Students In Transition

Jessica Benninger, Jessica Cockroft, Victoria Lyons, Jeannine OBrien, Marion Oliver, Allie Perrotta, Stephanie Sherer, Allison Saviello and Kyle Taperek

Pre-test
1) List one responsibility that schools/LEAs have under the McKinney-Vento Act. 2) List three effective strategies of working with students affected by homelessness: 1. 2. 3. Read the following statements and indicate if they are true or false. 3) Children who are homeless or highly mobile are at a greater risk for low academic achievement relative to other low-income students as well as more advantaged students. TRUE FALSE

4) Most students who are in transition live in shelters. TRUE

PRE-TEST

FALSE

Understanding Students in Transition

Homeless vs. In Transition

Stewardess v. Flight Attendant

Guidance Counselor v. School Counselor

Homeless v. In Transition

Homelessness & Schools

Who is homeless?

Sharing the housing of other persons due to loss of housing, economic hardship, or similar McKinney-Vento Homeless reason; Assistance Act of 2001 helps Living in motels, hotels, or camping grounds due us define who is homeless in to the lack of alternative accommodations; schools Living in emergency/ transitional shelters; If the residence is not fixed, Awaiting foster care placement; regular, and adequate, it is Children and youths who have a primary considered a homeless nighttime residence that is a public or private situation. place not designed for or ordinarily used as a regular sleeping accommodation for human beings living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar setting

Many faces of homelessness...

Statistics

There are 1,168,354 homeless students in the U.S. a figure that is known to actually underestimate the number of homeless children across the United States. Ten states showed the largest jumps in the numbers of homeless students in recent years, and North Carolina was unfortunately one of those. North Carolina had a 53% increase in the number of homeless students between the school years 2010-2011 and 2011-2012.

Source: http://center.serve.org/nche/downloads/data-comp-0910-1112.pdf

Families in Transition

Disruption of all aspects of life. o Separation of family members due to shelter rules/space. o Sometimes unaware of where their next meal/shelter will come from. o Health: Higher rates of Asthma, ear infections, stomach and speech problems. o Mental Health: Anxiety, depression and withdrawal are all problems students in transition face. o Four times as likely to have delayed development. o Twice as likely to experience hunger. o Barriers to enrolling and getting transportation to schools. Also face barriers to getting school supplies needed for school. The break-up of families is a well-documented phenomenon: in 56% of the 27 cities surveyed in 2004, homeless families had to break up in order to enter emergency shelters.

Homelessness has no face.

v

Students in Transition & Academic Achievement

School Attendance
A significant predictor of dropout About 45% of students in transition dont attend school on a regular basis Frequent moves leads to poor attendance

41% attend 2 different schools in one year 25% attend 3 or more schools in one year

Truancy

Developmental Delays

Studies have shown that up to 50% of students in transition show developmental delays. o Speech delays and dyslexia o Listening, following directions, cooperative activities Half of children in transition merit a special education evaluation, but less than 23% of those with a disability had ever received special education services or an evaluation.

Legal Responsibilities of the School and School District

Schools Responsibilities

Many of the responsibilities of a school and school district are identified in the McKinney-Vento Act. Here, LEA stands for Local Education Agency and most often refers to a school district.

School Selection
LEA must keep student in the school of origin. If the parent/guardian prefers a different placement, then arrangements must be made. Will remain in school of origin while in transition and until the end of the academic year in which they move to permanent housing.

Enrollment
The school selected must immediately enroll the student in transition. The student must remain enrolled while families are helped with procuring the necessary documentation. Enrollment is for all activities and services provided by the school.

Transportation
LEA will provide transportation from the students residence to their school of origin or preferred school. In the case of multiple LEAs the two must agree upon a method of transportation and on payment.

Access to Comparable Resources

A school must provide the same services to its eligible students in transition as it does to its all other students. Free public education, all programs and services, free and reduced meals, etc.

Academic Achievement Standards

Segregation

All students in transition must be held to the same standards as non-homeless students. The school must describe how this will be done in the state McKinney-Vento action plan.

Students may not be segregated into special schools, programs, or classes because of their classification of in transition.

Local Liaison
Every LEA must appoint one. Every schools SAP or social worker must report to the LEAs liaison.

Barriers

Any and all barriers that would impede any of the previous provisions should be reviewed This includes state and local laws and school policies.

Schools must coordinate with this liaison about the students in transition in their school and making sure all provisions for them are being met.

Effective Strategies for Helping Students in Transition

HOW CAN YOU HELP?

*Important to Note*

It is illegal for a school social worker, SAP counselor, or school counselor to identify students who are in transition to their teachers (because of FERPA). However, if a student discloses to you that he/she is affected by homelessness, here are the ways you can help:

What can educators do?

Stabilize the students basic needs.

o Coordinate social services for the students and families. o Identify community resources that could be of use to children and families affected by homelessness.

Offer after-hours or off-site parent meetings. Present awareness training for school personnel on poverty and students in transition. Administer a brief educational assessment of students to determine academic needs.

What can teachers do in the classroom?

Create a stable environment with clear expectations. (School may be the least chaotic part of a student in transitions day!) Offer tutoring during lunch (or another workable time). Keep healthy snacks on hand in case a student is so hungry he/she cant concentrate or falls asleep. Be flexible with assignments. Homeless students do not necessarily have access to resources that other students take for granted (school supplies, a quiet workspace, computer and/or internet access, etc.)

What can teachers do in the classroom?

Teach a unit on homelessness to promote understanding in the classroom. (National Homeless Youth Awareness Month is November!) Maintain students privacy. Make a portfolio and record the students work, personal characteristics, and preferred learning style. If the student must transfer, the portfolio offers the next teacher a quick, easy way to pick up where the former teacher left off.

What can teachers do in the classroom?

Pair a new student with a peer buddy who can help the student get acquainted with the class and school (students in transition switch schools often, including in the middle of the year). Plan ahead whenever possible. Inform students ahead of time about substitute teachers and changes in activities to foster a sense of stability and security. Give students a clipboard to use to help them complete homework anywhere.

Case Study
Its the middle of the school year. Your School Counselor greets you first thing in the morning with a new student. The student has been in three different school systems already this year. He/she seems distracted and becomes disruptive in your class during the first few weeks. What are some strategies you have for working with this student?

Discuss.

POST-TEST

References

Evers, T. (2011, February.). How Can Teachers Help Students who are Homeless. Wisconsin Department of Instruction. Retrieved November 4, 2013, from http://homeless.dpi.wi.gov/files/homeless/pdf

Moore, J. (2013, August). Teaching and Classroom Strategies for Highly Mobile Students. National Center for Homeless Education. Retrieved November 4, 2013, from http://ftp.serve.org/nche/downloads/res-summ-teach-class.pdf .
National Center for Homeless Education. (2013, October). Education for homeless children and youths: data collection summary. Retrieved from http://center.serve.org/nche/downloads/data-comp-0910-1112.pdf

National Center for Homeless Education, National Association for the Education of Children and Youth, National Law Center on Homelessness and Poverty. (2008, Winter). The McKinney-Vento Act at a glance: McKinney-Vento - law into practice.
National Coalition for the Homeless. (2009, July). Homeless families with children. Retrieved from http://www.nationalhomeless.org/factsheets/families.html