• Students who changed high schools even once were
  less than half as likely as stable students to
  graduate, even controlling for other factors.

Project Forum at National Assoc. of State
Directors of Special Education, March
2007 National Association for the Education of
Homeless Children and Youth, 2006
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Who is considered homeless?

• Children who lack a fixed, regular, and adequate
  nighttime residence (McKinney-Vento Homeless
  Assistance Act, 2002)
• Sharing the housing of others due to loss of
  housing, economic hardship, or similar reason
• Living in motels, hotels, RV/trailer parks,
  camping grounds due to lack of adequate
  alternative accommodations
• Living in emergency, domestic violence, or
  transitional shelters
• Temporary foster care placement or awaiting
  placement
• Living in a public or private place not designed
  for humans to live or sleep
• Living in cars, parks, abandoned buildings, bus
  or train stations, under bridges, etc.
• Migratory children living in above circumstances
  
• Runaway or throw-away youth not with
  parent/guardian

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Impact of Homelessness on Children and Youth

• Research shows that children experiencing
  homelessness are more likely to
• Get sick 4 times as often as non-homeless
  children
• Four times as many respiratory infections
• Twice as many ear infections
• Five times more gastrointestinal problems
• Four times more likely to have asthma
• Go hungry at twice the rate of other children
• Have high rates of obesity due to nutritional
  deficiencies
• Have 3 times the rate of emotional and behavioral
  problems compared to non-homeless children

National Center on Family Homelessness, 2009
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Impact of Homelessness on Children and Youth
The constant barrage of stressful and traumatic
experiences also has profound effects on their
development and ability to learn.

• Experiences of Violence
• By age 12, 83 had been exposed to at least one
  serious violent event
• Almost 25 have witnessed acts of violence within
  their families
• Children who witness violence are more likely to
  exhibit
• Aggressive and antisocial behavior
• Increased fearfulness
• Higher levels of depression and anxiety
• Greater acceptance of violence as a means of
  resolving conflict

National Center on Family Homelessness, 2009
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Impact of Homelessness on Children and Youth

• Developmental Milestones and Academic Performance
• Four times more likely to show delayed
  development
• Twice as likely to have learning disabilities as
  non-homeless children
• Academic performance problems
• 2.5 times more likely to perform below grade
  level in math
• 1.5 times more likely to perform below grade
  level in reading
• 1.5 times more likely to perform below grade
  level in spelling

National Center on Family Homelessness, 2009
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Impact of Increased Homelessness on School
Districts

• Rising transportation costs and logistical
  challenges in making sure homeless children have
  access to school
• Inadequate staff to identify and support children
  and youth experiencing homelessness
• Lack of affordable housing and available shelter
  space, leading to lower enrollments
• Reduction in other community services and
  supplies
• Greater severity of needs in remaining families

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Education of Homeless Children and Youth (ECHY)
Programs in Michigan

• During the current 2009-2011 McKinney-Vento
  Homeless Education grant cycle -
• 30 grants representing approximately 786 of 852
  school districts and 77 of 83 Michigan counties
• 29 ARRA grants to build capacity and strengthen
  district homeless education programs
• Funding priorities
• Consortium programs to reach unserved areas of
  the state
• Professional development training of district
  staff
• Academic achievement of homeless students
• Unaccompanied homeless youth
• Parent engagement in education

Includes Local Education Agencies, Public
School Academies, and Intermediate School
Districts
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• MI Homeless Grant Coverage
• 2010-2011

• MI Homeless Grant Coverage
• 2008-2009

24 counties not served by grants
5 counties not served by grants
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Barriers to Education forHomeless Children and
Youth

• Enrollment requirements (lack of school records,
  immunizations, proof of residence and
  guardianship)
• High mobility resulting in lack of school
  stability and educational continuity
• Lack of school supplies, clothing, etc.
• Lack of access to programs
• Lack of transportation
• Poor health, fatigue, hunger
• Lasting emotional impact
• Prejudice and misunderstanding

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McKinney-Vento Homeless Assistance Act

• Reauthorized in 2002 as Title X of NCLB
• Main themes
• School stability
• Access to school and school
  services
• Support for academic success
• Child-centered focus
• Decision making in best interest of child

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McKinney-Vento Homeless Assistance Act Key
Provisions

• Districts must
• Provide educational stability for homeless
  students
• Provide immediate school access for homeless
  students
• Appoint a local homeless education liaison
• Serve homeless students with Title I funds
• Develop, review, and revise their policies to
  remove barriers to the enrollment and retention
  of children and youth in homeless situations
• Address problems resulting from enrollment delays
  caused by immunization and medical records
  requirements residency requirements lack of
  birth certificates, school records or other
  documentation guardianship issues or uniform or
  dress code requirements

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School Stability Key Provisions

• Students can stay in 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
• If a student becomes homeless in between academic
  years, he or she may continue in the school of
  origin for the following academic year
• If district declines placement requested by a
  parent or guardian, the district must provide
  a written explanation to the parent or guardian
  of its decision and the right to appeal

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School Stability Key Provisions

• Children and youth experiencing
  homelessness can stay in their school
  of origin or enroll in
  any public school
  that students living in the same
  attendance area are eligible to
  attend, according to their
  best interest
• School of origin school attended when
  permanently housed or in which last enrolled
• Best interest keep homeless students in their
  schools of origin, to the extent feasible, unless
  this is against the parents or guardians wishes

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Feasibility USED Sample Criteria

• Use as guideline when determining school of
  origin feasibility -
• Continuity of instruction
• Age of the child or youth
• Safety of the child or youth
• Length of stay at the shelter
• Likely area where family will find permanent
  housing
• Students need for special instructional programs
• Impact of commute on education
• School placement of siblings
• Time remaining in the school year

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Access to Services

• Undocumented children and youth have the same
  right to attend public school as U.S. citizens
  and are covered by the McKinney-Vento Act to the
  same extent as other children and youth
  (http//en.wikipedia.org/wiki/Plyler_v._Doe)
• USDA policy permits liaisons and shelter
  directors to obtain free school meals
  for students by providing a list of names of
  students experiencing homelessness with effective
  dates
• The 2004 reauthorization of IDEA includes
  amendments that reinforce timely assessment,
  inclusion, and continuity of services for
  homeless children and youth with disabilities
• States are prohibited from segregating homeless
  students in separate schools, separate programs
  within schools, or separate settings within
  schools

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Title I and Homelessness Key
Provisions

• A child or youth who is homeless and is attending
  any school in the district is automatically
  eligible for Title I-A services (academic support
  services)
• Services for homeless students in both Title I
  and non-Title I schools must be comparable to
  those provided to non-homeless students in Title
  I schools
• Services that are not ordinarily provided to
  other Title I students and that are not
  available from other sources
• Tutoring for homeless students in shelters and
  other locations where homeless students are living

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Local McKinney-VentoHomeless Education Liaisons

• Every LEA must designate a Liaison to serve
  students in homeless situations
• Responsibilities of the Liaison
• Ensure that children and youth in homeless
  situations are identified and reported
• Ensure that homeless students enroll in and have
  full and equal opportunity to succeed in school
  (usually within 1 day)
• Link with educational services, including Title
  I, preschool, special education, and health
  services
• Link with community services, including medical,
  dental, mental health, etc.

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Local McKinney-VentoHomeless Education Liaisons

• Post public notice of educational rights
  (FREE posters at http//www.serve.org/n
  che/products.php)
• Resolve disputes at district level
• Inform parents, guardians, or youth of
  educational rights, including transportation
  services to the school of origin
• Visit www.serve.org/nche for Best Practices
• School Selection for Students in Out of Home Care
• Child Welfare Professionals the McKinney-Vento
  Act Q A
• LIBRARY Info. by Topic

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Transportation Key Provisions

• School districts must eliminate transportation
  barriers to the school enrollment and retention
  of students experiencing homelessness
• LEAs must provide students experiencing
  homelessness with transportation to and
  from their
  school of origin
• at a parents or guardians request
• at the liaisons request, for unaccompanied youth
• at a DHS caseworkers request
• If the students temporary residence and the
  school of origin are in the same LEA, that LEA
  must provide or arrange transportation

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Transportation Key Provisions

• If the student is living outside of the school of
  origins LEA, the LEA where the student is living
  and the school of origins LEA must determine how
  to divide the responsibility and share the cost,
  or they must share the cost equally
• In addition to providing transportation to the
  school of origin, LEAs must provide
  transportation services to parents/guardians of
  homeless students to attend school meetings and
  teacher conferences, if requested
• Schools that do not provide transportation to
  students must provide it for homeless students

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Transportation Strategies

• Develop close ties among local liaisons, school
  staff, pupil transportation staff, shelter
  workers and caseworkers
• Re-route school buses (including special
  education, magnet school and other buses)
• Develop agreements with school districts where
  homeless children cross district lines
• Provide passes for public transportation
• Use approved van or taxi services
• Provide parents with pre-paid gas cards
• Arrange rides with school staff

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Resolution of Disputes Key
Provisions

• Every state must establish and distribute dispute
  resolution procedures (www.michigan.gov/homeless)
• When a dispute over enrollment arises, the
  student must be admitted immediately to the
  school of choice while the dispute is being
  resolved
• Liaisons must ensure unaccompanied youth are
  enrolled immediately while a dispute is being
  resolved

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Resolution of Disputes Key
Provisions

• Whenever a school declines the school selection
  or service request of the parent/guardian of a
  homeless student, or when a dispute arises, the
  parent or guardian must be provided with a
  written explanation of the schools decision,
  including the right to appeal
• The school must refer the child, youth, parent,
  or guardian to the liaison to carry out the
  dispute resolution process as expeditiously as
  possible
• Documentation should be kept for all local
  liaison interventions with parentsnot just
  formal disputes (NCLB)

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FOCUS ON Title III Students Experiencing
Homelessness
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Title III and Homeless Students

• Immigrant and refugee children youth often
  experience higher rates of mobility and poverty
• These are associated with learning difficulties,
  academic failure, and increased dropout rates
  very similar to families experiencing
  homelessness
• Living conditions may make them eligible for
  services under the McKinney-Vento Homeless
  Assistance Act

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Title III and Homeless Students (2)

• McKinney-Vento services are designed to reduce
  academic barriers and have a positive impact on
  the educational outcomes of students experiencing
  homelessness
• M-V services can also help create a safe and
  welcoming environment for immigrant students and
  their parents who lack a fixed, regular, and
  adequate nighttime residence

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Determining McKinney-Vento Eligibility for
Immigrant Students

• Due to services available for immigrants, it is
  rare for them not to have housing
• Immigrant students do have higher rates of
  poverty and high mobility both predictors for
  homelessness
• Immigrant families often stay with friends or
  family members, or in overcrowded conditions, due
  to economic hardship
• Some of these conditions are similar to families
  experiencing homelessness

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Determining McKinney-Vento Eligibility for
Immigrant Students (2)

• Explain that the reason for asking questions is
  to see if the student is eligible for additional
  educational services.
• Avoid using the term homeless. Instead use
  families in transition.
• Explain the legal definition fixed, regular,
  and adequate nighttime residence
• Encourage parent participation by providing
  interpreters, explaining school policies and
  expectations, and offering transportation for
  school meetings

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Determining McKinney-Vento Eligibility for
Immigrant Students (3)

• Is this a permanent living arrangement or just a
  temporary place to stay?
• Are you living with friends or relatives?
• In how many places have you lived since you came
  the United States?
• How long have you been in your current place?
• How long do you intend to stay there?

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Determining McKinney-Vento Eligibility for
Immigrant Students (4)

• How many people live in the home?
• How many bathrooms are there?
• Do you and the children share a room?
• How many stay in one room?
• Does the home have electricity/heat/hot cold
  running water?

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Educational Barriers to Successfor Title III
students

• Language barriers
• Lack of school and parent materials in native
  languages
• Educational deficits from previous gaps in
  schooling
• Lack of documents verifying birth and
  immunizations
• Perceived lack of academic support from parents
• Differences in cultures and learning styles

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Educational Barriers to Successfor Title III
students (continued)

• Difficulty in tracking students progress due to
  high mobility (and language barriers)
• Lack of quality professional development programs
  for school staff (related to serving immigrants)
• Discrimination often from lack of accurate
  information and cultural misunderstandings
• Students needs to work full-time to support
  their families (interferes with class time and
  school schedules)

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Strategies to Reduce Barriers

• McKinney-Vento Liaisons should
• Connect with local immigrant leadership groups,
  churches, mosques, parent advisory councils, etc.
  to become more familiar with immigrant cultural
  and language issues.
• Work closely with refugee resettlement agencies
  in order to determine M-V eligibility on a
  case-by-case basis
• Have school materials translated into immigrants
  native languages.
• Arrange transportation for parents and ensure
  that interpreters are available for parent
  meetings.

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Strategies to Reduce Barriers

• McKinney-Vento Liaisons should
• Arrange for immunizations or retrieve
  immunization records for students
• Make referrals to healthcare, dental, mental
  health, and other community services, as needed.
• Coordinate with other school programs to assure
  that immigrant refugee children receive
  appropriate academic support.
• CAUTION Lack of English skills should NOT mean
  these children are placed in special education or
  low academic tracks, despite high capabilities!

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Coordination with Title III

• Increase awareness of M-V Act and services, as
  well as understanding of who is eligible
• Increase awareness of district community
  services for immigrants and refugees
• Identify a term in immigrants native languages
  that connotes homelessness or eligibility for
  such services
• Coordinate assistance in providing interpreters
  when interviewing immigrant or refugee families
  or students

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Coordination with Community Agencies

• Gather information on local laws/policies related
  to immigrant families
• Learn what services are available in the
  community and discuss ways to coordinate with
  school services
• Collaborate to develop procedures for agencies to
  refer children and families who may be eligible
  for M-V services to the local district Liaison
• Find assistance with translating/interpreting

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Contact Information

• Michigan Department of Education
• Homeless Education Program Office
• 517-241-1162
• Homeless Education Website
• www.michigan.gov/homeless
• Pam Kies-Lowe
• State Coordinator for Homeless Education
• kies-lowep_at_michigan.gov

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