Information for Staff

5 Things Enrollment Personnel Can Do For Students and Families Experiencing Homelessness
 
1. You are the first contact the family may have with the SPPS school district. Be sensitive, patient, calm, and reassuring. YOU can make a difference. 

2. Provide the student and family with confidentiality: take them to a private room to address questions. 

3. Learn to identify the following possible signs of homelessness:
• Chronic hunger or tiredness  
• Erratic attendance at schools
• Attendance at multiple schools
• Poor grooming or clothing that draws attention
• Lack of records, such as birth certificate, immunization record, pre-school physical,
and school records, or incomplete records
• Parent who seems confused when asked about the last school attended
• Low-income motel address on enrollment form
• Statements from family such as: “We’ve been having a hard time lately.” “it’s a
new address. I can’t remember it.”  “We move a lot and are staying with friends
until we find a place.”

4. Assure families that children can enroll if you think that they are experiencing
homelessness. (Mandated by the McKinney-Vento Homeless Education Act, P.L. 107- 110.)
• Enroll the child immediately (even without records). Ask for the name and city of
the last school attended; then call that school and ask to have the records sent.

5. Take the family to a private place to fill out enrollment forms.
 
Adapted from Maryland Department of Education flyer
2007 Statements

Immediate Assistance
• Be familiar with the McKinney-Vento Act.
• Recognize the common characteristics of homeless children.
• Possible signs of homelessness may include a history of attending many schools, erratic
attendance and tardiness, consistent lack of preparation for class, sleeping in class, hostility and
anger or extremes in behavior [shyness, withdrawal, nervousness, depression], needy behavior
(attention-seeking) or withdrawn behavior, poor hygiene and grooming, inadequate or
inappropriate clothing for the weather, hunger and/or hoarding food, resistance to parting with
personal possessions (i.e., not wanting to put coat in a locker). These signs could indicate other
problems. It is worth further exploration and discussion.
• As your school’s homeless contact person, sign off on homeless students’ lunch forms to ensure
they receive free meals without the necessity of additional paperwork.  
• Work with breakfast program staff to ensure that children who arrive late to school (due to
transportation route) get fed.
• If the family can access your school’s transportation given their current location, contact your
school’s transportation coordinator to set up transportation. If the family resides outside of your
school’s transportation boundaries, inform the homeless contact at your school or contact the Project REACH staff to access alternate
transportation for the family. Arranging transportation may take 2-3 days.
• Communicate with the students’ prior school(s) to obtain records and to ensure continuation of
services. The law requires that homeless students be admitted regardless of their ability to
provide prior school records.
• Ensure that homeless students are afforded every opportunity that non-homeless students have.  
Assist in the waiving of fees or securing of materials necessary for activities.
• With the parent/guardian’s permission, talk to the student’s teacher(s) to inform them of the
current living situation and how this may affect the student’s ability to perform academically. For
example, the student may not have access to the necessary materials to complete assignments
such as computers, reference books, etc.
• If possible, inform shelters and/or the Project REACH Home-School Liaison of changes
in school schedules (early release days) and special events (Family Nights, special programs,
conferences etc.).  

• Understand the FASFA rights for students experiencing homelessness.  A link to more information on this can be found at http://www.naehcy.org/higher_ed.html

•Advocate for alternative consequences for poor behavior- i.e., don’t withhold recess because it may be the only time the children who are homeless get to play and/or play outdoors. 

 
Continuing Care
• Arrange daily or weekly check-in times with the student(s).
• Emphasize that education is a vital component for a child’s success and development.
Remember, homeless parents are focusing on meeting immediate daily needs for food and
shelter; their child’s education may be a secondary concern.
• Communicate with the parents about the student’s performance at school including behavior
always including positive statements, attendance, etc.
• Educate parents about their children’s educational rights.
• Build a trusting and “safe” relationship with homeless students that do not focus on their current
living situation.
• Be assertive in accessing academic assistance for homeless students. Many homeless children
have gaps of non-attendance and will require extra help to “catch up.”
 
 
Outreach
• Know the local community resources so that you may make referrals for such things as food,
housing, transportation and counseling.
 

 Tips_for_School_Social_Workers_and_Counselors_2.pdf

You Can Support the Success of Children and Youth Experiencing Homelessness During the School Year

• Be familiar with common characteristics of children who are homeless so you can
recognize them. Common signals are attendance at several schools, poor hygiene,
transportation problems and poor health and nutrition. 

• Verify immunization records and, if needed, refer the student to the local health
department.

• Observe and alert the principal to any serious medical concern.

• Ask about eye glasses; the student may need them but not have a pair.

• Make sure the child enrolls in the free and reduced-price meal programs.

• Assist parents with completion of medical records.

• Remember that sending a sick child “home” may not be a safe or stable place for a child who is experiencing homelessness. Help families determine options for their children, if they get ill during the day.

• Contact Project REACH so that additional services can be coordinated.

• Develop reliable, accessible resources for medical, dental and eye care.

• Sponsor a health night or set up a health display for conference night/day.

• Show that you care about the student!
 

Children experiencing homelessness may have a history of attending many schools and erratic attendance and tardiness.  They may also demonstrate hostility and anger or extremes in behavior or show signs of shyness, withdrawal, nervousness, depression, needy behavior such as attention-seeking or withdrawn behavior.

Homeless children may have inadequate or inappropriate clothing for the weather, and resistance to parting with personal items.

Homelessness and shelter living consists of many “unknowns.” After having settled into a shelter, a family may move without notifying transportation, the school or the Project REACH Home School Liaison. Some shelters provide 30 days of shelter, while some families spend the night in church basements until an opening occurs in a 30 day shelter. People living in transitional shelters may live up to two years in their homes. There are a variety of living situations and a variety of families. 

Because of shelter rules and the general mobility of homeless students, these students move frequently and bus routes change daily.  Flexibility is essential. 

You may be the first contact that the student has with the SPPS. If new to your route, it may be helpful to have the student sit near you on the bus. Depending on the age of the student, they may be nervous and need some reassurance that he/she is on the right bus. Older children may indicate they are embarrassed about being identified as being homeless or riding a bus from a shelter. 

Use patience with the students. Most likely, they are meeting new challenges each day within their living situation. These students often feel they have no control over anything in their life. Every thing they do in their lives is “new” to them. 

You may be the first to learn that a student may be moving.  If you are aware of this, please contact the district transportation departement and they will contact the Project REACH who can confirm or deny this information.  The route will drop after 3 days of the child not riding the bus after you notify the department.

Project REACH staff urges parents to be responsible for calling transportation or their school if the family moves. There are situations when this does not occur. We want you to know that we try our best to encourage smooth transitions.  

Project REACH staff requests parents to call transportation or tell the bus driver if their children will not be riding the bus. Often, this does not occur. We encourage you to give out the transportation phone number when appropriate.  The Project REACH staff can assist if the problem persists. Please contact the transportation department and they will relay the information to the Project REACH team and they will intervene.  
 
 
Bus Garage                     Transportation Department
533 Randolph Ave.         1780 West 7th
St. Paul, MN 55012         St. Paul, MN 55116
651-293-5908                  651-696-9627

Before the Student arrives:

• Maintain a short written list of classroom rules and procedures
• Keep routines simple and relaxed
• Reserve an area in the room for children to display artwork
• Designate a “home base”: (i.e., rug or person) for a child to reconnect with something familiar when s/he feels overwhelmed
• Maintain homework/school supply kits. Title I School-Home Liaisons will provide a backpack and basic school supplies. If you use extra supplies beyond the basics, have some available for homeless students
• Make a “New Student Box.” Include name tags, pre-cut contact paper or roll of tape to affix names to desk and/or locker, marking pen to label possessions, extra labels for classroom charts (job charts, student of week projects, birthday charts, etc.)
• Make a New Student File...” Include: things to go home to parents (classroom and school rules, supply list, extra set of supplies for those who can’t afford them, copies of general letters to parents, class schedule including prep classes, activity ideas for home)
• Maintain materials for the child to use at school ( quick interest survey for the older child to complete “All About Me” for the primary child, get acquainted form or project, classroom and school rules, classroom procedures)
• Create a checklist for teacher management (update locker assignment chart, update seating chart, update classroom list, update lunch list
• Keep reserve snacks for any students who forget them
• Post  a class schedule so students will know what is going to happen next
• Develop short assessments for reading, writing, and mathematics in case records are delayed (e.g., curriculum-based tasks, reading inventories, current unit pretests)
• Make extra copies of materials for review when new students arrive without prior notice.
• Create learning packets of background information and activities for “catch up” if students arrive mid-unit
• Contact people (older students, faculty, support staff, parents, etc to students who are homeless

When the Student Enters the Class:

• Give a personal welcome to new student, introduce the student to the class, and make time to chat with them
  Introduce the student to others who arrived late and are succeeding
  Assign a buddy for recess, lunch, etc
  Arrange for an orientation during lunch or after school
  Nurture social skills with structured activities
  Use a play telephone/play microphone to “tell” a friend how their day is going
  Give new students an opportunity to talk about themselves ( e.g., interviews, story writing)
  Provide activities that develop problem-solving abilities
  Take an individual picture on the child’s first day and a picture of the child with the class. If possible, send one home for the parent(s)
  Review academic record when it arrives
  Start a journal describing the child’s day to send home (often families have limited access to phone service)
  Start a file for the child to take when they leave
  Use tutors/volunteers/ mentors to provide one-on-one support. Closely monitor the educational progress of students with three or more previous school moves
  Plan accommodations for homework. Students may not have access to computers, encyclopedias and other tools needed to complete assignments
   

When the Student Leaves Your School (if you are aware that child is moving):

• Invite classmates write letters to their departing peer.
• Maintain a departure file with sample work that the student can take to the new school.
• Place letters for the student who has left in his/her cum file so that they can be sent to the new school
• Prepare a “Goodbye Book.” It can be simple or elaborate. Have students autograph the book and brainstorm memories they had with the child. Include a picture of the class.
• Place a letter written by the teacher introducing that student to the new teacher  
• Place self-addressed stamped envelopes to your school and class plus stationery for the student to write back to the school from which he/she moved
• Explore the possibility of e-mail correspondence with the new class
   

Ideas to Assist Parents

• Invite parent/guardian to visit the school for a getting acquainted time conference
• Provide newsletters or other communication (school and grade level)
• Hold parent- teacher conferences at neighborhood centers or the shelter
• Make home visits with welcome information about the neighborhood.
• Develop a parent booklet encouraging families to limit transfers, when possible, and include tips for easing transitions when transfers must occur.

Yes, a child who takes a regular bus route can ride the bus home. Ifthe child is on an alternative route, the parent needs to contact the school and Title I Homeless Program so they can contact transportation.

In most cases, no.  However, if a homeless child receives special education services and his/her IEP provides curb to curb transportation, the student will continue to receive transportation to school. 

Yes.  Homeless students are not required to produce immunization or other medical records to get enrolled in school and continue attending. 

The Title I Homeless program must ensure that preschool children can enroll in Head Start or other preschool programs administered by the school district.  McKinney Vento now includes students who are Pre Kindergarten.  Those students have the same rights as all McKinney Vento students.

Any home school liaison can assist with “doubled up” families. If you are unsure whom to call, please call 651-632-3790.

Yes, when feasible. Please contact your school or REACH 651 632 3790.

Yes. They can remain in their school of origin for the remainder of the year.  They will also qualify for free meals for the duration of the school year. 

Yes.  The McKinney-Vento Act specifically applies to children and youth living in transitional living programs. In our community, families may live up to two years at these sites.

No.  The staff provides educational services for homeless families.  However, staff do make referrals for housing services including shelters and supportive housing opportunities.

No. The program no longer has program vans.  All homeless transportation is done by the district transportation department.  A homeless child may be given a bus card or may ride a school bus or district van. 

Nearly half of all the district homeless students are living outside of the district.  A bus can have up to 20 students on one route. Because of the large numbers, the transportation department can not always get students to arrive or dismiss at their regular time. 

Please call the homeless staff person who is working with the family to assist.  If you are unsure of whom that is, please call 651-632-3790. Program staff will attempt to make arrangements with the district transportation department to get the child back to the shelter or their residence.