Serving Young Children Experiencing

Homelessness:The Early Childhood

Landscape

Serving Young Children Experiencing

Homelessness:The Early Childhood

LandscapeNational Association for the Education of National Association for the Education of

Homeless Children and YouthHomeless Children and Youth25th Annual Conference | Atlanta, Georgia25th Annual Conference | Atlanta, Georgia

November 2, 2013November 2, 2013

Young Homeless Children:Young Homeless Children:National Numbers and National Numbers and TrendsTrends

In 2008-2009, 52% of all children in HUD homeless shelters were under the age of 6

Nearly 30,000 homeless children ages 3-5 (not kindergarten) were enrolled in public preschool programs in 2008-2009; this is only 4% of all students identified as homeless by public schools

The number of homeless children served by Head Start nationally increased by 44% between 2007 and 2009

Homeless Children as Percent of Cumulative Enrollment in Head Start and Early Head Start Programs

Source: Head Start Program Information Reports 2008-2012

The Reality of Family The Reality of Family HomelessnessHomelessnessLack of structure, routine, stability Trauma LossLack of access to foodLack of health careInappropriate living conditions (no play

space, overcrowded, unhealthy, over-stimulation or under-stimulation)

Stressed attachments to caregiversInvisibility

Impacts on Young ChildrenImpacts on Young Children

Higher rates of developmental delays:◦Infants who are homeless start life

needing special care four times more often than other babies

◦Homeless toddlers show significantly slower development than other children

Higher rates of chronic and acute health problems

Higher exposure to domestic and other types of violence

Reflection 1Reflection 1Reflection 1Reflection 1

Take a moment to reflect on the impact of homelessness on very young children and their families and the relevance of this information to your work. Jot down a phrase or two to record your thoughts.

“Project applicants must demonstrate that programs that provide housing or services to families are designating a staff person to ensure that children are enrolled in school and connected to the appropriate services within the community, including early childhood programs such as Head Start, Part C of the Individuals with Disabilities Act, and McKinney-Vento education services”

Early Care and Education Early Care and Education LandscapeLandscape

Child CareChild CareIndividuals with Disabilities Education ActIndividuals with Disabilities Education ActState Pre-Kindergarten Programs – State Pre-Kindergarten Programs –

ECEAPECEAPMcKinney-Vento and PreschoolMcKinney-Vento and PreschoolHead Start & Early Head StartHead Start & Early Head StartMIECHV –Home Visiting/ Affordable Care MIECHV –Home Visiting/ Affordable Care

Act Act

Early Care and Education Early Care and Education Landscape: Child CareLandscape: Child Care

Federal CCDF block grant that states can supplement ◦ State and local child care funding supplements◦ States can use federal TANF block grant funds

Designated “state child care administrator”State administrative rules, e.g., eligibility, prioritiesState and some local regulations CCDF requires coordination of ALL child care

through Child Care Resource & Referral Agencies (CCR&R)

CCDF designates set asides for quality initiatives and services for infants and toddlers

Early Care and Education Early Care and Education Landscape: Child CareLandscape: Child Care

Subsidized Child Care ◦ State-funded child care centers, networks of

family child care homes through contracts and grants to local agencies

Child Care Subsidies, or Vouchers◦ Used by families to purchase care from

licensed and unregulated care providers, including relatives and friends, for the care that best meets their needs

Serve children from infants through school-age

Early Care and Education Early Care and Education Landscape: IDEA Parts B & CLandscape: IDEA Parts B & C

Federal funds to states under Individuals with Disabilities Education Act (IDEA)◦ Part B – Preschool Special Education for ages

3-5◦ Part C – Infants and Toddlers

Uses McKinney-Vento definition of homeless Provides for identification, location, evaluation

and education of children with disabilities who are experiencing homelessness◦ Individualized Plan ◦ Home-based, classroom & consultation models◦ Goal of mainstreaming

Early Care and Education Landscape: Early Care and Education Landscape: State Pre-K ProgramsState Pre-K Programs

State funding of preschool services for 4-year-olds or for 3- and 4-year-olds

State agencies provide leadership and provide funding to local school districts◦ Both school based and community providers◦ Both targeted and universal designs◦ State Cabinets and integrated state

agencies and departments◦ Local councils and community partnerships

Most states now have some type of state pre-k system

McKinney-Vento and PreschoolMcKinney-Vento and Preschool

School district McKinney-Vento liaisons must School district McKinney-Vento liaisons must ensure that families and children have ensure that families and children have access to Head Start, Even Start, and other access to Head Start, Even Start, and other public preschool programs administered by public preschool programs administered by the LEAthe LEA

State McKinney-Vento plans must describe State McKinney-Vento plans must describe procedures that ensure that homeless procedures that ensure that homeless children have access to public preschool children have access to public preschool programsprograms

School districts are required to remove School districts are required to remove barriers to the enrollment of homeless barriers to the enrollment of homeless children, including preschool childrenchildren, including preschool children

Head Start: Basic Overview Head Start: Basic Overview (1)(1)

Created under LBJ’s “War on Poverty” initiative ~ 1965

included other programs & initiatives like Job Corps and Community Action Agencies

Originally part of the Office of Economic Opportunity; later transferred to HEW (now HHS) ~ 1969

Intended to achieve 2 primary goals:~ break the cycle of poverty~ empower low-income families

Head Start: Basic Overview (2)Head Start: Basic Overview (2)

1,600 grantees in the U.S and territories that serve over 1 million children age birth to 5 and pregnant women annually

◦Early Head StartEarly Head Start – pregnant women and children ages birth to 3 years Less than 5 % of those eligible

◦Head StartHead Start – preschool aged children 3-, 4-and 5-year-olds Less than 50% of those eligible

Head Start: Basic Overview (3)Head Start: Basic Overview (3)

Head Start mandates the provision of COMPREHENSIVE SERVICES to children and families - a unique feature of the program◦ Health, mental health, dental and nutrition services◦ Education and special education/disabilities services

Approximately 20% of children with IEPs served by Head Start

◦ Family services thru Family Partnership Agreements, parent involvement and governance, fatherhood initiatives, etc. 20-25% of Head Start staff are current or former

Head Start parents◦ Community partnerships

Head Start: Basic Overview Head Start: Basic Overview (5)(5)

Head Start Program OptionsHead Start Program Options◦ Full-day/full-year◦ School day/school year◦ Part day/part year◦ Home-based Model◦ Family child care home (Home Start)◦ Locally designed option

Head Start Act of 2007 allows programs to

explore changing program designs to meet

changing community needs.

Head Start: Basic Overview (6)Head Start: Basic Overview (6)

Enrollment primarily based on federal poverty

Not less than 10% of each HS & EHS program’s enrollment must be children with special needs

The following families are categorically eligible for HS:

*Families receiving public assistance (e.g. TANF benefits)

*Foster children*Homeless children (McKinney-Vento

education definition)

Head Start: A Perfect Match Head Start: A Perfect Match for Homeless Familiesfor Homeless Families

Head Start provides comprehensive services that homeless children may not otherwise receive

The Head Start focus on entire family means parents receive assistance in reaching their goals

Community partnerships put Head Start in an excellent position to work with all agencies serving homeless families

Head Start programs are required to identify and Head Start programs are required to identify and prioritize homeless children for enrollment; allow prioritize homeless children for enrollment; allow homeless children to enroll while required homeless children to enroll while required paperwork is obtained; and coordinate with LEA paperwork is obtained; and coordinate with LEA liaisons and other community agenciesliaisons and other community agencies

Early Care & Education Landscape in Your Early Care & Education Landscape in Your World:World:

A GridA Grid Work with someone sitting near you to

complete the Early Care and Education Infrastructure in My State/ Community for either the state or local level

If you cannot complete a cell, use the Early Care and Education Resource List to find a resource for obtaining the name, contact information you need to complete our grid.

You will have 5 minutes for this activity.

Reflection 2Reflection 2Reflection 2Reflection 2

Take a moment to reflect on the various resources that support early learning. Which do you currently partner with and who might you become more familiar with in the future? Jot down a phrase or two to record your thoughts.

““getting started” strategies getting started” strategies for collaboration……. for collaboration…….

Barriers to Early Childhood ProgramsBarriers to Early Childhood Programsfor Families Experiencing Homelessnessfor Families Experiencing Homelessness

Lack of awareness: Head Start programs may not be working from MV definition of homelessness, MV liaisons may not be “fluent” in early childhood systems, HUD providers may not know “lay of the land” of ECE Lack available slots for all eligible children, especially infants and toddlers, including those who are homeless Lack of capacity for McKinney-Vento liaisons and Head Start programs to do outreach and targeted assistance High mobility Lack of transportation Lack of documentation for enrollment

Removing Barriers:Removing Barriers:Strategies for Awareness and Strategies for Awareness and

IdentificationIdentification

Head Start programs/school districts can incorporate questions on housing status on applicationsMcKinney-Vento liaisons can inquire about young siblings of school-age childrenHomeless service providers can document ages of all children at intake, and make referrals to Head Start, ECEAP, and other ECE programs

Removing Barriers:Removing Barriers:Strategies for Awareness and Strategies for Awareness and

IdentificationIdentificationEarly childhood programs can include

information on how to recognize homelessness in staff development/trainings/in-services

Shelters can make sure that young children are assessed for developmental delays

New HUD contacts can be trained in assessment programs (Ages and Stages, Early Intervention programs, and Special Education Child Find) that provide indicators of potential developmental delays

Removing Barriers:Removing Barriers:Strategies for Identification and Strategies for Identification and

RespondingRespondingto Mobility to Mobility

Obtain parental consent for release of information from providers or liaison in order to share information between agencies, and obtain new addresses and continue to provide services when families move

In anticipation of mobility, develop joint procedures to expedite services and provide continuous services for highly mobile children.

Removing Barriers:Removing Barriers:Strategies to Expedite AccessStrategies to Expedite Access

Liaisons and homeless service staff can provide Head Start applications to identified families and help them fill them out

Expedite records by working together; e.g. liaisons can get immunization records, etc. for young siblings of school-age children

Develop joint or streamlined Develop joint or streamlined procedures and forms (e.g. housing procedures and forms (e.g. housing intake forms)intake forms)

Putting it All Together:Putting it All Together:Strategies for CollaborationStrategies for Collaboration

Head Start & ECEAP Programs could adopt a number of strategies to reach homeless families:

Develop relationship with K-12 Homeless Liaison for referrals

Assign staff member to be the liaison with local homeless shelters/service providers

Training for family advocates to continue identifying homeless families throughout the year as circumstances change

Presentations and visits to (and from) homeless shelters and advocacy groups about services available

Create connections with food banks, churches, health department, and housing groups in the community

Services Program ProvideServices Program Provide

Many programs have changed their enrollment criteriato put homeless families at the top of the list

Family advocates are trained to provide information on housing resources, emergency shelters, DSHS services, domestic violence and substance abuse support, counseling, & medical.

Transportation – some programs don’t have program-wide transportation, but do provide it for homeless families

Services Program ProvideServices Program Provide

Programs provide donations of food, clothing, baby items, and other necessary items to families on a weekly basis and have started new partnerships with grocery stores who host food drives and schools hosting coat drives

One program has set up a gated “safe park” area with shower facilities for families living in cars, along with an indoor “camp” where families can set up tents out of the weather

Early Learning CoalitionsEarly Learning Coalitions

Early Learning Coalitions in every county in Washington

stateWide variety of participation and fundingHomeless service providers and liaisons

should consider attending to create connections and learn local resources

The Foundation for Early Learning guides the coalition-building process – www.earlylearning.org/grantmaking/coalitions

Reflection 3Reflection 3Reflection 3Reflection 3

Take a moment to reflect on existing and potential resources in your community and how you could create new relationships to support the work you are doing. Jot down a phrase or two to record your thoughts.

Reflections to Actions Reflections to Actions

1. Using your three reflections on the work we’ve done today, take a moment to record an action or two that you will take when you return to your program

2. Share your Action Plan with another person, or two, or three.....

Contact InformationContact Information

Grace C. Whitney, PhD, MPA, IMH-E(IV)CT Head Start State Collaboration OfficeCT Office of Early Childhood165 Capitol AvenueHartford, CT 06106Phone: 860-713-6767Email: grace.whitney@ct.gov