DOCUMENT RESUME

ED 477 178 EA 032 498

AUTHOR Hamann, Sue, Comp.; Mooney, Kathleen, Comp.; Vrooman, Cheryl,Comp

TITLE McKinney-Vento Homeless Education: Draft of ProposedStandards and Indicators of Quality McKinney-Vento Programs.

INSTITUTION National Center for Homeless Education, Greensboro, NC.SPONS AGENCY Office of Elementary and Secondary Education (ED),

Washington, DC.PUB DATE 2002-03-00

NOTE 28p.; Some pages in appendix contain blurred print.AVAILABLE FROM National Center for Homeless Education at SERVE, 915

Northridge St., 2nd Floor, Greensboro, NC 27403. Tel: 336315 -7400; Tel: 800-755-3277 (Toll Free); Fax: 336-315-7457;Web site: http://www.serve.org/nche.

PUB TYPE Reports Descriptive (141)EDRS PRICE EDRS Price MF01/PCO2 Plus Postage.DESCRIPTORS Educational Principles; Elementary Secondary Education; *High

Risk Students; *Homeless People; Models; *Standards;Transitional Programs

ABSTRACT

This paper examines ways to measure the effectiveness ofMcKinney-Vento Homeless Education Programs. It is the result of a work groupthat developed standards and indicators of quality, that identified data-collection tools and strategies to determine the extent to which the programsare meeting the standards and indicators, and that created technical-assistance tools to help local coordinators evaluate their programs. The workgroup established five standards and indicators of quality. Standard 1, whichaddresses the need for immediate school enrollment, arose from therealization that youth experiencing homelessness are often denied enrollment.Standard 2 states that children and youth experiencing homelessness must havestability in school, which arises from continuity and school success. Thethird standard requires homeless children and youth to receive specializedservices when eligible, whereas standard 4 addresses the need for parents andguardians to participate meaningfully in their charges' education. The fifthstandard focuses on the importance of academic achievement as suchachievement is related to economic well-being. It states the need forchildren and youth in grades 3-12 to meet their states' academic standards.Appendices include definitions, standards and indicators, and evaluationtools. (RJM)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

McKinney-Vento Homeless Education: Draft ofProposed Standards and Indicators of Quality

McKinney-Vento Programs.

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and ImprovementEDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)This document has been reproduced asreceived from the person or organizationoriginating it.

Minor changes have been made to improvereproduction quality

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

BEST COPY AVAILABFA

2

McKinney Vent Homelless EducationDraft of Proposed Standards and Indicators

Of Quality McKinney-Vento Programs

National Cfe-n fe r EorHornelenn Educoijon

at SERVE

Developed by a Work GroupConvened by the National Center for Homeless Education

At SERVE

Compiled by:Sue Hamann, SERVE Evaluation Program Director

Kathleen Mooney, SERVE Evaluation Program SpecialistCheryl Vrooman, SERVE Senior Evaluation Specialist

March 2002

EST COPY AVAIIIA

3

LE

Standards and Indicators of Quality Mc Kinney-Vento Programs

Produced by

The Regional Educational Laboratory at SERVEAssociated with the School of EducationUniversity of North Carolina at Greensboro

www.serve.org

rat Y;rdtfoutic33 6rfutsoskan

SfRrf

Edited byDonna Nal ley

The content of this publication does not necessarily reflect the views or policies of theU.S. Department of Education, the University of North Carolina at Greensboro, nor doesmention of trade names, commercial products, or organizations imply endorsement by theU.S. Government.

BEST COPY AVAILABLE

nut ional Centex Forlianofcas ti

,CERVE

National Center for Homeless Education at SERVE

Funded by the U.S. Department of Education, Office of Elementary and SecondaryEducation (OESE), the National Center for Homeless Education was established at

SERVE to provide critical information to those who seek to remove bathers to educationand to improve educational opportunities and outcomes for children and youth

experiencing homelessness.

The goals of the National Center for Homeless Education are to:?'? Collect and disseminate important resource and referral

information related to the complex issues surrounding theeducation of children and youth

?? Provide rapid-response referral information?? Foster collaboration among various organizations with interests

in addressing the education of children and youth who arehomeless

?? Synthesize and apply existing research and guide the researchagenda to expand the knowledge base on the education of

NCHE Staff

Diana Bowman, Director

Tina Johnson, Program Specialist

Beth Hartness, Assistant Program Specialist

NCHE HelpLine800-308-2145

NCHE Websitewww.serve.org/nche

3 BEST COPY AVAIL& 11, LE

Foreword

Are local Mc Kinney-Vento programs making a difference? The National Centerfor Homeless Education (NCHE) and the Evaluation Program at SERVE convened awork group during the summer of 2001 to

77 develop standards and indicators of quality McKinney-Vento programs,

identify data collection tools and strategies to determine the extent to whichMcKinney-Vento programs are meeting the standards and indicators, and

create technical assistance tools to help local coordinators evaluate theirprograms.

Work group members included state coordinators, local coordinators,representatives of national organizations, and program evaluation specialists. Alsoparticipating in the group was Dr. Joe Johnson, director of Compensatory EducationPrograms. The group met four times over the summer in Greensboro, North Carolina.

Dr. Johnson set the charge for the group by saying, "If we are achievingsomething, we need to gauge our progress. We must care about the extent to which weare making a difference. Although many good programs exist, what is lacking is anemphasis on using data to see if we are making a difference. We must construct tools toensure that we make continuous progress in serving children and youth in homelesssituations." Dr. Johnson's vision extends beyond local program evaluation: "As weimprove these tools, we will be closer to achieving a national consensus on data elementsfor McKinney programs. These tools will help improve the shape of the federal programas well as local programs."

In addition, collecting and using data provide the foundation for the U.S.Department of Education initiative "No Child Left Behind." The pillars of the initiativeare:

Accountability collecting data that show results for all students

Local control and flexibilitydesigning programs based on documentedneeds of students

?? Parental choiceinvolving parents meaningfully in their children's education

Doing what worksusing strategies based on data supporting programeffectiveness

SERVE Evaluation Program staff led the group through a process to developstandards and indicators descriptive of effective programs and practices that areassociated with increased school enrollment, attendance, and achievement of children andyouth experiencing homelessness. Subsequently the group identified tools and methodsfor collecting data that gauge progress toward the standards.

4

The next step for the project is to pilot a process in which a limited number ofschool districts with homeless education programs collect data related to the standardsand indicators. Results of the pilot will guide the work group to refine the data collectionprocess and instruments. The goal of the project is to have every school district adopt thestandards and indicators, collect data, and use the results for program improvement.Collective data from the local programs will provide state departments of education andthe U.S. Department of Education state and national pictures of what is and is notworking in McKinney-Vento programs.

In the meantime, program coordinators will find the indicators useful guides touse to shape their programs. The indicators reflect the goals and intents of the 2002reauthorized McKinney-Vento Legislation. Coordinators may wish to assess what datathey are currently collecting and determine the utility of the data in showing how welltheir program measures up to the indicators.

McKinney-Vento Quality Program Indicators Work Group Members

Diana Bowman, DirectorNational Center for Homeless Educationat SERVEGreensboro, North Carolina

Jeri Cohen, Local CoordinatorWest Contra Costa Unified School DistrictRichmond, California

Gary Dickirson, State CoordinatorHomeless ProgramSpringfield, Illinois

Barbara Duffield, Education CoordinatorNational Coalition for the HomelessWashington, D.C.

Thomas Gray, State CoordinatorMinnesota Department of Children, Families& LearningRoseville, Minnesota

Sue Hamann, DirectorSERVE Evaluation ProgramGreensboro, North Carolina

Beth Hardy, DirectorSERVE Children, Families, & CommunitiesProgramGreensboro, North Carolina

Mary Herrington, Local CoordinatorRichmond City Public SchoolsRichmond, Virginia

Barbara James, State CoordinatorOffice for the Education of Homeless Childrenand YouthAustin, Texas

Joe Johnson, DirectorCompensatory Education Programs/Title IU.S. Department of EducationWashington, D.C.

Jerrilyn Johnson, Local CoordinatorWinston-Salem/Forsyth County SchoolsProject HOPEWinston-Salem, North Carolina

Tina Johnson, Program SpecialistNational Center for Homeless Educationat SERVEGreensboro, North Carolina

Patricia McKee, Program CoordinatorCompensatory Education ProgramsU.S. Department of EducationWashington, D.C.

Kathleen Mooney, Program SpecialistSERVE Evaluation ProgramGreensboro, North Carolina

Ray Morley, State CoordinatorBureau of Federal School ImprovementDes Moines, Iowa

Patricia Popp, CoordinatorVirginia Homeless Education ProgramWilliamsburg, Virginia

Walter Varner, State CoordinatorEducation of Homeless Children and YouthBaltimore, Maryland

Jim Winship, Associate ProfessorUniversity of Wisconsin-WhitewaterWhitewater, Wisconsin

5

7

Standards and Indicators of Quality

Effective education programs for children and youth experiencing homelessnessare essential to the closure of the achievement gap. While many programs exist, theeffectiveness of these programs cannot be determined without appropriate evaluations.The results of a well-developed, well-implemented evaluation plan provide programpersonnel information supporting adequate program progress and/or informationsuggesting program modifications.

An appropriate evaluation plan compares the program of interest to a set ofstandards and indicators characteristic of high quality programs for children and youthexperiencing homelessness. Standards express general characteristics of high qualityprograms while indicators are subunits of the standards and describe more specificaspects of the programs. Reflecting the McKinney-Vento legislation, five standards andtheir associated indicators were developed to enable local program personnel to evaluatetheir programs with the results leading to effective programmatic decisions.

Standard 1 addresses the need for immediate school enrollment. Children andyouth experiencing homelessness are often denied enrollment or are enrolled but notallowed to attend school until certain requirements are met. Research shows that gaps inattendance are linked to poor academic performance; children cannot learn if they are notin school.

Standard 2 states that children and youth experiencing homelessness must havestability in school. School stability and continuity in school enrollment are associatedwith school success including achievement promotion and graduation.

The assumption that specialized services increase academic achievementunderlies Standard 3. This standard requires children and youth experiencinghomelessness to receive specialized services when eligible.

Standard 4 addresses the need for parent involvement. Parents or persons actingas parents of children and youth experiencing homelessness must be encouraged toparticipate meaningfully in their children's education. "There are many reasons to createsuch partnerships for developing school, family, and community partnerships. The mainreason to create such partnership is to help all youngsters success in school and in laterlife" (Joyce Epstein of John Hopkins University).

Finally, Standard 5 focuses on the importance of academic achievement as suchachievement is related to economic well-being. The standard states the need for children andyouth in grades 3-12 to meet their states' academic standards.

6

Stan

dard

s an

d In

dica

tors

Stan

dard

s an

d In

dica

tors

of

Qua

lity

for

the

Eva

luat

ion

of P

rogr

ams

for

Chi

ldre

n an

d Y

outh

Exp

erie

ncin

g H

omel

essn

ess

Poss

ible

Dat

a So

urce

sR

elat

ed B

est P

ract

ices

Stan

dard

1.

With

in o

ne f

ull d

ay o

f an

atte

mpt

to e

nrol

l in

a sc

hool

, chi

ldre

n an

dyo

uth

expe

rien

cing

hom

eles

snes

sar

e in

atte

ndan

ce.

Stan

dard

2.

Pre-

K to

12

child

ren

and

yout

hex

peri

enci

ng h

omel

essn

ess

have

stab

ility

in s

choo

l.

2.1.

Atte

ndan

ce r

ates

are

at o

r ab

ove

the

rele

vant

dis

tric

t ave

rage

.

2.2.

Stud

ents

rem

ain

in th

e sc

hool

of o

rigi

n fo

r th

e pe

riod

of

hom

eles

snes

s or

, if

perm

anen

tlyho

used

, for

the

rem

aind

er o

f th

esc

hool

yea

r, u

nles

s pa

rent

s or

unac

com

pani

ed y

outh

req

uest

tran

sfer

to a

noth

er s

choo

l.

Rec

ords

of

loca

l hom

eles

s lia

ison

Scho

ol e

nrol

lmen

t rec

ords

Dis

tric

t enr

ollm

ent r

ecor

dsSt

ate

reco

rds

of c

onta

cts

from

fam

ilies

req

uest

ing

enro

llmen

tor

atte

mpt

ing

enro

llmen

t

Scho

ol a

nd d

istr

ict a

ttend

ance

reco

rds

Prog

ram

doc

umen

tsPa

rent

inte

rvie

ws

Tea

cher

inte

rvie

ws

Part

icip

ant t

rack

ing 7

Adh

eren

ce to

sys

tem

atic

iden

tific

atio

n an

d en

rollm

ent

proc

edur

eD

isse

min

atio

n of

info

rmat

ion

abou

t rig

hts

to e

duca

tion

Act

iviti

es r

elat

ed to

rem

oval

of

the

follo

win

g ba

rrie

rs to

enro

llmen

t: gu

ardi

ansh

ip, i

mm

uniz

atio

n, tr

ansf

ers

ofre

cord

s, r

esid

ency

req

uire

men

tsK

now

ledg

e of

cur

rent

law

s an

d re

gula

tions

Posi

tive

colla

bora

tions

bet

wee

n lo

cal c

oord

inat

or a

ndsh

elte

r st

aff

and

betw

een

coor

dina

tor

and

scho

ol s

taff

Mai

nten

ance

of

clie

nt c

onfi

dent

ialit

y of

rec

ords

inac

cord

ance

with

Fam

ily E

duca

tion

and

Rig

ht to

Priv

acy

Act

(FE

RPA

)

Prov

isio

n of

tran

spor

tatio

nPr

ovis

ion

of s

uppo

rt s

ervi

ces

(clo

thin

g, s

uppl

ies,

etc

.)L

ever

agin

g of

res

ourc

es to

obt

ain

tran

spor

tatio

n an

d su

ppor

tse

rvic

esE

ffec

tive

iden

tific

atio

n an

d tr

acki

ng s

yste

ms

Stro

ng c

olla

bora

tion

betw

een

loca

l coo

rdin

ator

and

scho

ol p

erso

nnel

Faci

litat

ing

pare

ntal

aw

aren

ess

and

choi

ce o

f th

e be

stsc

hool

for

thei

r ch

ildre

nD

ata

exch

ange

agr

eem

ent a

nd c

oord

inat

ion

of d

ata

colle

ctio

n w

ith o

ther

age

ncie

s (F

amily

Edu

catio

n R

ight

s &

Priv

acy

Act

FER

PA)

Dat

a co

ordi

natio

n by

dis

tric

t

Stan

dard

s an

d In

dica

tors

Poss

ible

Dat

a So

urce

sR

elat

ed B

est P

ract

ices

Stan

dard

3.

Chi

ldre

n an

d yo

uth

expe

rien

cing

hom

eles

snes

s re

ceiv

e sp

ecia

lized

serv

ices

whe

n el

igib

le.

3.1.

Pres

choo

l chi

ldre

n ex

peri

enci

ngho

mel

essn

ess

part

icip

ate

in p

ublic

pres

choo

l (H

ead

Star

t,E

ven

Star

t, St

ate

pre-

K,

Spec

ial E

duca

tion,

Gif

ted,

ESL

, and

Titl

e 1

pre-

scho

ol p

rogr

am).

3.2.

Chi

ldre

n an

d yo

uth

expe

rien

cing

hom

eles

snes

s re

ceiv

e Sp

ecia

lE

duca

tion

and

rela

ted

serv

ices

whe

n el

igib

le.

3.3.

Chi

ldre

n an

d yo

uth

expe

rien

cing

hom

eles

snes

s re

ceiv

e ap

prop

riat

ese

rvic

es, b

ased

on

asse

ssm

ent

of in

divi

dual

nee

ds, t

hrou

gh s

ome

com

bina

tion

of r

esou

rces

,in

clud

ing,

but

not

res

tric

ted

to,

Titl

e I,

McK

inne

y, o

r ot

her

fund

s.

Prog

ram

rec

ords

Indi

vidu

aliz

ed n

eeds

ass

essm

ent

Cas

e m

anag

er's

inta

ke a

sses

smen

t

8

Acc

urat

e an

d tim

ely

iden

tific

atio

n of

nee

dsE

ffec

tive

and

timel

y co

mm

unic

atio

n be

twee

n lo

cal

coor

dina

tor

and

spec

ializ

ed p

rogr

am s

taff

Dis

sem

inat

ion

of in

form

atio

n to

par

ents

abo

ut s

peci

aliz

edse

rvic

esA

dher

ence

to p

roce

dure

s th

at e

xped

ite e

ligib

ility

pro

cess

esE

ffec

tive

iden

tific

atio

n an

d tr

acki

ng s

yste

ms

Adh

eren

ce to

clie

nt c

onfi

dent

ialit

yD

ata

exch

ange

agr

eem

ents

Coo

rdin

atio

n of

dat

a co

llect

ion

effo

rts

Coo

rdin

atio

n of

ser

vice

s w

ith d

istr

icts

Stan

dard

s an

d In

dica

tors

Poss

ible

Dat

a So

urce

sR

elat

ed B

est P

ract

ices

Stan

dard

4.

Pare

nts

or p

erso

ns a

ctin

g as

pare

nts

of c

hild

ren

and

yout

hex

peri

enci

ng h

omel

essn

ess

part

icip

ate

mea

ning

fully

in th

eir

child

ren'

s ed

ucat

ion.

4.1.

Pare

nts

or p

erso

ns a

ctin

g as

pare

nts

have

fac

e-to

-fac

eco

nfer

ence

s w

ith r

elev

ant

teac

hers

, gui

danc

e co

unse

lors

,or

soc

ial w

orke

rs w

ithin

30

days

of

child

ren'

s en

rollm

ent.

4.2

Pare

nts

or p

erso

ns a

ctin

g as

par

ents

are

prov

ided

with

indi

vidu

al s

tude

ntre

port

s in

form

ing

them

of

thei

r ch

ild's

f-4

spec

ific

aca

dem

ic n

eeds

and

ach

ieve

men

tla

caon

aca

dem

ic a

sses

smen

ts a

ligne

d w

ith s

tate

acad

emic

ach

ieve

men

t sta

ndar

ds.

4.3.

Pare

nts

or p

erso

ns a

ctin

g as

par

ents

mon

itor

or f

acili

tate

hom

ewor

kas

sign

men

ts.

4.4.

Pare

nts

or p

erso

ns a

ctin

g as

par

ents

shar

e re

adin

g tim

e w

ith th

eir

child

ren

(i.e

., pa

rent

rea

ds to

chi

ld o

r lis

tens

to c

hild

rea

d).

4.5.

Pare

nts

or p

erso

ns a

ctin

g as

par

ents

who

wan

t par

entin

g sk

ills

trai

ning

Scho

ol r

ecor

dsT

each

er in

terv

iew

sPa

rent

inte

rvie

ws

You

th in

terv

iew

sM

cKin

ney-

Ven

to p

rogr

amdo

cum

ents

Pare

nt tr

aini

ng p

rogr

am d

ocum

ents

9

Pare

nts

info

rmed

of

thei

r M

cKin

ney-

Ven

to r

ight

s in

the

lang

uage

and

leve

l the

y un

ders

tand

Eff

ectiv

e ou

trea

ch to

par

ents

Prov

isio

n of

sup

port

s su

ch a

s ch

ildca

re a

nd tr

ansp

orta

tion

so p

aren

ts c

an a

ttend

sch

ool m

eetin

gs a

nd p

aren

t tra

inin

gpr

ogra

ms

Hig

h-qu

ality

par

ent t

rain

ing

prog

ram

sE

ffec

tive

outr

each

to u

nacc

ompa

nied

you

th

atte

nd a

vaila

ble

prog

ram

s.

4.6.

Pare

nts

or p

erso

ns a

ctin

g as

pare

nts

dem

onst

rate

aw

aren

ess

of M

cKin

ney-

Ven

to r

ight

s.

4.7.

Una

ccom

pani

ed y

outh

dem

onst

rate

aw

aren

ess

ofM

cKin

ney-

Ven

to r

ight

s.

Stan

dard

s an

d In

dica

tors

Poss

ible

Dat

a So

urce

sR

elat

ed B

est P

ract

ices

Stan

dard

5.

Gra

de 3

-12

child

ren

and

yout

hw

ho a

re e

xper

ienc

ing

hom

eles

s-ne

ss m

eet t

heir

sta

te's

aca

dem

icst

anda

rds.

5.1.

Perf

orm

ance

on

stan

dard

s-ba

sed

asse

ssm

ents

in r

eadi

ng a

nd m

ath

are

in th

e pr

ofic

ient

or

abov

e ra

nge

or s

how

a o

ne-f

or-o

ne g

ain.

5.2.

Rat

es o

f pr

omot

ion

to n

ext g

rade

leve

l are

at d

istr

ict a

vera

ge o

rab

ove.

5.3.

Rat

es o

f hi

gh s

choo

l gra

duat

ion

or e

quiv

alen

t are

at d

istr

ict

aver

age

or a

bove

.

Scho

ol a

nd d

istr

ict r

ecor

ds

10

Adv

ocac

y fo

r fo

cus

on s

tude

nt a

chie

vem

ent

Stro

ng r

elat

ions

hip

betw

een

loca

l coo

rdin

ator

and

scho

ol/s

helte

r pe

rson

nel

Prov

isio

n of

edu

catio

nal s

uppo

rts,

incl

udin

g ac

cess

to te

chno

logy

Tra

ckin

g of

hom

eles

s yo

uth

Exi

sten

ce o

f w

ritte

n da

ta-e

xcha

nge

agre

emen

ts w

ithsc

hool

s an

d di

stri

cts

that

ens

ure

pare

ntal

con

sent

and

clie

nt c

onfi

dent

ialit

yC

oord

inat

ion

of d

ata

colle

ctio

n at

dis

tric

t lev

el th

atdo

es n

ot s

tigm

atiz

e, la

bel,

or p

ut a

t ris

k ch

ildre

n an

dyo

uth

expe

rien

cing

hom

eles

snes

s

Appendix A

Definitions

Data Constraint:

Eligible:

Enrolled:

Face-to-Face:

Homelessness:

Definitions

Academic data will be collected only for students who have receivedongoing tutoring, case management, or counseling services for at least90 days.

Meets the requirements set by targeted program

Attending classes and participating fully in class. Enrollment could beattempted by the parent, youth, shelter personnel, school personnel, orhomeless liaison.

An individual conference between the parent and the child'steacher/counselor/social worker or other school-affiliated staffproviding outreach services

As defined by Mc Kinney-Vento Homeless Education Assistance Actof 2002, Subtitle B of Title VII, Section 725The term "homeless children and youths"(A) means individuals who lack a fixed, regular, and adequatenighttime residence; and(B) includes

1. children and youths who are sharing the housing of otherpersons due to loss of housing, economic hardship, or asimilar reason; are living in motels, hotels, trailer parks, orcamping grounds due to the lack of alternative adequateaccommodations; are living in emergency or transitionalshelters; are abandoned in hospitals; or are awaiting fostercare placement;

2. children and youths who have a primary nighttimeresidence that is a public or private place not designed foror ordinarily used as a regular sleeping accommodation forhuman beings;

3. children and youths who are living in cars, parks, publicspaces, abandoned buildings, substandard housing, bus ortrain stations, or similar settings; and

4. migratory children (as such is defined in section 1309 ofthe Elementary and Secondary Education Act of 1965) whoqualify as homeless for the purposes of this subtitle becausethe children are living in circumstances described in clauses(1) through (3).

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McKinney-Vento Rights: Laws concerning homeless students' enrollment, transportation, andschool of origin found in Title VII-B of the McKinney-VentoHomeless Assistance Act (No Child Left Behind Act of 2001)

Participate Meaningfully: James P. Corner's article "Rallying the Whole Village: The CornerProcess for Reforming Education" categorizes three levels of parentinvolvement, with Level DI being the most intensive and Level I beingthe least intensive. For Standard 4, Level I parentparticipation/involvement defines "meaningfully." The criteria for thislevel are: "Parents support the school's program through attendingparent-teacher conferences, reinforcing learning at home, andparticipating in the school's social programs."

Person Acting as Parent: A person acting as a parent because of the absence of the legal parents.Shelter staff, case manager, school counselor, etc., may act as parents.Relevant state laws vary.

Public Pre-School: Head Start, Even Start, State Pre-K, and Title I Preschool Programs

Relevant District AverageAttendance Rate: Mean or median established by the district and published by the

district for the relevant grade and period in question

School of Origin: The school that the child or youth attended when permanently housedor the school in which the child or youth was last enrolled.

Specialized Services: Head Start, Even Start, State Pre-K, Special Education, Meals, Gifted,ESL, Title I, School wide Targeted non-Title I

Unaccompanied Youth: A youth not in the physical custody of a parent or guardian

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Appendix B

Standards and Indicators with Mc Kinney-VentoCitations

14

Standards and Indicators of Quality for the Evaluation of Local EducationPrograms for Children and Youth Experiencing Homelessness

Standard 1. Within one full day of an attempt to enroll in a school, children and youth experiencinghomelessness will be in attendance.

The school selected in accordance with this paragraph shall immediately enroll the homeless child oryouth, even if the child or youth is unable to produce records normally required for enrollment, such asprevious academic records, proof of residency, or other documentation. [Sec. 722(g)(3)(C)(i)]*

Standard 2. Pre-k to 12 children and youth experiencing homelessness will have stability in school.

2.1. Attendance rates will be at or above the relevant district average.

2.2. Students will remain in the school of origin for the period of homelessnessor, if permanently housed, for the remainder of the school year, unless parents orunaccompanied youth requested transfer to another school.

The local education agency serving each child or youth to be assisted under this subtitle shall,according to the child's or youth's best interest continue the child's or youth's education in the school oforigin for the duration of homelessness in any case in which a family becomes homeless betweenacademic or during an academic year; or for the remainder of the academic year, if the child or youthbecomes permanently housed during an academic year. [Sec.722(g)(3)(A)(i), 722(g)(3)(A)(i)(I) and (II)]

Standard 3. Children and youth experiencing homelessness will receive specialized services wheneligible.

3.1. Preschool children experiencing homelessness will participate in public preschool(Head Start, Even Start, State pre-K, Special Education, meals Gifted, ESL, and Title Ipre-school program).

3.2. Children and youth experiencing homelessness will receive Special Education andrelated services when eligible.

3.3. Children and youth experiencing homelessness will receive appropriate services, basedon assessment of individual needs, through some combination of resources, including,but not restricted to Title I, McKinney, or other funds.

Each homeless child or youth to be assisted under this subtitle shall be provided services comparableto services offered to other students in the school selected ..., including the following: transportationservices; educational services for which the child or youth meets the eligibility criteria, such as servicesprovided under Title I of the Elementary and Secondary Education Act of 1965 or similar State or localprograms, educational programs for children with disabilities, and educational programs for studentswith limited English proficiency; programs in vocational and technical education; programs for giftedand talented students; school nutrition programs. [Sec. 722(g)(4)]

Standard 4. Parents or persons acting as parents of children and youth experiencing homelessnesswill participate meaningfully in their children's education.

4.1. Parents or persons acting as parents will have a face-to-face conference with theteacher, guidance counselor, or social worker within 30 days of enrollment.

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4.2. Parents or persons acting as parents are provided with individual student reportsinforming them of their child's specific academic needs and achievement on academicassessments aligned with state academic achievement standards

4.3. Parents or persons acting as parents will report monitoring or facilitating homeworkassignments.

4.4. Parents or persons acting as parents share reading time with their children (i.e., parent readsto child or listens to child read).

4.5. Parents who want parent skills training will attend available programs.

4.6. Parents or guardians will demonstrate awareness of McKinney rights.

4.7. Unaccompanied youth demonstrate awareness of Mc Kinney-Vento rights.

Each local educational agency liaison for homeless children and youths ... shall ensure that theparents or guardians of homeless children and youth are informed of the educational and relatedopportunities available to their children and are provided with meaningful opportunities to participate inthe education of their children. [Sec. 722(g)(6)(A)(iv)]

(Regarding 4.2: Title I, Part A[A state assessment system shall] produce individual studentinterpretive, descriptive, and diagnostic reports, consistent with clause (iii) that allows parents,teachers, and principals to understand and address the specific academic needs of students, andinclude information regarding achievement on academic assessments aligned with State academicachievement standards, and that are provided to parents, teachers, and principals, as soon as ispracticably possible after the assessment is given, in an understandable and uniform format, and to theextent practicable, in a language that parents can understand. [Sec. 1111(b)(3)(C)(xii)]

Standard 5. Children and youth in grades 3-12 who are experiencing homelessness will meet theirstates' academic standards.

5.1. Performance on standards-based assessments in reading and math will be within orabove the proficient range or will show a one-for-one gain.

5.2. Rates of promotion to the next grade level will be at or above the district average.

5.3. Rates of high school graduation or equivalent will be at or above the district average.

Homeless children and youths should have access to the education and other services that suchchildren and youths need to ensure that such children and youths have an opportunity to meet thesame challenging State student academic achievement standards to which all students are held. [Sec.721(4)]

*2001 McKinney-Vento Homeless Assistance Act, Title X of the No Child Left Behind Act

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Appendix C

Sample Data Collection Procedures and Instruments

17

1.9

Standard 1:

Project Information

Project year:

Site name:

Identification number:

Participant Information

Identification number:

Within one full day of an attempt to enroll in aschool, children and youth experiencinghomelessness are in attendance.

Unaccompanied Youth: Yes No

Birthday (MMIDD/YY):

Current grade level: _Below Pre-KPre-KK-56-89-12

Gender: FemaleMale

Ethnicity: African- AmericanNative AmericanNative AlaskanAsianHispanicPacific IslanderWhiteOther

Living situation: ShelterHotelDoubled upCamping/CarTransitional Housing

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Substandard HousingOther

School Information

Participant's home district:

Date of 1st enrollment attempt (MM/DD/YY):

Date of participant's enrollment (MMIDD/YY):

Number of attempts:

Number of days between firstenrollment attempt and actualenrollment:

Number of days between withdrawalfrom last school and current enrollment:

If student was not enrolled in one day, please give reason:

Standard 2:

Participant Information

Identification number:

Type of service:

Birthday (MM/DD/YY):

Current grade level:

Pre-K to grade 12 children and youthexperiencing homelessness have stability inschool.

McKinney-VentoNon-McKinney-Vento

Below Pre-KPre-KK-56-89-12

Gender: FemaleMale

Ethnicity: African- American_Native American_Native Alaskan

AsianHispanicPacific IslanderWhiteOther

Living situation:

School Information

Number of days enrolled in district:

Number of days absent:

ShelterHotel, motelDoubled upCamping/CarTransitional HousingSubstandard HousingOther

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Number of days present:

Participant's attendance rate(Number of days present /Number of days in school year):

District attendance rate:

Is the participant's attendance rateequal to or greater than the districtrate?

Did the participant experiencebarriers to attendance?

If so, what barriers existed?

How many schools did theparticipant attend last year?

Was the student allowed to stay inthe school of origin, if determined tobe in his/her best interest and wasfeasible?

Did the participant change schoolsbecause the parents/guardians/unaccompanied youth requestedthe change?

Did the participant change schoolsbecause he/she was denied continuedenrollment?

Financial barriersHealth careLack of space at schoolMaterial supportsTransportationOther

Was consideration given to requestsfrom parents/guardians/unaccompaniedyouth for school selection?

If a participant moved from onedistrict to another, were copies ofrecords immediately given to parents/guardians/unaccompanied youth ina timely fashion?

If a participant moved from onedistrict to another, did the LEA transferthe participant's records even if theparticipant owed a fine or had otherunpaid bills?

Standard 3:

Participant Information

In which specialized programs wasthe participant enrolled upon entryinto the Mc Kinney-Vento Program?

Did services from these programscontinue without interruption?

Date of comprehensive needs assessmentconducted by school or case manager,if needed:

If needs for additionalspecialized services wereidentified, what were they?

Date of referral for additionalspecialized services:

Enrollment into additionalspecialized programs?

Children and youth experiencinghomelessness receive specializedservices when eligible.

Alternative EducationBefore/After- School/Summer Programs

_Bilingual Ed. As Secondary Language (ESL)CounselingEvaluation Services

_Fine Arts: Music, ArtFree/Reduced LunchGifted/TalentedHealthNutrition ProgramsParenting ClassesPhysical Education

_Preschool Programs_Special Education

Teen ParentingTransportationVocational EducationWork-StudyOther

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If not enrolled, give reason:

Standard 4 Parents or persons acting as parents of children andyouth experiencing homelessness will participatemeaningfully in their children's education.

Sample Data Questions from Houston Independent School District

Following are items that could be discussed with parents or rated by parents. A typical ratingscale uses the following: strongly agree, agree, disagree, strongly disagree.

1. I feel welcome at my child's school.

2. My child gets along with other children at school.

3. My child gets a quality education at school.

4. I like the teachers at my child's school.

5. I am satisfied with my child's academic achievements.

6. The school provides an adequate number of opportunities for me tobe involved in my child's education.

7. Classroom activities encourage my child to be a proud student.

8. I am made aware of homework assignments given to my child.

9. I make sure that my child completes assigned homework.

10. The teachers are well trained to work with my child.

11. My child has the instructional materials and resources needed tobe successful in school.

12. My child's teachers exhibit a positive attitude toward studentswho are experiencing homelessness.

13. Specialized services such as tutoring, homework assistance, andcounseling help my child perform better in school.

Notes: The benefits of this type of data collection method are: it can be anonymous; it providesuseful feedback; and the data are relatively easy to collect using pre-printedforms that are distributed to the parents/guardians.

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Standard 5 Children and youth in grades 3-12 who areexperiencing homelessness will meet theirstates' academic standards.

Texas Data Collection for McKinney Homeless Education Programs

1):11:1 Collection :Forni forNicl:inncy-Ventio litt:111C1CNS; EfilIC:111011 Program2114i2-21103 School Year

it71-10N S

1 ijc tllrrncWinne

Me Knne -Wcnty Prqicet Cs utact

Student's First Name Last NaMe Student's enty Dist. 6 School

see/aired For h-,y-re Chulm Recoil. in" Ain' SiiArieritin.,-1,,,, to Service,:

NOTE: QUESTION I Olt 2 ,11, UST LiE C0.41PLE TED.

I. iiIIEQUIIIILDI.Student 11 --SS* or !huh: Numberoft

Z. (REQUIRE DIT#I NOT AVAILABLE) Student 11)Dist.' ESC Number:

3. Student.% birth thin:

1. Date to ffirst partici patina in this islekinney-Ven to prourtuu (7101111)1)1Y1r171):

S. (Ink from NIcklatn.ey-Vento rolt

6. Current :rade level:O Lielov0 PK0 1:

01 04 07 01902 OS 011 011O3 0 t; 09 012

Birth lilacs: 0 Tsui, Other 1.1.S. O Out of U.S.

a. Type ufeenlcc received (check all that unity):0 Assistance in enro3linu in IlilinaualiESI.O ,tssiat anee in enrolling in Even Start0 Assistance in vanillin:: in I. lend Start

Anthtlance in enrolling in Speclial EducationO Assisi antic in enrolling in Tide I0 Birth certifies tcO threats (holiday) servieesrrcfetrr al in break '%11:740 Emerge [ley ,clothinilishoesischnol uniformO Eanrgency food

EaltterVy ne Nh el Irr le roporaryO Enrollment as sista n e-ischnolO II laming

U. an. her services recehed not listed:

0 :ImmunizationO nledieurdentall rnfcrral0 Nutrition ANSSIlitlICe0 Payancffil of Ices0 Referral in sup porri serviecsO Sctuul1 rvoirds0 School supplies0 Sncial wor kireferrul do .racial work sues0 Summer services:referral to summer !OVA

0 111 ski n test0 Transportation paid by Nli:Kinney-A'entrst0 Trunsportati on referral [non-NIckiatney)-Venio

lieurrirol For Soolotris ROCCiliMr A efirlori le %felibinee-roffr, SET fiCeti;NOEI::: This includes- tirade mie services paid fur in full or In pan:with AleKinney-Ven to funds. as %evil aN: academie %el-VICO; prisidedilrottult partnerships and collahoirations wiih the NIelanney-Ventio prounum

I II. Pr ...on participation. in special proprurns(elieck. all that apply):0 ll'itiv I (incEudilaz schlincwith:i 0 Prc- kiincic raArie n 0 Mitrani0 Sp.eiai Education 0 Mad Mill 0 ',Arend:10)LP0 Ca reef and Technoloty 0 Gain Compensatory 0 BilinfluallESI.0 liven Start 0 Gillsta'al tilted 0 Other

I I, This NIelii nney-Ve ni It Kitt:ran will refer this lindent to the :folltinin2 precraius (check all illa t apply):O Title I iffiseludinc itsluidwitic-) 0 Pre- kande rzarten 0 Pslikrani0 spwciall Education 0 Bead Start 0 Pa rend agli E.P0 Career and Tychnoluty 0 State Compensatory 0 13ii ir,:u alit:NI .0 Even Start 0 Cillssbral ended 0 Offiew

O None01)001 Know

0 Mine0 Do n'a Know

12. Academic stersieeF. re ceivcd thrituah this Alekinney-Vanto proaram (chilk Withal apply):0 After-Nebo! d ring schm.1 holiday 111,11411111111 0 Int er-sesshm summer programO Aller-schund tutorinz fr,shelter O In -class assislance 001her0 After-%Chn1111 an ither site 0 Educational Field Trips: 0 Mine

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Rome-foil For Virdems .4railenrie .11eAinney-1471M S0,,1ELT folfipiimedp13. Lapse i a School Al let Kinney (Elute Irvirvcit IIINI.schtml attended anti cnrullint nI):

11 days of school 0 4-14 its ufschools 0 1-31 day.. of sellood0 I -3 day.: of seta ii ils I'S -its days' tor:whin!! Din% know

14. .1s the student expecting or the 111111110CM parent .la child? 0 Yes i0 Nu 0:Dun'I Know

I 5. IF S'FILIDIENT LS EXPECTINC Old A rmtENT. 'HIEN ASK; IttnY many children duo the elueknl1,711- expiclinc I 011 3 si r usage Dmei holly D:NiA

I tr. II 57r1.1 DENT IN A PARENT.'" IIEN ASK: .1111 any of the st nt% chi IdTen live with the lattelent?l'es 0 Don't. Kama. 0 Nla

1 T. si usiti n:

O %NM I piiiremi0 with parentsO with I parent l lather adult

with relatileils)

18.

211,

al ,smarse0 with 11111f6 :11(11111120

Dahl no, in a %niter:to:el fat:A[11)-a nlo.rw, mirmar with ro.. adult supenision.

1( siudend b I him: 'dill an adult tha i Ind a unartitiCs), is adult cam:Jeer a:11:::111 :luctrili a a?Vcs OiNo 0 Mall. ON/A

INIsT Rt icrirms

0 alone, student is an achtli0 with peewit.0 Don't know

If student I:: I hi na with one, or rmire.,, MI caretilver(x).(parents, relatirea, it r +Ahem) or spouse: la at 1:=Ist one .earoaivvrcan/Li/yeti? s 0 NO Know 0NiA

PreNtIll tiviaz Situation:0 Shelter (Domes tic `ileac c,

Runaway /Youth)0 DI

a Hotel

a Ca riCun pin!:

0 Transi nal I lousin2

Colonia.Null..Candard

a Student l-riNk noth inuel eye

al 01 kerla D1.11'1 limn's-

2.1. "Dda.1 manilla. of sett old days student was enrolled after lirst contact nth this N I eliinney-Vern In pro 2,raan:

22. "FAA ILI nit:tuber of srhnil7 ipa i1. 511Jil en I =jig schnoll after 11MA et:aim:3 with this omy-Vm1T. prourantt

Opticond I." Slotelearis:

2-1, Gender: incomili: ?aisle

24. Et Imicityt O A..s la nd,ticifle Is hai tele rWhite OM II panic 45rigit31-

U Black (owl libp mak

0 Milerienn In dia nwAhmka n KIWI% e

O 1119ardeGI Other

S Primary la isaus vs spoken al lank: 0 E110INI1 0 Spanish

(Mining .themc For CIJIl1e.11,M111172i, PN'dri.1171 4 1 eruct .lf lie'26. In in aihtundics...

U131111 n raiment in .the NicKinacy-Vcnist pri. rum:the thicticsis was perforating:

0 a have :int& low]UM etude Itycl .

CI Ics% than tow year hel a iv ra tic I tvel

O tine year or :more below zraale Level

In readingUptilven roll mein tin the Mel nne y-Ven to prnuram,the hitnicnt .wita petA mint:

0 have urade levelOut grade level0 leas than one year hcliiwgrade I cidD one year or suture clum traalc Cs rs 1

0 Othr r

Upon evil flaunt the Nick nroctrant,the am den I was petrhartninu:

O llhir.V0 grade ievoaro& lad

lessThanamcyear helm trade kyr!10 one year or inure htlua urade level

Upon ceit from the IVIcKinnky-Vritta program;the sivdcal wws perforodnu:

0 a hay e tirade level0 at grade levelO leas than one year below grade levelC1 tins sir awry Mow trails-. loll

2N. If p Rani atonal fur decisi 0 ns swum amide while the %indent WA% i 11 the lelclilaney-Ventil proga-asn, was the student pro na ite dto lb e next grade no, did the student graduate)?

01 V cs 0 No 0 Know

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E SC R.- I 0/112000SAS- R 101200:1C

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