2017 Homeless Education Special Edition
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ENVISION EQUITY HOMELESS EDUCATION EDITION<br />
<strong>2017</strong> Adopt a Family Holiday Celebration Recap<br />
By: Julie McCullough<br />
Photos, Abdul Sharif<br />
very little, and it is difficult for<br />
them to even imagine what their<br />
Christmas will look like. Some of<br />
these families will receive food and<br />
gifts through holiday programs<br />
across Louisville. However, some<br />
of these families are not able to<br />
receive assistance from these<br />
programs, and are one out of the<br />
hundreds of families who are left<br />
with nothing for the holiday<br />
season.<br />
It’s that time of year again! Most of us are listening to<br />
holiday music, putting up lights, and celebrating<br />
traditions with our families. For most of us, this time<br />
of year serves as a time to reflect on special memories<br />
that we will cherish for years to come. Tonight, as we<br />
sleep under the radiating glow of Christmas lights,<br />
there will be families who won’t have holiday lights to<br />
sleep under; instead, these families will sleep under the<br />
glow of street lights or doze off to the buzzing sound of<br />
fluorescents from a shelter. Some of these families have<br />
About two years ago, our office was<br />
working with a family in this<br />
situation. It was the beginning of<br />
October, and the parent was<br />
already searching for holiday<br />
support. To our disappointment,<br />
she found out that one of the major holiday assistance<br />
programs in Louisville no longer had any slots left in<br />
their holiday gift program. This parent was desperate;<br />
she did not know how she was going to purchase<br />
Halloween costumes or even get through the holiday<br />
season with meals and gifts for her children.<br />
Because of this encounter, the JCPS Adopt a Family<br />
Holiday Program was born. For the last three years the<br />
Student Equity & Community Engagement Office has<br />
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ENVISION EQUITY HOMELESS EDUCATION EDITION<br />
worked to match sponsors to the families of students in<br />
our district. These sponsors are typically JCPS staff or<br />
departments, and also community members or<br />
businesses. The goal,<br />
our primary focus, is<br />
for each and every<br />
child in the family to<br />
receive new clothing,<br />
toys, and a meal. This<br />
includes the youngest<br />
members of the<br />
families who are not<br />
even in school yet, and<br />
sometimes even the<br />
parents. This year,<br />
while the children<br />
receive gifts, the<br />
parents will receive<br />
groceries to help them<br />
get through the holiday<br />
season with hot meals.<br />
Every year the Adopt a<br />
Family program<br />
culminates in a holiday<br />
party. This year, Shelby<br />
Traditional Academy has been incredibly generous in<br />
not only providing a space for this event, but actively<br />
planning and supporting programing for the evening.<br />
The Jefferson County School Nutrition Association is<br />
also working tirelessly to donate and prepare meals for<br />
nearly 200 guests. During the program, we also had<br />
the amazing opportunity to watch McFerran’s Step<br />
Team and DuPont Manual’s Crimson Chords, an<br />
acapella group. We are so thankful that these groups<br />
were willing to perform for us, and we are also so glad<br />
that these families were able to enjoy entertainment<br />
from students within the JCPS community. In addition,<br />
the Alpha Kappa Alpha Sorority provided<br />
three tables worth of toiletries,<br />
undergarments, and school uniforms for<br />
students. We would like to say thank you to<br />
this sorority for their generosity and kindness.<br />
Finally, we would like to say thank you to the<br />
numerous JCPS staff members at the district<br />
and in the community who have contributed<br />
towards the gifts and resources that were<br />
donated to make this season a great holiday<br />
for our children and youth. Whether you are<br />
a sponsor or a volunteer we cannot thank you<br />
enough for your support of our families. This<br />
year, we currently have 130 children in our<br />
Adopt a Family Holiday Program. This season<br />
has been amazing, and we thank you, JCPS,<br />
for making the Adopt a Family Holiday Program a<br />
Success!<br />
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ENVISION EQUITY HOMELESS EDUCATION EDITION<br />
100 Day Challenge<br />
By Christy Ward<br />
In August of this year Louisville was home base for<br />
the 100 Day Challenge. They vowed to house 100<br />
youth and young adults ages 16-24 years old in 100<br />
days. Below are their results and what they learned!<br />
As written by Natalie Harris, Coalition for the<br />
<strong>Homeless</strong>:<br />
On August 1, over two dozen local community<br />
partners agreed to work together and think big about<br />
the needs of homeless youth and young adults (16-24<br />
yrs. old) here in Louisville. We vowed to house 100<br />
of these youth in 100 days. This bold goal represents<br />
a 500% increase from the status quo rate at which we<br />
were housing homeless youth and young adults. In<br />
order to achieve the goal in time, we adopted the<br />
concept of “fail fast, fail cheap.” This business<br />
development concept focuses on trying lots of new<br />
ideas versus wasting time on debating the pros and<br />
cons of various solutions. As a team, our focus was<br />
how many different options we could try and bring<br />
back to the group that might open new doors to<br />
housing youth and young adults.<br />
* Our learning wins resulted in local police finding<br />
out more about the options for homeless youth and<br />
helping several young women caught up in sex<br />
trafficking get help at the Kristy Love Foundation or<br />
find extended family to take them in.<br />
* Our learning wins allowed Centerstone to identify<br />
young homeless adults moving in and out of mental<br />
institutions and help them access vouchers so that<br />
they can get off the streets and into a safe<br />
environment.<br />
* And, our learning wins helped to identify youth<br />
returning to JCPS in the fall who were sleeping in<br />
their car, so that the team could help them find stable<br />
housing and supports.<br />
At the same time, we tried many ideas that took too<br />
long, cost too much or had too few resources, but<br />
each time, we learned something about how to focus<br />
our efforts in the future. And, in by the end of the 100<br />
days, we had housed 115 youth and young adults!<br />
I wish that were the end of this story. At the end of<br />
the 100 days, we still had a list of 112 known<br />
homeless youth and young adults who needed a safe<br />
place to live. And, while we have learned to house<br />
them more quickly, the emergency options to keep<br />
them safe and off the streets while they find housing<br />
continue to decrease.<br />
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To begin to address this gap, The Coalition for the<br />
<strong>Homeless</strong> and<br />
Home of the<br />
Innocents are<br />
bringing an<br />
exciting model<br />
of Host Homes<br />
to Louisville.<br />
This model<br />
program<br />
allows local<br />
citizens to be<br />
screened and<br />
trained to host local 18-24 year old young adults in<br />
their homes for a short period while they work on<br />
getting into permanent housing. The young adults are<br />
also screened and supported through case<br />
management. This allows youth to live in a safe,<br />
secure home with great role models versus an<br />
institution with hundreds of other homeless citizens<br />
or unsafely on the streets where 40% of them are<br />
trafficked. Funding to design and kick off this model<br />
has been provided by the Gheens Foundation, [give]<br />
502 and V.V.Cooke Foundation. Home of the<br />
Innocents and The Coalition for the <strong>Homeless</strong> will be<br />
seeking interested individuals and families to provide<br />
great host homes. If you are interested, please email<br />
Natalie Harris at nharris@louhomeless.org.<br />
There are two types of efforts that require very<br />
different skills and participants:<br />
Programs<br />
Bureaucracy/Protections<br />
Outcomes<br />
Process Improvement<br />
Projects<br />
Entrepreneur/Innovations<br />
Learnings<br />
Trying New Things<br />
What we all do daily is operate programs. We work<br />
to make these programs operate better and any time a<br />
client is not served efficiently and effectively or<br />
goals are not achieved, it is a failure. The 100-Day<br />
Project is not a program, it is a special project that<br />
has created a crisis we have come together to<br />
address. We all have the same goal of safely and<br />
securely housing 100 youth within 100 days, but we<br />
also are measuring our knowledge wins. What have<br />
we learned that will make things better for homeless<br />
youth in the future?<br />
• We have created a team that is now working<br />
with new partners to create housing options<br />
for youth including the library, LMPD, DCBS<br />
and more. We are stronger for working<br />
together.<br />
• We have remained collaborative and not<br />
competitive through the whole process.<br />
• We have provided HMIS access to new<br />
partners like JCPS and LMPD so they can<br />
more effectively track the whereabouts of<br />
homeless youth, find and help them quickly.<br />
• We have created a single point of contact for<br />
newly homeless young adults through the<br />
YMCA hotline so people know who to call.<br />
• We have created a timely and shared list of<br />
homeless young adults so we are all working<br />
on the same list.<br />
• We have learned the reunification process by<br />
working with Paula at DCBS.<br />
• We have learned the Job Corps process (new<br />
housing resource) and gotten at least one<br />
young adult accepted.<br />
• We have raised flexible funding to address<br />
barriers that prevent young adults from<br />
getting housed quickly (like the need for<br />
deposits, furniture and moving expenses) and<br />
used it.<br />
• We figured out ways to extend this funding<br />
including getting donated furniture and using<br />
the funds to deliver to lots of youth on the<br />
same day.<br />
• We have identified new resources for housing<br />
youth including CSBG and Neighborhood<br />
Place RRH vouchers (new housing resource)<br />
and Olmstead vouchers (new housing<br />
resource).<br />
• YMCA acquired their first RRH vouchers and<br />
are working to fill them quickly.<br />
• HOI and LMHA created a faster Move Up<br />
process that moves multiple young adults at<br />
one time.<br />
• We have learned to consult young adults in<br />
every stage of this process to avoid pitfalls<br />
and create solutions that better meet their<br />
needs.<br />
• We have learned about barriers that prevent<br />
young adults from qualifying as chronic or<br />
high need on the VI-SPDAT and are<br />
addressing for the future. 5
ENVISION EQUITY HOMELESS EDUCATION EDITION<br />
• The Common Assessment Team altered their referral process to speed up referrals.<br />
• The Youth Advisory Council created a resource map that can be used by young adults to find resources.<br />
• We have recruited new community volunteers and donors to the cause.<br />
• We partnered with the Jamon Brown Foundation to help raise funds and get additional publicity for the<br />
cause.<br />
• We have created new partnerships with housing including FSH and public housing that can create more<br />
options for young adults in the future.<br />
• We adopted the TAY VI-SPDAT process into our common assessment and created a transition plan to<br />
start the transition to using it for all youth.<br />
• The Youth Advisory Council held an ice cream social at the library to connect more homeless youth to<br />
housing and services.<br />
• Youth advocates solicited items for homeless youth and created the first booth for homeless youth at<br />
Stand Down.<br />
• We made referrals to Freedom House and other recovery transitional housing programs (new housing<br />
resource).<br />
• We learned about YouthBuild housing/employment options and started making referrals (new housing<br />
resource).<br />
• We learned about Kristy Love Foundation (new housing resource) and helped make referrals for victims<br />
of sex trafficking.<br />
• We jumped in and helped with housing searches and inspections at other agencies.<br />
• Learned about and tested the Pink Door Properties shared housing option (new housing resource).<br />
• Held a cooperative community event with the local police to share resources (Coffee with a Cop).<br />
• We asked and received flexibility for eligible youth that can be served through HUD RRH programs.<br />
• We reached out and added new landlords willing to work with young adults.<br />
We rock, and here are future learning opportunities we hope to try:<br />
• Learn about the fictive kin program and how we can make better use of it.<br />
• Create better partnerships with local colleges to support homeless students.<br />
• Learn about opportunities to serve and house youth through New Directions and other low-income<br />
housing programs<br />
• Create a HOST Home Program<br />
• Improve shelter opportunities, services and accommodations<br />
• Find ways to save programs at risk for 18-24 year olds at YMCA Safe Place<br />
What’s next?<br />
●<br />
●<br />
●<br />
●<br />
Employment & <strong>Education</strong> group<br />
Sustainability group<br />
Coalition Supporting Young Adults (CSYA) Needs Assessment<br />
LouieConnect<br />
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ENVISION EQUITY HOMELESS EDUCATION EDITION<br />
Early Childhood and McKinney-Vento<br />
By Christy Ward<br />
Many people are aware of the<br />
McKinney-Vento Act as it<br />
pertains to K-12 students but few<br />
may be aware that the same law<br />
that protect K-12 also protects<br />
early childhood students. Early<br />
childhood is a time of<br />
tremendous growth and<br />
development for children in<br />
every way: physical, social,<br />
emotional, and intellectual. This<br />
growth and development can be<br />
significantly affected by<br />
homelessness. Considering the<br />
negative effects on development<br />
caused by homelessness, young<br />
homeless children can benefit<br />
immensely from receiving<br />
quality early care and education<br />
services; however, many barriers<br />
limit homeless children's access<br />
to these services.<br />
Over half of children living in<br />
shelters are five years old or<br />
younger. Many more young<br />
children live in other homeless<br />
situations considered unstable<br />
and inadequate such as in motels<br />
or cars; or, live temporarily with<br />
others due to loss of housing,<br />
economic hardship, or a similar<br />
reason.<br />
Consider the following statistics<br />
from the National Center on<br />
Family <strong>Homeless</strong>ness<br />
• Infants who are born into<br />
homelessness need special care<br />
right after birth at four times the<br />
rate of other children.<br />
• <strong>Homeless</strong> babies show<br />
significantly slower development<br />
than other children do.<br />
• <strong>Homeless</strong> children have<br />
very high rates of acute illness.<br />
• About 51% of children in<br />
shelters funded by the<br />
U.S. Department of<br />
Housing and Urban<br />
Development are under<br />
the age of six.<br />
The McKinney-Vento Act’s<br />
<strong>Education</strong> for <strong>Homeless</strong> Children<br />
and Youth (EHCY) Program was<br />
reauthorized in 2001 by Title X,<br />
Part C of the No Child Left<br />
Behind Act. It entitles homeless<br />
children and youth to a free,<br />
appropriate public education,<br />
including a preschool education.<br />
Eligible students must receive<br />
the following services:<br />
Immediate Enrollment in<br />
Preschool Programs- The<br />
McKinney-Vento Act requires<br />
early care and education<br />
programs administered public<br />
school districts to enroll children<br />
immediately, even if they lack<br />
documents typically required for<br />
enrollment, including birth<br />
certificates, health records and<br />
proof of residency. <strong>Homeless</strong><br />
families cannot be turned away<br />
due to lack of documentation.<br />
School of Origin rights- The<br />
McKinney-Vento Act provides<br />
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ENVISION EQUITY HOMELESS EDUCATION EDITION<br />
students who are homeless the right to continue in the school they attended at the time they became<br />
homeless.<br />
Transportation -<br />
Districts that<br />
provide<br />
preschool<br />
transportation<br />
for nonhomeless<br />
children also<br />
must provide<br />
comparable<br />
transportation<br />
services for<br />
preschool<br />
children that<br />
are<br />
experiencing<br />
homelessness.<br />
The following resources are available at<br />
http://www.acf.hhs.gov/programs/occ/news/ policies-resources-for-expanding-ece-services-forhomelesschildren:<br />
•a letter from the Administration for Children and Families, the Office of Head Start, and the Office of<br />
Child Care;<br />
•a brief entitled Policies and Procedures to Increase Access to ECE Services for <strong>Homeless</strong> Children and<br />
Families;<br />
•a brief entitled Strategies for Increasing ECE Services for <strong>Homeless</strong> Children; and<br />
•an early childhood and family homelessness resource list.<br />
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ENVISION EQUITY HOMELESS EDUCATION EDITION<br />
3rd Annual <strong>Homeless</strong> <strong>Education</strong> Conference<br />
By: Julie McCullough<br />
Photos, Diversity, Equity, and Poverty Programs<br />
On November 20 th , <strong>2017</strong> the office of Student Equity & Community Engagement held our 3 rd Annual<br />
<strong>Homeless</strong> <strong>Education</strong> Conference. This year’s event was held at the KFC Yum Center. Over 140 school staff<br />
and community partners attended the event with participation from 115 Jefferson County Schools. The<br />
purpose of this event is to train school liaisons throughout the district on the identification, needs, support,<br />
and protection of students experiencing homelessness.<br />
One focus of the conference is always to ensure that school staff and community members understand the<br />
definition of homelessness and the rights of students experiencing homeless as defined in the federal<br />
McKinney-Vento Law. However, this year our department set out to help increase empathy and<br />
understanding with regards to the needs of students experiencing homelessness. We believe this helps<br />
develop a deeper understanding of the law and why it was created.<br />
With this goal in mind three national level speakers were recruited to take part in the conference. Mr. Terry<br />
Morris is an engineer from the National Aeronautics and Space Administration (NASA). He spoke of<br />
growing up in Chicago where he experienced abuse and neglect from his parents and siblings. He was<br />
frequently kicked out of his home and into the cold where he scrounged through garbage cans for food. He<br />
experienced this abuse, neglect, and homelessness until the age of 14 when he was finally abandoned by his<br />
family on the side of the road in Mississippi. Mr. Morris spoke of the support and encouragement he<br />
received from the community and teachers who found him digging through their garbage cans in<br />
Mississippi. Their encouragement along with hard work helped him progress and succeed in multiple areas<br />
of life ultimately leading to his future success as an engineer in NASA.<br />
The second speaker of the day was Licensed Clinical Social Worker and Certified Trauma <strong>Special</strong>ist and<br />
trainer, Jean West, from the St. Joseph Missouri school district. Ms. West spoke on the impact of trauma on<br />
brain development as well as the impact on social, emotional function. She discussed a few case scenarios<br />
of children who had experienced trauma and some of the tools she used to work with these children and<br />
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ENVISION EQUITY HOMELESS EDUCATION EDITION<br />
youth. She also explained the connection between<br />
trauma and homelessness, and tools that may be<br />
helpful in working with this population of students.<br />
Finally, Romonia Dixon spoke on her experience of<br />
homelessness as a child and youth. She described<br />
sleeping in a boarding house where her mother<br />
worked, and being woken up in the middle of the<br />
night to sleep on the streets when a paying customer<br />
would arrive. She also described a transient<br />
lifestyle, jumping on trolley cars to get to school in<br />
San Francisco and avoiding the police since her<br />
family could not afford to pay for the ride. Romonia<br />
The stories the speakers shared along with their<br />
explanations of trauma and loss provided the<br />
framework for Student Equity & Engagement Staff<br />
to discuss the importance of identification and the<br />
federal law. This also provided the basis for an<br />
extensive discussion of case scenarios through a<br />
panel discussion and small group collaboration. We<br />
hope that knowledge of the law along with a<br />
foundation of empathy will eliminate barriers for<br />
students experiencing homelessness across the<br />
United States. Our goal is to ensure students who<br />
are experiencing the trauma and loss of<br />
homelessness have a place to not only learn, but feel<br />
safe with the friends and<br />
teachers they love. This<br />
year’s conference provided<br />
the core for that goal as we<br />
progress through the<br />
<strong>2017</strong>-2018 academic year.<br />
then discussed long rides on the school bus in<br />
Arizona when the only shelter near her school was<br />
over the county line. The moment that changed the<br />
course of her life was when she attempted to sign up<br />
for boy’s and girls club, but new that her family<br />
could not pay the registration fee when other basic<br />
needs had to be met. As she started to walk away,<br />
the person at the desk called her back and paid the<br />
fee for her. This put Ms. Dixon on track to one day<br />
become<br />
Photo, JCPS communications.<br />
the Boys and Girls club youth of the year,<br />
receive scholarships to college, finish both her<br />
undergraduate and masters degrees, and now work<br />
toward her PhD.<br />
We would like to provide a<br />
special thanks to the Yum<br />
Center for donating the use<br />
of their space for this event<br />
and to Terry Robinson from<br />
the JCPS Communication<br />
Department for facilitating<br />
the conference. We would<br />
also like to thank all district<br />
personnel who participated<br />
in the conference. We<br />
particularly thank our panel<br />
speakers, KDE State<br />
Coordinator for <strong>Homeless</strong>. school staff and<br />
community members, who helped lend expertise,<br />
provide awareness of resources, and explained how<br />
to reach out in a sensitive manner. Finally, a thank<br />
you to Dr. Marty Pollio- Acting Superintendent for<br />
JCPS for taking time out of his schedule to address<br />
participants and emphasize the importance of<br />
support for our most vulnerable population. Thank<br />
you everyone for making this the best conference<br />
yet. We look forward to the change effort that arises<br />
from your work in advocacy and support.<br />
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How does JCPS Identify McKinney-<br />
Vento Eligible Students?<br />
Last year there were over 6,000 students identified as<br />
experiencing homelessness in Jefferson County<br />
Public Schools. As of December 1 st , <strong>2017</strong>, there were<br />
nearly 2,000 students already identified for the<br />
<strong>2017</strong>-2018 academic year. Here in the Office of<br />
Student Equity & Community Engagement we expect<br />
that number to climb well over 6,000 by the end of<br />
the academic year (May 2018). These numbers are<br />
significant not only due to their enormity, but because<br />
for all student’s identification means protection and<br />
services.<br />
Across the United States students experiencing<br />
homelessness are protected under the McKinney-<br />
Vento law. In Jefferson County Public Schools, we<br />
refer to these students as McKinney-Vento Eligible.<br />
What this means is that students experiencing<br />
homelessness are provided opportunities or services<br />
in order to allow for a comparable education with all<br />
students in the district. Since children and youth<br />
experiencing homelessness often experience high<br />
mobility, this may make it difficult for a child to<br />
remain in the same school or even get to school on a<br />
regular basis. Sports or other after school activities<br />
may not even seem possible. These challenges make<br />
it difficult for students to maintain academic stability,<br />
and consistent relationships with teachers and peers.<br />
The McKinney-Vento law was created for this reason.<br />
Eligible students have the right to remain in the same<br />
school they attended at the time they first began to<br />
experience homelessness. We call this the school of<br />
origin. In addition, the district is required to provide<br />
transportation for the child or youth to the school of<br />
origin. McKinney-Vento students are also eligible for<br />
immediate enrollment in a reside school even when<br />
they are unable to provide proof of address.<br />
Immediate enrollment also pertains to students<br />
without the normal records such as birth certificates,<br />
immunization records, school records, etc. This is<br />
with the understanding that these records can be<br />
obtained at a future date from previous schools or<br />
other resources. Finally, students will be provided<br />
free and reduced lunch and school activity fees may<br />
be waived.<br />
So how does JCPS know which students are eligible<br />
for these services. One of the predominant ways our<br />
district identifies students experiencing homelessness<br />
is through Residency Forms. These forms are sent to<br />
each school at the beginning of the school year. The<br />
schools then distribute and collect the forms from<br />
each student. These forms are then sent back to the<br />
Student Equity & Community Engagement Office<br />
(<strong>Homeless</strong> <strong>Education</strong>) where they are counted and<br />
sorted. Forms in which families have answered “yes”<br />
to the first question are set aside, reviewed, 11 and the<br />
Photo, Abdul Sharif
ENVISION EQUITY HOMELESS EDUCATION EDITION<br />
data is updated in infinite campus. These forms are<br />
then filed in the office of Student Equity &<br />
Community Engagement. When the answer to the<br />
first question is no the forms are collected, boxed<br />
and stored or sent to archive. This year an<br />
JCPS Pupil Personnel is another source of<br />
identification. Social workers in this department<br />
will sometimes reach out to a family due to an<br />
attendance issue. They may find that the family has<br />
moved or<br />
relocated<br />
due to a loss<br />
of housing.<br />
The social<br />
worker will<br />
then contact<br />
our office to<br />
identify the<br />
student, and<br />
work<br />
together to<br />
provide any<br />
services the<br />
family may<br />
need.<br />
JCPS<br />
Department<br />
of Student<br />
additional step was added in which all “no”<br />
residency forms were scanned to be kept as a digital<br />
file. Finally, forms that are unclear or incomplete<br />
are set aside for further review. Student Equity &<br />
Community Engagement staff will typically follow<br />
up with the family or school for clarification.<br />
There are several other ways in which McKinney-<br />
Vento eligible students are identified. JCPS schools<br />
play a significant role in supporting the<br />
identification process. Schools often phone our<br />
office directly to identify or request support for a<br />
student experiencing homelessness. Students are<br />
identified in infinite campus at that time. During<br />
the identification process we will review the<br />
student’s record and if there are other JCPS students<br />
in the family, we will identify them as well. We<br />
then often reach out to the family to determine if<br />
additional support is required for the students or<br />
family.<br />
Assignments<br />
also provides support in the identification process.<br />
This department sometimes encounters families<br />
attempting to enroll, transfer schools, or work<br />
through a school of origin issue. They are very<br />
good at recognizing when a family might be<br />
experiencing homelessness, and they contact our<br />
office for verification and eligibility. We then work<br />
with student assignments, the family, and the<br />
schools on enrollment, an override, or a new cluster<br />
application.<br />
The office of Student Equity & Community<br />
Engagement also identifies families through<br />
community resources. For instance, our office has<br />
an existing relationship with the Coalition for the<br />
<strong>Homeless</strong> and the shelters across Louisville.<br />
Shelter staff will often contact our office to ensure<br />
academic stability, submit a transportation request,<br />
or discuss a particular issue. Coalition for the<br />
<strong>Homeless</strong> helps with identification buy regularly<br />
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ENVISION EQUITY HOMELESS EDUCATION EDITION<br />
providing a list<br />
of families with<br />
JCPS students<br />
who have<br />
contacted their<br />
office. We have<br />
also worked<br />
with the Urban<br />
League, SAFY,<br />
and other<br />
agencies or<br />
organizations<br />
who have<br />
submitted<br />
anonymous<br />
referrals.<br />
Finally, a very<br />
common source<br />
of identification is the families themselves. A parent will sometimes locate our number on the JCPS webpage<br />
and call us directly. They are also referred to us from one of the shelters, their school, or another resource in<br />
the community. These families will typically call and share their story with our staff. Their eligibility status<br />
is determined based on the information the family provides. Sometimes our staff will ask additional questions<br />
for clarification or to make a determination. If a determination cannot be made at that time, staff will follow<br />
up with The District Coordinator, Giselle Danger Mercaderes, to make a final determination regarding the<br />
eligibility status of the children or youth. Once a child or youth is determined eligible for services, the<br />
student will be identified in infinite campus so that current and future services can be provided.<br />
In JCPS there are numerous ways of identifying students experiencing homelessness. We often discuss<br />
eligibility and identification as a primary issue, but ultimately this effort leads to the mission of services and<br />
protection for our most vulnerable population. We strive to provide the best academic and educational<br />
experience possible for these students, and the way that we do that is through identification.<br />
13
ENVISION EQUITY HOMELESS EDUCATION EDITION<br />
Academy at Shawnee Mentorship<br />
Experience<br />
By: Kasey Carlson<br />
Dr. Terry Morris spoke at the Student Equity and<br />
Community Engagement’s annual Regional<br />
<strong>Homeless</strong> <strong>Education</strong> Conference on Monday<br />
November 20 th . After speaking at the conference<br />
Dr. Morris went to the Challenger Center at the<br />
Academy at Shawnee for a separate event<br />
sponsored by the Student Equity and Community<br />
Engagement Office.<br />
Dr. Terry Morris is an engineer from the National<br />
Aeronautics and Space<br />
Administration<br />
(NASA) at the Langley<br />
Research Center in<br />
Hampton, VA. He<br />
received his doctorate<br />
in systems engineering<br />
from the University of<br />
Virginia. Dr. Morris has<br />
spoken at many national engagements including at<br />
The White House, The Pentagon, the Federal<br />
Reserve, CIA Headquarters, and FBI Headquarters.<br />
At The Academy at Shawnee Dr. Morris spoke to<br />
over 40 students from The Academy at Shawnee<br />
and ESL Newcomer Academy. Dr. Morris engaged<br />
with the students as he spoke about his life. Dr.<br />
Morris grew up in<br />
Chicago where he<br />
began getting<br />
kicked out of the<br />
house at the age<br />
of 4 years old. He<br />
was abused and<br />
neglected by his<br />
family members.<br />
He would eat out<br />
of the trash when<br />
necessary. He<br />
would be able to<br />
come home<br />
usually after a few<br />
weeks but the<br />
cycle continued.<br />
If something went<br />
wrong in the<br />
family it was taken out on Dr. Morris and he<br />
continued getting kicked out of the house.<br />
At the age of 14 Dr. Morris’ family took him to<br />
Mississippi and dropped him off on the side of the<br />
road. Those in the community in Mississippi<br />
noticed Dr. Morris helped him the rest of his<br />
childhood.<br />
Dr. Morris discussed with the students the<br />
importance of education. Through his story the<br />
students were able to see all that Dr. Morris has<br />
done with his life despite the adversities he<br />
experienced.<br />
After Dr. Morris presented his story to the students<br />
he enjoyed lunch with the students and continued<br />
discussion. Students from The Academy at<br />
Shawnee and ESL Newcomers Academy had the<br />
opportunity during this time to ask questions.<br />
Students asked insightful questions regarding his<br />
work and Dr. Morris discussed the great<br />
14
ENVISION EQUITY HOMELESS EDUCATION EDITION<br />
McKinney-Vento Eligible Students Improving Academic Performance through<br />
Outdoor Experiences<br />
By Giselle Danger, Coordinator <strong>Homeless</strong> <strong>Education</strong><br />
Not every student learns well in the traditional<br />
classroom setting. Some students learn better from<br />
hands on experience. This includes homeless teenagers<br />
The Nation Center for Outdoor and Adventure<br />
<strong>Education</strong> (NCOAE) is trying to change that for some<br />
of the homeless students in New Hanover County, NC<br />
school district.<br />
in middle and high school who may not be able to<br />
afford opportunities for this unique way of learning.<br />
The Student Equity and<br />
Community Engagement<br />
Office in Jefferson County<br />
Public Schools had the<br />
opportunity to attend the<br />
National Association for<br />
<strong>Education</strong> of <strong>Homeless</strong><br />
Children and Youth<br />
Conference this fall. While<br />
at the conference I attended<br />
a session on improving the<br />
academic performance of<br />
McKinney-Vento eligible<br />
students through a program<br />
offered by NCOAE. The<br />
speakers, Celine Adair,<br />
director of operations for<br />
NCOAE, and Kathy<br />
Newcomb, supervisor of<br />
school counseling and<br />
social work for New Hanover County Public Schools,<br />
15<br />
Continued on next page
ENVISION EQUITY HOMELESS EDUCATION EDITION<br />
explained the program, how it works, and data on the<br />
program.<br />
The NCOAE is a non-profit that with courses in<br />
outdoor and wilderness skills. This ranges from things<br />
like mountaineering and rock climbing to surfing and<br />
backcountry camping. One of the core programs that<br />
they offer is <strong>Education</strong> Without Walls (EWW). EWW<br />
is a program designed for teenagers who have<br />
financial need and wouldn’t typically have the<br />
opportunity to participate in outdoor activities such as<br />
the ones listed above. They can receive high school<br />
credits for participating in the program.<br />
The NCOAE has partnered with New Hanover<br />
County, NC schools to offer the EWW opportunity for<br />
teenagers in the school district that are homeless and<br />
low income. The students participate in 5 expeditions<br />
throughout the year lasting between 2 to 4 days<br />
consisting of 8 to 12 students. They also have an<br />
opportunity to participate in a 16 day expedition in the<br />
summer. Teens also receive mentorship throughout the<br />
year with a student advocate. Student advocates are<br />
students from a local college who receive course<br />
credit. NCOAE offers participants everything they<br />
need to participate, all gear is provided. Transportation<br />
to and from the expedition sites is also provided for<br />
the teens.<br />
EWW offers these students an experiential learning<br />
experience in the wilderness. After students learn a<br />
skill they are able to try it out right away. The Core<br />
Curriculum of NCOAE includes three overall areas,<br />
environmental sciences, personal development, and<br />
technical skills. This curriculum includes geology,<br />
oceanography, communication, decision making, stress<br />
management, critical thinking, social responsibility,<br />
food storage safety, expeditionary mentality, lightening<br />
safety, navigation, and bag packing for the<br />
backcountry.<br />
During expeditions students are encouraged to lean<br />
heavily on reflection and analysis. Opportunities are<br />
given for participants to reflect periodically. There is<br />
time set aside during the expedition for group time<br />
where students have small group discussions with the<br />
other 8 to 12 participants.<br />
NCOAE has conducted research along with this<br />
program where they have found that this program has<br />
a great impact on the students who participate. The<br />
program has found a 71% increase in self-esteem, 78%<br />
increase in levels of self-actualization, and 97 % of<br />
students were successfully promoted to the next grade.<br />
Since the program was implemented New Hanover<br />
County, NC school district has seen a 20% higher<br />
graduation rate than other school districts in the<br />
region. The program and New Hanover County, NC<br />
School District are still collecting and analyzing data.<br />
Celine Adair can be contacted at the Nation Center for<br />
Outdoor and Adventure <strong>Education</strong> at 910-399-2030.<br />
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ENVISION EQUITY HOMELESS EDUCATION EDITION<br />
Extended Learning Opportunities<br />
By: Julie McCullough<br />
The mission of the Jefferson County Public Schools<br />
Student Equity and Community Engagement<br />
Program is to develop and maintain a<br />
comprehensive education program, by coordinating<br />
resources and services for homeless students living<br />
in any temporary living arrangement because of the<br />
lack of a fixed, regular, and adequate residence.<br />
The Office of Diversity, Equity, and Poverty offers<br />
numerous opportunities for JCPS students to receive<br />
extended learning instruction outside the traditional<br />
classroom. One of those programs is the JCPS<br />
Successful Pathway After-School Program, where<br />
JCPS certified teachers work with students to<br />
achieve academic success. Students of all ages and<br />
abilities may benefit from this one-on-one tutoring<br />
in a variety of academic areas including Math,<br />
Reading, Writing, Spelling, and Study Skills. The<br />
program provides remedial instruction, enrichment,<br />
or support school work to provide extra instruction<br />
in areas of need. Additionally, these learning<br />
environments encompass a mission of inclusion and<br />
positive instruction for struggling students, so that<br />
all students can learn at higher levels in a safe,<br />
nurturing, and trusting environment.<br />
The Federal McKinney-Vento <strong>Homeless</strong> Assistance<br />
Act states that “children and youth who lack a fixed,<br />
regular, and adequate nighttime residence are<br />
considered homeless. If, due to a loss of housing, a<br />
child must live in a shelter, motel, vehicle, or<br />
campground, on the street, in abandoned buildings,<br />
or doubled-up with relatives or friends, then he/she<br />
is eligible to receive services provided under the<br />
McKinney-Vento Act.<br />
public education, including a public preschool<br />
education, as other children and youth.<br />
<strong>Homeless</strong> children and youth must have access to<br />
the educational and other services that they need to<br />
enable them to meet the same challenging State<br />
student academic achievement standards to which<br />
all students are held. In addition, homeless students<br />
may not be separated from the mainstream school<br />
environment.”<br />
Families who are currently in transitional housing<br />
and/or students whom have an academic area of<br />
need are offered these services from 5 P.M.-7 P.M.<br />
Monday-Thursday at three Jefferson County sites:<br />
• Wayside Christian Mission<br />
Hotel Louisville<br />
121 West Broadway<br />
• Volunteers of America<br />
1321 South Preston Street<br />
Louisville, Kentucky 40208<br />
(502) 636-0816<br />
• St. Vincent DePaul<br />
1029 South Preston Street<br />
Louisville, Kentucky 40203<br />
(502) 583-8158<br />
For more information, please contact Giselle<br />
Danger-Mercaderes at 502-485 3650<br />
The McKinney-Vento <strong>Education</strong> for <strong>Homeless</strong><br />
Children and Youth Program is designed to address<br />
the problems that homeless children and youth have<br />
faced in enrolling, attending, and succeeding in<br />
school. Under this program, state educational<br />
agencies must ensure that each homeless child and<br />
youth has equal access to the same free, appropriate<br />
17
ENVISION EQUITY HOMELESS EDUCATION EDITION<br />
A Family Loses a Home -<br />
The Fight for Their four<br />
girls' <strong>Education</strong><br />
By Giselle Danger, Coordinator <strong>Homeless</strong><br />
<strong>Education</strong><br />
In February <strong>2017</strong>, a mother of four contacted our office, desperately seeking help. The family had just lost their<br />
home due to a fire and unexpected medical bills and her daughters, ages 7 and 9, needed to change school<br />
because they were not longer residing in the house that they had call for the last 10 years. Frantic, their mother<br />
turned to the JCPS Student Assignment Office for help. “I need to complete a cluster application but I don’t<br />
have an address. We are sleeping in our car for now”; explained mom.<br />
“I have a McKinney-Vento eligible family here”-reported a very familiar and friendly voice over the phone. “I<br />
talked to mom about their school of origin right and she is excited about been able to stay at Bloom Elementary.<br />
They are on their way to see you now and I can process the school assignment override so they can stay at<br />
Bloom as soon as you confirm McKinney-Vento eligibility”<br />
About 20 minutes after this phone call, the family walked out of the LAM building with school supplies, shoes,<br />
backpacks, referral to a night shelter completed and a list of job opening in the area. However, nothing made<br />
the mother happier that knowing that their children could stay at Bloom Elementary. It is a big deal to able to be<br />
able to provide educational stability for a homeless student. Every time a child moves from one school to another,<br />
there are issues of being in a place where nobody knows them, with a new peer group. Moving from one new curriculum<br />
to another-that's a huge challenge.<br />
The collaboration between the Student Assignment Office and the Student Equity Community Engagement<br />
Department simplifies and expedite services for facing homelessness. By the time the leave the LAM building<br />
the families receive support with school enrollment, advocacy and their immediate educational needs are<br />
addressed. We advocated on behalf of displaced families using the McKinney-Vento Act as arsenal.<br />
In less than an hour we worked together to ensure that the girls can have educational stability. They were able to<br />
stay in school and remain secure with their familiar teachers and friends. The support also came pouring in from<br />
the Bloom Elementary once they find out about the family situation. “We want the girls to stay here” -Mrs.<br />
Crawford- Family Resource Coordinator at Bloom Elementary insisted and “we will help in any way possible<br />
while the mother searched for housing.”<br />
Continued on next page<br />
18
ENVISION EQUITY HOMELESS EDUCATION EDITION<br />
<strong>Homeless</strong><br />
Unaccompanied Youth<br />
By Giselle Danger-Mercaderes<br />
When thinking about the problem<br />
of homelessness, we may<br />
intuitively make a mental<br />
connection with the stereotypical<br />
image of someone you have seem<br />
before under a bridge or laying on<br />
the overcrowded shelter, drug<br />
addicts, or perhaps the mentally ill<br />
living on the sidewalks begging<br />
for change from passerby. But all<br />
people that are homeless do not<br />
live on the streets. People<br />
experiencing homelessness can be<br />
someone who stays with a friend<br />
or a family member, someone<br />
living in overcrowded conditions,<br />
someone living in inhabitable<br />
conditions that may affect their<br />
health, someone living away from<br />
their loved ones because of certain<br />
conditions such as extreme<br />
poverty and domestic violence.<br />
Many of these people are youth.<br />
<strong>Homeless</strong>ness is a distressing<br />
circumstance for any child or<br />
youth; but for youth on their own,<br />
the stresses of homelessness are<br />
multiplied. The countless<br />
challenges faced by youth<br />
experiencing homelessness on<br />
their own puts these students at<br />
risk of dropping out or school<br />
failure and to fall prey to<br />
substance abuse, develop mental<br />
illness, and victimization.<br />
Many youth become homeless as a<br />
result of family conflicts and<br />
financial difficulties. Some of the<br />
causes of homelessness are due to<br />
physical or sexual abuses, family<br />
that has a drug addiction, or<br />
because of parental neglect.<br />
Unfortunately it is common for<br />
homeless unaccompanied youth<br />
to experience more than one of<br />
these risk factors in their homes.<br />
During the 2014-2015 school<br />
year, U.S. public schools enrolled<br />
95,032 unaccompanied students<br />
experiencing homelessness, up<br />
21% from 78,654 during the<br />
2012-2013 school year (National<br />
Center for <strong>Homeless</strong> <strong>Education</strong><br />
[NCHE], 2016, p. 17). And yet,<br />
these numbers represent only<br />
school-age unaccompanied youth<br />
who were identified and enrolled<br />
by U.S. public schools.<br />
The McKinney-Vento Act defines<br />
unaccompanied youth as “a<br />
homeless child or youth not in the<br />
physical custody of a parent or<br />
guardian” [42 USC § 11434a(6)].<br />
Taking a closer look at the<br />
definition, two conditions must be<br />
present for a child or youth to be<br />
considered an unaccompanied<br />
youth under the McKinney-Vento<br />
Act: 1. The child’s or youth’s<br />
living arrangement meets the Act’s<br />
definition of homeless, and 2. The<br />
child or youth is not in the<br />
physical custody of a parent or<br />
guardian. Physical custody refers<br />
to where a child or youth is<br />
physically living; as such, a child<br />
or youth who is not in the physical<br />
custody of a parent or guardian is a<br />
child or youth who is not living<br />
with a parent or guardian.<br />
It is important to note, however,<br />
that the presence of a custody or<br />
guardianship issue alone would<br />
not make a student eligible for<br />
McKinney-Vento services; rather<br />
the student’s living arrangement<br />
also must be considered homeless.<br />
“The McKinney-Vento Act<br />
defines unaccompanied<br />
youth as “a homeless child<br />
or youth not in the physical<br />
custody of a parent or<br />
guardian”<br />
Giselle Danger-Mercaderes<br />
EDUCATIONAL RIGHTS<br />
UNDER THE MCKINNEY-<br />
VENTO ACT<br />
The purpose of the McKinney-<br />
Vento Act is to address the barriers<br />
that children and youth in<br />
homeless situations face in<br />
enrolling, attending, and<br />
succeeding in school. This is<br />
accomplished by ensuring that<br />
these children and youth have<br />
equal access to the same free,<br />
appropriate public education as<br />
other children and youth;<br />
experience school stability despite<br />
residential mobility; and receive<br />
the educational and other supports<br />
they need to enable them to meet<br />
the same challenging academic<br />
achievement standards to which all<br />
students are held.<br />
To this end, McKinney-Vento<br />
students, including unaccompanied<br />
youth, have the right to:<br />
19
ENVISION EQUITY HOMELESS EDUCATION EDITION<br />
• receive a free,<br />
appropriate<br />
public education;<br />
• enroll in school<br />
immediately,<br />
even if lacking<br />
documents<br />
normally<br />
required for<br />
enrollment, or<br />
having missed<br />
application or<br />
enrollment<br />
deadlines during<br />
any period of<br />
homelessness;<br />
• enroll in school and attend classes while the school gathers needed documents;<br />
• continue attending the school of origin, or enroll in the local attendance area school if attending the<br />
school of origin is not in the best interest of the student or is contrary to the request of the parent, guardian,<br />
or unaccompanied youth;<br />
• receive transportation to and from the school of origin, if requested by the parent or guardian, or by the<br />
unaccompanied homeless youth.<br />
In addition, the McKinney-Vento Act includes the following provisions specific to unaccompanied youth:<br />
• The right to immediate enrollment without proof of guardianship<br />
• Assistance from the local homeless education liaison to select a school of attendance, whether the local<br />
attendance area school or the school of origin<br />
• Receive transportation to and from the school of origin, if requested<br />
• Ensure the prompt and fair resolution of any disputes in accordance with the Act<br />
Because many of these youth have little or no support from a responsible, caring adult, the school staff’s<br />
interest and involvement in an unaccompanied youth’s education is especially valuable and can be lifechanging.<br />
20
ENVISION EQUITY HOMELESS EDUCATION EDITION<br />
Issues Facing our Unaccompanied<br />
<strong>Homeless</strong> Youth Questions and<br />
Answers<br />
By Giselle Danger, Coordinator <strong>Homeless</strong> <strong>Education</strong><br />
Q. How does the McKinney-Vento Act define<br />
“unaccompanied youth”? Is there an age<br />
range?<br />
A. Unaccompanied youth is defined as a homeless<br />
child or youth not in the physical custody of a<br />
parent or guardian [42 U.S.C. §11434A(6)]. The<br />
Act does not provide an age range. Thus a student<br />
whose parent retains legal custody of a youth, but<br />
not physical custody, is considered an<br />
unaccompanied youth.<br />
Q. Is there an age limit on serving secondary<br />
students?<br />
A: Since the McKinney-Vento Act does not<br />
include any age limits for serving students, it<br />
applies to children and youth age 21 and under,<br />
consistent with their eligibility for public<br />
education services under state and federal law.<br />
State laws vary, but generally provide access to<br />
all students until high school graduation or<br />
equivalent, or until age 18 (or older in some<br />
states). For special education students, federal law<br />
provides the right to access services until age 22<br />
[20 U.S.C. §1412(a)(1)(A)].<br />
Q. Must schools enroll youth in school without<br />
proof of guardianship?<br />
A: Yes. Lack of a legal guardian or guardianship<br />
documents cannot delay or prevent the enrollment<br />
of an unaccompanied youth [42 U.S.C. §§11432<br />
(g)(3)(C), (g)(1)(H)(iv)]. States and LEAs have<br />
established various procedures for enrolling<br />
youth. Many permit the youth to enroll himself or<br />
herself; some have the McKinney-Vento liaison<br />
handle enrollment; others use caregiver forms to<br />
allow adult caregivers, when present, to enroll<br />
youth. Whatever procedures are used, they must<br />
ensure immediate enrollment, as the McKinney-<br />
Vento Act requires states and LEAs to eliminate<br />
barriers to identification, enrollment and retention<br />
and to enroll unaccompanied youth in school<br />
immediately [42 U.S.C. §§11432(g)(1)(I), (g)(7)].<br />
LEAs may adopt their own policies to meet these<br />
mandates.25<br />
Q. Can a school require a caregiver to get legal<br />
guardianship to enroll a student in school?<br />
Continued on next page<br />
21
ENVISION EQUITY HOMELESS EDUCATION EDITION<br />
A: No. The McKinney-Vento Act requires states to address enrollment barriers related to guardianship in<br />
school enrollment and requires LEAs to enroll youth in school immediately, even if they lack a legal<br />
guardian or typically required enrollment documents, such as divorce decrees [42 U.S.C. §§11432(g)(3)(C),<br />
(g)(1)(H)(iv), (g)(1)(I)]. The decision to seek legal guardianship is a serious decision that significantly<br />
affects the legal rights of the parent, caregiver and youth well beyond the school arena. While that step will<br />
be appropriate in some cases, it will not be in others.<br />
Q. Who can make educational decisions for an unaccompanied youth?<br />
A: States and LEAs have established various procedures for educational decision-making. Some permit the<br />
youth to make educational decisions on his or her own behalf; some vest the liaison with that authority;<br />
others allow adult caregivers, when present, to make such decisions. FERPA allows “an individual acting as<br />
a parent in the absence of a parent or a guardian” to access a student’s education records, thereby permitting<br />
schools to discuss educational issues with such caregivers [34 CFR §§99.3-99.4]. The McKinney-Vento Act<br />
requires states and LEAs to eliminate barriers to enrollment and retention and to enroll unaccompanied<br />
youth in school immediately [42 U.S.C. §§11432(g)(1)(I), (g)(7)]. LEAs may adopt their own policies to<br />
meet these mandates. It should be noted that the Individuals with Disabilities <strong>Education</strong> Act (IDEA) has its<br />
own rules and procedures for defining “parent” and appointing a “surrogate parent” to make special<br />
education decisions for minors, where a parent or legal guardian is not available. See Question 107.<br />
Q Do schools have to contact the police when enrolling unaccompanied youth?<br />
A: No, absent other circumstances schools do not have to contact the police. While state law determines the<br />
obligations of school staff to contact child protective services (CPS) or law enforcement if they suspect<br />
abuse, the McKinney-Vento Act requires states and LEAs to eliminate barriers to identification, enrollment<br />
and retention of students experiencing homelessness [ 42 U.S.C. §§11432(g)(1)(I), (g)(7)]. U.S. Department<br />
of <strong>Education</strong> Guidance elaborates that the “McKinney-Vento Act includes a broad, ongoing requirement for<br />
SEAs and LEAs to review policies or practices that may act as barriers to the identification, enrollment,<br />
attendance and school success of homeless children and youths…. It is important for SEAs and LEAs to<br />
consistently review their policies and practices with regular input from homeless parents, youths, and<br />
advocates so that new barriers, or barriers that the SEA or LEA staff may be unaware of, do not prevent<br />
children and youths from receiving the free, appropriate public education to which they are entitled.” <strong>2017</strong><br />
Guidance, A-4.<br />
22
ENVISION EQUITY HOMELESS EDUCATION EDITION<br />
McKinney-Vento Transportation. Frequent Asked Questions<br />
Q: Under what circumstances must an LEA<br />
provide adequate and appropriate<br />
transportation to school for students<br />
experiencing homelessness?<br />
A: The McKinney-Vento Act requires LEAs to<br />
provide adequate and appropriate transportation<br />
for students experiencing homelessness in three<br />
situations. First, LEAs must provide adequate and<br />
appropriate transportation to the school of origin<br />
upon the request of a parent or guardian, or in the<br />
case of an unaccompanied youth, upon the request<br />
of the McKinney-Vento liaison [42 U.S.C. §11432<br />
(g)(1)(J)(iii)]; see e.g., <strong>2017</strong> Guidance, J-4. That<br />
is true regardless of whether the district provides<br />
transportation for other students or in other<br />
circumstances. Second, for other transportation<br />
(as opposed to the school of origin), the<br />
McKinney-Vento Act requires districts to provide<br />
transportation comparable to that provided to<br />
housed students [42 U.S.C. §11432(g)(4)(A)].<br />
Therefore, if the district transports housed<br />
students to the local school or to a summer<br />
enrichment program, it must also transport<br />
students experiencing homelessness. Finally,<br />
LEAs must eliminate barriers to the school<br />
enrollment and retention of students experiencing<br />
homelessness. For example, if a student is living<br />
on or near an extremely busy intersection, in a<br />
very dangerous neighborhood, or is otherwise<br />
unable to attend school without transportation, the<br />
district must eliminate lack of transportation as a<br />
barrier to the child attending school [42 U.S.C.<br />
§§11432(g)(1)(I), (g)(7)].<br />
Q How far is too far to travel to the school of<br />
origin?<br />
A: The McKinney-Vento Act does not specify<br />
any mileage or time limit for travel to the school<br />
of origin. The Act requires LEAs to provide<br />
transportation to the school of origin at the request<br />
of a parent or guardian or, for unaccompanied<br />
youth, at the McKinney-Vento liaison’s request<br />
[42 U.S.C. §11432(g)(1)(J)(iii)]. Therefore,<br />
whenever a student is attending the school of<br />
origin, providing transportation is required. A<br />
commute so lengthy as to be harmful to the child’s<br />
educational achievement will weigh against<br />
Continued on next page<br />
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ENVISION EQUITY HOMELESS EDUCATION EDITION<br />
placement in the school of origin and should be<br />
considered as part of the best interest<br />
determination. This determination will depend on<br />
the student’s circumstances. For example, a<br />
lengthy commute may be a more acceptable<br />
arrangement for an older youth than for a young<br />
child. Similarly, in many rural areas, lengthy<br />
commutes to schools are common; the commute<br />
of a child experiencing homelessness in such an<br />
area would need to be evaluated in that context.<br />
See Question 29 for information on the best<br />
interest determination process.<br />
Q: If a district doesn't offer transportation to<br />
summer school for any students, does it have to<br />
provide summer school transportation for<br />
students in homeless situations?<br />
A: It depends on the nature of the summer school<br />
participation. The McKinney-Vento Act requires<br />
schools to provide comparable transportation<br />
services for students in homeless situations. If the<br />
school does not provide transportation to summer<br />
school for housed students, then it is generally not<br />
required to provide transportation to homeless<br />
students. However, if attendance in summer<br />
school is required for the student to pass to the<br />
next grade, or, in the case of a high school<br />
student, the summer course is required for<br />
graduation, the district must provide<br />
transportation.<br />
Q: How does the McKinney-Vento Act interact<br />
with state or local transportation policies<br />
related to safety, inter-district transportation,<br />
and other issues?<br />
A: As a federal law, the McKinney-Vento Act<br />
supersedes conflicting state and local laws and<br />
policies. LEAs must comply with the Act’s<br />
transportation requirements. However,<br />
transportation must always be safe and<br />
appropriate, and LEAs must comply with safety<br />
regulations and the McKinney-Vento Act<br />
simultaneously. Inter-district transportation<br />
policies usually are related to fiscal issues; such<br />
consideration must not interfere with a student’s<br />
right to be transported under the McKinney-Vento<br />
Act.<br />
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ENVISION EQUITY HOMELESS EDUCATION EDITION<br />
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ENVISION EQUITY HOMELESS EDUCATION EDITION<br />
Early Childhood <strong>Homeless</strong>ness in the United States: 50-State ProfilePublished: January 1, 2016<br />
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ENVISION EQUITY HOMELESS EDUCATION EDITION<br />
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ENVISION EQUITY HOMELESS EDUCATION EDITION<br />
Editor—Catherine Collesano<br />
Editor, Photo Contributor—Abdul Sharif<br />
Credits<br />
<strong>Special</strong> thanks to those that contributed to Envision Equity during <strong>2017</strong>. We look forward to providing you with more<br />
content starting in January of <strong>2017</strong>. Until then, remember to Envision Equity!<br />
Envision Equity is a publication of the JCPS Department of Diversity, Equity, and Poverty Programs. All submissions should be sent<br />
to Catherine Collesano at catherine.collesano@jefferson.kyschools.us or Abdul Sharif at abdul.sharif2@jefferson.kyschools.us. If<br />
you are interested in becoming a subscriber or a contributor to Envision Equity, please contact one of the editors at the above email<br />
address.<br />
www.jefferson.kyschools.us<br />
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