Educational Stability for Highly Mobile Students Training and Networking Sessions 2018-19

Why Educational Stability High mobility experienced by students who are homeless, in foster care, in migrant or military families may impact the students and their education in many ways.

Why Educational Stability Helps A focus on educational stability helps - Improve school attendance Reduce distractions from learning Minimizes educational gaps Provide consistency while everything else is changing Encourage continued parent engagement Maintain connections with relatives, peers, and community.

Confidentiality – The Ground Rule While we will look at some cases, we must maintain the children’s and families’ confidentiality. For questions regarding specific cases please stop by during the break or after this session.

Icebreaker

Military Interstate Children’s Compact Homeless Education 01 Migrant Education 02 Agenda Military Interstate Children’s Compact 03 Foster Care Education 04

McKinney-Vento Homeless Education

McKinney-Vento Homeless Education Ensures educational stability for homeless children and youth Defines homelessness Establishes educational rights for homeless children and youth Mandates a homeless education liaison every district Mandates a state coordinator in every state Funds a small grant program ESE Homeless Education Webpage: www.doe.mass.edu/mv/

McKinney-Vento Homeless Education Changes The Every Student Succeeds Act reauthorized Homeless Education Includes preschool Deletes “awaiting foster care” Expands access to all educational services Expands support of unaccompanied homeless youth including out-of-school youth Strengthens the role of the homeless liaison Extends transportation to the school of origin through the end of the year in which housed

Homelessness is a journey - Why McKinney-Vento? Homelessness is a journey - not an overnight event – that has enormous impact on children and their education. Homelessness affects Whole family School attendance The ability to focus and learn Educational gaps due to high mobility Behavior

Homelessness is often accompanied with Why McKinney-Vento Homelessness is often accompanied with Food insecurity Lack of medical, dental, and mental health services Loss of connection to family, friends, community Homelessness also impacts the teacher, classmates and the others in the school. Students coming and going Could that happen to me? I’ve been worried about her. Is he going to be ok? Is he safe?

Homelessness is defined as lacking Homeless Definition Homelessness is defined as lacking fixed, regular, and adequate nighttime residence Living in shelters Living in campgrounds, parks, cars, public buildings, hotels Sharing the housing of others due to economic hardship, loss of housing or similar reason (this means there was a triggering event that caused loss of housing) Including migrant students living in any of these arrangements, unaccompanied homeless youth, and preschoolers Note: This definition no longer includes awaiting foster care

Homelessness by the numbers 2017/18 School Year By the Numbers Shelters 7,020 Motels 1,552 Doubled up 15,299 Unsheltered 197 Total # of homeless students 24,068 Unaccompanied 1,349

Homelessness by the numbers for reporting Data Collection USED requires homeless liaisons to report: enrolled students identified as homeless their living arrangement at the time they are identified, and whether they are unaccompanied. This is a cumulative annual count of homeless students served by each district. Data is used to report grad and drop out rates, attendance and academic progress of homeless students. Best Practice: keep your student information system complete and up-to-date.

Homelessness in Massachusetts State Shelter system Income eligible+ child + MA resident+ nowhere to stay Family shelters: congregate shelter, scatter site shelter Motels Unaccompanied youth in adult and youth shelters Moving out of shelter & signing a Lease HomeBase, RAFT, Section 8, and MRVP Best Practice: Enrollment verification letter addressed to the parent is accepted as proof of intent to stay in MA in order to access shelter

Homelessness in Massachusetts Living Arrangements Doubling up Living with friends or relatives due to economic hardship, loss of housing and similar reason Couch surfing Families Unaccompanied youth Campgrounds, Winter Rentals, & places not meant for human habitation

Caregiver’s Affidavit In the absence of a parent or legal guardian… MA state law allows for a caregivers affidavit for medical and educational decision making rights. Must identify the student (name and DOB) Must be signed by the parent and the caregiver Must be notarized Good for up to two years Can be revoked or overridden by the parent at any time Note: Students with a caregiver’s affidavit are considered housed unless the caregiver lacks fixed, regular, and adequate housing.

Educational Rights of Homeless Students School selection The right to remain in the school of origin: the last school attended the school where student went homeless Including designated receiving schools with transportation through the end of the year in which the student becomes housed Enrolled is defined as enrolled and attending

Educational Rights of Homeless Students Immediate Enrollment School Selection (continued) Or enroll locally: Immediate With or without documentation Academic records Health records Residency/shelter Special education records Discipline Guardian ship The school may require emergency contact information Best Practice: Statement on enrollment forms indicating that parents should talk with the district if they do not have required forms for enrollment.

Educational Rights of Homeless Students Enrollment Disputes The parent always has the right to appeal a district’s enrollment decision Forms are in the Homeless Education Advisory and posted. One form for the districts - Notification One form for the parent - Appeal Homeless liaison is responsible to facilitate the process All forms go to Compliance@doe.mass.edu All parties must supply all relevant information

Educational Rights of Homeless Students Transportation Transportation if needed to return to the school of origin In district Across district lines Shared responsibility of: District where child is enrolled and District where the child is sheltered State reimbursement (partial) Special education transportation Across state lines (RI exception)

Educational Rights of Homeless Students Transportation Continued Comparable service 7D licensed driver and inspected vehicle Public transportation per district policy Parent provided (reimbursed) Best practice: Communicate clearly with the district you are sharing transportation with to find the most cost effective option.

Educational Rights of Homeless Students Information and Equal Access The student’s living arrangement is protected and cannot be shared without parental consent This prohibits talking to a landlord or neighbors without a parent’s consent. Student’s name/address shouldn’t be listed on class lists that are shared with families, etc. Equal access to all school courses, activities, and events including: summer programming extracurricular activities EL services, special education, gifted & talented alternative education, vocational schools, school choice

Educational Rights of Homeless Students: Verification of Homelessness FASFA and collage admissions purposes HUD funded programs MA residency Best Practice: Address verification letters to the parent or unaccompanied youth for them to share. Free school meals (eligibility is for the school year) Best Practice: Free/Reduced meals applications are not required. But the homeless liaison must notify the Food Service Director of students that have been identified as homeless.

Educational Rights of Homeless Students: Title I School-wide & targeted programs Addressing the non-traditional needs of homeless students Needs assessment and coordination Homeless reservation Liaison Transportation

Turn and Talk

Homeless Education Liaison Homeless Liaison is responsible for: Identification Building awareness and training are key Professional development and training including: Enrollment staff guidance principals and nurses Technical assistance available from Problem Resolution (PRS) Best Practice: Update the school committee on needs of homeless students Enrollment Access to all services including Preschool and Head Start programs run by the district Special education, EL, vocational, alternative, gifted & talented

Homeless Education Liaison: Parent Notices Provide Information and referrals Health, dental, mental health Other community based services (food pantries, clothing banks, ...) Inform parents their children’s educational opportunities and meaningful opportunities for parental involvement Public Notice of the educational rights Homeless Education Policy – school committee approved Best Practice: Notice in student handbooks, the district webpage, and posters/brochures where families receive services are good places to start.

Homeless Education Liaison: Additional Duties Facilitate Dispute Resolution Process Posted as part of the Homeless Education Advisory Inform parents of transportation rights One hour guideline Communicating with your counterparts Provide training to district staff Faculty, enrollment staff, guidance, nurses School committee

Homeless Education Liaison: Community Resources Unaccompanied youth are enrolled Informed of independent status for FASFA Provided verification of homelessness Provided with college and career counseling Coordinate and collaborate State coordinator and State/local providers Best Practice: Think broadly about the needs of homeless students and reach out to after school programs/21st Century Community Learning Centers, medical and mental health providers, food pantries, clothing banks, public libraries, Parks and Recreation Dept., YMCA/YWCA, Boys & Girls Clubs.

Homeless Education Liaison: Data Collection Provide reliable data Tracking for internal purposes Support services Transportation reimbursement Annual ESE data collection Students that are enrolled with you SIF and legacy districts Provide verification of homelessness for HUD funded programs

Monitoring and Compliance Homeless Education Liaison: Contact Information and Monitoring Also on your radar – DESE contact Current list of homeless liaisons on the DESE website. Updated by the district’s Directory Administrator Please verify your contact information Monitoring and Compliance CPR schedule Desk review and visits

Monitoring and Compliance Educational Stability Desk Reviews Follow the DESE Tiered Focused Monitoring (TFM) schedule Primarily desk reviews Covers legal criteria for all homeless, foster care and military connect students.

DESE Supports and Resources Technical assistance and training Collaboration Policy Monitoring Grant program Support services School-Housing Partnerships Regional Liaisons

Enrollment forms acknowledging McKinney-Vento More Best Practices Building liaison Enrollment forms acknowledging McKinney-Vento Communication around transportation College counseling, planning, and SPOCS

Network of Regional Liaisons Resources Network of Regional Liaisons Carol Baez, Worcester Jacob Hansen, Framingham Julie Mador, New Bedford National Center for Homeless Education (NCHE) Massachusetts Family Resource Centers Know your local community

Questions?

Migrant Education Program

Title I Part C – Migrant Education Program Ensuring that students fully benefit from the same programs and educational supports provided to all students Helping students meet the same academic achievement standards that all children are expected to meet in the state Providing supports in the pathway to high school graduation

Title I Part C – Migrant Education Program: Migrant Student Who is a Migrant Student? Child or Child’s parent(s)/guardian(s) are a migratory agricultural worker, migratory fisher, or migratory food/fish processor who moved within the preceding 36 months* Child is under 21 years of age Has not graduated from high school or received high school equivalency Moved across school district lines *sometimes with, or to join a parent, spouse, guardian, caregiver who is the worker

Title I Part C – Migrant Education Program: Migrant Worker Who is a Migratory Agricultural Worker/Fisher? An individual who made a qualifying move due to economic necessity in the past 36 months and engaged in* temporary or seasonal employment in agricultural or fishing work. * Individual may still be considered a migratory agricultural worker/fisher if the individual actively sought such work and has a recent history (within past 3 years) of moves for this type of work.

Title I Part C – Migrant Education Program: Migrant Eligible Work Dairy and Field Crops Tobacco Field Crops Nursery Meat, Fish + Produce Processing Produce Processing Fish and Shellfish Cranberries Nursery Current Migrant Populations + Qualifying Work

Title I Part C – Migrant Education Program: Student Profile Migrant students experience: Educational disruption Social isolation Cultural and language differences Health related problems Extreme poverty Any other factor that inhibits the ability of a migratory child to do well in school

Title I Part C – Migrant Education Program Services Services Provided to Support the Migrant Student Facilitation of Enrollment Ensure Equal Access & Comparable Services Provide Summer School Provide Supplemental Educational Support Services during the Academic Year Regional and State Parent Advisory Councils Migrant Students automatically qualify for free lunch!

Title I Part C – Migrant Education Program Subgrantee Subgrantee for DESE: EDCO Collaborative Emily Hoffman ehoffman@edcollab.org 339-222-5602 www.edcollab.org/programs/mmep

Title I Part C – Migrant Education Program and Districts How Can Districts Help Our Students ?

Title I Part C – Migrant Education Program Forms

Title I Part C – Migrant Education Program: For More Information DESE Migrant Education webpage: www.doe.mass.edu/ssce/migrant.html Results Webpage: https://results.ed.gov/

Questions?

Break for Lunch

Military Interstate Children’s Compact Commission (MIC3)

Military Interstate Children’s Compact Commission (MIC3) Ensure timely enrollment and graduation Appropriate grade placement Attendance due to deployment

Military Interstate Children’s Compact Commission (MIC3): Eligibility This policy applies to students in military families who are the children of the following: Active duty members of the uniformed services. “Active duty” refers to full-time duty status in the active uniformed service of the United States, including members of the National Guard and Reserve on active duty orders. “Uniformed services'' means the Army, Navy, Air Force, Marine Corps, Coast Guard, including the Commissioned Corps of the National Oceanic and Atmospheric Administration, and Public Health Services;

Military Interstate Children’s Compact Commission (MIC3): Eligibility Continued This policy applies to students in military families who are the children of the following: Members or veterans of the uniformed services who are severely injured and medically discharged or retired for a period of one year after medical discharge or retirement; Members of the uniformed services who died on active duty or as a result of injuries sustained on active duty for a period of one year after death.

Inactive members of the National Guard and Reserves; Military Interstate Children’s Compact Commission (MIC3): Non-Eligible Students This policy does not apply to students who are the children of the following: Inactive members of the National Guard and Reserves; Members of the uniformed services who are now retired (except as defined above); Veterans of the uniformed services (except defined above); or Other United States Department of Defense personnel or other civilian and contracted employee not defined as on active duty.

Military Interstate Children’s Compact Commission (MIC3) Data Data Collection: Parents voluntarily self-identify as active military Schools required to collect data and report to DESE DESE required to report it to Federal Government

DESE Military Connect Student webpage: Military Interstate Children’s Compact Commission (MIC3): More Information More Information: DESE Military Connect Student webpage: http://www.doe.mass.edu/sfs/military.html

Questions?

Foster Care

Title I, Part A Provisions Ensures educational stability for students in foster care Establishes specific educational rights for students in foster care Requires a foster care point of contact in every district Requires a state foster care point of contact at both DESE and DCF DESE Foster Care Web Page: www.doe.mass.edu/sfs/foster

Why foster care provisions? Students in foster care often experience instability – home, school, family, friends… Educational stability can: Promote steady academic progress On-time graduation from high school Provide continuity in peer and adult relationships

Why foster care provisions exist? Placement into foster care impacts The student and their family And also… The teacher Classmates Others in the school who care about and have a relationship with the student

Definition – Students in Foster Care Students who are in: 24-hour out-of-home care, placed away from their parents or guardians, and for whom the Department of Children and Families (DCF) has placement and care responsibilities. Including students previously identified as “awaiting foster care” (in emergency, short term placements) under McKinney-Vento Foster homes include, but are not limited to: Group homes, foster homes, kinship foster homes, STARR, Transitional care units (TCUs)

Educational Rights of Students in Foster Care School of Origin Transportation Best Interest Determination Immediate Enrollment

School of Origin School the student was attending when placed in foster care, or at the time of a subsequent change in foster care placement. To promote educational stability, students should remain enrolled in their school of origin, unless, after a best interest determination, it is decided to be in their best interest not to.

Best Interest Determination (BID) Decisions about which school a student will attend should be made collaboratively, and consider a wide variety of factors Should include those in the best position to understand the student’s unique needs Student should remain in their school of origin until the BID is completed Process should be collaborative…but doesn’t need to be one big meeting Factors to consider include: Age/grade level Connections to school Distance/time to school Anticipated time in placement Availability of services to meet students needs, etc. Parties to include: DCF, student (if appropriate), family/foster family, any educational decision makers District of origin, school personnel, local school district (where student is placed in foster care, if appropriate)

A seat at the (metaphorical) table Student, parent/guardian, foster parent Educational decision maker, legal representative Social worker, education coordinator District POC, special education, guidance counselor, teacher District POC – from district of foster placement Factors to consider include: Age/grade level Connections to school Distance/time to school Anticipated time in placement Availability of services to meet students needs, etc. Parties to include: DCF, student (if appropriate), family/foster family, any educational decision makers District of origin, school personnel, local school district (where student is placed in foster care, if appropriate)

Best interest determination (BID): Consider Unique Needs Consider the unique needs of the student, including but not limited to: student’s age and grade level; student’s preference, when age appropriate; student’s attachment to the school, including meaningful relationships with staff and peers; placement of the student’s sibling(s); distance/length of time to travel to/from school

Best interest determination (BID): Needs Continued Consider the unique needs of the student, including but not limited to: time of academic year, academic performance, and skills; anticipated length of time in placement, and whether reunification is the family goal; number of placements to date; ability to maintain family relationships and engagement (including in extracurricular activities, where appropriate)

Best interest determination (BID): Additional Needs Continued Consider the unique needs of the student, including but not limited to: clinical/behavioral issues; influence of the school climate on the student, including safety issues; availability and quality of the services in the school to meet the student’s educational and social emotional needs; and availability of special education/504 services, if applicable

Best interest determination (BID) Considerations Parties may want to consider if the school of origin is in the best interest but only for a limited duration of time (e.g., until the end of the school year, the end of a testing or grading period, or the end of a particular grade). Parties involved in the decision may wish to determine a time to revisit the question of whether it is in the student’s best interest to remain in the school of origin or enroll locally. Transportation costs should not be a factor in determining the best interest for the purposes of school selection.

Transportation Districts must collaborate with DCF to establish policies and procedures to ensure that students who need transportation to remain in their school of origin get it. Absent another agreement, districts of origin are responsible for providing transportation to and from the school of origin. Districts should document all costs associated with this transportation.

Immediate Enrollment If determined to be in a student’s best interest to attend school locally (where placed in foster care), district must enroll immediately* With or without documentation, including: Academic, health, discipline and/or special education records Notice to LEA (from DCF), includes: Emergency contact, residence, social worker, record release, transportation needs, etc. District POCs should initiate records transfer, help facilitate transition *Note: If there is no change in the school of origin, there should be no change in enrollment. Factors to consider include: Age/grade level Connections to school Distance/time to school Anticipated time in placement Availability of services to meet students needs, etc. Parties to include: DCF, student (if appropriate), family/foster family, any educational decision makers District of origin, school personnel, local school district (where student is placed in foster care, if appropriate)

School Selection Disputes Upon completion of the best interest determination, DCF has the authority to make final decisions about a student’s best interest, but a school district may dispute DCF’s best interest determination. During the dispute resolution process, the student must attend the school selected by DCF following the local BID process. Transportation must be provided for the student, if needed. The dispute process and form can be found on DESE’s Foster Care Webpage: http://www.doe.mass.edu/sfs/foster/ and should be submitted to DESE at achievement@doe.mass.edu.

Definition Quick Quiz! Students who experience Homelessness Students in Foster Care Students from Migratory Families Students from Military Families Without looking at your notes/handouts – who can summarize the definition for who we mean when we say each of these groups. Give 1 minute huddle time… Then – same thing for SOO.

We now return to our regularly scheduled programming…

State Foster Care Points of Contact DESE – Kristen McKinnon, PRS DCF – Shirley Fan-Chan DESE/DCF POCs work together to develop guidance, provide training, technical assistance and support

Foster Care Points of Contact (POCs) – Local/Regional Level Districts DCF Area Offices Work together to set up policies and procedures, support students’ educational stability

District Foster Care POC Ensure that students in foster care: are identified and supported through coordination between Districts and DCF; are enrolled in and regularly attending school; and have full and equal opportunity to succeed in school and to meet the same challenging state academic standards as other students, and to receive educational services for which they are eligible.

District Foster Care POC Role Participate in a process for making and documenting best interest determinations in collaboration with DCF representatives; Ensure school enrollment of students in foster care and timely transfer of records, as needed;

District Foster Care POC Role Continued Develop/implement procedures for providing and coordinating cost-effective transportation, as needed; and Facilitate professional development for district staff to promote educational stability for students in foster care.

Questions?

Scenarios To “cement” your learning, let’s apply what we shared (and hopefully you learned)

Scenarios: What should you do? In groups of 2-3: Read the scenario you have been given Discuss the prompt questions Be ready to report out what you discussed

Contact Information – District, DCF Current list of homeless liaisons and local foster care POCs on the ESE website. Updated by the district’s Directory Administrator Please verify your contact information DCF Contacts DCF Area Directors (serving as local POCs): http://www.mass.gov/eohhs/gov/departments/dcf/contact-us/dss-directory.html

Regional Liaisons The Regional Liaisons are available to provide districts with technical assistance on highly mobile students, talk through cases and suggest best practices and/or local resources. Carol Baez, Worcester Public schools 508-799-3652 Jacob Hansen, Framingham Public Schools 508-782-6894 Julie Mador, New Bedford Public Schools 508-997-4511 x3424

Contact Information – Educational Stability Team DESE Websites: Homeless Education http://www.doe.mass.edu/mv/ Foster Care Education http://www.doe.mass.edu/sfs/foster/ People Search for Liaisons/POCs http://profiles.doe.mass.edu/search/search.aspx?leftNavId=11239 Technical Assistance: Problem Resolution Services, 781-338-3700 Staff: Christine Cowen, Migrant Education, Military Connected Students 781-338-6301 ccowen@doe.mass.edu Kristen McKinnon, Foster Care Point of Contact 781-338-6306 kmckinnon@doe.mass.edu Sarah Slautterback, State Coordinator< Homeless Education 781-338-6330 sslautterback@doe.mass.edu

Educational Stability, Office of Student and Family Support THANK YOU Educational Stability, Office of Student and Family Support 781.338.3010 achievement@doe.mass.edu www.doe.mass.edu/sfs/