Moving From Access to Success: Exploring Strategies to Support the Academic Success of Homeless and Highly Mobile Students Patricia A. Popp, Ph.D. The College of William and Mary Jani Koester, M.S.Ed. Kim Pickles, Ed.D. National Association for the Education of Homeless Children and Youth October 25, 2014

McKinney-Vento Act Reauthorizes the Stewart B. McKinney Act, originally enacted in 1987 Provides states with funding to support local grants and statewide initiatives Requires educational access, attendance, and success for homeless children and youth Outlines responsibilities for local liaisons

Access Attendance Success The Big Three

True or False? Approximately 25% of homeless children living in shelters are under the age of 5 Approximately 45% of homeless preschoolers have at least one major developmental delay The fastest growing segment of the homeless population is single adult women Building relationships is the best practice a school can develop when supporting students who are experiencing homelessness

Before enrolling and starting a student who is homeless, it is best to gather all the records you can to ensure correct classroom placement, thus having them start school once you have all the information. Many public school districts have someone in charge of school services for students experiencing homelessness All unaccompanied youth are considered homeless When supporting the needs of a student experiencing homelessness, schools must eliminate any educational barrier that exists or arises McKinney Vento is a state law that gives rights to students experiencing homelessness in schools True or False?

The face of homelessness “Homeless people often don’t fit the stereotypes. However, the segment of the homeless population that is most rapidly increasing does conform to many of society’s most offensive and simplistic conceptions about homelessness. These homeless people do drink a lot, but it’s mostly milk and juice. They do exhibit strange behavior, but it is conduct most of us know as the ‘terrible twos.’” From Bridging the Gap: Early Care and Education for Massachusetts Young Homeless Children

7 Why is McKinney –Vento important? Research on School Mobility Students who switch schools suffer: Students who switch schools suffer: PsychologicallyPsychologically SociallySocially AcademicallyAcademically More likely to repeat grades, will have lower math/reading scores More likely to repeat grades, will have lower math/reading scores Mobility hurts non-mobile students as well Mobility hurts non-mobile students as well On average, 4-6 months to recover academic progress each time a student changes schools. On average, 4-6 months to recover academic progress each time a student changes schools. Expert panel report submitted in B.H. v. McDonald by Dr. Joy Rogers, Loyola University,Expert panel report submitted in B.H. v. McDonald by Dr. Joy Rogers, Loyola University, Department of Education, 1991.

Stabilize the Child’s Basic Needs Physical Needs Emotional Needs Social Needs How Schools Can Help Children Who Are Experiencing Homelessness

Stabilize the Child’s Basic Needs Physical Needs Emotional Needs Social Needs Build Relationships School wide Classroom Recess Family Provide check-in’s Two days Two weeks One month How Schools Can Help Children Who Are Experiencing Homelessness

That said, here are things to think about : No pre-natal care/low birth weight means a 9 fold increase in chance of death in first year or developmental delays 75% under 5 have one developmental delay, 44% have 2 or more delays Physical health is compromised Environment is compromised Stress and Trauma, may be acute or chronic and can change brain chemistry: PTSD Food Insecurity Mental Health including attachment may be affected Exposure to Violence Educational delays or missing pieces Juvenile Delinquency Attendance and Tardiness Fatigue Anxiety about safety (their own and their family)

Maslow’s School Hierarchy of Needs Where and how do schools, classrooms, programs, tutoring, fit in? What do our students need? What do/can schools/programs do to help meet these needs? How do we help students feel: Welcome, Wanted and Safe, in our schools?

Small Group Activity Move into groups of 6-8 In each group take time to brainstorm on chart paper ways to help new students feel Welcome, Wanted and Safe in your schools and classrooms. Remember each students needs to feel Welcome, Wanted, and Safe What activities/procedures can help them integrate and understand the routines, expectations, and community Be ready to share your ideas in the larger group

Processing the Mobility Shuffle How did this make you feel? Did it effect your learning? Did you leave anything behind? why or why not? What did you become aware of? Did you find yourself anticipating anything? How did you cope? What did you notice about the reforming of groups? What new thoughts do you have about mobile students? What can we do to support mobile students and families?

HE WHO IS TESTED GETS TAUGHT

GPRA Goals Increase percentage of hcy included in state math and reading assessments Increase percentage of hcy included and meeting or exceeding proficiency levels

Participation – first year achievement data was collected for subgrants Year Number Tested 30,00063,00085,000 % Tested50%45%55% Approximate numbers; NCHE 2006 unpublished report

Percent Proficient

HIGHLY QUALIFIED TO HIGHLY EFFECTIVE NCLB to Race to the Top: Shift from

Most Memorable Teacher … Write a word or phrase to describe your most memorable teacher:

Which of these qualities is closest to your response? Used cooperative learning Used cooperative learning Gave great tests Gave great tests Maintained control of the classroom Maintained control of the classroom Had a major in mathematics Had a major in mathematics Cared about me Cared about me Made learning fun Made learning fun Pushed me to succeed Pushed me to succeed

Qualities of Effective Teachers EFFECTIVE TEACHERS Prerequisites Organizing for Instruction Classroom Management & Instruction Implementing Instruction Monitoring Student Progress & Potential The Person Job Responsibilities and Practices Used with the Permission of Linda Hutchinson, Doctoral Student, The College of William and Mary Background

What Teachers Do Makes a Difference

Successful Educational Strategies of Elementary Teachers of Homeless Students Case study conducted suburban elementary schools Teacher interviews Observations (Differentiated Classroom Observation Scale) Artifacts

Instructional and Classroom Management Practices Most used with homeless students compared to regularly housed students Questioning by teachers Student Responding Technology Use – Teacher Teacher interaction with individual student Anchoring activity during lesson Small group discussion Lecture Learning Centers

Instructional Practices to Promote Academic Success Planning Learning Groups Homework

Instructional Practices to Promote Academic Success Planning Planning based on assessments Planning using background knowledge and differentiation Planning backwards

Instructional Practices to Promote Academic Success Learning Groups Allows for ability grouping Increases confidence levels for students in each learning group Promotes collaborative learning differentiation

Instructional Practices to Promote Academic Success Homework Provide supplies for home Complete assignments at school Time extensions Simplify/modify for success

Non-Instructional Practices to Promote Academic Success Relationships Supports Needs

Non-Instructional Practices to Promote Academic Success Relationships Builds from the very beginning Build trust Welcomed and loved Build home communication

Non-Instructional Practices to Promote Academic Success Supports Providing extra assistance Monitoring/checking in more Assist with social behaviors Connections/support system

Non-Instructional Practices to Promote Academic Success Needs Awareness Physical Emotional

Implications for Practice Teachers must be aware of various challenges that homeless children may deal with when applied to the educational setting. Teachers must be aware of instruction and modifications to promote success. Teachers must be aware of social supports available. Teachers need to utilize strategies for success in the classroom to promote a positive learning experience.

A Planning Tool Needs/ Enrollment Timing BeforeAt Arri- val DuringAfter Academic Affective Technical

What is your Day Like? Activity An opportunity to think about choices students make everyday What do the many different lives our students lives have in common? How are they different? Even within the differences they are handled and supported differently. (divorce vs homelessness) What do we expect and assume about them? How do we allow for participation without expectation (pictures, snacks, money, time, anxiety)

HOW DO WE FIT IN? What does this have to do with us?

“THE QUALITY OF AN EDUCATION SYSTEM CANNOT EXCEED THE QUALITY OF ITS TEACHERS” 2007 McKinsey Report

Are highly effective teachers equitably distributed in School districts Schools Classrooms/courses Caution regarding QET studies tied to academic growth

Our Voice is Needed Teacher (and principal) quality: recruitment, training, retention Teacher (and principal) evaluation: tied to academic growth Equity – courageous conversations Other thoughts?

Commitment to advocacy at all levels National and State Conversations Supporting effective local practices Levels of Support

Respecting content knowledge and pedagogy Challenging the old adages, “Those that can’t, teach.” “I’m just a teacher.” Challenging the status quo Commitment to Advocacy

Revisiting our GPRA measures Attendance Discipline Dropout On-time Graduation National and State Conversations

Race to the Top States ESEA Flexibility Waivers Priority and focus schools Rate of homelessness and student mobility? Is identification of homeless reasonable given the poverty level? Have teachers been provided resources to better reach our students? The challenging conversation: Equity: comparing our teachers working with students in poverty to those in affluent communities State and National Conversations

  Teacher evaluation   What are the standards for evaluating teachers in your state?   Which are highly related to qualities of effective teachers for HHM students?   What metrics are used to document student growth?   Value-added or student growth percentiles   Student achievement goal setting   Curriculum-based measures   What happens when teachers have large number of students that are not captured by the broadly-used assessment measures? What happens to those students? State and National Conversations

Teacher recruitment and preservice training Lesley University – new 3 credit foundations course, Child Homelessness: A Multidisciplinary Discourse (evolved from a 1-credit pilot) Sharpe Scholars – William and Mary Embed in courses on: diversity, assessment, classroom management, special education, collaboration, children’s literature, trauma State and National Conversations

From Milwaukee, WI Each principal is asked to identify a staff person as the homeless contact in the building. To avoid inconsistency, we taped a media site presentation that is now mandatory. Each principal must show the video at a staff meeting in the fall and then sends Administrative Leadership a form that verifies the date it was shown. (A separate video is shown to secretaries with enrollment details.) Thanks to Catherine Klein! Supporting Effective Local Practices

From Madison, WI We use our PBiS (Positive Behavior Support) staff to continue many "good for all students" initiatives. Building communities, building safety and welcoming activities and making sure that students are ready to learn. Each of our schools has a PBS coach. … Once the PBS interventions are in place, the focus can come down to the individuals who need something more than what everyone gets. This is where many homeless children enter. The need for someone to check in with them and check out each day comes in handy. Even if it is to make sure they had a good day or that they have everything they need to go home with. Our classrooms receive support from our PBS coaches daily through explicit teaching and shared school wide "cool tools." I come in when there is a student who is not responding to the overall support and a need for brainstorming beyond their own ideas is needed. I also work as a district wide consultant on after school connections, early childhood supports, professional development, community outreach, summer school, shelter contacts, and helping our homeless student find a way to share their voices (WWA project - meeting and writing a book to share in the community). Thanks to Jani Koester Supporting Effective Local Practices

From Roanoke, VA I am planning to offer trainings and presentations at faculty meetings this fall to get the info to the teachers. I keep track of where all of our referrals come from and this past year, several of them came directly from the teachers who received info directly from the parent or student. I also ensure each principal gets a list of all students who enrolled or were enrolled in their school who were living in transition. This has been a great source of communication. For this upcoming school year, I am also working on the approval of a newsletter to be sent to principals updating our number of students and also any specific needs for our assisting our students, (i.e., school supplies, hygiene items, clothing, shoes and coats) and "thought provoking" information regarding some of the challenges our students and families face to give it more of a personal approach. The principal would be asked to to the faculty in their building, so this will be another way of getting info to the teachers. Thanks Malora Horn Supporting Effective Local Practices

From Minneapolis, MN Building Bridges Project has been done here in MPS for seven years with excellent results. This is an intensive professional development program for School Social Workers, who then work directly with the teachers at their school sites to support students. This past year we also instituted Classroom for Success, a software tool that provides dynamic access to academic student data with features that allow careful monitoring of students who are homeless to inform and guide instruction at the individual student level. Thanks Zib Hinz Supporting Effective Local Practices

From NC I have the homeless liaisons work directly with school social workers (SSWs) each year to provide a mini training to staff. The training is usually a minute presentation during the opening staff meeting. The SSWs discuss warning signs, provide a classroom tip sheet to staff, discuss the process for referring a student in the building and supports/services that are available. The SSW shows a power point and use something I provided to the liaison who is required to add local information. By providing the materials to the liaison, I am able to reduce the work for the liaison and the SSWs, reduce anxiety of anyone needing to prepare a presentation, and I am able to ensure information is accurate and consistent not just in the LEA but also across the state. I talk with liaisons about developing a training that includes 1 hr sessions each month after school for teachers (and others) that helps them learn about working with homeless students and those at risk. At the end of this training, the teachers receive CEU credit from their LEA (of course the liaison works with their professional development office prior to doing this as well). This is just another strategy to assist teachers to obtain at least 1 credit towards their licensure. Thanks Lisa Phillips Supporting Effective Local Practices

“Making Choices” Activity Everyday our families have to make choices about their lives. How to best support their children. Some are students on their own trying to make ends meet. Creativity and choices are a part of choices families and students experiencing homelessness make everyday.

Connecting Points to Reach Teachers Recruitment, Preservice training, Induction and in-service training, Retention

Metaphors for Teaching Teacher Voices Teaching students who are at-risk/highly-mobile is like …

… a Preventative for Alzheimer's Teaching highly mobile students is a challenge that could one day prevent Alzheimer’s. By keeping the mind active and on the go. You have to be constantly aware and focused. And I’ve been told but I don’t know if it’s true or not that the active mind has less of a chance of developing Alzheimer’s than the mind that is not continually active. -- Janice

…fostering (planting) a piece of seed. You must have a correct values like nutrition, correct view of knowledge like sunshine, correct methods like the farmers’ work. -- Mei (China)

… a Roller Coaster Ride There are incredible highs and incredible lows, but eventually you reach your destination if you just hang on. If you don’t mind being on a roller coaster, it’s the thrill of a lifetime. -- Tanya

“… nothing, absolutely nothing has happened in education until it has happened to a student” Joe Carroll, 1994

taff must remember that they cannot possibly meet all the needs of a homeless child, ………but doing something can make a huge difference.  SELF CARE Build it into your practice

Sharing and Questions

Action Plan – Make something Happen 1 thing I want to remember from the training 2 things I want to share with others 3 things I want to implement in my classroom/school Date completed by: __________

Evaluations While you are writing: Some words from students who have experienced homelessness in Madison Schools Who We Are: Voices in our Community

63 63 Helpful Websites & Resources United Way from any land lineUnited Way from any land line 24 hours, 365 days24 hours, 365 days Frequently Asked Questions101 Frequently Asked Questions National Law Center on Homelessness & PovertyNational Law Center on Homelessness & Poverty McKinney Vento Summary & Legal BriefsMcKinney Vento Summary & Legal Briefs National Assn. for Education of Homeless Children and YouthNational Assn. for Education of Homeless Children and Youth

2 Media clips for you to review at your leisure: Hard times generation: homeless kids - 60 Minutes - CBS News Hard times generation: homeless kids - 60 Minutes - CBS News Who We Are: Voices in Our Community – UW writing project with students experiencing homelessness in Madison WI events/news/2014/05/08/greater-madison- writing-project-featured-on-big-ten-network-s- forward-motion

Contacts Patricia A. Popp, Ph.D. Patricia A. Popp, Ph.D. The College of William and Mary The College of William and Mary Project HOPE-Virginia Project HOPE-Virginia Kim Pickles, EdD Kim Pickles, EdD Madison Metropolitan School District Jani Koester, M.S.Ed desk work cell wi.us wi.us Face Book Transition Education Program MMSD or MMSD TEP Website dison.k12.wi.us/TEPhttps://stusvcweb.ma dison.k12.wi.us/TEP