1. Young Homeless Children: Key Strategies for Success in School
Staci Perlman, University of Delaware
Francine Hahn, NAEHCY
Grace Whitney, CT Head Start State Collaboration Office
Vicki Hodges, Illinois State Board of Education
Carie Bires, Ounce of Prevention Fund
Carie

2. Session Overview Impact of homelessness on young children
Relevant laws and regulations
5 minute break
Early childhood landscape and activity
Barriers and strategies
Scenarios and small group discussion
Reflection worksheet
Q and A
Carie
Review full schedule
Explain breaks
Say who is going to cover what
Explain scenarios
Ask Grace to explain reflections
Questions—accepted throughout but will move on if time gets short

3. Impact of homelessness on young children
Dr. Staci Perlman
Impact of homelessness on young children

4. National Picture of Homelessness

5. Ages of Children Experiencing Homelessness
12%
41%
31%
16%
< 1
1-5
6-12
13-17

6. And, if we turn the microscope up…
% Homeless
(N = 906)
Infant 33
Toddler
Preschool 23
Elementary 11
These are percentages

7. Challenges Facing Families Experiencing Homelessness
Transience
Schedules
Histories of family violence/trauma
Stressed attachments to caregivers
Lack of access to food & health care
Lack of developmentally-appropriate living spaces
Invisibility

8. Top Five Reasons Why the Homeless System Needs to be Concerned About Children & Youth
Infants and toddlers have the highest r_____ of po_____ of any age group in America 
Infants and toddlers in the U.S. are a "maj_____ mi______"
The majority of m_____ of infants and toddlers are e________.
Experiencing ____whelming or “t____" levels of s_____ harms the ____ brain development of inf____ and tod_____. 
Current se_____ and su_____ for infants, toddlers, and their parents reach only a ____ fraction of families who ____them
Staci: Rates
Poverty
Majority … minority - Of our youngest children, white non-Hispanics make up fewer than half (49 percent). Hispanic infants and toddlers comprise 26 percent of the total, black, 14 percent, and Asian, five percent. While the new majority will offer much in shaping 21st-century America, many start out in life with severe economic and social disadvantages. Parents of black and Hispanic infants and toddlers are much more likely than are parents of young white children to have significant concerns about their children's development.
Mothers …. Employed
Over … toxic…stress … early…infants and toddlers
Services …supports …small … need

9. Child Development: 101
Staci

10. Development Happens…
Staci

11. Synaptic Density
Staci explains what this is…

12. Staci: DNA does not control our destiny
Staci: DNA does not control our destiny. Biology explains IQ for middle socio-economic status children/youth but explains zero for low-income kids.

13. Prevalence & Co-Occurrence of Risks
Caucasian
African-American
Hispanic
Asian
Sex (male)
Poverty
Prenatal Care
Lead Exposure
Low Maternal Education
Substantiated Maltreatment
Unsubstantiated Maltreatment
Foster Care
Emergency Housing (EH)
Cohort
11.3
68.0
16.2
3.7
50.2
54.7
32.8
25.9
25.1
10.5
11.8
5.2
12.0 EH
3.7
91.0
5.3
51.4
71.1
52.2
39.5
41.6
24.6
18.6
21.4 -
23% Housed NO Risks
3% EH had NO Risks
20% Housed > 3 Risks
50% EH > 3 Risks
Red = disproportionate; not emphasizing race/gender since these are not mutable factors

14. } Children who have experienced homelessness Poor Health
Poor Mental Health
Children who have experienced homelessness
Developmental Delays
School Problems
Academic Achievement
Social Skills

15. DNA does not control our destiny
We can do something about this…
DNA does not control our destiny. Biology explains IQ for middle socio-economic status children/youth but explains zero for low-income kids.

16. The good news is…
Developmental science tells us what works to promote early development!

17. Early Childhood Services
Early Intervention
Quality Child Care
Early Head Start / Head Start
Home Visiting
Quality Early Education
Parenting Supports

18. Reflection 1
Take a moment to reflect on the impact of homelessness on young children and their families and the relevance of this information to your work. Jot down a phrase or two to record your thoughts.

19. Francine Hahn
Laws and regulations

20. McKinney-Vento and Preschool
School district McKinney-Vento liaisons must ensure that families and children have access to Head Start, Even Start, and other public preschool programs administered by the LEA
State McKinney-Vento plans must describe procedures that ensure that homeless children have access to public preschool programs
School districts are required to remove barriers to the enrollment of homeless children, including preschool children
Grace
Move this slide to Francine’s section and adding something about transportation

21. HEARTH Act: Who is Covered?
Homeless Emergency Assistance and Rapid Transition to Housing (HEARTH)
The Continuum of Care agencies
Shelter + Care providers
Emergency Solutions Grants
Supportive Housing Project
To find your Continuum of Care, go to

22. HEARTH: Definition of Homelessness
Families must meet criteria before M-V definition applies:
Do not otherwise qualify
Homeless for 60 days or more
Moved at least 2Xs in 60 days
Expected to remain homeless
Definition of chronic homelessness includes families where a head of household has a disability.

23. HUD Assurances Related to Children
HEARTH Act:
HUD Assurances Related to Children
Shelters and service providers must:
Establish policies and practices consistent with M-V and they cannot interfere with a child’s education
Entities that provide housing or services to families must identify a point person who is responsible for ensuring all children are enrolled in school and connected to services, including early childhood programs such as Head Start, Part C of the Individuals with Disabilities Act, and McKinney-Vento education services.
CHECK TO SEE THE TIME! 23

24. HUD Assurances Related to Children
Hearth Act:
HUD Assurances Related to Children
Continuum of Care and HUD-funded homeless service programs
Continuums must:
Collaborate with school districts to identify and inform homeless families of M-V education rights
Must consider child’s educational needs when placing in shelter and/or providing services
CHECK TO SEE THE TIME! 24

25. How Can Providers Meet the HEARTH Education Requirements?
Assess education needs at intake
Inform families of education rights and options
Assist discussion regarding school selection
Connect families with schools/education programs
Advocate for enrollment and access to services
Collaborate with school districts around provision of supportive services
Monitor attendance and achievement
Ensure shelter policies do not create barriers to education
Discuss education as part of exit planning

26. Head Start & Early Head Start
Categorical eligibility
HS & EHS must ID and prioritize for enrollment
Allow to attend while waiting for documents
HS & EHS must collaborate with school districts
Every state has Head Start Collaboration Office

27. IDEA Part B: Child Find
Evaluations must be completed within 60 days from parent’s request
If family changes LEAs during evaluation period the same 60 day time frame applies to new LEA
Assessments must be coordinated between former LEA and receiving LEA
When homeless child has IEP and enters new LEA, the IEP must be implemented
If LEA is in a new state, the IEP must be implemented while the school conducts its evaluation.

28. IDEA Part C: Infants & Toddlers
Homeless infants & toddlers 0-3 must be identified and served
Homeless family shelters are a primary referral source
7 day referral time frame
States can opt for screening process to determine if there is suspected disability
At screening level parents must receive notice of right to request an evaluation

29. IDEA Part C: Final Regulations
Enhanced due process option: lead agency may establish procedure allowing aggrieved party at hearing to request reconsideration (appeal)
Copies of evaluations, assessments and IFSPs must be provided to parents at no cost

30. Child Care Subsidy Child Care Development and Block Grant Act of 2015
Provide grace period for homeless children to become up-to-date on immunizations
Allow immediate enrollment w/o all required documents
Structure co-payments on sliding scale fee basis
Lead agency must coordinate w/ M-V school liaison and other community providers

31. Early childhood landscape
Grace Whitney and Carie Bires
Early childhood landscape

32. Early Care and Education Landscape
Child Care
Individuals with Disabilities Education Act
State Pre-Kindergarten Programs
Head Start & Early Head Start
Home visiting
Federal initiatives
State Advisory Councils
Early childhood collaborations
Carie

33. Child Care Development Fund: the Basics
Primary Federal funding source for subsidized child care; supplemented with state funds and TANF
Goals of CCDF: (1) Promote self-sufficiency by making child care more affordable to low-income parents; (2) Foster healthy child development and school success by improving the quality of child care
1.7 million children monthly
CCDF designates set asides for quality initiatives and services for infants and toddlers
States must submit a biennial CCDF plan
The Child Care Development Fund, or CCDF, is the primary federal funding source for subsidized child care. It is a $5 billion block grant program that provides funding to States, Territories and Tribes
Supplemented with state and TANF
States can transfer up to 30% of their TANF funds into child care
The goals of CCDF are two fold:
(1) Promote self-sufficiency by making child care more affordable to low-income parents;
(2) Foster healthy child development and school success by improving the quality of child care
Historically, more focus on CCDF as works support, we are seeing a shift toward seeing child care as key component of the ECE system
1.7 Million children served monthly; Not an entitlement program! Only an estimated 17% of federally-eligible children receive subsidies
CCDF requires that states spend at least 4% of their funds on quality initiatives; there’s also a set-aside specifically for services to infants and toddlers
By statute, States are required to have an approved CCDF state Plan which is a document that describes how the state will implement its CCDF program, and the are required to be submitted every two years
Urban institute houses the CCDF policies database, you can go to their website to see state-specific information

34. CCDF: Family Eligibility
CCDF serves children under the age of 13; up to age 19 for children with disabilities
Children must be citizens or qualified aliens
Parents must be working or participating in education or training activities
Family income must be below 85% SMI
Protective services category
Priority required for children with special needs or very low income families
States have a lot of discretion
Eligibility set at the federal level for CCDF is actually pretty broad.
Children have to be age eligible, which is under 13; and the Family must be income eligible, which is below 85% SMI
Children must also be citizens or qualified aliens residing with parents who are working or participating in education or training activities
The Protective Services Category is another eligibility category that states can use to provide care for certain groups of vulnerable kids, and work and education requirements don’t apply. Traditionally, states have used this category to pay for child care for kids in their child welfare systems.
States are also required to prioritize children with special needs or very low income families; they are asked to describe how they do that in their CCDF state plans
At the state level, family eligibility for CCDF will likely look a little different than this, and that’s because states have a lot of discretion in how they implement their child care assistance programs.
States have the flexibility to set their own definitions of “work” “education” and “children with special needs”.
They can also determine which groups of children are in need of protective services.
states also have the option of setting a lower income threshold in order to target services to certain priority groups
So, the program is going to look different from state to state, so you’ll want to take a look at your state’s specific policies in these areas to know which families are eligible

35. CCDF: Provider Eligibility
CCDF regulations define four types of child care: center-based, family child care, group home child care, and in-home care
Providers must be licensed/regulated under State/Tribal law; or must be legally exempt from regulation
Providers must meet basic health and safety requirements
Because licensing/regulation requirements vary by state, so do eligible providers
CCDF regulations define four types of child care:
Center-based child care – Group care provided in a facility outside of the child or provider’s home.
Family child care – Care provided by one caregiver (family child care provider) in a private residence other than the child’s residence.
Group home child care – Very similar to FCC; Care provided by two or more caregivers in a private residence other than the child’s residence; provider might hire an assistant so they can care for a larger group of children
In-home child care – Care provided in the child’s home.
Another type of care to mention that you often hear about is FFN care, which is when the caregiver is a grandmother or aunt or a family friend of some sort.
Each of these types of child care can be either licensed or licensed exempt.
Similar to how family eligibility varies from state to state, providers who are eligible to provide care to families who participate in CCDF will also vary.
CCDF requires that child care providers who wish to serve families who participate in the program must be operating legally within their jurisdiction. So eligible providers must be licensed or regulated under their state or tribal law, unless they are legally exempt from regulation, also under state or tribal law. For example, in my state, IL, if a program is operated by a religious organization or if a provider cares for only 3 or fewer children, then they are legally exempt from licensing but still eligible to accept CCDF funds. However, in NC, only licensed providers of a certain quality level can receive CCDF funds, which sets the bar pretty high considering that any entity providing more than 4 hours a day of child care, including a relative caregiver, must be licensed.
CCDF requires that eligible providers meet some basic health and safety requirements that address prevention and control of infectious diseases, building safety, and some minimum health and safety training. Certain relative caregivers can be excluded from some or all of these standards. Health and safety requirements also vary by state with some having much more stringent requirements than others.
Licensing Exemptions by Provider Type – Some LAs exempt center and home-based providers from licensing requirements. Common exemptions for centers include school-based and/or school-age programs, centers that operate part-time or on a drop-in basis, and centers operated by religious organizations. Common exemptions for family child care home providers include a small number of children (two or less) in care or because all children being cared for are from one family.
Health and Safety Requirements Exemptions – Approximately two-thirds of States and Territories subject all relative care providers to the same health and safety requirements as those for all other child care providers. A third of States and Territories exempt relative providers from some or all health and safety requirements.

36. CCDF: Payment Certificate: subsidy issued directly to a parent
Contract: States can contract with providers for child care slots that are then available to children participating in CCDF
Parent co-pays
In keeping with our theme, states have the flexibility to determine the payment mechanism for providing families with child care assistance.
Some States provide subsidies to eligible families through certificates, which are sometimes referred to as a voucher. Families can use the certificate to purchase the child care of their choice, as long as the provider meets eligibility requirements and is willing to accept a certificate.
States may also contract with eligible providers to have child care slots available to families who participate in the child care assistance program, and in that case, a parent would then choose a contracted provider.
In addition, parents are often required to contribute toward the cost of child care through co-pays, the amounts are determined by sliding fee scales set by states.
Use of Certificates – About half of States and Territories require parents to select a provider before a child care certificate is issued. The other half issue a certificate to parents once eligibility is determined and before a child care provider is selected.
Use of Grants and Contracts – About half of States and Territories offer grants or contracts for child care slots in addition to certificates. Common reasons for awarding grants and contracts is to increase the supply of care that is hard to find (e.g., care for children with special needs, care for infants and toddlers, or care during non-traditional hours), or to coordinate child care services with programs such as Head Start, pre-Kindergarten, and after-school programs.

37. CCDF: Finding Child Care
Child Care Resource and Referral (CCR&R)
CCDF requires coordination of ALL child care through CCR&R
Resource to help families find child care
Consumer education, provider training, data collection, administer subsidies
Quality Rating and Improvement System (QRIS)
System to assess, improve, and communicate the quality of early care and education programs
Operating in nearly half of all states
Two resources for helping families find child care.
First is the Child Care Resource and Referral Agency, or CCR&R: CCDF requires coordination of ALL child care through Child Care Resource & Referral Agencies (CCR&R)
CCR&Rs help link families with child care resources in their communities, so a parent can call up the CCR&R that serves their area, tell them what their needs are, and the CCR&R staff will provide information on the available options that meet their needs.
CCR&Rs also document child care needs and help build the supply of child care in communities, they often conduct training for child care providers, and some actually administer child care subsidies.
Quality Rating and Improvement Systems, or QRIS, are operating in nearly half of all states, with many others either planning or piloting them. 
What the QRIS is, is an organized system that establishes quality standards for early childhood programs and provides a framework for helping programs improve in quality. It’s also a good way to communicate the quality of programs to parents.
Example of ExceleRate IL, parents can go to the website, type in zip code, and see all of the early childhood programs in the community and what the quality rating is for each program (Gold, Silver, Bronze, or Licensed).
Like everything else, quality standards and how the QRIS works will vary by state. You can find info about your state’s qris at

38. Increasing Access to Child Care
States can:
Cover homeless children under the “protective services category”, and waive work/school requirements
Offer priority access
Allow for a period of job search
Waive co-payments for families at or below poverty level
Exempt housing assistance from income determination
Use grants or contracts to build supply for vulnerable populations
Carie
Reference ICHP report for info on what each state does for homeless families

39. IDEA Parts B & C
Federal funds to states under Individuals with Disabilities Education Act (IDEA)
Part B – Preschool Special Education ages 3-5
Part C – Infants and Toddlers
Uses McKinney-Vento definition of homeless
Provides for identification, location, evaluation and education of children with disabilities who are experiencing homelessness
Individualized Plan: IFSP/ISP
Home-based, classroom & consultation models
Goal of mainstreaming, integrating into ECE
Grace

40. State Pre-K Programs
State funding of preschool services for 4-year-olds or for 3- and 4-year-olds
State agencies provide leadership and provide funding to local school districts
Both school based and community providers
Both targeted and universal designs
State Cabinets and integrated state agencies and departments
Local councils and community partnerships
Most states now have some type of state pre-k system; federal funds coming
Grace

41. Head Start: Basic Overview
Created under LBJ’s “War on Poverty” ~ 1965
Early Head Start – pregnant women and children ages birth to 3 years
Less than 5 % of those eligible
Head Start – preschool-aged children 3-, 4-and 5-year-olds
Less than 50% of those eligible
Intended to achieve 2 primary goals:
break the cycle of poverty
empower low-income families
school readiness**
Grace

42. Head Start: Basic Overview
Comprehensive Services mandated for children and families – a unique feature
Health, mental health, dental and nutrition
Education and special education/disabilities
Approximately 20% of children with IEPs served by Head Start
Family support thru Family Partnership Agreements, parent involvement/governance, fatherhood initiatives, etc.
20-25% of Head Start staff current/former parents
Community partnerships
Grace

43. Head Start: Basic Overview
Head Start Program Options
Full-day/full-year
School day/school year
Part day/part year
Home-based Model
Family child care home (Home Start)
Locally designed option
Head Start Act of 2007 allows programs to explore changing program designs to meet changing community needs.
Grace

44. Head Start: Basic Overview
Enrollment primarily based on federal poverty
Not less than 10% of each HS & EHS program’s enrollment must be children with special needs
The following families are categorically eligible for HS:
*families receiving public assistance (e.g. TANF)
*children in foster care
*children experiencing homelessness (McKinney-Vento definition)
Grace

45. Children in Head Start

46. Head Start: A Perfect Match for Homeless Families
Head Start provides comprehensive services that homeless children may not otherwise receive
The Head Start focuses on entire family means parents receive assistance in reaching their goals
Community partnerships put Head Start in an excellent position to work with all agencies serving homeless families
Head Start programs are required to identify and prioritize homeless children for enrollment; allow homeless children to enroll while required paperwork is obtained; and coordinate with LEA liaisons and other community agencies
Grace

47. Early Childhood Home Visiting
Home visiting programs match at-risk parents with trained professionals who provide information, advice, and support during pregnancy and throughout the first few years of the child’s life
Funded with federal, state, and private dollars
Targets pregnant women, families with young children
Multiple evidence-based models: Parents as Teachers (PAT), Healthy Families America (HFA), Nurse-Family Partnership (NFP), Home Instruction for Parents of Preschool Youngsters (HIPPY)
For those of you who aren’t familiar, early childhood home visiting programs are home and community based parent support programs that have been shown to effectively address many of the risk factors experienced by homeless families.
There are many evidence-based home visiting models out there, some examples you may be familiar with include Parents as Teachers, Healthy Families America, Nurse Family Partnership, and home-based Early Head Start. There is some variation in each of the models as it relates to things like eligibility criteria, curriculum, and frequency and location of visits, but for the most part, the models all share some core functions and generally target pregnant women and families with infants and toddlers, although some models can work with a family up through a child’s preschool years.
So what do home visitors actually do? Around the Ounce, we say that the main job of a home visitor is to help parents fall in love with their babies. But more specifically, home visitors will meet one-on-one with families in their home or community on a regular basis with the goal of supporting parents in developing strong, healthy parent-child attachments and becoming nurturing, responsive parents. They also work to address developmental and health concerns in young children. So a parent educator might do things like facilitate a parent-child interaction activity or discuss a child development topic with the parent during the visit. They will often conduct a variety of screenings, like developmental screenings for children and maternal depression screening for mothers, and then refer the family to any needed services.

48. Proven Benefits of Home Visiting
Improved prenatal, maternal, and child health outcomes
Enhanced social-emotional and language development
Supports cognitive and physical development
Reduces child maltreatment and injury
Increased school readiness
Improved coordination with community resources
Research has demonstrated that the evidence-based early childhood home visiting programs positively impact a whole host of parent and child outcomes.
Some of those outcomes include things like improved child and parent health, reduction in preterm births, increasing the likelihood that families are connected to a medical home
Prevention or delays in subsequent pregnancies
Enhanced child development in all domains, increases in a child’s school readiness and literacy skills, and higher graduation rates
Some home visiting models are associated with reduced incidents child abuse and neglect
And many are also associated with improved connections to community resources

49. How Does Home Visiting Support Homeless Families?
Addresses and buffers negative impacts of homelessness
Helps families build resilience and strengthen family functioning
Mobile service: visits can take place in families’ homes, in shelter programs, or in other settings
Connects families to other community resources
Home visiting can support homeless families in a lot of ways, and like Head Start, is a great fit for these families.
Addresses many of the negative impacts of homelessness that Staci talked about earlier
It’s also a comprehensive service model that focuses on the entire family, not just the child or the parent, so it’s a great intervention for strengthening family functioning and building family resiliency.
Home visiting is also a mobile service that goes to the families and can follow them, plus the visits can take place just about anywhere.
And then as I mentioned earlier, home visiting also connects families to other resources they might need.
Last slide—questions?

50. Federal Initiatives Race to the Top-Early Learning Challenge (RTT-ELC)
Early Head Start-Child Care Partnerships (EHS-CCP)
Preschool Development/Expansion Grants
Maternal Infant Early Childhood Home Visiting Program (MIECHV)
The Race to the Top Early-Learning Challenge (RTT-ELC) is a competitive federal grant program. The overall goal is to make sure that many more children with high needs are accessing the highest quality early learning programs and entering kindergarten ready to succeed.
The funding provide is intended to help states strengthen their early childhood systems through such quality improvements, with a focus on building comprehensive data systems, enhanced professional development, and family engagement.  
Administered jointly by DOE and HHS
There have been three rounds of funding and 20 states have received awards
Major driver of state level efforts to improve quality of early care and ed and increase access for high-need children/families
Early Head Start - Child Care Partnerships (EHS-CCP) grant is $500M competitive federal grant opportunity that will support both the partnering of Early Head Start programs with child care providers and non-partnership Early Head Start Expansion. Under EHS-CCP, new or existing Early Head Start grantees will partner with regulated center-based or family child care providers who agree to meet the Head Start Program Performance Standards. The partnerships will allow programs to leverage their funds to provide more high quality early learning slots for infants and toddlers.
Applications were due in August, awards will be announced in early 2015
Over 600 applications from communities in all 50 states and two territories received
Preschool Development Grants will support states to build, develop, and expand voluntary, high-quality preschool programs for 4 y/os from low- and moderate-income families. There are two types of grants.
Development: for states with small or no state-funded preschool programs
Expansion: for states with larger state-funded preschool programs and/or a Race to the Top – Early Learning Challenge (RTT-ELC) grant
Congress has appropriated $250M for the grants--$80M for development, $160M for expansion
The grant is highly competitive
States submitted applications in mid-October; awards will be announced by the end of December 2014
The Maternal, Infant, and Early Childhood Home Visiting (MIECHV) Programs –
Five year federal grant started in 2010, authorized by ACA
Purpose is to help states establish or grow evidence based home visiting programs
$1.9B has been invested in the program so far
Program operating in all 50 states
Set to expire in March 2015
Advocates currently working to renew the program

51. State Advisory Councils
Charged with developing a high-quality, comprehensive system of early childhood development and care
Ensure statewide coordination and collaboration among the wide range of early childhood programs and services in the State, including child care, Head Start, IDEA preschool and infants and families programs, and pre-kindergarten programs and services
Can be a great opportunity to influence early childhood policies, practices, and investments in your state
Grace
State Advisory Councils (SAC) – These councils are authorized by the Head Start Act of The overall responsibility of SAC is to lead the development or enhancement of a high-quality, comprehensive system of early childhood development and care that ensures Statewide coordination and collaboration among the wide range of early childhood programs and services in the State, including child care, Head Start, IDEA preschool and infants and families programs, and preK programs and services.
ACF awarded nearly $100 million of ARRA funding to 50 State Advisory Council grants. These awards were given to 45 States, DC, PR, VI, Guam, and American Samoa. 
Required activities of the SACs:
Conducting periodic statewide needs assessments on the quality and availability of early childhood education and development programs and services from birth to school entry;
Identifying opportunities for, and barriers to, collaboration and coordination;
Developing recommendations on increasing participation in child care and early education programs, including outreach to underrepresented and special populations;
Developing recommendations on the development of a unified data collection systems for public early childhood and development programs and services;
Developing recommendations on statewide professional development and career advancement plans for early childhood educations;
Assessing the capacity and effectiveness of institutes of higher education supporting the development of early childhood educators;
Making recommendations for improvements in State early learning standards and undertake efforts to develop high-quality comprehensive early learning standards, as appropriate; and
Facilitating the development or enhancement of high-quality systems of early childhood education and care designed to improve school readiness through one or more of the following activities:
Promoting school preparedness of children from birth through school entry;
Supporting professional development, recruitment, and retention initiatives for early childhood educators;
Enhancing existing early childhood education and development programs; and services
Carrying out other activities consistent with the State’s plan and application.

52. Early Learning Coalitions
Early Learning Coalitions at state, county and/or community levels
Wide variety of participation and funding support
Homeless service providers and liaisons should consider attending to create connections and learn local resources
The Foundation for Early Learning guides the coalition-building process –
Grace

53. Early Care & Education Landscape: A Grid
Work with someone sitting near you to complete the Early Care and Education Infrastructure in My State/ Community for either the state or local level If you cannot complete a cell, use the Early Care and Education Resource List to find a resource for obtaining the name, contact information you need to complete our grid. You will have 5 minutes for this activity.
Grace

54. Reflection 2
Take a moment to reflect on the various resources that support early learning. Which do you currently partner with and who might you become more familiar with in the future? Jot down a phrase or two to record your thoughts.
Grace

55. Barriers and strategies
Vicki Hodges
Barriers and strategies

56. Barriers to Early Childhood Programs for Families Experiencing Homelessness
Lack of Awareness
Families and agency staff unaware that homeless children are prioritized for EC programs
Head Start programs unaware of definition of homelessness
MV liaisons may not know “lay of the land” of ECE
Lack of available slots
For eligible children, especially Infants and Toddlers, including those who are homeless
Lack of capacity for McKinney-Vento liaisons and Head Start programs to do outreach and targeted assistance

57. Barriers to Early Childhood Programs for Families Experiencing Homelessness
High Mobility
Lack of Transportation
Lack of documentation for enrollment
School selection

58. Removing Barriers: Strategies for Awareness and Identification
Head Start programs/school districts
incorporate questions on housing status on applications
McKinney-Vento liaisons
Participate in community based and cross-agency events
Inquire about young siblings of school-aged children
Homeless service providers
Document ages of all children at intake
Make referrals to Head Start, ECEAP, and other ECE programs

59. Removing Barriers: Strategies for Awareness and Identification
Early Childhood programs
Include information to staff on how to recognize homelessness
Shelters
Ensure that young children are assessed for developmental delays
New HUD Contacts
Train on assessment programs, e.g. Ages and Stages, Early Intervention programs, and Special Education Child Find
Provide indicators of potential developmental delays

60. Removing Barriers: Strategies for Identification and Responding to Mobility
Obtain parental consent for release of information from providers or liaison
to share information between agencies
To obtain new addresses to be able to continue to provide services when families move
Develop joint procedures to serve highly mobile children
To expedite services
To provide continuous services to highly mobile children

61. Removing Barriers: Strategies to Expedite Access
Liaisons and homeless service staff
provide and assist with completing Head Start applications to identified families
Expedite records
e.g. liaisons can get immunization records, etc. for young siblings of school-aged children
Develop joint or streamlined procedures and forms (e.g. housing intake forms)

62. Putting it All Together: Strategies for Collaboration
Head Start & ECEAP Programs could adopt a number of strategies to reach homeless families
Develop relationship with K-12 Homeless Liaison
Assign staff member to be the liaison with local homeless shelters/service providers
Training for family advocates to identify homeless families throughout the year
Conduct presentations and visits to and from homeless shelters and advocacy groups regarding services available
Establish connections with food banks, churches, health departments, and housing groups within communities

63. Reflection 3
Take a moment to reflect on the various strategies that can be used to overcome barriers and new approaches you might try in your program and community. Jot down a phrase or two to record your thoughts.

64. Scenarios and discussion
Carie Bires
Scenarios and discussion

65. Scenarios and Discussion
In your small group, read through the scenarios on your table and answer the question: What would you do?

66. Reflections to Actions
Using your three reflections on the work we’ve done today, take a moment to record an action or two that you will take when you return to your program
Share your Action Plan with another person, or two, or three.....
This is the “line dance” 66

67. Resources - ECLKC
Office of Head Start – Early Childhood Learning and Knowledge Center – Search ECLKC - enter “homelessness”
Go to: Training and Technical Assistance System:
From there, go to Parent, Family, and Community Engagement
From there, go to Crisis Support
From there, go to Homelessness Online Lessons

68. Recent ACF Efforts Building Partnerships to
Address Family Homelessness
Promising Practices for Children
Experiencing Homelessness: A
Look at Two States

69. Early Childhood Self Assessment for Family Shelters
ACF Efforts in Review
Early Childhood Self Assessment for Family Shelters

70. General Resources
National Association for the Education of Homeless Children and Youth
National Center on Homeless Education
National Early Childhood Technical Assistance Center
Horizons for Homeless Children
Washington State Association of Head Start & ECEAP --
Parent Training and Information Centers
(888)

71. Policy Resources
NAEHCY: Barbara Duffield,
National Center on Homeless Education:
National Law Center on Homelessness & Poverty:
Zero to Three,
National Head Start Assoc.,
National Center for Children in Poverty,
Institute for Children, Poverty & Homelessness,
Center for Law and Social Policy,
Center on Budget Policy and Priorities,

72. Contact Information
Vicki J. Hodges
Principal Consultant
Illinois State Board of Education
100 N. First
Springfield, Il
Carie Bires, MSW
Policy Manager
Ounce of Prevention Fund
33 W. Monroe, 24th Floor
Chicago, IL 60606
Francine K. Hahn, J.D.
NAEHCY, Board of Directors
Baltimore, MD
Phone:
Staci M. Perlman, MSW, PhD Assistant Professor 
University of Delaware
Human Development and Family Studies 
Delaware Education Research & Development Center 106 Alison Hall Newark, DE 19716
Grace C. Whitney, PhD, MPA, IMH-E(IV)
CT Head Start State Collaboration Office
CT State Department of Education
165 Capitol Avenue
Hartford, CT 06106
Phone: