1. Diana Bowman dbowman@serve.org Jan Moore jmoore@serve.org Beth Bullock Johnson abullock@unca.edu

2.  Key responsibilities to support unaccompanied homeless youth (UHY)  Create awareness on campus of homeless students  Expedite the process of determining eligibility for independent student status for the FAFSA  Facilitate campus discussions to develop a system of support for UHY.  Link youth with campus resources and community assistance 2

3. 3  Based at UNCG  Operates U.S. Department of Education’s technical assistance center in the area of homeless education  Serves as clearinghouse of information to remove or overcome educational barriers and to improve educational opportunities and outcomes for children and youth experiencing homelessness  Supports educators and service providers by producing training and awareness materials and presenting at regional and national conferences  Website: www.serve.org/nche Helpline 800-308-2145www.serve.org/nche

4. 4  Includes representatives from NCHE, NC Homeless Education Program, NC public, private, and community colleges, public schools, NC State Education Assistance Agency, and others  Aims to smooth the transition to college for unaccompanied homeless students  Provides joint training by higher education and homeless education members  Seeks to establish a SPOC for homeless students on every NC campus

5.  What is the McKinney-Vento Act?  Who are unaccompanied homeless youth?  Unaccompanied homeless youth and the FAFSA  College support networks and initiatives  Resources 5

6.  Application and Verification Guide 2012-2013: Dependency Status (excerpt)  Determining Eligibility for Rights and Services Under the McKinney-Vento Act  Increasing Access to Higher Education for Unaccompanied Homeless Youth: Information for Colleges and Universities  Making Student Status Determinations for Unaccompanied Homeless Youth: Tool for Financial Aid Administrators  NCHE/NASFAA awareness poster All webinar handouts available at http://center.serve.org/nche/web/nc_spoc.php http://center.serve.org/nche/web/nc_spoc.php 6

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8.  Title X, Part C of the Elementary and Secondary Education Act (ESEA)  Focuses on K-12, but includes  Preschool  Transition to college, especially with College Cost Reduction and Access Act ▪ MV definition of homeless is used in AVG  Local liaison in every school district  State Coordinator in every state M-V 8

9.  Children or youth who lack a fixed, regular, and adequate nighttime residence, including:  Sharing the housing of others due to loss of housing, economic hardship, or similar reason (“doubling up”)  Living in motels, hotels, trailer parks, camping grounds due to the lack of adequate alternative accommodations  Living in emergency or transitional shelters 9

10.  Awaiting foster care placement  Living in a public or private place not designed for humans to live  Living in cars, parks, abandoned buildings, substandard housing, bus or train stations, or a similar setting  Migratory children living in the above circumstances  Unaccompanied youth living in the above circumstances 10

11.  Are you aware of unaccompanied homeless youth on your campus? 11

12.  Fixed: Stationary, permanent, and not subject to change  Regular: Used on a predictable, routine, or consistent basis (e.g. nightly); consider the relative permanence  Adequate: Sufficient for meeting both the physical and psychological needs typically met in home environments Consider relative permanence of living arrangement Can the student go to the SAME PLACE (fixed) EVERY NIGHT (regular) to sleep in a SAFE AND SUFFICIENT SPACE (adequate)? 12

13.  Shelter Issues  Shortage - often full; few in suburbs and rural areas  Short stay limits  Last resort -youth may fear  May exclude unaccompanied minors  Youth may be unaware of alternatives  Flee in crisis  Live in overcrowded, temporary, and unsafe situations 13

14.  McKinney-Vento defines doubled-up as “sharing the housing of others due to loss of housing, economic hardship, or similar reason” 14

15. 15  Considerations:  Did the student lose his/her housing?  Is the student experiencing economic hardship resulting in inability to access stable housing?  How permanent is the living arrangement intended to be?  Where would the student be if not doubled up?  Is the living arrangement fixed, regular, and adequate?

16.  2-step determination process 1) Does the student’s living arrangement meet the McKinney- Vento Act’s definition of homeless? 2) Once homelessness is determined, is the student unaccompanied?  Unaccompanied - “not in the physical custody of a parent or guardian”; in practical terms, this means the youth does not live with the parent or guardian 16

17.  A youth can be eligible regardless of whether he/she was asked to leave the home or “chose” to leave  Sometimes there is “more than meets the eye” for a youth’s home life situation  Institutions of higher education do not need to understand and/or agree with all aspects of a student’s home life to educate him/her and comply with federal educational mandates 17

18.  Family conflict: blended family issues, pregnancy, sexual activity or orientation, school problems, alcohol/drug use  Abuse and/or neglect within the home  Parental issues: incarceration, substance abuse, mental health issues, hospitalization, or death 18

19. 19  Foster care issues  Running away from a placement  Aging out  Significant correlation between involvement with the child welfare system and experiencing homelessness as an adult  Some students become homeless with their families, but end up on their own due to lack of space in temporary accommodations or shelter policies that prohibit adolescent males

20.  Financial  Lack means to live independently and safely  Not self-sufficient once enrolled in college  Housing  Limited options, especially in small towns and rural areas  Nowhere to go when dorms close  Support  Struggle to balance school & other responsibilities  Unfamiliar with available support systems  Lack of adult guidance and advocacy 20

21. Sarah had problems getting along with her stepdad for some time. The conflict escalated after high school graduation, so she went to live with her friend, Kim. But Kim’s parents said Sarah can only stay there until the end of the summer, when Kim leaves for college. Sarah is no longer in contact with her mom and stepdad.  According to McKinney-Vento, is Sarah an unaccompanied homeless youth?  Other questions? 21

22. 22  College Cost Reduction and Access Act (CCRAA)  Independent student status on the FAFSA for unaccompanied homeless youth and self-supporting youth at risk of homelessness  Can apply for aid without parental signature or consideration of parental income  Must be determined by one of the following: 1.Local liaison 2.RHYA-funded shelter director or designee 3.HUD-funded shelter director or designee 4.College Financial Aid Administrator

23.  CCRAA uses the McKinney-Vento definition of homeless; includes a student  living in the dorms if he/she would otherwise be homeless  fleeing an abusive parent, even if the parent would provide housing and support  At risk of homelessness includes “when a student’s housing may cease to be fixed, regular, and adequate” 23

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26. 26  FAA = Financial Aid Administrator  According to the Application and Verification Guide, if a student does not have, and cannot get, documentation from a Local Liaison, RHYA provider, or HUD provider, a FAA must make a determination of homeless/unaccompanied status  This is not an exercise of professional judgment or a dependency override for youth 21 and younger; it is determining the independent student status of an unaccompanied homeless youth

27.  Updated AVG released in Spring 2012  Includes language from NCHE’s Determining Eligibility brief  Student can use the school’s administrative address as his/her mailing address  UHY may be 21 or younger or still enrolled in high school when FAFSA is signed 27

28. 28  Verification required only if there is conflicting information  Permits FAA to confirm status with documented interview (See handout: Making Student Status Determinations)  Encourages discretion and sensitivity when gathering information  Child welfare and police reports are not necessary  Recommends consulting with local liaisons, State Coordinators, NCHE, counselors, clergy, etc.  Allows students to appeal eligibility determinations to the U.S. Department of Education

29. 29  Consult the AVG  Become familiar with the McKinney-Vento definition of homeless and apply it case-by- case to students’ living circumstances  Consult with local liaisons, State Coordinators, or NCHE  Be reasonable and sensitive when requesting information from students

30. 30  Older than 21 but not yet 24 – those who are unaccompanied and homeless or self supporting and at risk of being homeless qualify for a dependency override  FAA determines if student meets school’s criteria for a dependency override  24 and older – automatically qualify for independent student status

31.  Local Liaisons for Homeless Education http://center.serve.org/hepnc/nc_pol.php#local http://center.serve.org/hepnc/nc_pol.php#local  State Coordinator in NC Lisa Phillips, lphillip@serve.org 800-659-320  HUD = U.S. Department of Housing and Urban Development  RHYA = Runaway and Homeless Youth Act 411 31

32. 32 Samuel had to leave home the summer before his senior year in high school, when his mom was incarcerated. He has stayed with different relatives and friends since then, but none has been willing to obtain legal guardianship or provide financial support. Samuel’s father has never been a part of his life, so he doesn’t know if he’s even alive. Samuel is concerned about having enough money to attend college.  According to McKinney-Vento, is Samuel an unaccompanied homeless youth?  Other questions?

34.  Post information publicly in strategic locations on campus  Create awareness of the issue among faculty and staff, particularly those working in the area of financial aid, student services, and other support services  Awareness resources  NCHE higher education brief http://center.serve.org/nche/downloads/briefs/higher_ed.pdf http://center.serve.org/nche/downloads/briefs/higher_ed.pdf  NCHE/NASFAA awareness poster http://center.serve.org/nche/pr/he_poster.php http://center.serve.org/nche/pr/he_poster.php 34

35. 35  Refer students to campus & community support services upon admission  Establish coordination between financial aid, student support, & campus housing  Start a food and clothing bank  Plan housing options when dorms close  Use a “host home” program in the community  Leave one residence hall open  Begin a mentoring program

36.  Convene a meeting with McKinney- Vento liaisons and other local stakeholders  Ask everyone to share knowledge about their area of expertise  Higher education: Financial aid  Local liaisons: McKinney-Vento definition  Community partners: Resources for homelessness  Build an action plan for serving UHY that fits your community 36

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38. 38 National Center for Homeless Education Higher Education page: http://center.serve.org/nche/ibt/higher_ed.php http://center.serve.org/nche/ibt/higher_ed.php NCHE helpline: 800-308-2145 or homeless@serve.orghomeless@serve.org NC Homeless Education Program http://center.serve.org/hepnc/ Higher Education page coming soon National Association for the Education of Homeless Children and Youth Higher Education page: http://www.naehcy.org/higher_ed.html http://www.naehcy.org/higher_ed.html