1
— Local Education Agency —
HOMELESS LIAISON
TOOLKIT 2018-2019 SCHOOL YEAR
McKinney-Vento Education of Homeless Children
and Youth Assistance Act
Serving the Southwest Michigan Counties of
Berrien, Cass and Van Buren
Berrien RESA
711 St. Joseph Ave. | Berrien Springs | MI 49103
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IMPORTANT NOTICE:
Liaisons are encouraged to familiarize themselves with the provisions of
McKinney-Vento Homeless Education Act and are required to complete the online
McKinney-Vento Certification Course: Basic Level by going to
www.kickstandk12.com.
Visit the National Center for Homeless Education (http://center.serve.org/nche/)
or the Michigan Department of Education (http://www.michigan.gov/mde for
more information and resources.
Also, visit the Berrien Consortium LiveBinder for more forms, tools and resources
for liaisons at: http://www.livebinders.com/play/play?id=1518611
FOR QUESTIONS OR IMMEDIATE ASSISTANCE,
PLEASE CONTACT YOUR MV GRANT COORDINATOR:
Breanna Bell, Berrien RESA McKinney-Vento Grant Coordinator
Address: P.O. Box 364 | Berrien Springs, MI 49103
Phone: (269) 471-7725 ext. 1155 | Fax: (269) 471-2941
Email: [email protected]
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Table of Contents
Contact List p. 7
2018-2019 McKinney-Vento Liaison Important Dates
District Liaison’s Calendar of Responsibilities
p. 9
p. 11-12
FLOW CHART: When a Homeless Family Enrolls in School…
FLOW CHART: LEA Homeless Liaison Mobilizes Resources...
TIP SHEET: Identification
TIP SHEET: Determining Eligibility
Liaison Checklist
TIP SHEET: Sample Questions to Ask the Students or Parents for MV Eligibility
Information Gathering
TIP SHEET: School Placement Guidance
TIP SHEET: Portfolio Checklist
FACT SHEET: Barriers for Homeless Students
FACT SHEET: Experiencing Homelessness
WORKSHEET: District Evaluations
TIP SHEET: Are you the right person for the job?
p. 13
p. 15
p. 17-24
p. 25-30
p. 31
p. 32-33
p. 34
p. 35
p. 36
p. 37-40
p. 41-43
p. 44
FORMS: Excess Transportation Reimbursement Form
FORMS: Gas Voucher Receipt Form
FORMS: Supplies Request Form
FORMS: Professional Development Reimbursement Form
p. 46
p. 47
p. 48
p. 49
FAQs: The NAEHCY Frequently Asked Questions Guide p. 50
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Liaison Contact List
BERRIEN COUNTY
Cleather Nichols Benton Harbor Area Schools 269-338-2240 [email protected]
Sharnae Hudson Benton Harbor Charter School 269-925-3807 [email protected]
Craig Blasko Berrien RESA 269-471-7725 [email protected]
TBD Berrien Springs Public Schools 269-471-1059
Ruth Kittleson Brandywine Community Schools 269-684-7150 [email protected]
John Truesdell Bridgman Public Schools 269-465-5410 [email protected]
Stacey Denison Buchanan Community Schools 269-695-8408 [email protected]
Peter Olsen Coloma Community Schools 269-468-2424 [email protected]
Michael Teekamp Countryside Academy 269-944-3319 [email protected]
Carrie Brunsting Eau Claire Public Schools 269-461-0083 [email protected]
Stacey Steffes Lakeshore Public Schools 269-428-1407 [email protected]
Deval Washington Mildred C. Wells Academy 269-926-2885 [email protected]
Patty Daniel New Buffalo Area Schools 269-469-6068 [email protected]
TBD Niles Community Schools 269-683-0736
Carol Quattrin River School Sodus #5 269-932-5964 [email protected]
Elizabeth Kickert River Valley School District 269-756-7872 [email protected]
Sally Woods Riverside School Hagar #6 269-849-1343 [email protected]
Denise Reisig St. Joseph Public Schools 269-926-3123 [email protected]
Cathy Bingaman Watervliet Public Schools 269-463-0820 [email protected]
CASS COUNTY
Sara Park Cassopolis Schools 269-445-0511 [email protected]
Sara Park Dowagiac Schools 269-782-4471 [email protected]
James Knoll Edwardsburg Public Schools 269-663-3055 [email protected]
Joshua Townsley Lewis-Cass ISD 269-445-6223 [email protected]
Tammy Curtis Marcellus Community Schools 269-646-9209 [email protected]
VAN BUREN COUNTY
Melissa Quinn Bangor Public Schools 269-427-6800 [email protected]
Jennifer Bloomfield Bloomingdale Public Schools 269-521-3935 [email protected]
TBD Covert Public Schools 269-764-3705
Theresa Osbeck Decatur Public Schools 269-423-6802 [email protected]
Sarah Maxwell Gobles Public Schools 269-628-5618 [email protected]
TBD Hartford Public Schools 269-621-7421
Gretchen Gendron Lawrence Public Schools 269-674-8231 [email protected]
Chris Rice Lawton Community Schools 269-624-7500 [email protected]
Christina Hinds Mattawan Consolidated Schools 269-668-3361 [email protected]
Matt Mayer Paw Paw Public Schools 269-657-8806 [email protected]
Carey Frost South Haven Public Schools 269-637-0536 [email protected]
Wendy Pierce Van Buren ISD 269-674-8001 [email protected]
*This contact list is ever evolving. As new information is added, a new list will be periodically emailed out to replace the outdated.
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2018-2019:
Important Dates
DATE TIME EVENT LOCATION
Sept. 20-21, 2018 All day Special Populations Conf. Lansing, MI
Oct. 22, 2018 8:30 am -3 pm Fall Homeless Liaison Mendel Center
Networking Meeting LMC
Oct. 27-30, 2018 All day NAECHY Conference Anaheim, CA
Dec. 5, 2018 10 am -12 pm MV Quarterly Liaison Mtg. Berrien RESA
Dec. 5 , 2018 1 - 3 pm MV Quarterly Liaison Mtg. Lewis-Cass ISD
Dec. 7, 2018 10 am -12 pm MV Quarterly Liaison Mtg. Van Buren ISD
Dec. 20, 2018 DISTRICT SELF-ASSESSMENT DUE
March 6, 2019 10 am -12 pm MV Quarterly Liaison Mtg. Berrien RESA
March 6, 2019 1 - 3 pm MV Quarterly Liaison Mtg. Lewis-Cass ISD
March 7, 2019 10 am -12 pm MV Quarterly Liaison Mtg. Van Buren ISD
June 5, 2019 10 am -12 pm MV Quarterly Liaison Mtg. Berrien RESA
June 5, 2019 1 - 3 pm MV Quarterly Liaison Mtg. Lewis-Cass ISD
June 6, 2019 10 am -12 pm MV Quarterly Liaison Mtg. Van Buren ISD
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2018-2019:
Calendar of Responsibilities
Monthly responsibilities of the district liaison:
MONTH: RESPONSIBILITY:
JULY Review district student enrollment or residency forms for McKinney-Vento information (living situations).
Update poster placements; locations are identified in writing.
Make sure you have registered for the Special Populations Conference in September at the Kellogg Center (East Lansing).
Update any district paper work utilized for McKinney-Vento.
AUGUST/SEPTEMBER If you are a new MV liaison, make sure to update the Educational Entity Master (EEM) with your contact information.
If you are a new MV Liaison, be sure to start your online MV credentialing course.
Make sure to begin the school year with ZERO students identified as MV eligible.
New School Year: Begin identifying students who are eligible for McKinney-Vento services, utilize previous school year year-end status and check points, as well as enrollment form/residency form for identification. Utilize MV rights and notification form as students are identified.
Provide awareness information session(s) with staff (certified and non-certified) and community so they can assist with identification.
Enter students in your Student Information System (keep current throughout the year). If PowerSchool user, utilize the custom screen.
Attend the state conference (Special Populations Conf. sponsored by the Michigan Department of Education).
Attend Fall Liaison Grant Consortium Regional Meeting (Berrien, Cass & Van Buren counties).
OCTOBER/NOVEMBER Ensure MV eligible students are in your student information system and align with MSDS upload for certification.
Seek supports from community for children (plan for holidays as well).
Attend the National Association for the Education of Homeless Children and Youth (NAEHCY)
conference (optional).
DECEMBER Supports from community for children/youth during the holidays (food drives/clothing drives, etc.)
Plan to attend the December Quarterly Liaison meeting in your county.
Submit any reimbursement requests accumulated thus far.
Upload your supporting evidence for the district self-assessments in GEMS.
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2018-2019:
Calendar of Responsibilities
Monthly responsibilities of the district liaison:
MONTH: RESPONSIBILITY:
JANUARY Review MV services with staff during startup of new semester and “look fors”.
Mid-year counts are due to the MV Grant Coordinator for reporting to the Continuum of Care
(Point-In-Time Count) by end of month.
FEBRUARY Check accuracy of MV students identified align with the MSDS upload.
Provide awareness information session(s) with staff (certified and non-certified) and community so they can assist with identification.
MARCH/APRIL Plan to attend the March Quarterly Liaison meeting in your county.
MAY/JUNE Plan to attend the June Quarterly Liaison meeting in your county.
Complete End-of-Year PIT counts to the MV Grant Coordinator (prior to end of school year).
Ensure MV student counts from liaison records match records in your Student Information System.
Verify students’ living situation at year end for prioritization at beginning of school year.
Send a Year-End Letter to MV families.
Review what worked well and determine if any changes need to be made.
Take the year-end survey to give program feedback.
Access supportive resources and forms at:
LIAISONS LIVEBINDER http://www.livebinders.com/edit/index/1518611#
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FLO
W C
HA
RT:
Wh
en
a h
om
ele
ss f
am
ily e
nro
lls c
hild
ren
in s
cho
ol.
..
1st
p
oin
t o
f co
nta
ct:
2n
d
po
int
of
con
tact
:
1.
Lear
n h
ow
to
iden
tify
th
ese
te
ll-t
ale
sign
s o
f h
om
ele
ssn
ess
:
C
hro
nic
hu
nge
r o
r ti
red
ne
ss
E
rrati
c att
end
ance
at
sch
oo
ls
A
tten
dan
ce a
t m
ulti
ple
sch
oo
ls
P
oo
r gr
oo
min
g o
r cl
oth
ing
that
dra
ws
atten
tio
n
L
ack
of
reco
rds,
su
ch a
s b
irth
cer
tifi
-
cate
, im
mu
niz
atio
n r
eco
rd, o
r in
com
-
ple
te r
eco
rds
P
aren
t se
ems
con
fuse
d w
hen
ask
ed
abo
ut
last
sch
oo
l att
end
ed
L
ow
-in
com
e m
ote
l/sh
elte
r ad
dre
ss o
n
enro
llmen
t fo
rm
S
tate
men
ts f
rom
fam
ily w
hen
en
rol-
ling,
su
ch a
s: “
We’
ve b
een
hav
ing
a
har
d ti
me
late
ly”,
or
“It’
s a
new
ad
-
dre
ss.
I can
’t r
eme
mb
er it
,” o
r “W
e
2.
Ass
ure
fam
ilie
s th
at c
hild
ren
can
en
roll
if y
ou
th
ink
the
y ar
e e
xpe
rie
nci
ng
ho
me
less
ne
ss:
E
nro
ll th
e ch
ild im
med
iate
ly (
even
wit
ho
ut
pro
per
rec
ord
s)
A
sk f
or
the
nam
e an
d c
ity
of
the
last
sch
oo
l att
end
ed; t
hen
cal
l th
at s
cho
ol
to h
ave
the
reco
rds
sen
t.
3.
Take
th
e f
amily
to
a p
riva
te p
lace
to
fill
ou
t th
e e
nro
llme
nt
form
s.
4.
Off
er
to a
ssis
t w
ith
filli
ng
ou
t e
nro
ll-
me
nt
form
s. H
esi
tati
on
may
ind
icat
e
an in
abili
ty t
o r
ead
.
5.
Ass
ist
wit
h fi
llin
g o
ut
fre
e/r
ed
uce
d
pri
ce m
eal
pro
gram
fo
rms.
Arr
ange
fo
r
lun
ch t
hat
day
.
6.
Hav
e c
op
ies
of
the
sch
oo
l/cl
ass
sup
ply
lists
.
7.
Pro
vid
e a
we
lco
me
pac
k w
ith
pap
er,
pe
nci
l, p
en
, an
d c
rayo
ns
(yo
un
ger
The
1st
co
nta
ct a
lert
s th
e LE
A H
om
eles
s Li
aiso
n w
hen
a h
om
ele
ss s
tud
ent
is
enro
lled
to
sta
rt t
he
follo
win
g p
roce
du
res.
..
The
McK
inn
ey-
Ve
nto
Act
sp
ecifi
es
the
du
tie
s o
f lia
iso
ns
as f
ollo
ws:
Iden
tify
an
d r
epo
rt h
om
ele
ss c
hild
ren
an
d y
ou
th
Ensu
re t
hat
ch
ildre
n a
nd
yo
uth
exp
erie
nci
ng
ho
mel
ess
ne
ss e
nro
ll in
,
and
hav
e a
full
and
fai
r o
pp
ort
un
ity
to s
ucc
eed
in s
cho
ol
Ensu
re t
hat
fam
ilie
s, c
hild
ren
an
d y
ou
th r
ecei
ve e
du
cati
on
al s
ervi
ces
for
wh
ich
th
ey a
re e
ligib
le, i
ncl
ud
ing
Hea
d S
tart
, Eve
n S
tart
, an
d o
th-
er p
ub
lic p
resc
ho
ol p
rogr
ams,
an
d r
efer
rals
to
hea
lth
car
e, d
enta
l,
men
tal h
ealt
h a
nd
oth
er a
pp
rop
riat
e se
rvic
es
Info
rm p
aren
ts a
nd
gu
ard
ian
s o
f th
e ed
uca
tio
nal
an
d r
elat
ed
op
po
r-
tun
ities
ava
ilab
le t
o t
hei
r ch
ildre
n a
nd
pro
vid
e th
em w
ith
mea
nin
gfu
l
op
po
rtu
niti
es t
o p
arti
cip
ate
in t
hat
ed
uca
tio
n
Dis
sem
inat
e p
ub
lic n
oti
ce o
f e
du
cati
on
al r
igh
ts
Ensu
re t
hat
en
rollm
ent
dis
pu
tes
are
med
iate
d
Info
rm f
amili
es
and
yo
uth
ab
ou
t tr
ansp
ort
atio
n s
ervi
ces
and
ass
ist
them
in a
cce
ssin
g tr
ansp
ort
atio
n
Co
ord
inat
e ac
tivi
tie
s w
ith
sta
te c
oo
rdin
ato
rs a
nd
oth
er e
nti
ties
an
d
agen
cie
s
Hel
p u
nac
com
pan
ied
yo
uth
Ass
ist
in o
bta
inin
g im
mu
niz
atio
ns
and
/or
med
ical
re
cord
s
14
15
FLO
W C
HA
RT:
LEA
Ho
me
less
Lia
iso
n M
ob
ilize
s R
eso
urc
es
Bu
ildin
g
Pri
nci
pal
A L
IAIS
ON’S
PR
AC
TIC
AL
FIR
ST S
TEP
S:
Wel
com
e t
he
fam
ily o
r u
nac
com
pan
ied
yo
uth
, an
d
iden
tify
ser
vice
s n
eed
ed
No
tify
th
e b
uild
ing
pri
nci
pal
of
stu
den
t id
enti
fica
tio
n
Beg
in s
ervi
ce fi
le f
or
each
ho
mel
ess
stu
den
t
Ass
ure
th
at t
he
stu
den
t is
en
tere
d o
n M
ich
igan
Stu
den
t
Dat
a Sy
stem
(M
SDS)
Co
nta
ct k
ey p
laye
rs t
o a
ssu
re o
ther
res
ou
rce
s n
eed
ed
for
stu
den
t su
cces
s
Co
un
selo
r
Titl
e 1
Spe
cial
Ed
.
Dir
ect
or
Foo
d S
erv
ice
Dir
ect
or
Tran
spo
rtati
on
Dir
ecto
r
Pre
sch
oo
l
Pro
gram
Co
mm
un
ity
De
sign
ate
d L
EA
Ho
me
less
Lia
iso
n
16
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TIP SHEET:
Identification
Identification of Students
Experiencing Homelessness As the first of the local liaison responsibilities outlined in the McKinney-Vento Act, identification of stu-
dents in homeless situations is one of the core duties for a liaison and one that is likely to require a signifi-
cant amount of the liaison’s time. Identifying all students experiencing homelessness is critical as it allows
liaisons to help students who may have difficulty with enrollment, allows liaisons to connect students to
educational support and community services, and increases the likelihood that homeless students will
overcome the extra educational challenges they face.
Section 3.1 The Definition of Homelessness
The McKinney-Vento Education for Homeless Children and Youth Act provides a definition of homeless
children and youths to be used by state and local educational agencies (LEAs). It defines homeless chil-
dren and youths to be those who lack a fixed, regular, and adequate nighttime residence. Under the larg-
er umbrella of lacking a fixed, regular, and adequate nighttime residence, the law also provides several
examples of situations that meet the definition. The examples include children and youths:
sharing housing due to a loss of housing, economic hardship, or a similar reason;
living in hotels, motels, trailer parks, or camping grounds due to a lack of alternative ade-
quate housing;
living in emergency or transitional shelters;
abandoned in hospitals;
living in a public or private place not designated for, or normally 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 places;
living in one of the above circumstances and who are migratory according to the definition
in Section 1309 of the Elementary and Secondary Education Act of 1965 [42 U.S.C. § 11434a
(2)].
When considering if a student meets the criteria in the definition provided by the law, it is important to
remember that the list provided is only a guide, and more situations may exist that meet the criteria than
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TIP SHEET:
Identification
are actually listed. However, liaisons must always rely on the criteria outlined in the law of lacking fixed,
regular, and adequate nighttime residence as the ultimate test of whether a student’s housing meets the
definition. For more on the specific nuances related to eligibility criteria for students, see the next section
“Determining Eligibility.”
Section 3.2 The Role of the Liaison in Identifying Homeless Students
While it is true that local liaisons themselves will and should identify many of the homeless students in a
LEA, the actual charge in the law is for local liaisons to ensure that homeless students are identified “by
school personnel through outreach and coordination activities with other entities and agencies” [42
U.S.C. § 11432(g)(6)(i)]. The language in the law means two important things. First, local liaisons are not
expected to do the work alone and bear the sole responsibility for identifying students. Second, collabo-
ration with other educational programs and even agencies outside the LEA is not only encouraged, but it
is expected. The collaborations involved in ensuring students in homeless situations are identified may be
very informal or be structured around formal activities and relationships.
Section 3.2.1 Collaboration Within the School District
Schools are as much a social environment as they are a place for learning. Since students and staff spend
a large amount of time together, they often learn a good deal about each other. This kind of environment
lends itself to many informal opportunities to identify homeless students. For example, a school counse-
lor may identify a student who is homeless after they notice that a student is asking friends to help cover
the lunch fee each day. On the other hand, the relaxed environment of the lunchroom can lead to stu-
dents making comments that are overheard by the lunchroom staff and cause them to notice that per-
haps the student is homeless. Essays written by students which reveal the nature of the students’ living
arrangements can leave teachers wondering what they can do to help homeless students as well. In each
of these instances, the liaison can maximize their ability to identify students that qualify as homeless by
establishing relationships with the other school staff. The key in these instances and many others like
them is to make sure staff members are aware of the role and identity of the liaison so that they may re-
fer students as situations raise red flags. By providing staff groups within the school district with basic
information about the liaison’s role and the definition of homelessness, liaisons will achieve greater suc-
cess with their objective of identifying students in need.
School staff who may be particularly helpful in meeting the requirement to identify homeless students
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TIP SHEET:
Identification
include :
school nurses;
front office and registration staff;
truancy and attendance officers;
cafeteria staff;
bus drivers;
school social workers and counselors;
classroom teachers and aides; and
administrators, such as principals or directors of special education and Title I.
While informal collaborations within the district are critical, federal education law also includes require-
ments for more formal collaborations that can increase homeless student identification. For example, in
addition to the requirement in the McKinney-Vento Act that liaisons ensure the identification of students
by school personnel, Title I, Part A, also includes requirements for collaboration, as does the Individuals
with Disabilities Education Act (IDEA). Title I, Part A requires that programs operated under its authority
coordinate at the state and local levels [20 U.S.C. § 6311(g)(2)(K) and 20 U.S.C. § 6312(c)(4)]. All districts
must also have an application approved by the SEA that addresses Title I, Part A coordination with McKin-
ney-Vento. Child Find provisions in IDEA include a specific requirement that states ensure homeless chil-
dren with disabilities are identified, located, and evaluated [20 U.S.C. § 1412(a)(3)(A)]. By including lan-
guage in the McKinney-Vento Act regarding required collaborations, as well as in the federal laws govern-
ing other educational and related programs, the responsibility for ensuring collaborations on behalf of
homeless students is shared by all the programs involved.
Section 3.2.2 Collaboration with Other Entities and Agencies
As mentioned earlier in Section 3.2, in addition to the responsibility of the liaison to work with other
school personnel to identify homeless students, the McKinney-Vento Act also requires liaisons to work
with other entities and agencies to identify students without fixed, regular, and adequate. By requiring
collaboration with entities external to the school district, the law actually reduces the burden on LEAs and
liaisons by providing them with an avenue for assistance. For example, many younger children and their
parents or guardians temporarily stay at homeless shelters and are therefore easier to identify for ser-
vices. Head Start programs are specifically charged with serving the students most in need, which makes
them a logical partner for identifying both those students in preschool and their older siblings experienc-
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TIP SHEET:
Identification
ing homelessness, who would benefit from educational services through the LEA. Communities that re-
ceive shelter funding through the U.S. Department of Housing and Urban Development also operate what
is known as a Continuum of Care (CoC), which represents all stakeholders invested in serving persons ex-
periencing homelessness. The CoC may include shelter providers, food banks, faith-based organizations,
and other agencies, making it easy for a liaison to connect with a large number of organizations through
one CoC.
While the law is not very specific about the types of activities that should be undertaken to ensure home-
less students are identified, it does have one required activity to increase identification: that public notice
about the rights of homeless children and youth is disseminated where families are likely to receive ser-
vices [42 U.S.C. § 11432(g)(6)(vi)]. Schools, family shelters, public libraries, and soup kitchens are all ex-
amples of locations where a notice of rights must be posted by the liaison. While not an exhaustive list,
other places and organizations with which liaisons may want to work to post a statement of rights include
youth organizations,
transitional living program sites,
day or community centers,
Community Action Agencies,
welfare and housing offices,
Workforce One offices,
homeless coalitions,
free or low cost health clinics,
low cost motels,
storage facilities,
check cashing businesses, and
laundromats.
Section 3.2.3 Strategies to Increase Identification
A variety of strategies exist to increase the identification of students who lack fixed, regular, and ade-
quate housing. Many can be incorporated into other existing activities, reducing the amount of time and
cost needed by the LEA to conduct them.
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TIP SHEET:
Identification
Housing questionnaires
Including a housing questionnaire with a simple statement of rights in the general enrollment and regis-
tration packet received by all students as they sign up for school is a good way to ensure the entire stu-
dent population is informed. By providing the information in all the enrollment packets, no one feels sin-
gled out or stigmatized, but even those who are not homeless become more aware of things happening in
the community.
Enrollment forms for programs serving at-risk students
By reviewing the forms for other educational programs, such as the school meals, Title I, or 21st Century
Community Learning Centers programs, liaisons can quickly identify students who may qualify as home-
less. Cooperative agreements with early childhood programs like Head Start can also lead to questions on
enrollment or intake forms that result in referrals to the liaison when a homeless child is identified.
Quick reference lists
Keeping a list of local low-cost motels or shelters discretely located on the desk of enrollment staff for
easy reference can help the staff recognize addresses that may indicate homelessness when students en-
roll.
Cooperative enrollment events
Events like Kindergarten Round-up or Head Start enrollment fairs can lead to more identified students.
Many communities also host events referred to as Homeless Connect, which focus on connecting persons
in need with agencies and organizations that can help them, including schools.
Awareness trainings
Strategies for raising the awareness of school staff and community members can include brief updates
during regular staff meetings or more intensive workshops that target specific goals related to homeless-
ness and educational outcomes.
22
TIP SHEET:
Identification
Relationship building
By making personal contact with managers at low-cost hotels, social service agencies, local law enforce-
ment, and other public service agencies, liaisons can increase the number of people on the lookout for
students in need.
District website
The LEA website often contains the student handbook and other important information targeted to stu-
dents and their families. It can be a great tool for increasing awareness and disseminating information
about the rights of homeless students as well as listing contact information for the liaison.
Attendance hearings
Liaisons may recognize homelessness in students who are under review for attendance problems related
to their homelessness which other staff may miss. By either participating in behavior review committees
or by training truancy and attendance officers, liaisons will increase the identification of homeless stu-
dents.
Mailing labels and transportation logs
Checking transportation or address logs may be a good way to identify students who are doubled-up due
to loss of housing as liaisons may notice several families in one location. Likewise, working with the trans-
portation department to identify any unusual transportation changes or requests can also result in the
identification of homeless students.
Section 3.2.4 Special Populations
The McKinney-Vento Act requires that special attention be given to those homeless children and youths
who are not already attending school [42 U.S.C. § 11432(g)(7)(C)]. This could include preschool students,
students who have dropped out or failed to enroll, or unaccompanied homeless youths. Several tips have
already been mentioned regarding early childhood or general enrollment, but liaisons should also take
steps to identify those students who are deemed unaccompanied homeless youth. Unaccompanied
youths are those not in the physical custody of a parent or guardian [42 U.S.C. § 11434a(6)]. Strategies
that may be useful in reaching unaccompanied homeless youths are listed below.
23
TIP SHEET:
Identification
Involving youth
Students who may be too embarrassed to ask for assistance or otherwise trust an adult may be willing to
reach out to a liaison if other youth are involved or inform them of their rights.
Surveying youth
Youth may become estranged from their families after enrolling in school; a mid-year youth survey could
help identify those students not otherwise identified through enrollment questionnaires. Liaisons may
also be able to work with their health services offices to include this information as a part of the Youth
Risk Behavior Survey (YRBS), a national, school-based survey to evaluate adolescent behaviors that harm
health and well-being.
Targeting outreach
Notices regarding the rights of youths experiencing homelessness should be posted in places where
youths may see them and be written in a youth friendly format. Working with street outreach teams for
youths can also be a good way to reach youth.
Incorporating the topic
The topic of homelessness can be incorporated into the school curriculum or school convocations. This
not only reaches youth who are homeless but also housed youth with homeless friends who may be will-
ing to help connect them to liaisons. For example, students could be assigned a current events project in
their civics course on the topic of homelessness.
24
25
TIP SHEET:
Determining Eligibility
Determining Eligibility In the previous section, the discussion focused on legal requirements for liaisons and school districts relat-
ed to identifying homeless students from a broad perspective, as well as general tips and strategies that
the liaison can use to increase student identification. This chapter will also have tips and strategies, but
the discussion will move deeper into the topic and examine how to determine the eligibility of individual
students.
Section 4.1 Steps to Determining Eligibility
Each student has a unique housing situation; as a result, determinations regarding eligibility and services
under McKinney-Vento must be made on a case-by-case basis for each student. At times, making deter-
minations about the homeless status of a student is extremely simple as the student clearly meets the
criteria of lacking a fixed, regular, and adequate nighttime residence. Unfortunately, there are also times
when it can be difficult to tell if the student’s housing situation meets the criteria. Regardless of the ease
in identification, the process of determining a student’s eligibility involves three basic steps.
1. Gather all the relevant information.
2. Analyze what you know.
3. Seek consultation as needed.
If your district uses a residency questionnaire during enrollment, you may have all the information that
you need to make a housing status determination by simply looking over the information provided about
the student on the form. However, many situations require the liaison to follow up with additional ques-
tions about the student’s housing to get further clarification. If you need to follow up with a family or un-
accompanied youth to ask additional questions, it is important to explain to the family or youth that the
purpose for the questions is to determine if the student is eligible for additional educational supports.
Considering the nature of the information being shared, some families or students may be hesitant to
provide details. As a result, it is also important to have discussions regarding potential homelessness and
related services in a location that provides privacy and discretion. Similarly, it is advisable that liaisons
avoid using the word homeless as some families do not realize they qualify as homeless or may be too
embarrassed by the label. Using terms like families in transition, displaced, or referring to temporary
housing situations can help to reduce the stigma experienced by students and their families. Once you
26
TIP SHEET:
Determining Eligibility
have gathered what seems to be all the relevant information, it is time to put the pieces of the puzzle to-
gether and determine if the student lacks a fixed, regular, and adequate nighttime residence. Remember,
the student’s housing must meet all three criteria to be considered permanently housed. If one or more
of the three criteria (fixed, regular, and adequate) is missing, the student would be considered homeless
under the McKinney-Vento Act’s definition.
While homeless is a term that is defined in the law, the terms fixed, regular, and adequate are not. As
you determine a student’s eligibility to be considered homeless, it may help to consult definitions offered
by standard reference dictionaries, i.e., Merriam-Webster’s Collegiate Dictionary and Ballentine’s Law Dic-
tionary. Fixed is defined as “not subject to change or fluctuation” (Merriam-Webster’s Collegiate Diction-
ary, Tenth Edition) and inhabitant is described “as distinguished from an occasional lodger or visi-
tor” (Ballentine’s Law Dictionary, Third Edition). The term regular is also defined by Merriam-Webster as
“normal or standard.” Ballentine’s Law Dictionary further defines it as “consistent,” while adequate is de-
scribed as “fully sufficient and equal to what is required, as well as lawfully and reasonably suffi-
cient” (Ballentine’s Law Dictionary, Third Edition). In other words, if a housing situation does not clearly
fall under one of the categories provided in the definition of homelessness provided in the law, you
should ask yourself if the student can go to the same place every night to sleep in a safe and sufficient
space. If the answer is no, the student likely meets the criteria of lacking a fixed, regular, and adequate
nighttime residence and should be considered homeless.
Unfortunately, even after gathering good information, talking with parents or guardians, and comparing
your notes to the law, it can still be difficult to tell if a student qualifies as homeless at times. In that case,
you have options to get help making a determination. Much like every public school district has a liaison
for homeless education, every state has a State Coordinator for homeless education. The responsibilities
of State Coordinators include providing technical assistance to local liaisons, which means they can be a
great resource when trying to make housing status determinations. A directory including State Coordina-
tor contact information is on the NCHE website at https://nche.ed.gov/states/state_resources.php. In
addition to contacting your State Coordinator for insight, NCHE operates a helpline which liaisons can
contact at (800) 308-2145 or [email protected]. Another option is to reach out to other local liaisons
in your area with whom you have a collaborative relationship. Regardless of which option you choose,
connecting with someone else on a confusing case can ensure that students are appropriately identified
and connected to resources. Do keep in mind that while consultation with others can result in benefits
like further information or problem solving, it is ultimately the liaison’s responsibility to make the deter-
mination regarding the student’s eligibility.
27
TIP SHEET:
Determining Eligibility
Section 4.2 Complex Conditions: Doubled-Up
Doubled-up situations can be particularly confusing when making housing determinations because it can
be difficult to discern fixed housing from temporary. The law refers to this category of homelessness as
“sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason” [42
U.S.C. § 11434a(2)(b)(i)]. According to data collected by the U.S. Department of Education, this category
of nighttime residence is the type experienced by the largest number of students each year (NCHE, 2013).
If the reason the family or youth moved in with a family member or friend is clearly due to loss of housing
or even job loss, it can be easy to determine that the housing fits the category of doubled-up. Similarly,
sometimes shared housing is clearly inadequate and therefore easy to identify. However, some situations
are less clear as homelessness can last from a few hours to many years and may involve a variety of cir-
cumstances. It is important to keep in mind that the reason for the lost housing is not discussed in the
law and can include a wide range of catalysts such as unpaid rent or mortgage payments on the part of
the family or landlord, housing covenant violations, fires, natural disasters, and more. Additionally, there
is no time limit on homelessness. As long as the student fits the definition of lacking a fixed, regular, and
adequate nighttime residence, the student will be eligible for McKinney-Vento services.
If you encounter a confusing shared housing situation, asking some of the following questions may help
you determine if the student is eligible for assistance under the McKinney-Vento definition:
Why did the family move in together? Was it for mutual benefit or due to a crisis or other
precipitating event?
Is there a plan for the household to remain intact over a long term, or is it a short term sit-
uation?
Where would the family be if they were not able to stay where they are? In a clearly
homeless situation or in another apartment or house?
Does everyone have a bed to sleep in? Is the plumbing and electric service safe? Is the
housing otherwise adequate?
Is the family being added to the lease, or have they signed a lease?
Does the homeowner or renter have a legal right to force the family to leave without cause
if they choose to do so?
Not all doubled-up situations are homeless according to the law, but they do often provide a feasible op-
tion for families when shelters are unavailable or full. In the instance that a family has doubled-up with
another, only the family who is temporarily staying in the housing should be considered homeless, with
very rare exception. Liaisons should re-evaluate the housing of homeless students at the beginning of
28
TIP SHEET:
Determining Eligibility
each school year to verify that the student still lacks fixed, regular, and adequate housing.
Section 4.3 Complex Conditions: Unaccompanied Homeless Youth
Over time, the law has been adjusted through reauthorization to better meet the needs of students expe-
riencing homelessness. One such adjustment includes the insertion of a definition for unaccompanied
youth in law, along with information about rights specifically for unaccompanied homeless youth. An un-
accompanied youth is a youth who is “not in the physical custody of a parent or guardian” [42 U.S.C. §
11434a(6)].
When making a determination about McKinney-Vento rights for youth, liaisons must determine if the stu-
dent is both homeless and unaccompanied as the student could be one or both. When working with
youth, evaluating the housing status before considering unaccompanied status can make the process less
confusing. If the situation is not homeless, the youth is not afforded rights under the McKinney-Vento Act,
even if the student is unaccompanied; in this instance, state or local policy will apply.
It is also important to note that the definition discusses physical custody. A parent or guardian could still
retain legal custody of a youth, but not have physical custody of the youth.
Section 4.4 Complex Conditions: Substandard Housing
When considering the definition of homelessness, the term adequate is often associated with substand-
ard housing. Substandard housing does not have a definition in federal law or rule. This can lead to frus-
tration on the part of liaisons making eligibility determinations, but it also allows liaisons to have flexibility
in making determinations that reflect regional norms and community standards that would be difficult to
capture in a single definition applied to the entire country. One simple consideration for liaisons is to de-
termine if the housing is up to state or local building codes and health and safety codes. If it is not, the
housing is probably substandard and any student residing there would likely meet the definition of home-
less due to inadequate housing.
Examples of substandard housing could include homes:
without adequate heat, electricity, or water;
with unsafe heat sources or electrical service;
with unsafe conditions, such as holes in flooring;
with a kitchen or plumbing that is inoperable; or
condemned by housing or other government authorities.
29
TIP SHEET:
Determining Eligibility
Inadequate or substandard housing can also refer to conditions that go beyond the structure of the build-
ing, such as overcrowding. As you consider if a home is adequate, it may be helpful to ask yourself, “Is
this home safe? Does it meet basic needs and provide sufficient space for the individuals living in it?” If
the answer is no to any part of those questions, the housing may be inadequate and indicate homeless
conditions.
Section 4.5 Complex Conditions: Natural Disasters
Mental health experts consider returning to school a critical step in the healing process for children and
youth whose lives have been disrupted by disasters (UCLA, n.d.). Going to school helps these students
find the structure, normalcy, and routine that is essential to their health and well-being. Children and
youth who are displaced by disasters, like other students in homeless situations, are forced to live in a
variety of unstable, temporary arrangements. These arrangements include facilities set up by relief and
community agencies, as well as motels, cars, campgrounds, and sharing the housing of others. Students
displaced by disasters will generally meet the definition of homelessness in the McKinney-Vento Act.
Section 4.6 Do’s and Don’ts for Confirming Eligibility
Determining the eligibility of students as homeless can be a complicated process at times. By having a
policy or a set of procedures in place, you can simplify the process and facilitate the timely enrollment of
homeless students. Having policies and procedures in place ensures that your district is in compliance
with the federal law and can also help your district avoid invasive or threatening techniques that are inap-
propriate or damage the relationship of the school with families and the community.
The following list includes strategies to help liaisons confirm the eligibility of students as homeless:
Do implement the use of a district-wide residency questionnaire.
Do have parents, youth, or caregivers sign enrollment forms indicating that McKinney-
Vento services are offered based on information they have provided about their living situ-
ations.
Do use only school staff trained on the McKinney-Vento Act and homelessness to do home
visits.
Do use visits only when necessary. Do explain to the family, youth, and the homeowner
why the visit is occurring. Assure them that all information will remain confidential, and
conduct only the minimum investigation necessary to verify the living situation.
Do collaborate with neighboring school district liaisons.
Do contact previous schools to determine if the student was identified as homeless while
attending that school.
30
TIP SHEET:
Determining Eligibility
Do use caller ID to verify when parents or youth call from a hotel, motel, or shelter.
Do talk with parents and youth about their situations, focusing on basic questions and us-
ing care and sensitivity.
Do work with parents, youth, and caregivers to determine if they are able to provide any
documents that could confirm their living situations.
Keeping interactions with families and youth positive and supportive instead of invasive and threatening
is essential to keeping homeless students connected to school.
Don’t contact landlords or housing agencies to conduct investigations about a student or
family as it violates the Family Educational Rights and Privacy Act (FERPA) and is unlikely to
provide useful information.
Don’t conduct surveillance of students or families, such as following them, observing them
from outside their residences, or talking to neighbors about their living situations.
Don’t use police officers for home visits.
Don’t require documents like eviction notices, utility bills, occupancy permits, or notarized
letters from host families.
Don’t force caregivers to obtain legal custody or guardianship. The McKinney-Vento Act
requires the immediate enrollment of unaccompanied youth; legal custody or guardianship
cannot be prerequisites and are not appropriate in many instances.
Don’t force people into shelters or onto the streets as a prerequisite for McKinney-Vento
services.
NCHE has several briefs on the topic of confirming the eligibility of homeless students that can be used to
train school staff on the definition of homelessness and appropriate procedures.
31
2018-2019:
Liaison Checklist
Use this checklist as part of your intake procedure:
DONE ACTION ITEMS
Determine eligibility using FIXED, REGULAR and ADEQUATE. Utilize checklist of YES/NO questions to help make determination (developed from the Determining Eligibility brief of NCHE).
If determined to be McKinney-Vento eligible, then:
Determine best interest school selection (Use the NCHE checklist as needed) – the presumption is that stay-ing in School of Origin is in the best interest of student unless against the wishes of parent/legal guardian/unaccompanied youth (ESSA 2015)
School of Origin – school last enrolled/attended OR school when student was last permanently housed
School of Residence – where the student is currently living
Maintain documentation in PowerSchool Custom Screen, MOISD tool, and/or Excel Spreadsheet.
Services – Is transportation needed outside of district? If yes:
Work with the district liaison to arrange for transportation (should be set up within 3 business days). (Be mindful of other district’s calendar.)
Establish transportation agreement – bus, gas card, van (utilize Transportation Agreement Form) If costs involved, costs should be apportioned equally.
EXCESS Costs – Title I funds may be utilized If using gas card, utilize GasBuddy.com
Maintain documentation of transportation arrangements in PowerSchool Custom Screen, MOISD tool or Excel Spreadsheet.
Services – Free meals served by school. Notify Food Services Director (by email or form – utilize established process). Document service in PowerSchool Custom Screen, MOISD tool or Excel Spreadsheet.
Additional Services / Referrals – coordinate with Title I / utilize donations / grant support:
School supplies
Tutoring
Missing enrollment records (birth certificate, immunizations, academic records)
Clothing / shoes (see Title I document for allowable expenses – as required for educational program, i.e., school uniform, gym uniform or shoes, etc.)
Housing/CoC referral Other referrals
See MDE Sample Intake Form or MOISD Data Tool or PowerSchool Custom Screen for additional items. If using Excel spreadsheet, be sure to document services you provide.
McKinney-Vento Verification— suggested twice annually and end-of-year letter.
REMINDERS: Services exist for the entire academic school year, and homelessness has no time frame.
32
TIP SHEET:
Sample Questions
Sample Questions to Ask the Students or Parents for Eligibility Information Gathering
The following questions are designed to assist in gathering information from families or youth to determine
the extent to which their living arrangement is fixed, regular, and adequate.
FIXED
“A fixed residence is one that is stationary, permanent, and not subject to change.”
REGULAR
“A regular residence is one that is used on a regular (i.e., nightly) basis.”
Yes No
Is this a permanent arrangement or just temporary?
Are you looking for another place to live?
Do you plan to move out soon?
Why are you staying in your current place?
Where were you living right before this place? Why did you leave?
Where would you go if you couldn’t stay where you are?
Are you staying with friends/relatives just for a little while?
Did you and your friends/relatives decide to move in together and share a home and expenses for the long
term? Or is this a temporary situation for you?
Could your friends/relatives as you to leave if they wanted to?
Are you all sharing the home equally, or are you more like guests in the home?
Yes No
Do you stay in the same place every night?
Do you have a key to the place where you are living? (——-> continued)
33
TIP SHEET:
Sample Questions
REGULAR (continued)
“A regular residence is one that is used on a regular (i.e., nightly) basis.”
ADEQUATE
“An adequate residence is one that is sufficient for meeting for the physical and psychological needs typically
met in home environments.”
Yes No
Do you move around a lot?
How long have you been at that place? How long do you place to stay?
How long did you live in your last pace?
Yes No
How many people are living in the home? How many bedrooms/bathrooms does it have?
Are you and your children sharing a room? How many people are staying in one room?
Are you and your children sleeping in a bedroom, or in a public area, like a dining room?
Does the home have heat/electricity/running water?
What condition is the home in? Does it keep out rain and wind? Is it safe? Is it warm and dry?
Can you come and go as you please?
34
TIP SHEET:
School Placement
Things to consider in determining a “best
interest of the child” school placement:
Safety of the child.
Continuity of instruction.
Need for special instructional programs
Quality of instruction in the school of origin.
Age/grade of the child.
School placement of siblings.
Length of stay at a shelter or other temporary
residence.
Likely place of family’s future residence.
Access to transportation to and from school.
35
TIP SHEET:
Portfolio Checklist
Things to include in a portfolio of personal
and school records for future school
transfers: Names and dates of attendance from previously attended schools
Letters from teachers or principals from previously attended schools docu-
menting grade-level placements, eligibility for special services, test results,
informal assessment results, perceived student interests and strengths, and
attendance history.
Contact information for the current school including address, email, phone and
fax numbers, and a self-addressed stamped envelope to track where children
re-enroll.
Report cards.
Address and phone number of last place of residence or a description of the
location and circumstances.
Previously completed documents, such as an enrollment affidavit of residence
or caregiver affidavit.
Documents: birth certificate or other verifying source of date of birth, immun-
ization register or other verifying source of medical history, and proof of guardi-
anship.
Reports of past diagnoses: vision, hearing, dental, developmental, psychological
or mobility conditions that could impair learning.
Samples of student work.
A photograph of student and/or the class.
36
FACT SHEET:
Barriers for Homeless Students
School Barriers
Poor reading,
writing, and
math skills
Falling behind
grade level
Lack of
transportation
Cost of supplies
Developmental
delays
Need for
immunizations
Attendance
rules
Transferring
schools
Shelter Barriers
Lack of privacy
Lack of help with
homework
Lack of space to
study
Too much noise
Lack of
homework
materials
Limited access
to a telephone
Shelter
inconvenient to
school and
friends
Unsafe living
quarters
Frequent moves
Family Barriers
Lack of money
Lack of
permanent
housing
Family
instability
Family violence
Caring for
siblings
Family illiteracy
Keeping
children out of
school
Family
substance abuse
Family seeking
employment
Social and
Emotional
Barriers
Low self-esteem
Emotional
trauma
Lack of
self-confidence
Shame
Fear
Depression
Unhappiness
Physical
Barriers
Lack of medical
care
Lack of personal
hygiene
Lack of sleep
Hunger
Substance abuse
Lack of clothing
37
FACT SHEET:
Experiencing Homelessness
Conditions homeless children are more likely
than other children to experience:
Chronic illness
Serious emotional problems
Extreme and chronic poverty
Difficulty trusting people
Chaotic family lives
No place to do homework
Fear of abandonment, need to feel secure
Difficulties adjusting to a new school
Being teased or shunned by other students
Feeling ashamed of where they live
Moving again, soon
No school records
Developmental delays and learning disorders
38
FACT SHEET:
Experiencing Homelessness
Student Reactions to Homelessness and How
Educators Can Respond
CONSTANT MOVING
Possible Reactions Suggested Responses
-No apparent sense of roots, personal space, or
possessions.
-Give students something that belongs to them; never punish them if they lose
their school materials.
-Being restless and having difficulty completing
tasks.
-Divide assignments into small units; make contracts with students to com-
plete tasks; never withhold recess or play time.
-Being clingy, aggressive, frustrated, and confused. -Never take away possessions as a disciplinary measure; teach students to
express their feelings and take voluntary time-outs.
-Fighting to take control at school. -Give students classroom chores and appropriate choices; encourage students
to be responsible for their personal space.
FREQUENT CHANGE OF SCHOOLS
Possible Reactions Suggested Responses
-Resistant to forming relationships. -Assign buddies; use cooperative learning and other group work techniques.
-Using withdrawal and introversion as self-
defense.
-Provide a consistent daily routine and clear expectations; use varying instruc-
tional modalities.
-Depression. -Ensure successes and convey caring.
-Falling behind in school; seemingly uncaring about
school work.
-Adapt homework; individualize instruction; ensure a challenging and relevant
curriculum; make sure students receive education supports for which their
eligible.
-Having difficulties with transition. -Keep assessment data current; prepare for student exiting; make sure he/she
has time to say goodbye.
39
FACT SHEET:
Experiencing Homelessness
Student Reactions to Homelessness and How
Educators Can Respond (cont.)
UNMET BASIC NEEDS
Possible Reactions Suggested Responses
-Reluctant to go to school. -Make sure students’ clothing and hygiene needs are met.
-Feeling shame about their living situation and life
circumstances.
-Keep students’ living situation confidential; celebrate birthdays and holidays
without costs to students.
-Suffering from frequent illnesses and hunger. -Make sure students are enrolled in food programs; keep nutritious snacks
available.
-Fatigue; short attention span. -Allow students to rest or sleep.
-Experiencing developmental delays. -Make referrals; ensure adequate and enriched opportunities for play.
40
FACT SHEET:
Experiencing Homelessness
Behavior and Development
CONDITIONS OF HOMELESSNESS BEHAVIORAL EFFECTS
Transiency and instability Short attention span, frustration, aggression, possessive-
ness, difficulty with transitions, clinginess, need for
instant gratification.
Basic Needs Unmet Hunger, illness, fatigue, poor hygiene, inadequate
clothing, shame, pain, depression. Frequent change of school Gaps in knowledge and skills, undiagnosed or untreated
learning disabilities, resistance to bonding with peers or
teachers, erratic attendance.
Substandard living conditions No privacy, few possessions, shame, fear, fatigue,
inability to complete homework, loss of school supplies
and books, limited opportunity for play, social isolation.
41
WORKSHEET:
District Evaluation
How Does Your District Eliminate Barriers?
Complete this worksheet to identify weaknesses in your execution of MV.
IDENTIFICATION ENROLLMENT ATTENDANCE
How are homeless students
identified?
What’s the enrollment experience
like for homeless students?
What promotes regular
attendance?
What needs to improve?
What needs to improve? What needs to improve?
Action steps:
Action steps: Action steps:
42
WORKSHEET:
District Evaluation
Providing for Basic Needs
Ask yourself: How well does your district take care of the basic needs of students
experiencing homelessness? Circle a response rating your school’s performance.
PERSONAL HYGIENE
Soap and shampoo Poor Moderate Good
Showering Poor Moderate Good
Laundering Clothes Poor Moderate Good
Dealing with head lice Poor Moderate Good
CLOTHING
Everyday wear Poor Moderate Good
Uniforms Poor Moderate Good
Seasonal clothing
Special event clothing Poor Moderate Good
SCHOOL SUPPLIES
Backpack Poor Moderate Good
Pencils, pens, erasers, markers Poor Moderate Good
Clipboard for doing homework without a desk or table Poor Moderate Good
Portable battery-operated light Poor Moderate Good
Art supplies Poor Moderate Good
Reading materials Poor Moderate Good
Materials to complete all homework assignments Poor Moderate Good
Field trip and special event funds Poor Moderate Good
43
WORKSHEET:
District Evaluation
Providing for Basic Needs (cont.)
Ask yourself: How well does your district take care of the basic needs of students
experiencing homelessness? Circle a response rating your school’s performance.
FOOD
Breakfast, lunch or snacks Poor Moderate Good
TRANSPORTATION
School bus service Poor Moderate Good
Tokens, passes, or gas cards Poor Moderate Good
REFERRALS
Medical practitioner Poor Moderate Good
Dentist Poor Moderate Good
Social service provider Poor Moderate Good
Mental health professional Poor Moderate Good
44
TIP SHEET:
Are you the right person?
Characteristics of a Successful McKinney-
Vento District Homeless Liaison Successful homeless education support programs depend on the relationships that homeless McKinney-Vento (MV) liaisons de-
velop in the community through a comprehensive network of providers. The staff person selected as your district liaison should
be available and able to perform the following tasks:
Facilitate the educational continuity of homeless students through immediate enrollment.
Monitor attendance and report problems to the M-V Grant Coordinator.
Meet with the M-V Grant Coordinator and parents to resolve attendance issues.
Maintain accurate, current, and complete records of your district’s homeless students and all services provided to each one.
Meet and maintain contact with representatives of state and community agencies, organizations, and groups who work with low-income and homeless families and youth to coordinate, collaborate, and plan for the M-V Homeless Education Program in your district, region, or consortium.
Attend state professional development conference(s) for homeless liaisons, as well as regional training sessions and meetings for the grant consortia.
Distribute various items to students and/or families identified as experiencing homelessness within your district. These items may be provided by the grant and your own district.
Stay current on procedures and referral information for services available to low-income and homeless families within the city/community and county (as well as the State of Michigan).
Maintain contact with building-level homeless contacts and the McKinney-Vento Homeless Education Grant Coordinator in order to identify students at risk of becoming homeless, as well as those who are experiencing homelessness, communicate the needs of these students, report on outcomes of homeless students served, and report students in the state student data-base.
In addition, when selecting the staff to serve as your district-level or building-level homeless contact, you should consider the
following personal and professional criteria:
Ability to communicate professionally and effectively with children and parents/guardians in “crisis mode” in order to deter-mine their status and their immediate and long-term needs
Ability to provide positive, non-judgmental emotional support to homeless students and families during a traumatic time in their lives
Ability to build a trusting relationship with homeless students and parents/guardians that goes beyond housing status and con-tinues after a housing crisis is resolved
Ability to communicate professionally, effectively and confidentially with other school staff (within your own or other districts or states) regarding the status and needs of homeless students and families (with appropriate parent and/or student permis-sion)
Ability to prioritize multiple demands effectively and organize effectively for prompt action
Genuine concern and caring for children, youth, and families
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WORKSHEET:
FORMS
ADDITIONAL COPIES OF THE FOLLOWING
FORMS ARE AVAILABLE ON OUR
LIVEBINDERS SITE: http://www.livebinders.com/play/play?id=1518611
Excess Transportation
Reimbursement Form
Gas Voucher Receipt Form
Supplies Request Form
Professional Development
Reimbursement Form
46
EXCESS TRANSPORTATION:
Request for Reimbursement
District: _______________________________________
Contact Person: __________________________ Phone: ____________________________
Address: ____________________________________________________________________
City: ______________________________ State: ___________ Zip Code: ______________
Copies of voucher receipts must accompany this request. A total of $300 is the maximum amount that can be requested in a school year per district. Berrien RESA gas reimbursement funds are first come, first serve until funds are depleted.
I certify that all expenses included in this statement were incurred in compliance with grant requirements and the amounts are correct.
Liaison Signature ________________________________________ Date ___________________
Print Name: _______________________________________
__________________________________ BERRIEN RESA Approval ____________________________________ Date _________
For questions/comments, please contact Breanna Bell at 269-471-7725 ext. 1155
Gas Voucher/Family Date Amount
Total
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GAS VOUCHER RECEIPT FORM
NO. OF VOUCHERS TOTAL AMOUNT $__________ DATE GIVEN
I UNDERSTAND that the gas voucher/s I am receiving are provided by federal funding and are to be used ONLY for the purposes described below:
Transportation to students to/from school within the district or across district boundaries
Transportation to/from my child/ren’s doctor’s appointment relating to school attendance
Transportation to/from an immunization appointment
Transportation for other needs that might arise in connection to school attendance (conferences, school events, etc.)
PARENT’S NAME (Signature) PARENT’S NAME (Printed)
STUDENT(S) NAME(S) ID # __________________
SCHOOL HOMELESS CODE _____
--------------------------------------------
GAS VOUCHER RECEIPT FORM
NO. OF VOUCHERS TOTAL AMOUNT $__________ DATE GIVEN
I UNDERSTAND that the gas voucher/s I am receiving are provided by federal funding and are to be used ONLY for the purposes described below:
Transportation to students to/from school within the district or across district boundaries
Transportation to/from my child/ren’s doctor’s appointment relating to school attendance
Transportation to/from an immunization appointment
Transportation for other needs that might arise in connection to school attendance (conferences, school events, etc.)
PARENT’S NAME (Signature) PARENT’S NAME (Printed)
STUDENT(S) NAME(S) ID # __________________
SCHOOL HOMELESS CODE _____
Daily school attendance is mandatory in order to be eligible for gas cards
Failure to comply with any of the requirements will result in cancellation of this service
Daily school attendance is mandatory in order to be eligible for gas cards
Failure to comply with any of the requirements will result in cancellation of this service
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SUPPLIES REQUEST FORM
Date: __________
McKinney-Vento Homeless Education Liaison Making Request:
The following is a request for McKinney-Vento Homeless Assistance Student Services. By submitting this form, the district/agency verifies that the student listed below qualifies for McKinney-Vento Homeless Assistance. Please complete one form per student. Return form to Breanna Bell: Fax: 269-471-2941 or Email: [email protected]
Signature of Liaison: ____________________________________ Date: ____________________________________ Received by: __________________________________________ Date: ____________________________________
Name: Title:
District/Agency: Email:
Phone: Fax:
Applicant Information
Student Name: Male Female
Parent/Guardian: Phone:
Street Address: City: Zip:
School Attending: Grade: Age:
McKinney-Vento Services Requested
Official Records: Birth Certificates Immunization Records Other __________
Backpack: Boy Girl
Educational kit that you would like included with backpack PreK-2 Grades 3-5 Grades 6-12
Additional educational items: Flash Drive for MS/HS Students Calculator Spiral notebook
Toiletries: Soap Lotion Shampoo Deodorant Hair brush Light day pads Comb Heavy/overnt. pads Toothbrush Toothpaste
Clothing items:
Socks: Size 6-8 Unisex
Size 9-11 Unisex
Other
Underwear: Female Male
Child Adult Child Adult
S M L XL
Bedding: Fleece Blanket Pillow
Uniform clothing (call): Reshella Allen-Hawkins at 269-925-3811
Other clothing referral:
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PROFESSIONAL DEVELOPMENT REIMBURSEMENT REQUEST FORM
There is an opportunity to apply for reimbursement of some expenses through the Berrien RESA McKinney-Vento Project (see note below regarding documentation). Please complete and return the required information no later than September 15, 2019 via email, fax, REMC mail, or USPS:
Email: [email protected]
Fax: 269-471-2491
REMC Mail: Attention Breanna Bell
USPS: Berrien RESA McKinney-Vento Grant Project Attn: Breanna Bell 711 St. Joseph Avenue PO Box 364 Berrien Springs, MI 49103
Name: _________________________
(Please print)
District:
Address:
Contact Information:
Phone
Reimbursement Request: (check one or more that apply to expenses accrued)
[ ] Registration fee for Special Populations Conference (up to $100)
[ ] Registration fee for other professional development opportunity
Please attach documentation (e.g., copy of district mileage form for travel, receipt(s) from registrations, etc.) of expenses paid corresponding to your selection. A check will be sent to your attention (as the homeless liaison), made payable to your school district.
Liaison Signature Date
Approved by: __________________________________________ Date ______________ MV Grant Coordinator
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TIP SHEET:
The NAEHCY FAQ Guide
The Most
Frequently Asked Questions
on the Education Rights
of Children and Youth
in Homeless Situations
Prepared by the National Association for the Education of
Homeless Children and Youth (NAEHCY)
