The Collaborative Walk: McKinney-Vento Homeless Assistance Act and Title 1

Illinois Association of Title 1 Director’s Conference October 5-7, 2015

Vicki Hodges, MK-V Homeless Education Principal Consultant, ISBE

Kim Warner, Program Assistant, Area 5 MK-V Homeless Education

AREA 2Deb Foust815/625-1495 Ext. 113

dfoust@roe47.org

ROE # 47Lee/Ogle/Whiteside 1001 W 23rd StSterling, IL 61081

AREA 3Eileen Worthington309/837-4821

mworthin@roe26.net

ROE # 26Fulton/Hancock/McDonough/Schuyler130 S Lafayette St – Ste 200Macomb, IL 61455

AREA 5Ann Schwarm618/283-9311

aschwarm@roe3.org

ROE # 3Bond/Christian/Fayette/Effingham/Montgomery1500 W Jefferson St Vandalia, IL 62471

AREA 7Molly Burke773/553-2937

meburke@cps.edu

CPS Homeless Education42 W. MadisonChicago, IL 60602

AREA 1Matt Hanafee 815/740-4322

mhanafee@willcountyillinois.com

ROE # 56Will County702 W. Maple StNew Lenox, IL 60451

AREA 4Libby Wilken815-694-0607

lwilken@i-kan.org

ROE # 32Iroquois/Kankakee189 E Court St, Suite 600 Kankakee, IL 60901

Homeless Information Hotline 1-(800)-215-6379

ISBE Homeless Website –http://www.isbe.net/homeless/default.htm

Email: Homeless@isbe.net

AREA 6Johna Schullian618/998-1283 Ext. 202

jschullian@roe21.org

ROE # 21Franklin/Johnson/Massac/ Williamson407 N Monroe, Suite 300Marion, IL 62959

HOMELESSNESS IN AMERICA

No longer just that image of the ragged man sleeping on the city street . . .

It is the face of a once middle-class family with children sleeping in parked cars or living in hotel/motels.

It is the single mom with two preschoolers who doubles-up with other families.

It is the unemployed teenager, banished by his parents and now sleeping in a friend’s camper.

It is the brother and sister awaiting foster care placement.

It also may be several hundred students displaced by a tornado, flood, or winter storm.

Riley, K., & Sweeney, J. (2014). Serving Homeless Students: A Practical Guide to Title I and Other Federal Programs (Vol. Second Edition, p. Introduction, ix). Palm Beach Gardens, FL: LRP Publications.

Today’s Agenda . . .

Gain information and knowledge about McKinney Vento and Title 1, Part A

Gain an understanding of the requirements are for serving homeless students under Title 1, Part A and McKinney-Vento

Discover the acceptable uses of Title 1, Part A reservation of funds and learn methods to determine your reservation of funds (referred to as Title 1, Part A “set-aside”)

Learn how to begin the development of strategies for state and district level collaboration

 The McKinney-Vento Act (42 U.S.C. 11431 et seq., 2001)

Passed in 1987 by President Reagan

Named after Rep. Stewart McKinney (R-CT) & Rep. Bruce Vento (D-MN)

Subtitle VII-B focuses on the education of children and youth experiencing homelessness—Federal Education for Homeless Children and Youth (EHCY) Program.

Reauthorized by Title X, Part C of the ESEA, as amended.

The Act gives us the definition of homelessness used by LEAs and also outlines the rights given to eligible students to equal access to a free and appropriate public education.

MCKINNEY-VENTO ACT

Children who lack a fixed, regular, and adequate nighttime residence, including—

◦ Sharing the housing of other persons (“doubled up”) due to the loss of housing, economic hardship, or a similar reason;

◦ Living in hotels, motels, trailer parks, camping grounds due to lack of alternative accommodations;

◦ Living in emergency or transitional shelters;◦ Abandoned in hospitals;◦ Awaiting foster care placement;

MK-V Definition of Homeless…

Primary nighttime residence is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings;

Living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings;

Defined as “migratory children” who are living in the above circumstances;

Unaccompanied youth who are living in the above circumstances.

MK-V Definition of Homeless…

Attend school, no matter where they live or how long they have lived there. Continue in the school they last attended before becoming homeless (school of origin) or the school they last attended, if that is the parent’s or guardian’s choice and is feasible.

Receive transportation to the school they last attended before their family became homeless or the school they last attended, if a parent or guardian requests such transportation.

Attend school and participate in school programs with children who are not homeless.

Educational Right to…

Enroll in school without giving a permanent address

Enroll and attend classes while the school arranges for the transfer of school and immunization records or any documents for enrollment.

Receive the same special programs and services, if needed, as provided to all other children served in programs.

Receive transportation to school and to school programs comparable to that provided to children who are not homeless.

Educational Right to …

Title I, Part A Eligibilityand homeless students

Homeless Children and Youth

Are automatically eligible for Title I, Part A services—whether or not they attend a Title I, Part A school or meet the academic standards required of other students for eligibility. (U.S. Department of Education [ED], 2004)

They may receive these services under a schoolwide or targeted assistance program.

They can receive services even if not attending a Title I school, through the Part A set-aside (reservation).

This provision also allows homeless students who are doing well academically to receive additional non-instructional education related support services needed to succeed in school.

LEA plans should include a description of the services to be provided to homeless students and the collaboration between the two programs.

Serving Homeless Students With The Title I, Part A Set-aside

Districts must set aside funds:

To be used to serve homeless children not attending Title I schools.

To provide services comparable to those provided to children attending Title I schools 20 U.S.C. 6313 (c)(3).

Districts may provide homeless students with services that are not ordinarily provided to other Title I students and are not available from other sources (EHCY Guidance, M-4).

Use of Title I Funds

Districts may use set-aside funds to provide educationally related support services to children in shelters and other locations 20U.S.C. 6313 (c)(3)

Set-aside funds must be used: To provide services that are reasonable and necessary to

assist students in taking advantage of educational opportunities.

As a last resort when funds or services are not reasonably available from other sources (Title I, Part A ARRA Guidance, G-11).

Outreach services

Basic needs

Counseling services

Supplemental instruction

Local liaison (see recent change)

Parental involvement programs

Research-based programs

Data collection

Clothing (i.e.--uniforms)

Clothing and schools for PE

School supplies

Before/after school, and/or summer programs

Birth certificates

Immunizations

Food

Medical and dental services

Eyeglasses and hearing aids

School fees for classes

Fees for AP and IB testing

Fees for SAT and ACT testing

GED testing for school age students

Transportation (see recent change)

Use of Title I Funds

Determining A Set-aside Amount

There are no mandates in Federal law for a particular method or formula, instead it allows the discretion be made at the district level. The Title I, Part A director and local liaison should work together to determine the amount of set-aside for the LEA.

Use the following data to help determine your set-aside.number of homeless studentsstudent outcomes and needscommunity information and resources

LEAs should conduct an annual assessment of the needs of homeless students (more on that later) to reflect current data and trends in their homeless population.

Once student needs are identified, the amount of funds necessary to provide services should be determined.

Should be sufficient to impact student outcomes

Homeless students experience unique needs.Therefore Title I services provided to homeless students

may need to be greater in scope and intensity or different in nature than those normally provided to non-homeless students

Determining A Set-aside Amount

Method #1—Reserve the set aside amount on what you would be eligiblefor if you were applying for a McKinney-Vento sub-grant.

Method #2—Reserve the set-aside amount based on a percentage of thedistrict’s Title I allocation.

Method #3—Reserve the set aside amount based on your homelessstudent count and Title I, Part A per-pupil allocation.

Method #4—Reserve the set aside amount based on homeless student’sneeds.

Determining A Set-aside Amount

Consolidated Appropriations Act, 2014 (H.R. 3547)

Governs funds for FY 2014 and also carryover funds for FY 2012 and FY 2013

Provides new authority for Title I funds to be used for:--the salary of the LEA Liaison

--pay for transportation to school of origin

2014 CONSOLIDATED APPROPRIATIONS ACT

Title I Part A Resources

http://center.serve.org/nche/downloads/briefs/titlei.pdf

http://www2.ed.gov/policy/gen/leg/recovery/guidance/titlei-reform.pdf

(Examples of permissible uses of funds)

http://center.serve.org/nche/legis/2014-omnibus.php

(July 2014 guidance on transportation/liaisons)

Collaborations

McKinney-Vento and Title I A Programs

Partnerships begin because individuals reach out to like-minded people and groups

to address issues that affect children and families.

How Do Collaborative Efforts Begin?

To create your network (or collaborations) establish professional working relationships with:

◦ School Counselors/Social Workers◦ Secretaries/registrars (enrollment staff)◦ School recourse and attendance officers◦ Program administrators for Special Education◦ Child nutrition◦ Title I, Title III, Migrant and Early Childhood◦ Principals and Teachers◦ Transportation Directors and Bus Drivers◦ Parents and unaccompanied homeless youth◦ Family and parent involvement centers◦ Student services staff◦ Nurses◦ Shelter-based school liaisons◦ Who else would you add to this list?

Building Your Network...

Be sure to involve community members, parents, and other partners in developing an understanding of the context for collaboration. You may want to consider the following questions: Which stakeholders have an interest in the partnership you are planning? Who might be willing to join your collaboration? Will the attitudes and

culture of the school, the school district, and the community support the partnership?

Are the school, district, and other potential partners willing to share their resources and capacities?

How do the interests of each potential partner fit into the broader collaboration? How can administrators of specific programs (e.g., Title I, special education, school volunteers) join with other partners in a unified effort?

Understanding Collaboration

There is no question that the concept of collaboration among programs serving children has value.Remember... Programs do not exist in isolation and they cannot “go it alone”. Collaboration leverages scarce resources, eliminate unnecessary

duplications (paper work and personnel), helps an LEA reach a larger percentage of their student population, and increases access to a wider range of services than they might otherwise use or even know about.

Why Collaborate?

NATIONAL CENTER FOR HOMELESS EDUCATION Supporting the Education of Children and Youth Experiencing Homelessness http://center.serve.org/nche/downloads/briefs/titlei.pdf MCKINNEY-VENTO LAW INTO PRACTICE BRIEF SERIESServing Students Experiencing Homelessness under Title I, Part Awww.serve.org/nche NO CHILD LEFT BEHIND FINANCIAL COMPLIANCE INSIDER, November 2003.Brownstone Publishers, Inc., 149 Fifth Ave., New York, NY 10010-6801http://center.serve.org/nche/downloads/calculating_setasides.pdf MCKINNEY-VENTO 2001—LAW INTO PRACTICEThe Education of Students in Homeless Situations in the 2001 No Child Left Behind Act: Summary of McKinney-Vento Act and Title I Provisionshttp://center.serve.org/nche/downloads/briefs/summary.pdf

RESOURCES

U.S. DEPARTMENT OF EDUCATION DEAR COLLEAGUE LETTER, JULY 22, 2014Letter regarding new authority in the Consolidated Appropriations Act, 2014http://center.serve.org/nche/downloads/titlei-dcl-jul-2014.pdf

NATIONAL CENTER FOR HOMELESS EDUCATION CONSOLIDATED APPROPRIATIONS ACT, 2014http://center.serve.org/nche/legis/2014-omnibus.php U.S. DEPARTMENT OF EDUCATION, TITLE I, PART A LEGISLATION, REGULATIONS, AND GUIDANCE:http://www2.ed.gov/programs/titleiparta/legislation.html http://www2.ed.gov/policy/gen/leg/recovery/guidance/titlei-reform.pdf

NATIONAL CENTER FOR HOMELESS EDUCATION EDUCATING HOMELESS CHILDREN AND YOUTH: CONDUCTING NEEDS ASSESSMENTS AND EVALUATING SERVICES—A GUIDE FOR SEAS, LEAS, AND LOCAL SCHOOLShttp://center.serve.org/nche/pr/na_eval.php

RESOURCES

Vicki Hodges MK-V Principal Consultant

Illinois State Board of Education (217)782-8535

vhodges@isbe.net

Kim WarnerProgram Assistant, McKinney-Vento Homeless Education

Area 5, ROE 3(618)283-9311

kwarner@roe3.org

HOTLINE NUMBER1-800-215-6379

Email: Homeless@isbe.net