1. As the twig is bent The tree inclines. -Virgil
When planning the presentation, consider the audience and the setting. There are two slides that can be expanded into activities and discussion starters or just used for participant reflection. The actual lecture time of the presentation is approximately 15 minutes. Some of the slides possess natural places for the liaison to insert local information to go with the national data. See the presentation notes pages for suggestions to insert local information. The more the general presentation can be customized, the stronger the impact on the audience.
Be sure to share your own contact information. It can be added to this slide in the “Presenter” section and on your handout.
Use the blank space on the bottom of these note pages to add any additional comments or directions you would like to incorporate into your presentation.

2. Newport School District
Children and Youth Experiencing Homelessness Have the Right to a Free, Appropriate Public Education
Presenter:
Keri Leslie
Newport School District
Homeless Liaison

3. The Role of School
“What homeless children need most of all is a home. . . But while they are experiencing homelessness, what they need most is to remain in school. School is one of the few stable, secure places in the lives of homeless children and youth – a place where they can acquire the skills they need to help them escape poverty.”
National Coalition for the Homeless, 1998

4. The Scale of Homelessness
Over 1.35 million children and youth experience homelessness each year. 50% of these are under the age of 6.
The average age of a homeless youth is 8, 2 years younger than the average age of 10 in 2004.
Families are the fastest-growing segment of the homeless population.
Contact the state homeless education coordinator to find out how many homeless children were identified in the most recent child estimate for your state and locality.
Use school district data to share how widespread the issue of homelessness is in the local community.
Share the number of shelters in the school district to give the audience a sense of the scale of the issue.

5. Your home is on fire, and there are just seconds to get out!
Get Out, Fast!
Your home is on fire, and there are just seconds to get out!
What would you have time to grab and shove into a trash bag to take with you?
When the dust settles… will you end up with your birth certificate, social security card, driver’s license, insurance information, teaching certificate, cash and cards…

6. Could you ever experience a flood, fire, tornado, or other natural disaster?
Do you work in an area of the economy/job market where your job might become obsolete?
Could you ever suffer from a long-term illness or accident without proper health benefits or other compensations?
Do you live in a household with no more than one full-time wage earner?
Are you behind on any monthly bills?
Are housing costs in your area increasing faster than wages?
Does anyone in your family struggle with addictions such as drugs or alcohol?
Could you become a victim of domestic violence or another reason to leave with nothing but your life…
How vulnerable are you to becoming homeless? Answer “yes” or “no” to the following: Adapted from Helping H.A.N.D.S., Paducah, KY.
There are many reasons that people become homeless.
Answering “yes” to one or more questions does not mean that someone will become homeless; however, these are common causes. The activity illustrates that homeless individuals and families are not so different from any of us.

7. Who is homeless?
Youth in homeless situations that are not in the physical custody of a parent or guardian.
(Living with someone who will not be held legally accountable for the welfare of the child, whether they’ve been living there 2 days or 2 years.)
A school-age student or youth who lacks a fixed regular, and adequate nighttime residence…
In “doubled-up” situations, living in the home of another person due to loss of housing; or Couch Hopping
Living in motels, hotels or campgrounds;
Temporary, emergency or transitional housing;
Living in a place not designed for human accommodations i.e. street, city park, car, abandoned building;
Awaiting foster care placement;
Youth not residing with legal parent or guardian; and
Runaways
The descriptions listed here include new items found in the 2001 McKinney-Vento Act reauthorization.
Some people may not be familiar with the term doubled-up. Be sure to explain this term when describing shared housing. Doubled-up is the sharing of housing with other families or individuals due to a loss of housing (not due to cultural preference or a desire to save money).
Not all persons living in the situations described would be considered homeless. Two major factors to consider when making a determination are the adequacy and permanence of the housing.
Notes:
The designation children and youth refers to individuals age 21 and younger.
Migratory children who are living in the situations described above also may qualify as homeless.
Chapter 3 of the Toolkit discusses identification of homeless children and youth. Appendix B of the Toolkit is a flyer that outlines who is considered homeless.
Appendix C contains a flyer with common signs of homelessness.

8. Possible Signs of Homelessness
Identify. . .
These characteristics could be attributed to students with other issues
as well as those students experiencing homelessness.
• Attendance at several schools
• More than one family at the same address
• Attention-seeking behavior
• Hunger and hoarding of food
• Poor hygiene and grooming
• Sleeping in class
Inappropriate dress for the weather
• Some common statements used by homeless students include:
“We've moved a lot.”
“We’re staying with relatives/ friends while looking for a place.”
“We're going through a bad time now.”

9. McKinney-Vento Act
• Reauthorizes the McKinney Act originally enacted in 1987.
• Requires educational access, attendance, and success for children and youth experiencing homelessness.
• Provides states with funding to support local grants and statewide initiatives.
Note that the law was originally crafted due to the large number of homeless children and youth who were not receiving an education. Participants can be directed to locate the timeline for the legislation found in Chapter 2, Figure 1.
You may note that the role of state coordinator for homeless education is a result of this legislation. Be sure participants have the appropriate contact information for their state coordinator.
The 2001 reauthorization required that a local homeless education liaison be present in all school districts. (This new requirement led to the development of the Toolkit and training materials.) This individual has the responsibility to ensure homeless children and youth have access to the educational system and receive the needed support to attend regularly and succeed in school.
A copy of the reauthorized legislation can be found in Appendix A of the Toolkit.

10. Federal Law, through the McKinney-Vento
Act, Requires Districts to Provide Educational Stability for Homeless Students
Requires public schools to immediately enroll students experiencing homelessness even when lacking:
Proof of residency
Guardianship
Birth certificates, school records, or other documents
Medical records, including immunization records
Required dress code items, including uniforms
In reviewing the local district's enrollment requirements, the LEA could highlight the following:
• Conflict between the federal requirements and local guidelines such that the removal of barriers is necessary (share this with the school board)
• Alignment between the processes of the local district and the federal act
• Reference can be made to Article VI of the U.S. Constitution, known as the "Supremacy Clause," which states that federal law supercedes state and local laws and policies
The LEA could share what alternatives are available such as:
• No proof of residency—an affidavit could be signed stating that one is currently homeless, doubled-up, or staying at other temporary accommodations.
• No previous school records—the school can call/fax the previous school and request the records.
• No immunization records—the school can enroll the student and provide the parent/guardian with information as to where the public health office is located to get the needed immunizations.

11. Requires school placement in: School of Origin
Student has a right to stay in school last attended when permanently housed or in which last enrolled ( under the law, students are allowed to stay in their school until the end of the school year.
Why school of Origin?
Students who switch schools frequently score lower on standardized tests
It takes youth 4-6 months to recover academically after changing schools
It provides them with one constant in a life of variables
Requires school district will provide Transportation to school of Origin
You may need to explain the following terms:
School of origin—the school the student attended before becoming homeless or where the student was last enrolled. During the chaotic time students are experiencing, having a stable school environment can give students a place to count on with people who know them.
Unaccompanied youth—student who, for whatever reason, does not live with a parent/guardian. (The local liaison must assist unaccompanied youth in the enrollment process.)
If the state has created materials for posting, have copies available for participants. The state’s enrollment dispute resolution can be included in the participant’s handout.
Appendix D of the Toolkit contains sample posters and family brochures, and Appendix E contains a variety of enrollment forms.
If following up on the example of Maria and her children, you could note that the posting of rights and brochures could have alerted Maria that her children could enroll.

12. Federal Law Requires Districts to Provide Immediate School Access
Federal Law Requires Districts to Provide Immediate School Access *addressing needs for Homeless Students*
School District
• Set aside Title I funds.
• Reserve slots in Early Head Start and Preschool programs.
• Ensure immediate enrollment.
Schools
• Enroll students in free breakfast and lunch programs.
• Ensure access to all appropriate instructional supports/resources, including those available through Title I set asides, gifted programs, and special education.
• Conduct an educational assessment.
• Alert teachers of a student's living situation (respecting privacy).

13. Addressing Needs of Students Experiencing Homelessness, cont’d.
Teachers
• Make the student feel welcome, recognizing that starting a new school can be stressful and intimidating under any circumstances
Encourage supportive relationships. Assign a “peer buddy” to help the student get acquainted with the school and classroom.
• Establish consistent boundaries.
• Give the youth ownership of school space (locker, shelf in your room)
Have High Expectations
Recognize stressful environments outside of school and provide accommodations for homework. (the youth may not have the means to be able to make a collage or do a science project outside of school and/or may have a chaotic living situation not conducive to homework)
Provide needed supplies
Provide time and space in school
Modify homework

14. Addressing Needs of Students Experiencing Homelessness, cont’d.
Administrators
Use enrollment forms that provide a checklist of living situations that may indicate homelessness
Use sensitivity when discussing the family’s living situation. Invite parent/youth to fill out enrollment paperwork in a quiet area away from the traffic of the front office. Watch for signs that indicate need for help with reading and/or writing
Enroll student(s) immediately. Call and/or fax previous schools, doctors, health clinics to obtain appropriate records. Ensure students attend class and are fully participating in all school activities available to them while school records are obtained.
Provide tour of facility and let them meet child’s teacher
Give student a small welcome gift that shows the school colors and/or team name
Inform you District’s Liaison of student(s)
Spend 5 minutes a week with a Homeless Student

15. Working With Children and Youth Experiencing Homelessness
In summary
Reduce school entry stress.
• Promote academic success through encouraging words and actions that recognize gains made.
• Use tutoring and after-school programs to provide academic support.
• Increase access to services and activities.

16. Priceless The gift EDUCATION; The gift of HOPE . . .
It takes Commitment, Communication, Collaboration, and Creativity in serving Children and Youth who are experiencing Homelessness.
The gift EDUCATION;
The gift of HOPE . . .
Priceless

17. -Formerly homeless student, LeTendre Scholar, 2002
Through it all, school is probably the only thing that has kept me going. I know that every day that I walk in those doors, I can stop thinking about my problems for the next six hours and concentrate on what is most important to me.
-Formerly homeless student, LeTendre Scholar, 2002

18. Education is the key to
breaking the cycle of
Homelessness