This document provides information about homeless education assistance under the McKinney-Vento Homeless Education Assistance Act. It discusses key aspects of the law including definitions of homelessness, the rights of homeless students to immediate enrollment and school stability, transportation provisions, the role of liaisons, and strategies for identifying homeless students. It also addresses common questions about higher education options for homeless youth and provides a short quiz to test knowledge of the McKinney-Vento Act.
This document provides information about the McKinney-Vento Homeless Education Assistance Act and how it is implemented in Duval County Public Schools. It discusses key aspects of the law including definitions of homelessness, requirements for identifying homeless students, immediate enrollment rights, maintaining school stability, and determining the best interest of homeless students and youth. The overview, law, identification, enrollment, transportation, service providers and need-to-know sections are covered in detail in 3 pages or less of concise summaries and guidelines.
This document provides information about homeless education assistance and the McKinney-Vento Homeless Assistance Act. It discusses who is considered homeless under the law, including children sharing housing or living in motels, shelters, cars, or other places not meant for habitation. It covers requirements for school enrollment, transportation to the school of origin, and the roles of liaisons in identifying and assisting homeless students and families. Key points include immediate enrollment rights, maintaining school stability, dispute resolution procedures, and removing barriers to education for homeless youth.
This document provides information about homeless students and the McKinney-Vento Act, which requires the immediate enrollment of homeless children and youth. It notes that up to 2 million people and 80,000 public school students in California experience homelessness each year. The act mandates that homeless students have access to transportation and services to succeed academically. School districts must identify homeless students and ensure their rights are upheld.
When the Chair is Empty… How Do We Provide FAPE When Students Aren’t In School?Best Best and Krieger LLP
Chronic Absenteeism and Truancy:
1) Why Do We Care So Much?
2) Applicable Rules Requiring District Action.
3) Legal Challenges and Practical Ways to Successfully Blend Statutory Obligations to Help Ensure Student Success.
#ProvisionDenied Supporting children with send back to school in 2021 special...Special Needs Jungle Ltd
The #ProvisionDenied report from Special Needs Jungle. Find the article here https://www.specialneedsjungle.com/provision-denied-disabled-children-report/
There is a growing population of homeless college students in the United States that faces unique challenges compared to other students. These students must worry about food and shelter in addition to their studies. While some colleges have programs to help homeless students, there is no nationwide effort. The document argues that the Department of Education should investigate ways to assist homeless college students through dedicated campus offices and a federal commission to collect data and propose solutions. Having confidential campus resources could help homeless students complete their education despite their circumstances.
Feminists for Life has worked to support pregnant and parenting college students by establishing on-campus resources like housing, childcare, counseling, and financial assistance. After Feminists for Life began their College Outreach Program in 1994, abortions among college-educated women declined 30% over the next decade. The organization advocates for the Elizabeth Cady Stanton Pregnant and Parenting Student Services Act, which would provide $10 million in grants to colleges to establish offices assisting pregnant and parenting students. The author argues that women deserve support and solutions, not abortion, and that failing to help women is a root cause of abortion.
This document provides information about the McKinney-Vento Homeless Education Assistance Act and how it is implemented in Duval County Public Schools. It discusses key aspects of the law including definitions of homelessness, requirements for identifying homeless students, immediate enrollment rights, maintaining school stability, and determining the best interest of homeless students and youth. The overview, law, identification, enrollment, transportation, service providers and need-to-know sections are covered in detail in 3 pages or less of concise summaries and guidelines.
This document provides information about homeless education assistance and the McKinney-Vento Homeless Assistance Act. It discusses who is considered homeless under the law, including children sharing housing or living in motels, shelters, cars, or other places not meant for habitation. It covers requirements for school enrollment, transportation to the school of origin, and the roles of liaisons in identifying and assisting homeless students and families. Key points include immediate enrollment rights, maintaining school stability, dispute resolution procedures, and removing barriers to education for homeless youth.
This document provides information about homeless students and the McKinney-Vento Act, which requires the immediate enrollment of homeless children and youth. It notes that up to 2 million people and 80,000 public school students in California experience homelessness each year. The act mandates that homeless students have access to transportation and services to succeed academically. School districts must identify homeless students and ensure their rights are upheld.
When the Chair is Empty… How Do We Provide FAPE When Students Aren’t In School?Best Best and Krieger LLP
Chronic Absenteeism and Truancy:
1) Why Do We Care So Much?
2) Applicable Rules Requiring District Action.
3) Legal Challenges and Practical Ways to Successfully Blend Statutory Obligations to Help Ensure Student Success.
#ProvisionDenied Supporting children with send back to school in 2021 special...Special Needs Jungle Ltd
The #ProvisionDenied report from Special Needs Jungle. Find the article here https://www.specialneedsjungle.com/provision-denied-disabled-children-report/
There is a growing population of homeless college students in the United States that faces unique challenges compared to other students. These students must worry about food and shelter in addition to their studies. While some colleges have programs to help homeless students, there is no nationwide effort. The document argues that the Department of Education should investigate ways to assist homeless college students through dedicated campus offices and a federal commission to collect data and propose solutions. Having confidential campus resources could help homeless students complete their education despite their circumstances.
Feminists for Life has worked to support pregnant and parenting college students by establishing on-campus resources like housing, childcare, counseling, and financial assistance. After Feminists for Life began their College Outreach Program in 1994, abortions among college-educated women declined 30% over the next decade. The organization advocates for the Elizabeth Cady Stanton Pregnant and Parenting Student Services Act, which would provide $10 million in grants to colleges to establish offices assisting pregnant and parenting students. The author argues that women deserve support and solutions, not abortion, and that failing to help women is a root cause of abortion.
This document discusses food insecurity among postsecondary students in North Carolina. It finds that 39% of students experienced food insecurity in the previous 30 days based on a national survey. Food insecurity negatively impacts students' academic performance and mental health. Although community college students experience higher rates of food insecurity, they have less access to campus food pantries compared to 4-year universities. The document outlines best practices in North Carolina to address student food insecurity and recommends expanding SNAP eligibility and reforming state appropriations to support community colleges.
Guatemala trip experience release no headerEric Melcher
Two ophthalmic students from Volunteer State Community College traveled to Guatemala as part of a Hendersonville Rotary mission trip. While there, they conducted eye exams and fitted over 220 people with glasses. Many of those they helped had been unable to see properly for years. The experience highlighted the extreme poverty and lack of access to healthcare in Guatemala. It also provided the students with practical experience and perspective on global health issues.
Thrilled to announce I've been awarded Fist Place in Roger William University's 2017 Advanced Writing Contest for my policy report “Children & Lunch-Shaming: America’s Neglected Stain."
Lunch-Shaming in America is not often talked about or understood, but has become an increasing problem for the esteem and development of America's children. Children are being wrongfully stigmatized for their family's finances by being denied the same lunch as their peers, receiving a stamp saying "Need Lunch Money", or being forced to perform chores for their lunch.
School lunch companies and school administrations should not be able to stigmatize 2nd, 3rd, 4th graders for something their parents need to deal with.
If any of this makes you sad/angry/annoyed, please feel free to read my report, Children & Lunch Shaming: America's Neglected Stain, and let me know your thoughts!
The reauthorization of the McKinney-Vento Homeless Assistance Program offers homeless youth providers a greater opportunity to access housing support. Changes in statutory language also allow greater flexibility to design housing programs that meet the needs of homeless youth. This session will focus on how the HEARTH Act benefits homeless youth.
Children experiencing homelessness have development and educational needs that can sometimes be overlooked. This workshop will focus on helping programs form partnerships so that they can better meet the needs of children (living with their families) experiencing homelessness. Speakers will focus on partnerships that result in services that help prevent homeless children from falling behind in development and education.
This document discusses the importance of education for children in foster care and the roles and responsibilities of various entities in promoting their educational success. It notes that frequent school changes can negatively impact foster children's academic and social development. It also outlines Tennessee policies regarding foster children's school enrollment, special education services, and the role of foster parents, caseworkers, courts and schools in advocating for their educational needs.
This document discusses censorship of student publications and free speech rights in schools. It summarizes key Supreme Court cases like Hazelwood v. Kuhlmeier which found schools can censor school-sponsored student media, but not underground or off-campus student media. It also discusses how schools can regulate the time, place and manner of distributing underground publications but not the content. The document analyzes other court cases related to religious publications, internet speech, and funding of religious student groups.
Sex ed continues to be a touchy subject - Feature Story, Local News - The She...Cassidy Belus
While 47% of high school students in Wyoming report having sex, sex education standards vary widely between school districts in Sheridan County. Some districts focus only on abstinence, while others discuss contraception but do not go into depth on LGBT topics due to perceived community resistance. The Wyoming Department of Education provides guidelines but allows flexibility for districts to design their own curricula.
Two million American children are homeschooled. Parents choose homeschooling for various reasons such as feeling they can better educate their children themselves or to remove children from peer pressure. Interviews with two mothers who homeschool reveal pros like individualized attention but also potential cons like less socialization. Research shows homeschooled children perform equal or better academically and socially compared to traditionally schooled children. Long term effects can be positive if children have opportunities for socialization through extracurricular activities.
State of America’s Children Critical Inquiry Presentationmeganhatton
This document summarizes key issues facing America's children based on a presentation. It discusses declines in the child population and increases in children of color. It also outlines challenges related to child poverty, lack of healthcare, inadequate early education, unequal access to education based on race, high rates of abuse and neglect for children of color, and the effects of gun violence in impoverished areas. The presentation emphasizes that many children face barriers outside of school like hunger, homelessness, and lack of family support that negatively impact their education and future success.
Academic State of Emergency-Final Draft Part1 Revision 2patrick woo-ching
This document discusses the academic struggles of Pacific Islander students in Washington state schools. It begins by acknowledging those who helped edit the document. It then provides background information on Pacific Islanders in Washington, noting they make up 0.6% of the state's population. It discusses Pacific Islander culture and beliefs, including the importance of family and traditional ceremonies. It also notes barriers like language difficulties that can impact parental involvement in education. The document then examines the low academic performance and high dropout rates of Pacific Islander students in Washington schools. It argues they have long been overlooked due to being grouped with Asian Americans. The document stresses the need for culturally-based education and greater community involvement to help improve outcomes for Pacific Islander youth.
Western School is a non-denominational Christian boarding school in South Dakota that serves Native American students in grades 8-12. It aims to provide tuition assistance through its Native American Tuition Assistance Program to students from the Crow Creek and Pine Ridge reservations, where poverty and lack of opportunities are prevalent. These students often face challenges such as low academic performance, high dropout rates, substance abuse, and unstable home environments that prevent them from being prepared for higher education. As a boarding school with dedicated faculty and an emphasis on faith and avoiding harmful behaviors, Western School provides an alternative environment that can help these students graduate and pursue further education.
Minister Vicky Ford's open letter to the SEND sector re the changes because o...Special Needs Jungle Ltd
"In practice, this will mean that where a local authority is, because of the outbreak, unable, for example, to put in place stated provision, they will need to use their reasonable endeavours to do this, but won’t be penalised for failing to meet the existing duty as set out in the Children and Families Act 2014. These emergency powers will only be exercised for the shortest period and where necessary, and will be regularly reviewed. We will also be seeking to amend regulations on the timescales for EHC plan processes where this is appropriate because of COVID- 19. I want to reiterate that these decisions are not taken lightly but I believe strike the right balance in these difficult times."
America’s education system is based on the assumption that barring illness or an extraordinary event, students are in class every weekday. So strong is this assumption that it is not even measured. Indeed, it is the rare state education department, school district or principal that can tell you how many students have missed 10 percent or more of the school year or in the previous year missed a month or more school − two common definitions of chronic absence.
This document discusses the history of child protection efforts in the United States, beginning with the establishment of the first Society for the Prevention of Cruelty to Children in 1874 in response to the high-profile case of Mary Ellen Wilson. It then discusses the creation of the federal Children's Bureau in 1912, which recognized the federal government's role in child welfare. The document notes that private child protection charities struggled during the Great Depression, increasing calls for greater government involvement in child protection and social services.
The document provides an overview of the McKinney-Vento Act and resources to support students experiencing homelessness, including defining homelessness, ensuring school stability and transportation to the school of origin, immediate enrollment, academic support, and using Title I funds to support homeless students. It discusses the impacts of homelessness on children and youth and strategies schools can implement to remove barriers and support homeless students' success.
Children Missing Education Protocol Nov 2015KingstonVA
The document outlines the procedures for identifying and supporting children who are missing education or at risk of missing education in Kingston and Richmond. It defines key terms and describes the national and local context. It discusses governance arrangements and the roles of various service areas, including Admissions, Education Welfare, Education Inclusion, SEND, and Youth Offending in identifying and supporting these children. Key principles are established, such as maintaining a register of children missing education and ensuring a minimum of 25 hours of suitable education for all children.
This document provides an overview of the McKinney-Vento Homeless Assistance Act and issues related to educating homeless children and youth. It discusses that over 1.3 million children experience homelessness each year in the US due to factors such as poverty, lack of affordable housing, and domestic violence. The McKinney-Vento Act aims to ensure school stability, access, and support for homeless students through provisions such as immediate school enrollment, transportation to school of origin, and dispute resolution procedures. Local liaisons are responsible for identifying homeless students and ensuring their needs are met.
The document provides an overview of the McKinney-Vento Homeless Assistance Act, including key facts about student homelessness, the causes of homelessness, barriers homeless students face, and the main provisions of the Act to ensure school enrollment, attendance, and success of homeless children and youth. It discusses definitions of homelessness, the role of local liaisons, provisions for school selection and transportation, enrollment rights, and access to programs and services for homeless students.
Street children in malawi a reflection of broken homes or a care-less society.Maggie Sadrake
I was invited to a public lecture at the Catholic University of Malawi on the topic of street children. I hope my insights helped the students understand the area of children in vulnerable situations. For more on what programs Samaritan Trust offers visit www.samaritantrust.org .
The document discusses how the COVID-19 pandemic is disrupting education systems and the support students rely on. It outlines major issues around food security, access to instruction, childcare, and opportunities for support. Regarding food security, it notes barriers to accessing meals and best practices schools are using for pickup. It discusses challenges to virtual learning and efforts to increase resources and access to technology. The document also addresses childcare closures and exploring emergency care options.
This document discusses food insecurity among postsecondary students in North Carolina. It finds that 39% of students experienced food insecurity in the previous 30 days based on a national survey. Food insecurity negatively impacts students' academic performance and mental health. Although community college students experience higher rates of food insecurity, they have less access to campus food pantries compared to 4-year universities. The document outlines best practices in North Carolina to address student food insecurity and recommends expanding SNAP eligibility and reforming state appropriations to support community colleges.
Guatemala trip experience release no headerEric Melcher
Two ophthalmic students from Volunteer State Community College traveled to Guatemala as part of a Hendersonville Rotary mission trip. While there, they conducted eye exams and fitted over 220 people with glasses. Many of those they helped had been unable to see properly for years. The experience highlighted the extreme poverty and lack of access to healthcare in Guatemala. It also provided the students with practical experience and perspective on global health issues.
Thrilled to announce I've been awarded Fist Place in Roger William University's 2017 Advanced Writing Contest for my policy report “Children & Lunch-Shaming: America’s Neglected Stain."
Lunch-Shaming in America is not often talked about or understood, but has become an increasing problem for the esteem and development of America's children. Children are being wrongfully stigmatized for their family's finances by being denied the same lunch as their peers, receiving a stamp saying "Need Lunch Money", or being forced to perform chores for their lunch.
School lunch companies and school administrations should not be able to stigmatize 2nd, 3rd, 4th graders for something their parents need to deal with.
If any of this makes you sad/angry/annoyed, please feel free to read my report, Children & Lunch Shaming: America's Neglected Stain, and let me know your thoughts!
The reauthorization of the McKinney-Vento Homeless Assistance Program offers homeless youth providers a greater opportunity to access housing support. Changes in statutory language also allow greater flexibility to design housing programs that meet the needs of homeless youth. This session will focus on how the HEARTH Act benefits homeless youth.
Children experiencing homelessness have development and educational needs that can sometimes be overlooked. This workshop will focus on helping programs form partnerships so that they can better meet the needs of children (living with their families) experiencing homelessness. Speakers will focus on partnerships that result in services that help prevent homeless children from falling behind in development and education.
This document discusses the importance of education for children in foster care and the roles and responsibilities of various entities in promoting their educational success. It notes that frequent school changes can negatively impact foster children's academic and social development. It also outlines Tennessee policies regarding foster children's school enrollment, special education services, and the role of foster parents, caseworkers, courts and schools in advocating for their educational needs.
This document discusses censorship of student publications and free speech rights in schools. It summarizes key Supreme Court cases like Hazelwood v. Kuhlmeier which found schools can censor school-sponsored student media, but not underground or off-campus student media. It also discusses how schools can regulate the time, place and manner of distributing underground publications but not the content. The document analyzes other court cases related to religious publications, internet speech, and funding of religious student groups.
Sex ed continues to be a touchy subject - Feature Story, Local News - The She...Cassidy Belus
While 47% of high school students in Wyoming report having sex, sex education standards vary widely between school districts in Sheridan County. Some districts focus only on abstinence, while others discuss contraception but do not go into depth on LGBT topics due to perceived community resistance. The Wyoming Department of Education provides guidelines but allows flexibility for districts to design their own curricula.
Two million American children are homeschooled. Parents choose homeschooling for various reasons such as feeling they can better educate their children themselves or to remove children from peer pressure. Interviews with two mothers who homeschool reveal pros like individualized attention but also potential cons like less socialization. Research shows homeschooled children perform equal or better academically and socially compared to traditionally schooled children. Long term effects can be positive if children have opportunities for socialization through extracurricular activities.
State of America’s Children Critical Inquiry Presentationmeganhatton
This document summarizes key issues facing America's children based on a presentation. It discusses declines in the child population and increases in children of color. It also outlines challenges related to child poverty, lack of healthcare, inadequate early education, unequal access to education based on race, high rates of abuse and neglect for children of color, and the effects of gun violence in impoverished areas. The presentation emphasizes that many children face barriers outside of school like hunger, homelessness, and lack of family support that negatively impact their education and future success.
Academic State of Emergency-Final Draft Part1 Revision 2patrick woo-ching
This document discusses the academic struggles of Pacific Islander students in Washington state schools. It begins by acknowledging those who helped edit the document. It then provides background information on Pacific Islanders in Washington, noting they make up 0.6% of the state's population. It discusses Pacific Islander culture and beliefs, including the importance of family and traditional ceremonies. It also notes barriers like language difficulties that can impact parental involvement in education. The document then examines the low academic performance and high dropout rates of Pacific Islander students in Washington schools. It argues they have long been overlooked due to being grouped with Asian Americans. The document stresses the need for culturally-based education and greater community involvement to help improve outcomes for Pacific Islander youth.
Western School is a non-denominational Christian boarding school in South Dakota that serves Native American students in grades 8-12. It aims to provide tuition assistance through its Native American Tuition Assistance Program to students from the Crow Creek and Pine Ridge reservations, where poverty and lack of opportunities are prevalent. These students often face challenges such as low academic performance, high dropout rates, substance abuse, and unstable home environments that prevent them from being prepared for higher education. As a boarding school with dedicated faculty and an emphasis on faith and avoiding harmful behaviors, Western School provides an alternative environment that can help these students graduate and pursue further education.
Minister Vicky Ford's open letter to the SEND sector re the changes because o...Special Needs Jungle Ltd
"In practice, this will mean that where a local authority is, because of the outbreak, unable, for example, to put in place stated provision, they will need to use their reasonable endeavours to do this, but won’t be penalised for failing to meet the existing duty as set out in the Children and Families Act 2014. These emergency powers will only be exercised for the shortest period and where necessary, and will be regularly reviewed. We will also be seeking to amend regulations on the timescales for EHC plan processes where this is appropriate because of COVID- 19. I want to reiterate that these decisions are not taken lightly but I believe strike the right balance in these difficult times."
America’s education system is based on the assumption that barring illness or an extraordinary event, students are in class every weekday. So strong is this assumption that it is not even measured. Indeed, it is the rare state education department, school district or principal that can tell you how many students have missed 10 percent or more of the school year or in the previous year missed a month or more school − two common definitions of chronic absence.
This document discusses the history of child protection efforts in the United States, beginning with the establishment of the first Society for the Prevention of Cruelty to Children in 1874 in response to the high-profile case of Mary Ellen Wilson. It then discusses the creation of the federal Children's Bureau in 1912, which recognized the federal government's role in child welfare. The document notes that private child protection charities struggled during the Great Depression, increasing calls for greater government involvement in child protection and social services.
The document provides an overview of the McKinney-Vento Act and resources to support students experiencing homelessness, including defining homelessness, ensuring school stability and transportation to the school of origin, immediate enrollment, academic support, and using Title I funds to support homeless students. It discusses the impacts of homelessness on children and youth and strategies schools can implement to remove barriers and support homeless students' success.
Children Missing Education Protocol Nov 2015KingstonVA
The document outlines the procedures for identifying and supporting children who are missing education or at risk of missing education in Kingston and Richmond. It defines key terms and describes the national and local context. It discusses governance arrangements and the roles of various service areas, including Admissions, Education Welfare, Education Inclusion, SEND, and Youth Offending in identifying and supporting these children. Key principles are established, such as maintaining a register of children missing education and ensuring a minimum of 25 hours of suitable education for all children.
This document provides an overview of the McKinney-Vento Homeless Assistance Act and issues related to educating homeless children and youth. It discusses that over 1.3 million children experience homelessness each year in the US due to factors such as poverty, lack of affordable housing, and domestic violence. The McKinney-Vento Act aims to ensure school stability, access, and support for homeless students through provisions such as immediate school enrollment, transportation to school of origin, and dispute resolution procedures. Local liaisons are responsible for identifying homeless students and ensuring their needs are met.
The document provides an overview of the McKinney-Vento Homeless Assistance Act, including key facts about student homelessness, the causes of homelessness, barriers homeless students face, and the main provisions of the Act to ensure school enrollment, attendance, and success of homeless children and youth. It discusses definitions of homelessness, the role of local liaisons, provisions for school selection and transportation, enrollment rights, and access to programs and services for homeless students.
Street children in malawi a reflection of broken homes or a care-less society.Maggie Sadrake
I was invited to a public lecture at the Catholic University of Malawi on the topic of street children. I hope my insights helped the students understand the area of children in vulnerable situations. For more on what programs Samaritan Trust offers visit www.samaritantrust.org .
The document discusses how the COVID-19 pandemic is disrupting education systems and the support students rely on. It outlines major issues around food security, access to instruction, childcare, and opportunities for support. Regarding food security, it notes barriers to accessing meals and best practices schools are using for pickup. It discusses challenges to virtual learning and efforts to increase resources and access to technology. The document also addresses childcare closures and exploring emergency care options.
The Hunt Institute is tracking several major consequences of the COVID-19 pandemic related to supporting students. This includes issues around food security for students who rely on school meals, access to high-quality instruction given school closures, and childcare challenges for families of essential workers. The document outlines barriers in each area and provides best practices and opportunities for organizations to support students and families during this difficult time.
2021 Training of Ohio Financial Aid AdministratorsLisa Dickson
This training for Ohio Association of Student Financial Aid Administrators was attended by financial aid administrators from all over the state, and facilitated by Tina Jacob of Ohio Reach, Lisa Dickson of ACTION Ohio, and Ohio Reach Peer Mentors Kyajah Rodriguez, Cloe Cooper, Amadea Jennings and Lamar Graham.
The document discusses the phenomenon of "Keep Out," which occurs when students try to reenter the education system after being removed from school but face barriers that prevent them from accessing meaningful education. It identifies three main types of Keep Out: 1) "Direct Keep Out," where schools explicitly deny students access or transfer them away using various excuses; 2) "Indirect Keep Out," where lack of coordination and record keeping among schools makes reenrollment nearly impossible; and 3) "Constructive Keep Out," where students give up on pursuing education due to inadequate support and stigmatization in the education system. The document aims to fill a gap in research about barriers students face after being pushed out of or incarcerated by the school-to-
Putting Children First: Session 2.4.B Shimelis Tsegaye - Poverty among child-...The Impact Initiative
This document provides an overview of poverty among child-headed households in sub-Saharan Africa. It discusses factors that lead to the establishment of child-headed households, including parental death, lack of extended family support, and parental neglect. It also examines the deprivation these children face regarding income, healthcare, nutrition, education, shelter, and emotional well-being. Good practices from some countries that provide support to child-headed households are mentioned, and recommendations are made to better support these vulnerable children through skills training, access to services, social protection, and prevention of abuse and exploitation.
Direct Provision for Asylum Seekers - Putting Children at Risk?BASPCAN
1. The document summarizes research on the potential risks to children living in Ireland's Direct Provision system for asylum seekers. It presents findings from a study of Irish social workers' experiences working with asylum seekers in Direct Provision.
2. Social workers reported four main concerns: the long-term impact of Direct Provision on child development; the impact on family life and parents' ability to care for children; added difficulties for families coping with disabilities; and difficulties for asylum seekers accessing services and for social workers providing equitable support.
3. Preliminary findings suggest that the living conditions and lack of autonomy in Direct Provision undermine children's welfare and parents' ability to care for children. Social workers call
What is UK perception of school disengagement? What has and is being done about it? A presentation by Bill Jerman from Hampton Hill Junior School, Twickenham.
Educating Youth in Short-Term DetentionTanya Paperny
Each year thousands of youth in America are uprooted from their schools and communities and sent to a juvenile justice detention center. The majority of these confined youth are there for nonviolent offenses, including technical violations, such as failing to complete treatment or violating probation. Even youth awaiting foster care placement can be placed in a detention center. Over the course of a year, we estimate between 90,000 and 170,000 youth spend at least one day in a short-term detention center, and over 40% are detained for more than a month.
While in these facilities, young people are entitled to the same educational opportunities that they would have in the outside world. However, there is little research or data about this population.
In “Educating Youth in Short-Term Detention,” we found that youth’s educational experiences in these facilities often compound, rather than alleviate, the challenges they face. They are commonly unenrolled from their home school once they are arrested, and while detained, youth often do not receive coursework aligned with their needs, nor do they receive credit for the work they complete. Moreover, once they’re released, youth face significant challenges reenrolling in school, so even a brief period in confinement can severely disrupt a youth’s education.
The Uninterrupted Scholars Act: How Recent Changes to FERPA Can Improve Educa...mdanielsfirstfocus
The document summarizes changes to FERPA under the Uninterrupted Scholars Act that allow for improved sharing of education records for children in foster care. Specifically, the USA creates a new exception that permits child welfare agencies to access education records without parental consent when they are legally responsible for a child's care. This helps address barriers to educational success for children in foster care by facilitating prompt enrollment, appropriate services and advocacy. The changes are intended to improve outcomes on an individual student level while also enabling identification of systemic issues through aggregated data sharing.
The document provides information for families about Mae Richardson Elementary's hybrid learning plan for reopening on February 2, 2021. It outlines the hybrid schedule with Groups A and B attending in-person twice a week. Safety protocols are described, including distancing, masks, increased sanitation, and health screening. Procedures for transportation, illness at school, and on-site COVID testing are also summarized.
Educate a Child, Disrupting the Pipeline to PrisonJeffrey Lawrence
This document discusses the school-to-prison pipeline and efforts to disrupt it through advocacy and policy change. It describes the pipeline as a system that pushes students, especially students of color and those with disabilities, out of school and into the criminal justice system through exclusionary discipline policies. It then outlines various advocacy tactics that can be used at the local, state, and federal level to implement alternative discipline practices like restorative justice and reduce racial disparities in school arrests and suspensions. Specific examples of successful advocacy campaigns in New York City and Colorado are also highlighted.
The document summarizes information from an Ohio Reach Summit about supporting foster youth in higher education. It discusses the purpose of Ohio Reach to recruit and retain emancipated foster youth in Ohio's colleges through foster care liaisons. It also outlines challenges foster youth face in college like lack of family support, lower enrollment rates, and higher dropout rates than other students. Key strategies for supporting foster youth outlined include campus liaisons, Education Training Vouchers, raising awareness of resources, and measuring progress to overcome barriers to retention.
This document proposes developing a digital tool to assess challenges facing students at Title 1 schools and connect them to resources. It notes that many students experience issues like homelessness, lack of access to food/clothing, trauma, and lack of medical care - all barriers to academic success. Currently there is no standardized way to quickly evaluate student needs or provide referrals. The proposed solution is a digital application to survey families during school intake about challenges and immediately link them to relevant services. It would be used by school staff and piloted at two Title 1 elementary schools, with input from stakeholders to design an effective prototype survey. The goal is to help all students access necessary supports to learn and grow.
This document summarizes a presentation by Dr. Susan Peters on inclusive education and public policies. The presentation discusses key dimensions of exclusion from education, including poverty, disability status, and structural barriers. It also examines indicators used to inform inclusive education policies, such as demographics and funding formulas. The presentation argues for a human rights approach to reform that promotes social protection, accessibility, participation, capacity building, and accountability. Comprehensive reform is needed across educational, diversity, and social policies to truly achieve inclusive education. The presentation draws on lessons from international best practices and case studies.
The document provides information for families about Mae Richardson Elementary School's hybrid reopening plan on February 2, 2021. It outlines the hybrid schedule with Groups A and B attending on alternating days, safety protocols like distancing, masks and sanitation, transportation details, health protocols if students show COVID symptoms, testing availability on site, and contact information for the school.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
4. www.duvalschools.org/homeless
4
THE STRUGGLE IS REAL
This video provides a brief look at the
life of families experiencing
homelessness.
Please click on the link:
https://www.youtube.com/watch?v=ZZj
3hr0OZzw&feature=youtu.be
6. www.duvalschools.org/homelessMcKINNEY VENTO-ESSA
WHO IS COVERED?
6
• Children who lack a fixed, regular, and
adequate nighttime residence— 11434a(2)
– Sharing the housing of others due to loss of
housing, economic hardship, or similar reason.
[75% of identified MV students in 2013–14]
– Living in motels, hotels, trailer parks, camping
grounds due to lack of adequate alternative
accommodations.
[Motels: 6% of identified MV students in 2013–14]
7. www.duvalschools.org/homeless
WHO IS COVERD (cont.)
7
• Children who lack a fixed, regular, and adequate
nighttime residence—
– Living in emergency or transitional shelters.
[15% of identified MV students in 2013–14]
– 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
similar settings.
• Lack of Utilities; infestations; mold; dangers
(Guidance A3)
8. www.duvalschools.org/homeless
Context for the Definition
8
• Shelters do not exist in many suburban and rural
areas, and often are full where they do exist.
• Eligibility conditions of shelters sometimes
exclude families with boys over the age of 12, or
unaccompanied minors.
• Youth on their own fear adult shelters and have
no safe living options in many communities.
• Shelters often have 30, 60, or 90 day time limits.
• Motels may not be available, or may be too
expensive or unsafe.
• Families/youth may be unaware of alternatives,
fleeing in crisis.
10. www.duvalschools.org/homeless
Unaccompanied Homeless Youth
10
• Definition: child or youth who meets the
McKinney-Vento definition and is not in the
physical custody of a parent or guardian.
11434a(6)
– Many youth become separated from parents due to lack of
space in living situations or shelter policies.
– Many flee abuse: 20-50% sexual; 40-60% physical.
– Many flee family dysfunction: Over 2/3 of Hotline callers
report at least one parent abuses drugs or alcohol.
– Roughly 1/3 homeless youth identify as LGBTQ.
– 10% of currently homeless female teens are pregnant.
– Many are not enrolled in school.
11. www.duvalschools.org/homeless
Duval County Public Schools
• School Board Policy Manual
Chapter 5 – Students
Section 5.15
• Once identified, students maintain homeless
status for the entire school year. If homeless
status continues past the school year the
family needs to contact the Families In
Transition Homeless Education Program again.
11
13. www.duvalschools.org/homeless
Determining Eligibility
13
• Case-by-case determination.
• Get as much information as possible (with
sensitivity and discretion).
• Look at the MV definition (specific examples in
the definition first, then overall definition).
• Considerations for families/youth who are
staying with other people:
• Where would you go if you couldn’t stay here?
• What led you to move in to this situation?
• NCHE’s Determining Eligibility brief is available at
http://www.serve.org/nche/downloads/briefs/det_elig.pdf
14. www.duvalschools.org/homeless
Identification Strategies
14
• Avoid using the word "homeless” with school personnel,
families, or youth.
• Provide awareness activities for school staff (registrars,
secretaries, counselors, nurses, teachers, tutors, bus drivers,
security officers, drop out prevention specialists, attendance
officers, administrators, etc.).
– http://www.naehcy.org/educational-resources/videos
– http://center.serve.org/nche/web/online_tr.php
• Post outreach materials and posters in all schools and where
there is a frequent influx of low-income families and youth in
high-risk situations, including motels, campgrounds, libraries,
health center, youth services.
– http://www.k12.wa.us/HomelessEd/Posters.aspx
15. www.duvalschools.org/homeless
Identification Strategies (cont.)
15
• Coordinate with community service agencies, such as shelters,
soup kitchens, law enforcement, Legal Aid, public assistance
and housing agencies, mental health agencies and public
health departments.
• Coordinate with youth-serving agencies, such as drop-in
centers, street outreach, child welfare, juvenile courts, teen
parent programs, LGBTQ youth organizations.
• Make special efforts to identify preschool children, including
asking about siblings of school-aged children.
• Use enrollment and withdrawal forms to inquire about living
situations.
17. www.duvalschools.org/homeless
School Enrollment
17
When remaining in the school of origin is not in the student’s
best interest or what the parent, guardian or youth requests:
11432(g)(3)(C)(i)
• McKinney-Vento students are entitled to immediate
enrollment in any public school that students living in the
same attendance area are eligible to attend; even if:
– Students do not have required documents, such as school
records, records of immunization and other required
health records, proof of residency, guardianship, or other
documents; or
– Students have missed application or enrollment deadlines
during any period of homelessness.
18. www.duvalschools.org/homelessEnrollment (cont.)
18
• “Enrollment” includes attending classes and participating
fully in school activities. 11434a(1)
• SEAs (State Educational Agencies) and LEAs(Local
Educational Agencies) must develop, review, and revise
policies to remove barriers to the identification,
enrollment and retention of children and youth in
homeless situations, including barriers due to
outstanding fees or fines, or absences. 11432(g)(1)(I)
– “Broad, on-going requirement… with regular input from
homeless parents, youth, and advocates so that new barriers…
do not prevent” students from full, immediate enrollment
and services. (Guidance A4)
19. www.duvalschools.org/homeless
Enrollment (cont.)
19
• If a student does not have immunizations, or other
health records or screenings, the liaison must
immediately assist in obtaining them; the student
must be enrolled in the interim.
11432(g)(3)(C)(iii)
• Enrolling schools must obtain school records from the
previous school, and students must be enrolled in
school while records are obtained.
11432(g)(3)(C)(ii)
• Schools must maintain McKinney-Vento students’ records
so they are available quickly. 11432(g)(3)(D)
20. www.duvalschools.org/homeless
Enrollment of Unaccompanied Youth
20
• Immediate enrollment applies, even without parent
or guardian. 11432(g)(1)(H)(iv)
– Youth self-enrollment; Caregiver forms
• Liaisons must help unaccompanied youth choose and
enroll in a school, give priority to the youth’s wishes,
and inform the youth of his or her appeal rights.
11432(G)(3)(B)(iv)
• School personnel (administrators, teachers,
attendance officers, enrollment personnel) must be
made aware of the specific needs of runaway and
homeless youth. 11432(g)(1)(D)
21. www.duvalschools.org/homeless
School Stability
21
• School of origin is the school attended when permanently
housed or school in which last enrolled, including a preschool.
11432(g)(3)(I); Guidance N4; Fed. Data Guide
– Publicly-funded program for children 0-5 for which the LEA is
a financial or administrative agent, or is accountable for
providing early childhood education.
– Preschools operated, administered or funded by an LEA,
including those funded by Title I or similar government grants.
– Head Start program receiving LEA funding or for which the
LEA is the grant recipient.
– Preschool special education.
– LEA funded or administered home-based early childhood
services.
22. www.duvalschools.org/homeless
School Stability (cont.)
22
• School of origin includes the designated receiving
school at the next grade level for feeder school patterns,
when the student completes the final grade level served
by the school of origin.
– Student enrolled in School A in grade 5, the final grade level
served by School A. Students at School A are designated to
attend School B for grade 6. The school of origin for the
student at the conclusion of grade 5 would be School B.
(Guidance I3)
23. www.duvalschools.org/homeless
School Stability (cont.)
23
In determining best interest, the LEA shall:
• Presume that keeping the student in the school of origin
is in the student’s best interest. 11432(g)(3)(B)(i)-(ii)
– Unless contrary to the request of the parent, guardian, or
unaccompanied youth.
• Consider student-centered factors, including the impact
of mobility on achievement, education, health, and
safety.
– For preschoolers, attachment to teachers; availability and quality of
services in the new area; travel time. (Guidance N3)
• Give priority to the parent’s/guardian’s request.
• Give priority to unaccompanied youth’s request.
24. www.duvalschools.org/homeless
School Stability (cont.)
24
If the LEA determines that it is not in the
student’s best interest to attend the school of
origin or the school requested by the parent,
guardian or youth, the LEA must provide a
written explanation of the reasons for its
determination, in a manner and form
understandable to such parent, guardian, or
unaccompanied youth, including information
regarding the right to appeal.
11432(g)(3)(B)(iii)
26. www.duvalschools.org/homeless
Transportation
26
LEAs must provide transportation to and from the
school/preschool of origin, including until the end of
the year when the student obtains permanent housing,
at a parent’s or guardian’s request (or at the liaison’s
request for unaccompanied youth).
– If staying in the same LEA, that LEA must provide or
arrange transportation to the school of origin.
– If crossing LEA lines, both LEAs must determine how to
divide the responsibility and share the cost, or they
must share the cost equally.
11432(g)(1)(J)(iii); Guidance J5
28. www.duvalschools.org/homeless
McKinney-Vento Liaisons
28
• Liaisons must ensure that—
– McKinney-Vento students enroll in and have full and
equal opportunity to succeed in school.
– McKinney-Vento students are identified by school
personnel through outreach and coordination with
other entities and agencies.
• Identification should be part of all LEA needs assessments
and school improvement plans. (Guidance F4)
– Public notice of MV rights is disseminated in
locations frequented by parents, guardians, and
unaccompanied youth, in a manner and form
understandable to them.
29. www.duvalschools.org/homeless
McKinney-Vento Liaisons (cont.)
29
• Liaisons must ensure that (cont.)—
– Disputes are resolved and assistance to access
transportation is provided.
– Unaccompanied youth are enrolled in school and
that procedures are implemented to identify and
remove barriers that prevent them from receiving
credit for full or partial coursework satisfactorily
completed at a prior school, in accordance with
State, local, and school policies.
• Liaisons must participate in professional
development and technical assistance as
determined appropriate by the State
Coordinator.
11432(g)(1)(F)(ii)
30. www.duvalschools.org/homelessHomelessEducationSchoolLiaison
FamiliesInTransition(FIT)
30
Assist with the enrollment of students in “FIT” identified
at your school site.
Maintain a current log of students in “FIT” enrolled at
your school site
Check on current attendance and grades of students a
minimum of two times each quarter.
Collaborate with parents, guardians, and caregivers to
eliminate barriers for “FIT”.
31. www.duvalschools.org/homelessHomelessEducationSchoolLiaison
FamiliesInTransition(FIT)
31
Collaborate with other school-based team members
(CRT, School Counselor, Administration, and Teachers…)
to support “FIT”.
Collaborate with District Liaison, District School
Counselors, and service providers to ensure all
educational goals are achieved.
Contact District level Homeless Liaison with concerns
regarding students in “FIT”.
33. www.duvalschools.org/homeless
Reasons People Become Homeless:
• Lack of affordable housing.
• Poverty.
– Increase in low v. middle wage employment.
• Health problems.
– Lack of health insurance.
– Addiction disorders, Mental health.
• Domestic violence.
• Natural and other disasters.
• Abuse/neglect/family dysfunction
(unaccompanied youth).
33
34. www.duvalschools.org/homeless
34
Higher Education Act:
The FAFSA and Homeless Students
• Youth who meet the definition of “independent student”
can complete the FAFSA without parental income
information or signature.
• Unaccompanied youth are automatically considered
independent students.
– Must be determined to be unaccompanied and homeless
after July 1 of the prior year.
• Youth who are unaccompanied, at risk of homelessness,
and self-supporting are also automatically considered
independent students.
– Must be determined as such during the school year in which
the application is submitted.
35. www.duvalschools.org/homeless
35
Higher Education Update:
New FAFSA Date
• The 2017-2018 FAFSA was made available on October 1,
2016 (old date was January 1).This change will allow
students to:
– Complete the FAFSA earlier in the academic year.
– Receive financial aid award letters earlier in the academic year
so they can compare award letters, and choose the best fit
college.
– Submit homeless status determinations before the school year
ends.
• Please work to identify returning and new homeless seniors
as soon as possible to prevent financial aid delays.
– Resources on new FAFSA release date available for students,
parents, and counselors
http://financialaidtoolkit.ed.gov/tk/announcement-
detail.jsp?id=2017-18-fafsa-changes.
37. www.duvalschools.org/homeless
1. The McKinney-Vento definition of
homelessness includes:
37
A. Children living in homeless shelters
B. Children living in motels
C. Children sharing someone else’s residence because
their family lost housing due to financial hardship
D. Children living in cars or campgrounds
E. A and D
F. All of the above
38. www.duvalschools.org/homeless
2. An unaccompanied homeless
youth is defined as:
38
A. A child or youth not in the physical custody of a parent or legal
guardian who lacks a fixed, regular and adequate nighttime
residence
B. A child or youth that has no parent or guardian and rents a
place with friends
C. A student whose parent is unable or unwilling to come to
school to enroll them or for meetings
39. www.duvalschools.org/homeless
3. True or False
Homeless families and unaccompanied
youth can enroll/attend whichever school
they wish to under the McKinney-Vento Act.
39
A. True
B. False
41. www.duvalschools.org/homeless
5. What are reasons people
become homeless?
41
A.Abuse/neglect/family dysfunction
(unaccompanied youth)
B. Lack of affordable housing.
C. Domestic Violence.
D.All of the above.
42. www.duvalschools.org/homeless
6. What are the expectations of
the School based liaisons?
42
A.Assist with the enrollment of students in “FIT”
identified at your school site.
B. Maintain a current log of students in “FIT” enrolled at
your school site.
C. Check on current attendance and grades of students
a minimum of two times each quarter
D.All of the above.
45. www.duvalschools.org/homeless
9. True or False
If a homeless student moves out their current
school zone, the school district must provide
transportation to enable them to stay in the
same school if it is requested.
45
A.True
B.False
46. www.duvalschools.org/homeless
10. True or False
Schools can refuse to enroll a family that
does not have proof of residency,
immunizations, or birth certificate.
46
A.True
B.False
47. www.duvalschools.org/homeless
How Did You Do?
47
1. F, All of the Above
2. A,A child or youth not in the physical custody of a parent or
legal guardian who lacks a fixed, regular and adequate
nighttime residence
3. False
4. True
5. D, All of the Above
6. D, All of the Above
7. True
8. False
9. True
10. False