1. Educational Stability for Highly Mobile Students
Training and Networking Sessions

2. 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.

3. 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.

4. 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.

5. Icebreaker

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

7. McKinney-Vento Homeless Education

8. 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:

9. 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

10. 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

11. 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?

12. 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

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

14. 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.

15. 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

16. 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

17. 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.

18. 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

19. 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.

20. 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
All parties must supply all relevant information

21. 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)

22. 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.

23. 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

24. 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.

25. 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

26. Turn and Talk

27. 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

28. 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.

29. 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

30. 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.

31. 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

32. 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

33. 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.

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

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

36. 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

37. Questions?

38. Migrant Education Program

39. 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

40. 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

41. 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.

42. 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

43. 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

44. 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!

45. Title I Part C – Migrant Education Program Subgrantee
Subgrantee for DESE:
EDCO Collaborative
Emily Hoffman

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

47. Title I Part C – Migrant Education Program Forms

48. Title I Part C – Migrant Education Program: For More Information
DESE Migrant Education webpage:
Results Webpage:

49. Questions?

50. Break for Lunch

51. Military Interstate Children’s Compact Commission (MIC3)

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

53. 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;

54. 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.

55. 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.

56. 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

57. DESE Military Connect Student webpage:
Military Interstate Children’s Compact Commission (MIC3): More Information
More Information:
DESE Military Connect Student webpage:

58. Questions?

59. Foster Care

60. 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:

61. 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

62. 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

63. 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)

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

65. 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.

66. 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)

67. 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)

68. 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

69. 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)

70. 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

71. 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.

72. 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.

73. 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)

74. 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: and should be submitted to DESE at

75. 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.

76. We now return to our regularly scheduled programming…

77. 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

78. 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

79. 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.

80. 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;

81. 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.

82. Questions?

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

84. 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

85. 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):

86. 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
Jacob Hansen, Framingham Public Schools
Julie Mador, New Bedford Public Schools x3424

87. Contact Information – Educational Stability Team
DESE Websites:
Homeless Education
Foster Care Education
People Search for Liaisons/POCs
Technical Assistance: Problem Resolution Services,
Staff:
Christine Cowen, Migrant Education, Military Connected Students
Kristen McKinnon, Foster Care Point of Contact
Sarah Slautterback, State Coordinator< Homeless Education

88. Educational Stability, Office of Student and Family Support
THANK YOU
Educational Stability, Office of Student and Family Support