Local Homeless 

Education Liaison 

Toolkit

Revised September 2007

The National Center for Homeless Education’s
Local Homeless 

Education Liaison 

Toolkit

Developed for the National Center for Homeless 

Education (NCHE) by

Patricia A. Popp, Ph.D.

Jennifer L. Hindman, M.T.

James H. Stronge, Ph.D.

Project HOPE-Virginia

The College of William and Mary

Revised September 2007 by NCHE

Produced by

The SERVE Center at the University of North Carolina 

at Greensboro
National Center for Homeless Education 

Funded by the U.S. Department of Education, the National Center for Homeless Education (NCHE) 

at the SERVE Center at the University of North Carolina at Greensboro provides critical information 

to those who seek to remove barriers to education and to improve educational opportunities and 

outcomes for children and youth experiencing homelessness.

National Center for Homeless Education (NCHE)

5900 Summit Ave.

Browns Summit, NC 27214

NCHE Helpline

800-308-2145

homeless@serve.org

NCHE Website

http://www.serve.org/nche

The content of this publication does not necessarily reflect the views or policies of the U.S. 

Department of Education; nor does mention of trade names, commercial products, or organizations 

imply endorsement by the U.S. Government. This document was produced with funding from the 

U.S. Department of Education under contract no. ED-01-CO-0092/0001 and revised under contract 

no. ED-04-CO-0056/0001.

Permission granted to reproduce this document.
Foreword

The 2001 reauthorization of the McKinney-Vento Act required the designation of a local homeless 

education liaison in every school district. The local liaison has proven to be the key to the effective 

implementation of the Act.

State coordinators for homeless education surveyed in 2005 reported that the benefits of having 

local liaisons in every school district included:

• Increased identification of homeless children and youth

• Increased service provision for homeless children and youth

• Better coordination among school district programs

• Increased awareness of homeless children and youth among school and school district staff

• Increased awareness of issues related to homeless education in the community

• Better coordination between school districts and local agencies

• More effective communication between the State Educational Agency (SEA) and Local 

Educational Agency (LEA) with regard to homeless issues

Local liaisons must have a clear understanding of the McKinney-Vento Act, be familiar with ways 

to work with their school districts and communities to identify homeless children and youth, review 

policies and practices to ensure the school success of homeless students, and create awareness 

of the needs and rights of homeless children and youth in the school district and the community.

NCHE’s Local Homeless Education Liaison Toolkit, developed in 2002 and revised in 2007, is 

designed to orient new local liaisons to their positions and provide them with tools, strategies, 

resources, and links to resources to carry out their responsibilities. It is useful in providing tips, 

tools, and resources to veteran liaisons, as well. The original Toolkit drew upon effective practices 

provided by homeless education coordinators and staff from across the nation. The revised Toolkit

expands upon these practices, reflecting five additional years of learning how best to meet the 

educational needs of homeless children and youth. The appendices were revised to be more 

comprehensive and were reorganized for easy retrieval of information, both that included in the 

publication and that accessible by web links provided.

The Toolkit is available for downloaded from the NCHE website at http://www.serve.org/nche/

products_list.php#liaison_toolkit. The Toolkit may be downloaded in its entirety to have as a ready 

resource or it may be downloaded in sections to meet specific needs. Written to be user-friendly 

and to provide quick access to vast amounts of information, it is a publication that every local 

liaison should have on hand.
Table of Contents

Chapters

Chapter 1 Overview ........................................................................................................1

Chapter 2 Homeless Education and the Law..................................................................4

Chapter 3 Liaison Roles and Responsibilities: Policies 

and Procedures on the Local Front................................................................13

Chapter 4 Strategies for Meeting the Educational Needs 

of Homeless Children and Youth....................................................................25

Chapter 5 Developing Collaborative Efforts ....................................................................33

Chapter 6 Getting the Message Out ...............................................................................44

Chapter 7 Research and Resources...............................................................................48

Appendices

Appendix A The McKinney-Vento Homeless Assistance Act

Appendix B Related Legislation

Appendix C Awareness Materials

Appendix D Enrollment Tools

Appendix E Assessment and Data Collection Tools

Appendix F Sample LEA Homeless Education Policy

Appendix G School-Level Point of Contact Form

Appendix H Collaboration Resources

Appendix I Transportation Resources

Appendix J Homeless Education Issue Briefs

Appendix K Frequently Asked Questions

Appendix L Tip Sheets
Appendix M Homeless Education Webpage Development

Appendix N Training Resources

Appendix O Research and Information on Homeless Education

Appendix P National Partners in Homeless Education

Appendix Q Resources and Services Available Through NCHE

Tables

Table 1 LEA Responsibilities and Activities.................................................................7

Table 2 Potential Enrollment Barriers and Possible Solutions ....................................20 

Table 3 Responsibilities for Local Homeless Education Liaisons ...............................23

Table 4 Ensuring Access to Other Educational Programs ..........................................30

Table 5 Levels of Collaborative Efforts........................................................................36 

Table 6 Collaboration Between Title I and Homeless Education Programs................39
Chapters


Chapter One

Chapter One: Overview

Did you know that

■ Homeless children and youth must have 

access to a public education?

■ Barriers that may inhibit the ability of 

homeless children and youth to access 

schools must be eliminated? 

Do you know

■ What potential barriers to school 

enrollment, attendance, and success 

may exist in local policies and 

procedures? 

■ How those barriers may be alleviated? 

■ How many homeless students reside 

and/or attend schools within your 

school district? 

The purpose of the Local Homeless Education 

Liaison Toolkit is to provide local education 

agencies (LEAs) with background information 

and sample resources to ensure the answer 

to the aforementioned questions can be a 

resounding, “Yes!” 

In districts that operate successful programs 

to serve students in homeless situations, 

there is one common denominator: a 

homeless liaison. Whether funded through 

the McKinney program or another source, 

the liaison is the person who orchestrates 

opportunities for students and families to 

begin to break the cycle of homelessness.

It is anticipated that local liaisons using this 

resource will be able to improve their schools’ 

and school district’s effectiveness in working 

with homeless children and youth through 

identification, provision of appropriate services, 

and increased awareness and sensitivity 

among school personnel working with homeless 

students. The Toolkit provides a wealth of 

information on the McKinney-Vento Homeless 

Assistance Act, roles and duties of local liaisons, 

successful strategies and practices for building 

awareness and collaborating with school 

district and community contacts, and additional 

resources that can support local efforts. Case 

studies in every chapter enable readers to apply 

the information to solve problems related to 

issues affecting children and youth experiencing 

homelessness. Sample forms and handouts 

may be adapted to individual districts. Toolkit

appendices provide additional resources on a 

variety of topics. 

The Toolkit is intended to support local liaisons 

Charles A. Dana Center. 1997. Pieces of the puzzle: 

Awareness, understanding, opportunity: Creating success 

for students in homeless situations. Austin, TX: Author.


Chapter One

in fulfilling legislative requirements and 

offer suggestions for promising practices by 

addressing:

■ LEAs’ responsibilities to fulfill legislative 

requirements in educating homeless 

children and youth

■ Potential roles and responsibilities local 

liaisons may assume

■ Identification of homeless children 

and youth

The Toolkit provides:

■ Guidance in identifying common barriers 

to educational access and success and 

creating solutions to address them

■ Sample tools to develop collaborative 

efforts, build awareness, and meet the 

educational needs of homeless students

■ Supplemental resources for further study 

and support

The McKinney-Vento Act, federal legislation 

in effect since 1987 (formerly the Stewart B. 

McKinney Homeless Assistance Act), has 

always required a designated local liaison 

for all LEAs with subgrant funding, and 

responsibilities of subgrantee local liaisons 

have been outlined in legislation. A local 

liaison is a staff person responsible for working 

with homeless education issues locally in a 

school district. In addition, U.S. Department of 

Education Preliminary Guidance and Policy 

Studies Associates recommended that all

 U.S. Department of Education. (1995). Preliminary 

guidance for the Education for Homeless Children and 

Youth Program, Title VII, Subtitle B. Washington, DC: 

Author.

 Anderson, L. M., Janger, M. I., & Panton, K. L. M. 

(1995). An evaluation of state and local efforts to serve 

school districts assign a local liaison to “ensure 

that homeless children and youth enroll in and 

succeed in school, and that such students and 

their families receive the educational services 

for which they are eligible.”

The information in the Toolkit is consistent with 

the U.S. Department of Education initiative, “No 

Child Left Behind.” The No Child Left Behind 

Act of 2001 (P.L.107-110), the most recent 

revision to the 1965 Elementary and Secondary 

Education Act (ESEA), embraces each of the 

following four pillars of President George W. 

Bush’s educational reform plan:

■ Accountability—Collecting data that 

shows results for all students

■ Local control and flexibility—Designing 

programs based on documented needs 

of students

■ Parental choice—Involving parents in a 

meaningful way in their child’s education

■ Doing what works—Using strategies that 

have data to show their effectiveness

These elements are reflected within the 

McKinney-Vento Act, which became effective 

July 1, 2002. Highlights of new provisions in the 

revised act for children and youth experiencing 

homelessness include:

■ Maintaining students in their school 

of origin

■ Providing transportation to ensure 

access to the school of origin

■ Enrolling homeless students 

immediately, even if regularly required 

the educational needs of homeless children and youth. 

Washington, DC: U.S. Department of Education.

 U. S. Department of Education. (1995). p. 11.


Chapter One

documentation is missing

■ Increasing funding for states to 

administer effective programs and 

provide greater funding to LEAs

■ Requiring a local liaison in all school 

districts with specific responsibilities to 

ensure that the provisions listed above 

will be met

Local homeless education programs that 

align themselves with the U.S. Department of 

Education initiative will produce stronger results 

for students and will find themselves integrated 

more fully with other school district programs.

Since all LEAs, regardless of subgrant funding, 

must designate a local homeless education 

liaison, resources are needed to support staff 

assigned this role. The Toolkit is intended to 

provide introductory information that new local 

liaisons will need, along with a variety of tools 

that have been collected and adapted from 

states and local programs across the country, to 

make the transition to this new role smoother. 

While geared toward school districts not 

receiving McKinney-Vento funds that may have 

less experience serving homeless students, 

suggestions throughout the Toolkit may be 

valuable for experienced local liaisons, as well.

National Coalition for the Homeless. (2002). President Bush 

signs Education Reform Bill. Retrieved January 8, 2002, 

from http://www.nationalhomeless.org/edannouncement.

html.


Chapter Two

Chapter Two: Homeless 

Education and the Law

Maria Gonzales and her seven-year-old and nine-year-old daughters have just moved into a 

homeless shelter. Maria visits the neighborhood school to enroll her daughters. She is given 

a list of required documents—items she does not have. Maria leaves, believing her daughters 

cannot attend the school.

Consider:

■ Should Maria be able to enroll her children?

■ What went wrong? 

■ What should be done?

■ What could you do to prevent this from happening in a school in your district?

Responses to these questions are presented at the end of the chapter.

1994

Education portion 

of McKinney Act 

included in Improving 

America’s Schools Act 

(IASA). Added preschool 

services, greater 

parental input, and 

emphasis on interagency 

collaboration.

1990

McKinney Act amended. 

All enrollment barriers to 

be eliminated. Access to 

and academic success 

in school should be 

pursued. Allowed direct 

educational services with 

McKinney funds.

Figure 1: Brief History of the McKinney-Vento Act

1987

Stewart B. McKinney 

Act signed into law. 

Required states to 

review and revise 

residency requirements 

for enrollment of 

homeless children 

and youth.

2001–2002

Reauthorization as 

the McKinney-Vento 

Act. Strengthened 

requirements to provide 

access and success; 

required local liaison 

in all LEAs. Signed by 

President G. W. Bush on 

January 8, 2002.


Chapter Two

When determining how to meet the educational 

needs of homeless students, an early 

consideration of school districts is ensuring that 

the LEA is in compliance with federal and state 

legislation. Chapter 2 reviews key components 

of federal legislation and offers suggestions 

regarding what actions local liaisons can 

undertake to meet the legal requirements for 

educating homeless children and youth.

In 1987, legislation was passed to address 

growing concerns about the plight of individuals 

experiencing homelessness. This law contained 

emergency relief provisions for 

shelter, food, mobile health care, and 

transitional housing. At the time, the homeless 

population was increasing rapidly, and 

there were early indications of changing 

demographics, with women and children 

representing a growing portion of the homeless 

population. Recognizing this growing diversity 

within the homeless population, Congress 

included provisions requiring states to ensure 

that all children experiencing homelessness 

have the same rights to a free and appropriate 

public education as housed children. Provisions 

were adopted requiring states to review 

and undertake steps to revise residency 

requirements for school attendance to ensure 

that homeless children do not experience delays 

with school enrollment. After the death of its 

chief Republican sponsor, Stewart B. McKinney 

of Connecticut, the act was renamed the 

Stewart B. McKinney Homeless Assistance Act 

(P.L. 100-77). President Ronald Reagan signed 

it into law on July 22, 1987.

To help meet the new requirements, states 

received funds to establish or designate an 

office of coordination for the education of 

homeless children and youth. In addition to 

other responsibilities, the state coordinator’s 

office was given authority to gather data on 

homeless children in the state and develop a 

state plan providing for their education. These 

provisions sought to give states the ability 

to better understand the challenges facing 

homeless students and increase responsibility 

for ensuring homeless children were not 

denied access to a free and appropriate public 

education.

In 1990, educational opportunities for the 

nation’s homeless children and youth were 

further enhanced. Provided with new information 

and data collected by state coordinators that 

revealed homeless children encountered 

significant obstacles in obtaining free and 

appropriate educational services, Congress 

amended the McKinney Act (P.L. 101-645). The 

Act reflected an intolerance for any barrier that 

prohibited the enrollment of homeless children 

and youth, along with a recognition that the true 

challenge was not simply to enroll homeless 

children but to promote their academic success 

in public school.

Specifically, the McKinney amendments 

required state homeless education coordinators 

to look beyond residency issues toward other 

potential barriers that keep homeless children 

and youth out of school. As a result, states 

were required to review and revise all policies, 

practices, laws, and regulations that might act 

as barriers to the enrollment, attendance, or 

academic success of homeless children and 

youth. In addition, states were responsible 

for assuming a leadership role in ensuring 

that LEAs reviewed and revised policies and 

Under the McKinney-Vento Act, a state 

coordinator for homeless education is 

designated for each state. Listings of 

state coordinators can be found on the 

NCHE website at http://www.serve.org/

nche/states/state_resources.php. The 

state coordinator for your state can also 

be identified by contacting your State 

Department of Education.


Chapter Two

procedures that might impede the access of 

homeless children and youth to a free and 

appropriate public education.

To promote the academic success of homeless 

students, the reauthorization provided for direct 

educational services. Prior to passage of the 

1990 amendments, states were prohibited from 

using McKinney funds to provide such services. 

Today, school districts that apply for and receive 

McKinney-Vento subgrants may use the funds 

to provide before- and after-school programs, 

tutoring programs, referrals for medical and 

mental health services, preschool programs, 

parent education, counseling, social work 

services, transportation services, and other 

services that may not otherwise have been 

provided by the public school program. To 

meet this expanded role, appropriations were 

increased significantly from 1987 levels.

When amended again, the education 

component of the McKinney Act was 

incorporated into the Improving America’s 

Schools Act (IASA, Section 323 of P.L. 103-

382), the 1994 reauthorization of the Elementary 

and Secondary Education Act, which contains 

many other education programs, such as Title I, 

Part A, and Migrant Education. As part of IASA, 

the McKinney Act increased legal protections 

for homeless children and youth to ensure 

greater access to the appropriate education 

services provided under federal, state, and 

local law. Under the new amendments, states 

were authorized to extend services funded by 

McKinney to preschool children. Additionally, 

categorical spending limits within the law were 

removed, giving LEAs with McKinney funds 

greater flexibility in developing programs to 

meet the educational, social, and health needs 

of homeless children and youth. The law stated 

that a homeless child may be enrolled in the 

school of origin (the school attended before 

becoming homeless or the school in which 

the student was last enrolled) or the school 

attended by other students residing in the area 

where the student is staying temporarily. States 

were charged with ensuring that school districts 

abide by a parent’s or guardian’s preference, 

to the extent feasible, when making enrollment 

decisions. Finally, the Act strengthened 

provisions requiring interagency coordination 

and collaboration between state and local 

education agencies and other agencies and 

organizations that provide services to homeless 

people.

In 2001, the Education of Homeless Children 

and Youth Program was reauthorized by the 

No Child Left Behind Act and was signed by 

President George W. Bush on January 8, 2002. 

National statistics showed that over one million 

children and youth are likely to experience 

homelessness in a given year and that extreme 

poverty, coupled with high mobility and loss of 

housing, places these children at great risk for 

educational challenges. These data resulted 

in additional supports being incorporated into 

the law. Among the changes for the Office of 

State Coordinator for Homeless Education is 

the requirement to strengthen state support 

to all school districts by coordinating with 

local liaisons to ensure accountability, greater 

flexibility to use McKinney-Vento funds, and 

increases in funding. The reauthorization 

strengthened the policy that homeless students 

should be integrated with their housed peers 

by explicitly prohibiting the segregation of 

homeless students through the creation of 

new separate schools or separate programs 

within schools and by requiring the Office of 

State Coordinator for Homeless Education 

to provide technical assistance to promptly 

integrate homeless children and youth attending 

separate schools and programs into schools 

and programs serving non-homeless students. 

Clarification of who is considered homeless 

is addressed by describing specific situations 

that qualify students as homeless. Prior to this 

version of the law, educators were dependent 

upon descriptions found in the U.S. Department 

of Education’s Preliminary Guidance. The 

explicit categories are described later in this 

chapter.


Chapter Two

Legal Responsibilities of LEAs

As mentioned in Chapter 1, a 2001 

reauthorization requirement is the need for each 

LEA to designate a local homeless education 

liaison to ensure that homeless children and 

youth are identified, enrolled in school, and 

receive appropriate services to meet with 

success in school. This local liaison must assist 

the school district in its compliance with federal 

and state regulations related to the education of 

homeless children and youth. 

A list of LEA responsibilities for serving children 

and youth experiencing homelessness (with 

Areas of Responsibility Activities and Responsibilities to Support Area 

Compliance

1. Ensure access to school and 

appropriate services

• Designate a contact person as a liaison for homeless 

children and youth, ensuring that homeless children 

are identified, enrolled, and receive equitable access 

to high-quality education and support services.

• Review and revise policies that may impede homeless 

students’ access to school.

• Disseminate public notice of the educational rights of 

homeless children and youth, increasing awareness of 

homeless children’s educational rights.

• Ensure identification of children and youth 

experiencing homelessness.

• Immediately enroll homeless children and youth, 

eliminating delays caused by lack of records or other 

enrollment requirements.

• Ensure that homeless children are not 

segregated or stigmatized because of their 

homelessness.

Table 1: LEA Responsibilities and Activities

examples of appropriate activities) follows in 

Table 1. This list provides LEAs with an outline 

for shaping the roles and responsibilities to be 

assigned to local liaisons, discussed in greater 

detail in Chapter 3. (A copy of the complete 

McKinney-Vento Act and U.S. Department of 

Education Policy Guidance can be found in 

Appendix A.)

In addition to federal requirements, LEAs must 

consider any state legislation that may further 

shape the responsibilities of local liaisons. Local 

liaisons should contact their state coordinator for 

state-level information related to the education of 

homeless children and youth.


Chapter Two

Areas of Responsibility Activities and Responsibilities to Support Area 

Compliance

1. Ensure access to school and 

appropriate services (cont.)

• Offer services to homeless students that are offered 

to non-homeless students, including transportation 

services and educational services for which the 

student is eligible (e.g., Head Start; Even Start; 

preschool; programs for students with limited English 

proficiency LEP/ESL/ELL], programs for gifted and 

talented students, special education, etc.).

• Ensure coordination between homeless education and 

Title I, Part A, programs.

• Maintain and transfer records in a 

timely fashion.

• Assist with immunizations.

• Promote awareness among staff of the needs of 

students experiencing homelessness.

2. Reduce school transfers and 

enhance educational stability 

and continuity

• Keep children in their school of origin to the extent 

feasible, except when doing so is contrary to the 

wishes of parents/guardians.

• Ensure the right to attend school of origin extends for 

the entire duration of homelessness and that children 

who become housed during the academic year may 

continue their education in the school of origin for the 

remainder of the academic year.

3. Strengthen parental choice and 

involvement

• Ensure homeless parents are fully informed of the 

enrollment options and educational opportunities 

available to their children.

• Provide written explanation to parents should disputes 

arise over school selection or school enrollment and 

refer parents to liaisons to mediate such disputes.

• Provide homeless parents with meaningful 

opportunities to participate in the education of their 

children.


Chapter Two

Areas of Responsibility Activities and Responsibilities to Support Area 

Compliance

4. Ensure educational rights of 

unaccompanied youth

• Immediately enroll unaccompanied youth. 

• Maintain unaccompanied youth in school of origin to 

the extent feasible, unless this is against the youth’s 

wishes.

• Immediately enroll youth in the school 

to which they seek enrollment pending 

resolution of any disputes regarding 

such placement.

• When applying for McKinney-Vento funding, include 

an assessment of the needs of unaccompanied youth 

in the application.

5. Ensure access to public 

preschool programs for young 

homeless children

• Inform preschools operated by the SEA or LEA of 

McKinney-Vento Act provisions related to young 

homeless children.

• Develop policies and strategies to facilitate the 

enrollment of young homeless children in preschool 

programs

Impact of Other Educational 

Legislation

The McKinney-Vento Act states that homeless 

children and youth must have access to 

the same educational services provided to 

other students. In addition, other educational 

legislation makes reference to serving homeless 

students. For example:

■ Head Start includes homeless 

preschoolers as a targeted population 

to be served. Background on 

homelessness and its impact on young 

children, as well as implementation 

guidance, can be found in a 1992 

Information Memorandum from the 

Head Start Bureau (U.S. Department 

of Health and Human Services, Log 

Number: ACF-IM-92-12). Just as the 

legislation requires public schools to 

identify and remove barriers that may 

delay enrollment, the same requirement 

applies to Head Start programs.

■ The Individuals with Disabilities 

Education Act (IDEA) was amended in 

2004 to facilitate the timely assessment, 

appropriate service provision and 

placement, and continuity of services 

for children and youth with disabilities 

who experience homelessness and high 

mobility. The reauthorized law requires 

greater coordination and compliance 

with the McKinney-Vento Act. IDEA also 

requires that homeless preschoolers and 
10

Chapter Two

all homeless children be included in the 

Child Find process for early identification 

of special education needs. For 

unaccompanied youth, IDEA specifically 

requires LEAs to appoint surrogate 

parents and to make reasonable efforts 

to complete the appointment process 

within 30 days.

■ Title I, Part A, targets students most at 

risk of failing in school. A child who is 

homeless and attending any school in 

the district is eligible for Title I services. 

This includes schoolwide schools, 

targeted assistance schools, and nonTitle I schools. LEAs must reserve (set 

aside) a portion of Title I, Part A, funds 

needed to provide services to homeless 

students in non-Title I schools that are 

comparable to those being received by 

other Title I students. In addition, in order 

to receive their allocation of Title I funds, 

the LEA must include how the district will 

coordinate with the McKinney-Vento Act 

when filing their plan with the SEA.

■ The Child Nutrition and WIC 

Reauthorization Act of 2004 makes 

runaway, homeless, and migrant 

children categorically eligible for free 

school meals. To implement expedited 

procedures, school officials must 

work closely with the local liaison and 

directors of homeless shelters to ensure 

that children are provided free meal 

benefits as promptly as possible, as well 

as to ensure that the school food service 

is promptly advised when children leave 

the school or are no longer considered 

homeless. The local liaison should be 

familiar with the appropriate school 

district contacts for free and reduced 

price meals programs and explore 

opportunities to collaborate. Suggestions 

for such collaborative efforts can be 

found in Chapter 5.

See Appendix B for additional information on 

laws that impact the education of homeless 

children and youth.

Defining Homelessness

Before schools can be certain they are 

complying with legislation related to educating 

students experiencing homelessness, they must 

understand who can be considered homeless. 

The McKinney-Vento Act (Section 725) defines 

homeless children and youth as follows:

■ Children and youth who lack a fixed, 

regular, and adequate nighttime 

residence, and includes children and 

youth who are:

■ Sharing the housing of other persons due 

to loss of housing, economic hardship, or a 

similar reason.

■ Living in motels, hotels, trailer parks, or 

camping grounds due to lack of alternative 

adequate accommodations.

■ Living in emergency or transitional 

shelters.

■ Abandoned in hospitals.

■ Awaiting foster care placement.

■ Children and youth who have a primary 

nighttime residence that is a public 

or private place not designed for, or 

ordinarily used as, a regular sleeping 

accommodation for human beings.

■ Children and youth who are living in 

cars, parks, public spaces, abandoned 

buildings, substandard housing, bus or 

train stations, or similar settings.

■ Migratory children who qualify as 
11

Chapter Two

homeless because they are living in 

circumstances described above.

■ Unaccompanied youth who quality as 

homeless because they are living in 

circumstances described above. The 

term “unaccompanied youth” includes 

a youth not in the physical custody of a 

parent or guardian. This would include 

runaways living in runaway shelters, 

abandoned buildings, cars, on the 

streets, or in other inadequate housing; 

children and youth denied housing by 

their families (sometimes referred to as 

“throwaway children and youth”); and 

school-age unwed mothers living in 

homes for unwed mothers because they 

have no other housing available.

In determining whether or not a child or youth 

is homeless, the LEA should consider the 

relative permanence of the living arrangements. 

Determinations of homelessness should be 

made on a case-by-case basis. Note that 

incarcerated children and youth are not 

considered homeless. A helpful resource is 

NCHE’s Determining Eligibility for Rights and 

Services Under the McKinney-Vento Act issue 

brief, available at http://www.serve.org/nche/

briefs.php. (See Appendix J for additional 

resources.)

Many staff members within a school district may 

encounter homeless students while carrying out 

their responsibilities. In addition, the community 

and schools must work together to reach 

homeless families and unaccompanied youth 

and ensure they are aware of their educational 

rights. To fulfill the responsibilities outlined in the 

law successfully, the local liaison should provide 

training and awareness materials throughout the 

school district and community. (See Appendix C 

for additional awareness resources.)
12

Chapter Two

Return to the case of Maria presented at the beginning of this chapter.

Consider:

Should Maria be able to enroll her children?

Yes, lack of records cannot delay enrollment for students experiencing homelessness.

What went wrong? 

Maria did not have information about the educational rights of her children. Possibly, the school 

was unaware of these rights as well.

What should be done?

Basic information about the McKinney-Vento Act should be available to school personnel and 

homeless families.

What could you do to prevent this from happening in a school in your district?

■ Ensure an individual in the school district assumes the role of local homeless 

education liaison, as required by the McKinney-Vento Act.

■ Encourage the identification of school-level contacts to work with the district liaison.

■ Place posters in community areas and at the school where enrollment occurs.

■ Have brochures in shelters and other community services offices explaining the 

educational rights of homeless children and youth. 

■ Provide staff responsible for enrollment (principals, secretaries, attendance officers, 

guidance counselors, etc.) with training to recognize who may be considered homeless 

and to comply with the enrollment requirements of the McKinney-Vento Act.

■ Implement additional support strategies in the succeeding chapters of this Toolkit.
13

Chapter Three

Chapter Three: 

Local Liaison Roles and Responsibilities

Policies and Procedures on the Local Front

Principal Phil Branton has noticed that students are arriving at his school from a recently 

opened shelter in the neighborhood. This is a new development, and Principal Branton has 

had no experience working with homeless families. Shelter workers are telling him the children 

can enroll even if they cannot fulfill the school district’s enrollment requirements. 

Consider:

■ Who can Principal Branton contact to learn about his responsibilities when enrolling 

students experiencing homelessness?

■ What other information and resources might Principal Branton need to best serve these 

new students?

Responses to these questions are presented at the end of the chapter.

The establishment of local homeless education 

liaisons addresses the questions posed in the 

previous scenario. All local school districts 

must comply with the basic requirements for 

serving homeless children and youth outlined 

in the McKinney-Vento Act. However, without 

an individual identified by the district to 

coordinate such efforts, there may be many 

Principal Brantons with little experience and little 

knowledge of the legal requirements for serving 

homeless students. In Chapter 2 we reviewed 

local requirements required by the McKinneyVento Act. This chapter provides suggestions for 

local policies and procedures and outlines the 

responsibilities a local liaison may be assigned 

to ensure compliance and improve services for 

homeless children and youth.

Identifying Homeless Children and 

Youth

Look at the picture below. Can you determine 

which child is homeless?
14

Chapter Three

Appearance alone is insufficient to identify 

a child or youth as homeless. There is no 

simple method to make such identification—

that’s part of the challenge schools face 

when attempting to meet the needs of 

students experiencing homelessness.

Knowledge of the definition of homelessness 

and legal requirements will not ensure 

homeless children and youth have access to 

and receive the educational services to which 

they are entitled. Schools may not be aware 

that a family arriving at the school to enroll is 

homeless or that the students they serve are 

experiencing homelessness. Homelessness can 

be “invisible.” Schools may not be aware of the 

indicators that suggest homelessness exists, 

and families may be reluctant to share such 

information. 

So, how can homelessness become more 

visible for school personnel? Strategies include:

■ Collaborating with community agencies, 

including shelters, to identify homeless 

children who require access to the public 

school system.

■ Offering professional development 

opportunities to support staff in learning 

how to identify children and youth 

experiencing homelessness and their 

educational needs.

■ Recognizing the warning signs of 

homelessness.

■ Providing a supportive, welcoming 

setting for families.

Such efforts must be in place if the full intent 

of the law to meet the educational needs of 

homeless children and youth is to be realized. 

This section includes tips for identification 

procedures. In addition, common signs of 

homelessness can be found in Appendix C, 

formatted for use as a handout or flyer.

Tips for Identifying Homeless 

Children and Youth

Familiarity with potential warning signs is a 

first step in identifying children and youth who 

may be homeless. Effective identification also 

requires additional analysis of information 

already being collected by the district and 

community outreach. Consider the following 

strategies suggested by local school districts:

■ Post educational rights of homeless children 

in areas throughout the community and 

school areas where families will see them 

when they enroll. (NCHE provides free 

posters upon request by ordering online at 

http://www.serve.org/nche/online_order.php. 

Contact your state coordinator to see if your 

state provides a state version.)

■ Disseminate brochures or flyers that explain 

the educational rights of homeless children; 

offer suggestions to ensure children are 

enrolled in school quickly and offer contact 

information for additional help. Send a supply 

to each shelter that accepts children in your 

area, department of social services, health 

department, and other service providers 

that may work with homeless families. 

(See Appendix C for awareness materials 

or contact NCHE at 800-308-2145 or 

homeless@serve.org for materials for parents 

and unaccompanied youth.)

■ Familiarize staff with the McKinney-Vento 

Act’s definition of homelessness.

■ Access student management software. Make 

use of the capabilities of the administrative 

software at your school. Sort and list students 
15

Chapter Three

by address and note occurrences of the same 

address for more than one family.

■ Review mailing labels. When printing 

newsletters or other mailing labels, note 

occurrences of the same address for more 

than one family.

■ Become familiar with local motel addresses. 

Look up the addresses of low-cost motels, 

and note when families/students list them as 

their own. 

■ Make personal contacts with the front desk 

staff at motels, low-cost health facilities, police 

stations, and other public service facilities. 

Ask them to notify you when they meet 

homeless families with children.

■ Enroll a child or youth who lacks records 

immediately. Missing records may be an 

indicator of homelessness. Contact the 

previous school to have the records sent. 

Develop a procedure to assess students for 

placement purposes if academic records are 

not immediately available.

■ Avoid using the word “homeless” when 

discussing a student’s possible eligibility. 

Many families will not disclose that they are 

homeless for fear of being stigmatized; or, the 

family may not be aware of some of the living 

situations that would qualify them for services, 

such as living doubled-up with friends or 

relatives due to loss of housing.

■ Use a district-wide residency questionnaire 

upon enrollment; the questionnaire should 

include checkboxes for different kinds of living 

arrangements, such as “home”, “apartment”, 

“shelter”, “doubled-up”, “in vehicle”, etc. 

(See Appendix D for a sample residency 

questionnaire.) Follow up with families whose 

living arrangements may qualify them for 

services under McKinney-Vento.

■ When homeless families enroll their children 

in school, ask if they have preschool-age 

children.

■ Offer assistance if you think a family may be 

homeless.

■ Assure families that their children can 

enroll even if the family does not have a 

“regular place to live” right now. 

■ If possible, take the family to a 

private location away from the front desk 

when enrolling.

■ Offer help in completing forms. 

Hesitation may indicate an inability to 

read. Have materials available in multiple 

languages.

■ Provide the student with supplies needed 

to take into the classroom.

■ Work with your school nutrition specialist 

to ensure that free meals are provided at 

school.

■ Be sensitive, patient, calm, 

and reassuring.

Identification processes can be made 

systematic through tracking with appropriate 

documentation. Challenges of sharing 

information across agencies while maintaining 

appropriate confidentiality (such as FERPA 

- the Family Educational Rights and Privacy 

Act) may require interagency agreements. Data 

management systems are becoming more 

common to assist multiple agencies that serve 

homeless individuals and families to share 

information. As these become more prevalent, 

districts should explore how they could 

participate in the process. Coordinating with the 

school district’s data management department 

and contacting the local Housing and Urban 
16

Chapter Three

Development (HUD) office may be logical first 

steps in identifying the appropriate channels. 

Many localities have developed district-level 

systems for identifying and tracking homeless 

students, including San Antonio, Texas; 

Richmond, Virginia; and West Contra Costa 

Unified School District in California. Appendix D 

contains forms adapted from the documentation 

used by these LEAs.

The effectiveness of such a system for 

collecting information related to homeless status 

upon enrollment will require appropriate training 

of staff responsible for the school enrollment 

process, such as secretaries, guidance 

counselors, and principals. Such information 

can then be used to improve services for 

students experiencing homelessness such as:

■ Referrals to counselors or social workers 

when additional services are needed

■ A means of identifying mobility patterns

■ A way to disaggregate achievement data 

Refinements to the services being provided by 

the school district could then be made using 

data-driven decision making. (See Appendix 

E for further tools and information on data 

collection.)

Facilitating Enrollment

According to the McKinney-Vento Act, local 

school districts must review local policies and 

procedures and revise those that may act as 

barriers that prevent homeless children and 

youth from accessing the appropriate services. 

The law further states that homeless students 

must be enrolled immediately. This section 

identifies common barriers homeless children 

and youth encounter and offers suggestions for 

alternatives that could be incorporated into local 

policies and pro­cedures to ensure compliance 

with the McKinney-Vento Act. 

Review and revision of legislation, policies, and 

procedures have been required at the state 

level as well. Despite efforts to comply, some 

state laws and policies may continue to conflict 

with the requirements of the McKinney-Vento 

Act. An important reference when this occurs is 

the United States Constitution, Article VI, known 

as the Supremacy Clause, which states that 

federal law supersedes state law when conflicts 

arise. In addition, to receive funds from other 

compensatory programs, including Title I, Part 

A, states and LEAs must provide assurances 

that they will comply with the requirements of 

the McKinney-Vento Act. 

Local school districts should contact their 

state coordinator’s office for guidance when 

reviewing policies and procedures. Your state 

coordinator is a resource that can provide 

information related to state requirements and 

policies. In addition, the state coordinator may 

have additional guidance on local districts’ 

policies and procedures tailored to your state. 

The national homeless education partners 

can also assist in determining compliance with 

the McKinney-Vento Act. (See Appendix P for 

national partner contact information.)

Please note that significant changes in 

policies and procedures will likely involve the 

cooperation of the local school superintendent, 

local school boards, and possibly the district’s 

attorney. Local liaisons pursuing revisions to 

local policies and procedures should identify the 

appropriate channels and important contacts 

who should be involved. Support from highranking local administration is needed for 

significant changes to be acknowledged at 

the school level where students are served. 

(See Appendix F for a sample local homeless 

education policy that complements the 

McKinney-Vento Act.)
17

Chapter Three

Residency Requirements

Homeless children and youth may move 

frequently and reside in places lacking 

traditional addresses. This makes residency 

difficult to verify. A form to assist in verifying 

homelessness can be found in Appendix D. In 

addition, federal law requires that students have 

the following two options for school enrollment: 

(a) the school of origin (that is, the school the 

child attended prior to becoming homeless or 

the school in which the child was last enrolled) 

or (b) the school attended by other students 

residing in the same area where the family 

is staying temporarily. (For more information, 

download the NCHE brief, Confirming Eligibility 

for McKinney-Vento Services: Do’s and Don’ts 

for Local Liaisons, at http://www.serve.org/nche/

briefs.php.)

Determining residence of homeless children 

and youth for enrollment purposes must 

acknowledge these two options. Remaining 

in the school of origin is considered generally 

to be the best option for maintaining school 

stability and educational continuity, if this is 

feasible, meaning, in the student’s best interest. 

(For feasibility considerations, see item G-4 in 

the U.S. Department of Education Guidance in 

Appendix A. See Appendix D’s sample form, 

Determining Feasibility of School Placement. 

Download the NCHE brief, Guiding the 

Discussion on School Selection, at http://www.

serve.org/nche/briefs.php; this brief provides 

questions that school staff may use with parents 

to determine the best school selection option for 

their child.)

The wishes of the student’s parents must be 

considered first. In the event that the school 

district’s decision does not concur with the 

parents’ preference, written documentation 

must be sent to the parents who have the right 

to appeal by following the state’s enrollment 

dispute procedure.

In the event that the student is an 

unaccompanied youth, the wishes of the youth 

must be considered. An unaccompanied youth 

also may appeal a school district decision using 

the dispute resolution process.

A decision made at the school district level must 

be documented if a dispute occurs. The school 

district should be able to provide evidence that 

it acted in accordance with the McKinney-Vento 

Act to serve the best interests of the student.

Residency concerns cannot delay the 

enrollment or attendance of a student 

experiencing homelessness. While disputes are 

being resolved, the student must be enrolled 

and attending the school requested by the 

parent, guardian, or unaccompanied youth, 

whether it be the local school or the school of 

origin.

Students’ Documentation for 

School Enrollment 

Frequent moves, lack of personal space, 

domestic violence, and many other factors 

can make it difficult for homeless families to 

maintain the documentation schools require for 

enrollment. Frequently, alternatives for the most 

common documentation or copies of originals, 

may be substituted. In addition, technology is 

useful in expediting the transmission of needed 

information. Phone calls and faxes can be 

used to quickly locate missing documentation, 

such as academic and special education 

records, immunization and health records, 

or birth certificates. The McKinney-Vento Act 

requires that the enrolling school must contact 

the last school attended to obtain student 

records. Suggestions for specific documents 

can be found in Table 2. While waiting for 

documentation, the school must enroll the 

student.
18

Chapter Three

Guardianship and Unaccompanied 

Youth

Complications in family living arrangements may 

prevent homeless students from being able to 

reside with parents due to shelter restrictions 

or lack of adequate space. For example, a 

teenage son may not be allowed to stay with 

his mother in a domestic violence shelter. 

Children and youth may be living with other 

relatives or friends in areas far from the parents’ 

residence. Runaway youth or youth whose 

families have abandoned them may have no 

Table 2. Potential Enrollment Barriers and Possible Solutions

Potential Enrollment Barriers Possible Solutions

Residency requirements ■ Check state law for specific exemptions for homeless 

children and youth.

■ Allow alternative proof:

■ Student Residency Form (See Appendix D)

■ Hotel or motel receipt

■ Letter from shelter, community agency, or parent 

verifying homelessness and indicating location of 

residence

Original birth certificate 

requirement

■ Allow alternative proof:

■ Other original documents: baptismal record, 

passport, immigration certificate, notice of birth, or 

verification of birthdate from the hospital where the 

child was born

■ Copies of school records, birth certificate, or 

birthdate verification from appropriate social service 

agency

■ Affidavit (See Appendix D)

recognized guardian. These children and youth 

cannot be denied enrollment due to the lack of 

a legal guardian. An affidavit signed by an adult 

willing to act en loco parentis (in the place of 

the parent) may be considered as an option. 

Schools, with the assistance of the local liaison, 

should enroll these students immediately 

and work with the appropriate authorities to 

ensure their access to needed services. (For 

more information, download the NCHE briefs, 

Unaccompanied Homeless Youth and When 

Legal Guardians Are Not Present: Enrolling 

Students on Their Own, at http://www.serve.

org/nche/briefs.php.)
19

Chapter Three

Potential Enrollment Barriers Possible Solutions

Social Security card or number ■ May request number, but cannot require it. (See the 

Privacy Act of 1974 or Plyler v. Doe for supporting 

legislation.)

■ Assist family in obtaining cards or new copies, if 

lost, from the Social Security Administration (Social 

Security Hotline: 800-772-1213).

Previous school records, including 

special education IEPs

■ Accept parent report with phone call verification to the 

previous school.

■ Have records faxed from the previous school.

■ If the previous school cannot be identified, or if the 

student was not previously enrolled, consider creating 

a procedure for immediate screening and placement 

(See NCHE brief, Prompt and Proper Placement: 

Enrolling Students Without Records, at http://www.

serve.org/nche/briefs.php).

Health records and immunizations ■ Accept copies, phone calls, faxes, or references in 

previous school records as verification.

■ If no records exist or immunizations have not been 

received, have the school refer the family to the local 

liaison to help the parents in obtaining the necessary 

immunizations and/or records; this is a requirement of 

local liaisons under the McKinney-Vento Act.

■ If appropriate, the parent or guardian may sign a 

“personal beliefs” exemption stating such medical 

services run counter to personal or religious beliefs.

Parent or guardianship verification ■ Accept an affidavit (See Appendix D).

■ Accept documentation of a court date for pending 

custody hearings.

Note: Schools may be required to report circumstances where 

guardianship has not been verified.

Unaccompanied youth ■ Enroll the student and work with appropriate agencies 

to assist the student.

■ Have the adult with whom the student is staying 

complete a Caregiver’s Authorization Form (See 

Appendix D).
20

Chapter Three

Dispute Resolution

Each state is required to have a process for 

resolving disputes related to enrolling homeless 

children and youth in school. This process may 

occur when questions regarding school of origin 

or transportation services arise. The local liaison 

is frequently one of the first individuals to be 

informed of such a dispute and has specific 

responsibilities that should be outlined in the 

state’s enrollment dispute resolution process. 

Contact your state coordinator for a copy of your 

state’s procedure.

Ensuring Access to Educational 

Services

When students experiencing homelessness 

enroll in school, they will frequently require 

access to special school programs. The 

students and families should be connected 

with appropriate services as soon as possible. 

Homeless students must have access to all 

educational programs and services for which 

they are eligible. Unfortunately, the normal 

referral process may delay services, and if 

families move frequently, the process may not 

be complete before students move again. 

Be sure to consider the following programs 

when reviewing local policies and procedures 

to decide if homeless students do have the 

appropriate access:

■ Free or reduced-price breakfast and 

lunch

■ Title I, Part A

■ Special education

■ Gifted and talented

■ Transportation

■ After-school and summer programs

■ Head Start and other early childhood 

programs in the district

■ ELL/ESL/LEP services

A local homeless education liaison should 

contact offices that provide these educational 

services in the school district to discuss how 

homeless students receive such services and 

to determine if any revisions in policies or 

procedures would ensure greater access.(See 

Appendix B for information on related laws.)

Suggestions to initiate collaboration with other 

departments can be found in Chapter 5.

Evaluating the Effectiveness of 

Local Programs

Documenting the efforts made by local school 

districts in serving homeless children and youth 

can be formalized through a data collection and/

or evaluation process. Data obtained can be 

used to improve programs and current efforts, 

document compliance and accountability, and 

leverage supplemental funding when sought.

A resource entitled McKinney-Vento Data 

Standards and Indicators Guidebook is 

available on the NCHE website at http://www.

serve.org/nche/products.php. NCHE facilitated 

the development of standards for quality 

McKinney-Vento programs with input from 

state coordinators, local liaisons, national 

partners, and staff from the U.S. Department 

of Education. The standards represent a 

comprehensive approach to serving homeless 

children and youth in a school district; 

the indicators for each standard provide 

suggestions for collecting concrete, quantifiable 

data to determine the extent to which the 

standard is being met. (See Appendix E for 

the Standards and Indicators and other data 
21

Chapter Three

collection resources.)

LEA Responsibilities a Local 

Liaison May Fulfill

A local homeless education liaison can fulfill 

many roles. The local liaison can be an 

administrator, a professional development 

coordinator, a collaborator, or an outreach 

specialist. The local school district will need 

to shape the position, based on its current 

needs in serving homeless children and youth. 

These responsibilities should be revisited 

over time with some items being deleted and 

others added, depending on the composition 

of the community, the level of awareness 

established in the schools, and the level of 

implementation that has occurred for revised 

policies and procedures. Table 3 lists many 

of the responsibilities that a local liaison is 

required to fulfill. In addition, the table includes 

responsibilities that are suggested as good 

practice.

Table 3. Responsibilities for Local Homeless Education Liaisons

Issue Responsibility Legally 

Required

Policies and 

procedures

■ Review local policies and procedures that may 

impact homeless children and youth, such as 

school enrollment and access to school programs 

(This is an LEA requirement that may be assumed 

by the local liaison).

■ Revise local policies and procedures determined 

to be potential barriers for homeless children and 

youth (This is an LEA requirement that may be 

assumed by the local liaison).

■ Ensure that homeless students are identified by 

school personnel.
22

Chapter Three

Issue Responsibility Legally 

Required

Enrollment 

and access to 

educational services

■ Ensure that homeless students enroll in, and 

receive equal opportunity to succeed in, the 

schools of the LEA.

■ Ensure that homeless families, children, and youth 

receive educational services for which they are 

eligible, including free school meals, Head Start, 

Even Start, and preschool programs administered 

by the LEA; and referrals to health, mental health, 

dental, and other appropriate services.

■ Ensure that parents or guardians are informed 

of educational and related opportunities that 

are available to their children and are provided 

meaningful opportunities to participate in their 

children’s education.

■ Assist in the resolution of disputes, ensuring that 

they are mediated in accordance with the state’s 

dispute resolution process.

■ Facilitate transportation arrangements.
23

Chapter Three

Issue Responsibility Legally 

Required

Outreach ■ Ensure that the parent or guardian of a homeless 

child or youth, and any accompanied youth, is fully 

informed of all educational rights, including the 

right to remain in, and receive transportation to, 

the school of origin.

■ Post the educational rights of homeless children 

and youth in all schools in the district.

■ Post the educational rights of homeless children 

and youth in the community in places where 

homeless families and youth may receive services 

(e.g., shelters, public health clinics, libraries, and 

soup kitchens).

■ Inform school personnel, service providers, and 

advocates who work with homeless families and 

youth about the duties of the local liaison.

■ Collaborate and coordinate with state coordinators, 

community service providers, and school 

personnel responsible for the provision of 

education and related services to homeless 

children and youth.

Unaccompanied 

youth

■ Assist unaccompanied youth in school enrollment 

and placement decisions, including considering the 

youth’s wishes in those decisions, and providing 

notice to the youth of the right to appeal such 

decisions through the dispute resolution process.

■ Ensure that unaccompanied youth are enrolled 

immediately in school pending the resolution of 

any dispute that arises over school enrollment and 

placement.

■ Assist children and youth who do not have 

immunizations or medical records in obtaining 

the necessary immunizations or records. (See 

Appendix J for resources related to serving 

unaccompanied youth.)
24

Chapter Three

The list of responsibilities in Table 3 is in no 

way exhaustive, yet may appear overwhelming 

at first glance. Many of these responsibilities 

will require outreach and collaboration with 

the community, other district-level personnel, 

and school-level personnel. Chapters 5 and 6 

contain suggestions and resources to begin 

such outreach and to build partnerships to meet 

the educational needs of homeless children and 

youth.

Return to the case of Principal Phil Branton presented at the beginning of this chapter. 

Consider:

Who can Principal Branton contact to learn about his responsibilities when enrolling students 

experiencing homelessness? 

■ The local homeless education liaison is the most appropriate contact for the principal. 

The local liaison not only has information on federal and state requirements but also 

can explain how these requirements are implemented at the local level. 

■ The state coordinator for homeless education can also be a useful resource, especially 

when discussing general information related to state/federal requirements.

■ The national partners in homeless education. (See Appendix P for contact information.)

Issue Responsibility Legally 

Required

Suggested activities 

to ensure districtwide compliance

■ Provide professional development for school 

district staff to build awareness of the educational 

needs of homeless students, legal responsibilities 

of the school, and local policies and procedures.

■ Provide outreach to community service providers 

through presentations, announcements, and 

dissemination of relevant resources.

■ Provide training for parents.

■ Distribute tutoring supplies, clothing, and other 

useful resources to schools.

■ Conduct a needs assessment to find out what 

needs to be improved in your district’s efforts to 

serve homeless students.

■ Conduct an evaluation of your district’s homeless 

education program.
25

Chapter Four

Chapter Four:

Strategies for Meeting the Educational 

Needs of Homeless Children and Youth

An advisory board for homeless education met to discuss what they could do to promote 

access to and success in schools for children and youth experiencing homelessness. Around 

the table sat individuals who worked with students in shelters, a local homeless education 

liaison, a classroom teacher, and several school district administrators. Ideas flowed about 

methods to get information to staff involved in educating students. The board members 

realized that building awareness was key and talked about mailings, personal contacts, training 

opportunities, and the successes and frustrations that they had faced. In addition to the everpresent need to build awareness was the question of how to actually meet the educational 

needs of children and youth. The team came to the following conclusions: 

1) Get students enrolled in school.

2) Identify their individual needs.

3) Connect the students with the appropriate services.

The board members realized that homeless students are a diverse group whose educational 

needs vary greatly and that the community and school district had resources available that 

could meet many of the potential needs. The conversation returned to awareness. The 

academic success of homeless children and youth could be increased if staff: 

■ Had information about students experiencing homelessness.

■ Were able to identify the potential needs of homeless students.

■ Could refer students to the appropriate school district and community supports.

Consider:

■ Given this scenario, what steps would you recommend be taken next?

■ Do other people need to be included in the planning? If so, who?

Responses to these questions are presented at the end of the chapter.
26

Chapter Four

The McKinney-Vento Act calls for states and 

localities to eliminate enrollment barriers. 

Chapter 3 reviewed common barriers and 

suggested potential remedies. Underlying any 

endeavor taken on behalf of students who are 

experiencing homelessness is the need to 

ensure that people understand what the law 

allows and how the state expects localities to 

implement the requirements. If compliance is 

to be realized and homeless children are to be 

served appropriately, school personnel must 

know what rights these children have. Building 

awareness across multiple levels is a major 

responsibility of local liaisons. 

■ At the school district level, the local 

liaison may assist the school district in 

identifying any existing barriers to the 

enrollment of homeless children and 

youth and take steps to alleviate them. 

■ At the school level, individuals 

responsible for student enrollment must 

be aware of the mandates in federal and 

state law related to students who meet 

the definition of homelessness. 

■ At the classroom level, teachers must 

know how to meet the needs of the 

highly mobile homeless students and the 

class as a whole. 

Promoting awareness of the educational 

needs of children and youth experiencing 

homelessness among staff at all levels is 

needed to provide educational access and 

effective strategies that lead to greater success 

in school. 

Awareness Building

A three-pronged approach to awareness 

building may be taken in the school district 

by addressing specific issues at three levels: 

(a) the school district/community level, (b) 

the school level, and (c) the classroom level. 

In order to build awareness, the local liaison 

must decide where to target such efforts, what 

channels to access, and what message to 

provide. The issue of homelessness is complex 

and can be overwhelming. In reality, most local 

liaisons have time limitations, with homeless 

education accounting for a small portion of 

the multiple responsibilities they must fulfill. 

Therefore, efforts must be targeted. Chapter 4 

offers suggestions for building awareness and 

developing strategies from the school district 

level to the classroom level. (Appendix C 

contains helpful awareness materials. Appendix 

H contains additional resources related to 

collaboration. Appendix N contains useful 

training resources.) 

What Can School Districts Do?

Become Familiar with Laws and Policies 

Affecting Homeless Students

School districts must have procedures to ensure 

that students experiencing homelessness have 

access to school. The local liaison is the key 

person to understand the McKinney-Vento 

Act and ways it should be implemented in the 

school district. The local liaison should also be 

familiar with other laws that affect homeless 

students, such as Title I, Part A; IDEA; and 

free school meals. In addition, the local liaison 

must be aware of state and local policies that 

either support or act as barriers to the education 

of homeless students. The local liaison is 

instrumental in creating district-wide awareness 

of laws and policies and in facilitating the 

revision of policies that pose barriers.

Conduct a Needs Assessment

Best practice suggests that a needs assessment 

be conducted to shape the development of an 

action plan. Taking the time to conduct a needs 

assessment and create a service plan provides 
27

Chapter Four

the local liaison with a clear sense of where 

to start and a vision of anticipated goals to be 

realized. Needs can be identified, grant-writing 

opportunities targeted, and collaboration initiated 

to meet the educational needs of students. In 

addition, if the district is considering applying for 

McKinney-Vento funds, a needs assessment will 

be required as part of the application process. 

Local liaisons should work with their school 

district data departments. Ongoing, systematic 

data collection will ensure that local liaisons 

have the most current information to share 

related to the needs of homeless children and 

youth. (See Appendix E for resources to assist 

with conducting a needs assessment and 

collecting data.)

Since LEAs not receiving McKinney-Vento 

funding may have limited resources to conduct 

a needs assessment, the state coordinator 

could be contacted for basic information 

collected at the state level. For example, state 

coordinators will have information on barriers 

that continue to be challenging and examples 

of practices that have been successful at the 

local level. Local liaisons in nearby school 

districts with subgrants can be another valuable 

resource. The state coordinator will have 

contact information for such local liaisons. 

Identify Community Contacts

Local liaisons will need basic information about 

the community related to issues impacting 

homeless students. For example, knowledge of 

the location of all shelters that accept children 

and youth in the school district and surrounding 

communities and the populations they serve is 

needed to build relationships with shelter workers 

who may assist families enrolling students. A 

similar approach could be used with low-income 

motels. It is important that the schools serving 

areas with shelters and hotels be informed of 

the existence of these residences to encourage 

school-level outreach. 

Localities receiving HUD funds have 

participated in a Continuum of Care process 

that includes an extensive needs assessment, 

including the identification of existing resources, 

agencies, and their services. This information 

would be valuable when referring homeless 

families for services and building collaborative 

networks with the schools. Other potential 

sources for this information would be state 

or local interagency groups working with 

homeless families. Again, your state homeless 

education coordinator may be able to identify 

agencies and contacts. Students experiencing 

homelessness have many needs beyond 

those addressed by schools. Assisting families 

through referrals for additional services, such as 

housing, medical services, and social services, 

can increase stability and ensure students are 

ready to learn when they reach the classroom. 

Provide Outreach to Schools and the 

Community 

As noted in Chapter 2, LEAs, with the 

assistance of local liaisons, must ensure 

access of children and youth experiencing 

homelessness to school by:

■ Educating school personnel about the 

federal, state, and local (if applicable) 

laws and guidelines regarding the 

education of students experiencing 

homelessness.

■ Posting signs (in multiple languages, if 

applicable) in schools and other locations 

where homeless families receive 

services to let parents/guardians know of 

their student’s educational rights.

■ Collaborating with community 

organizations.
28

Chapter Four

In addition, it is recommended that local 

liaisons:

■ Contact local shelters and inform shelter 

directors or children’s coordinators of the 

appropriate contact for assistance with 

school-related issues.

■ Distribute materials about the 

educational needs of homeless children 

and youth.

■ Meet district-level directors of 

departments such as guidance; 

special education; gifted education; 

transportation; and Title I, Part A, to 

identify collaborative efforts to benefit 

students experiencing homelessness.

Review, Revise, and Develop 

Local Policies and Procedures

The local liaison should ensure that local 

policies and procedures are reviewed 

and recommend changes to facilitate the 

enrollment and academic success of homeless 

students as needed. Since no requirements 

can act as barriers to delay enrollment, all 

enrollment requirements should be identified 

and alternatives generated that could satisfy 

requirements or expedite their fulfillment. For 

example, the McKinney-Vento Act states that a 

student who lacks proof of residency cannot be 

denied access to school. A logical substitution 

could be an affidavit stating where the student 

is currently staying at night in place of a utility 

bill. Chapter 3 of the Toolkit contains additional 

examples of barriers and potential solutions. 

The requirement to keep a homeless student in 

his or her school of origin when feasible (in the 

child’s best interest) necessitates a process to 

make such a determination. Schools must first 

consider the school of origin and the preference 

of the parents, guardians, or unaccompanied 

youth. If the school disagrees with the family’s 

or youth’s preference, the school must provide 

written documentation of its decision and its 

justification. The family then has the option 

to follow the procedures established by the 

state’s dispute resolution process. Having 

such procedures in place will support schools 

in collecting information to best serve their 

students experiencing homelessness while not 

delaying enrollment.

Districtwide procedures for working with 

students who are homeless increase the 

consistency of school responses. Such 

procedures should address the following:

■ Enrollment

■ School of origin

■ Transportation

■ Access to educational programs

■ Dispute resolution (developed by the 

state)

Appendix J includes links to briefs that have 

been created jointly by the national partners in 

homeless education with input from state and 

local programs. These resources may be helpful 

in developing effective policies and procedures 

consistent with the McKinney-Vento Act. 

Appendix F includes a sample local policy that 

LEAs may use as a model to complement the 

law in their district.

Collaborate with Other School 

District Programs

The local liaison also may serve as a resource 

to other school district departments to ensure 

that students experiencing homelessness have 

access to the appropriate educational services. 

The local liaison may identify ways for the 

departments to use what they are already doing 

to assist students experiencing homelessness. 
29

Chapter Four

Table 4: Ensuring Access to Other Educational Programs

Department Suggestions of What Can Be Done

Federal Programs 

(e.g., Title I, Part A; 

Title II; Safe and DrugFree Schools; Migrant 

Education)

■ Look for an overlap in missions and populations to serve homeless 

children and youth collaboratively

■ Review the legislative requirements for these programs and their 

references to serving homeless students.

Special Education ■ Review provisions for homeless students with special needs in the 

2004 reauthorization of IDEA.

■ Work with the school district’s special education coordinator to ensure 

that schools expedite requests for child studies and determinations 

of eligibility; homeless students often move before the process is 

complete and, as a result, experience delays in obtaining services. 

Homeless children must be included in Child Find efforts. The local 

liaison’s community contacts can assist in these efforts. The local 

liaison and special education coordinator should also develop a 

process for identifying a surrogate for an unaccompanied youth, when 

needed.

Staff Development ■ Offer a session on the McKinney-Vento Act and meeting the needs of 

homeless and highly mobile students to teachers, school counselors, 

enrollment staff, pupil transportation staff, and school and district 

administrators.

■ Provide short information “blurbs” about homeless education for school 

and district newsletters. (See Appendix N for helpful training resources, 

including online tutorials, that may be recommended to school and 

district staff.)

Student Support 

Services

■ Using district databases, track student movement within the school 

district and target students moving frequently to determine if 

homelessness is a factor. If so, stabilize the student’s school placement 

should future moves occur.

■ Work with attendance and truancy staff to help you identify students 

whose homelessness is affecting attendance and generate strategies 

to increase regular attendance.

Transportation ■ Discuss the transportation provisions of the McKinney-Vento Act with 

the pupil transportation director and establish policies and procedures 

to arrange transportation for homeless students expeditiously.

■ Include shelters on school bus routes so that stops are located nearby, 

and be responsive to changes, as needed. If possible, arrange for 

students in shelters to be the first on and last off the bus, to avoid 

stigmatization.
30

Chapter Four

What Can School Personnel Do?

In general, school-level administrators need 

information to share with staff members 

responsible for enrolling new students. This 

information should include the rights of 

homeless children and youth to a free and 

appropriate public education and examples 

of best practices that promote compliance. 

Staff development may initially target district 

schools with the greatest likelihood of serving 

homeless students; however, all district schools 

will need information on homeless education 

to ensure doubled-up populations and children 

continuing to attend their school of origin are 

served appropriately, as well. Staff serving 

unaccompanied youth, in particular, should 

receive information on the challenges facing 

these students and ways to support their 

academic progress and ensure credit accrual 

and retrieval.

One way to disseminate information is to request 

a slot on the agenda of the school district 

principals’ meeting. During a brief presentation, 

the local liaison can explain his/her role in 

ensuring student access to school and request 

that principals designate a homeless education 

contact for each school.

Local liaisons who have developed schoollevel contacts report that this has been a critical 

element of their success in reaching homeless 

students. With a point of contact’s name, it is 

more likely that materials sent to the school 

will get to the appropriate staff and be read. 

The contact becomes a resource to call when 

problems arise. Given principals’ limited time, 

a form the principal completes to identify such 

a contact and returns via intra-district mail 

is recommended. A flyer could be included 

providing general information on enrollment 

requirements and tips for the designated contact. 

A sample form for identifying a school-level point 

of contact is included in Appendix G.

A variety of professionals work in schools and 

impact the experiences of students who are 

homeless. Tip sheets that local liaisons can 

distribute to critical personnel, such as guidance 

counselors, school secretaries, administrators, 

and school nurses, are provided in Appendix L. 

What Can Classroom Teachers Do?

The local liaison for homeless education can 

provide teacher tips for working with homeless 

students that:

■ Heighten teacher awareness of the 

issues and needs associated with 

working with children and youth who are 

homeless.

■ Promote sensitivity to the issue of 

homelessness.

■ Support effective teaching strategies.

■ Ensure all students participate in local 

and statewide assessments.

Most educators feel a connection to the 

students they teach. They want the best for 

them. However, few educators have had the 

experience of being homeless and may not 

be aware of what it is like to live in a shelter. 

They may not know the telltale signs of 

homelessness. While there are volumes of 

information that one could give educators, brief 

lists that can be read quickly and incorporated 

into the classroom environment with relative 

ease may be most useful. 

When a student is identified as homeless, 

the teacher should be told privately and 

confidentially. Prior districtwide training and 

dissemination of information may prepare 

teachers for such an occurrence. Sensitivity 

can be nurtured in advance, but concrete 

strategies to meet the educational needs of 

homeless students may need to be revisited. 

Resources should be readily available for 
31

Chapter Four

teachers who have not had homeless students 

in their classes before. If school-level contacts 

have been identified, these contacts could 

have pre-made packets to share with teachers 

as needed. (Handouts on recognizing signs 

of homelessness and teacher tips for creating 

a successful school experience for students 

experiencing homelessness are included in 

Appendices C and L. A list of NCHE publications 

that focus on instructional practice can be found 

in Appendix N.)

What Can Parents Do?

Parents and guardians play an important role 

in shaping how students perceive the change 

in their living arrangements. Parents may be 

disillusioned about the school experience from 

their own K–12 experiences or from frustrations 

of trying to get their children enrolled. Families 

may need some tips to assist their child during 

this time.

■ The NCHE brief, Guiding the Discussion 

on School Selection, assists parents in 

deciding whether to keep their child in 

the school of origin or transfer their child 

to a new school. Download the brief at 

http://www.serve.org/nche/briefs.php.

■ A sample parent tip sheet can be found 

in Appendix L.

■ A parent booklet, What to Do to Help 

Your Child in School, is available from 

NCHE; order online at http://www.serve.

org/nche/online_order.php or by phone 

at 800-308-2145.

In addition to helping parents, these materials 

may be beneficial to enrollment staff, shelter 

staff, and teachers. For enrollment staff, the 

materials will help them know what kind of 

questions the parents may ask. For the shelter 

worker, the materials will assist in coaching 

parents who need to enroll students in school. 

For the teacher, the materials may identify 

activities that could be incorporated into the 

classroom. The experience will more likely be 

a positive one if individuals are sensitive and 

welcoming to the parents. 

Teachers should offer to assist parents by 

explaining report card information such as 

their children’s state assessment scores. This 

information will assist parents in making good 

decisions about their children’s education.

Parents should be encouraged to participate 

in school events, such as activities of the 

parent-teacher organization. Assisting with 

transportation may help parents who are unable 

to come to school to be involved. For parents 

who are hesitant to come to the school, an 

informational visit to the shelter or place where 

the family is currently staying may reinforce that 

the school is interested in the well-being of their 

children and the input parents provide.

Keeping the Main Thing the Main 

Thing

The local homeless education liaison must 

support awareness building among all school 

district personnel. Teachers, administrators, 

secretaries, guidance counselors, social 

workers, and other staff are constantly 

changing, just as the homeless population 

seems to be in constant motion. Attending to 

awareness once a year will not be sufficient. 

Awareness must be an integral part of the 

local liaison’s ongoing responsibilities. Using 

lists for quick reminders and reference will link 

what people need to know with what the child 

or youth is experiencing. (See Appendices C, 

L, and N for awareness, quick reference, and 

training materials.)
32

Chapter Four

Return to the case of the local advisory board in the beginning of this chapter.

Consider:

Given this scenario, what steps would you recommend be taken next?

First, the board should be applauded for having a formal mechanism for dialogue across 

agencies. If they have not done so, the board may wish to:

■ Conduct a needs assessment or tap into an existing resource such as that required for 

Continuum of Care.

■ Be sure schools have contact information for local shelters and low-income motels in 

their attendance zones.

■ Identify contacts in other education programs homeless students may access.

■ Provide easy-to-read reference lists to education and related professionals.

Do other people need to be included in the planning? If so, who?

Others are probably needed, although the board already includes multiple perspectives. 

Some potential future participants include administrators for Title I, Part A; special 

education; staff development; student support services; and transportation.
33

Chapter Five

Chapter Five:

Developing Collaborative Efforts

It’s 7:45 a.m. and Isaac Anderson, a local homeless education liaison, walks into his office 

as the phone rings. He is relieved the coffee does not spill as he juggles putting down 

his briefcase and mug. He answers the phone. A shelter director is calling to tell him a 

family with two middle-school-aged children arrived during the night. The mother wants 

the children to stay at their former school in the district. Isaac knows that he does not have 

any money for bus tokens to get the children to a school outside the shelter’s attendance 

zone. The shelter director says that she will drive the children to school today, but will need 

assistance in the future. Isaac says that he will call her back later in the day.

Consider:

■ What does the law require?

■ What options does Isaac have?

■ What would happen in your school district?

Responses to these questions are presented at the end of the chapter.

What can our local liaison in the above scenario 

do? Isaac wears several hats, and local liaison 

is just one of them. He is responsible for 

ensuring the enrollment of children and youth 

who are homeless, but his school district does 

not receive any McKinney-Vento funds. Isaac 

does have options. He could:

■ Call the school district transportation 

coordinator to see if a bus could drive by 

the shelter and get the children to their 

school of origin.

■ Contact the student support services 

coordinator to determine how that 

department could assist.

■ Alert the school to the children’s change 

in living arrangements so that school 

personnel can be sensitive to additional 

needs the students may have.

Finally, Isaac must ensure that the parent’s 

preference regarding placement is followed 

to the extent feasible, and transportation must 

be arranged.
34

Chapter Five

Isaac will not be able to resolve the 

transportation challenge alone. Relationships 

with other departments in the school and the 

community will be necessary to bring closure 

in this case. Chapter 5 focuses on building 

collaborative relationships using examples from 

the experiences of local liaisons.

Basic Tips for Collaboration

Identifying Potential Partners

Collaboration is a two-way street. People who 

work with children and youth experiencing 

homelessness often do so with little or no 

targeted financial resources. Collaboration 

with other departments in the school district 

is an essential tool to access services for 

homeless students. When deciding to pursue a 

collaborative partnership, it is helpful to:

■ Identify the needs of homeless students 

in your district.

■ Know the responsibilities of other 

departments in your district.

■ Identify areas of interest or overlap 

between homeless education and other 

departments.

■ Consider how other departments can 

provide assistance and be sure to 

determine how the assistance can 

benefit the department, if undertaken.

■ Consider how the local liaison can 

provide reciprocal support, if possible.

Once a potential collaborative relationship is 

identified, determine your key contact person 

in the department. Communicate regularly, 

and keep the issues germane to students as 

your focus.

Realizing the Level of Involvement 

Needed

Collaborative efforts is used loosely here to 

describe a relationship where two or more 

individuals or groups work on behalf of the 

education of children and youth experiencing 

homelessness. The degree to which the parties 

High

Low High

Level of Shared 

Responsibility

Linkages for Shared 

Resources

Networking

Cooperation

Coordination

Coalition

Collaboration

Figure 2: 

Building Up to Collaboration
35

Chapter Five

share responsibilities and resources can 

vary greatly across partnerships as shown in 

Figure 2. Relationships can range from lowlevel networking to true collaboration, which 

by definition is the highest level of shared 

responsibility in which resources are integrated. 

Some examples of each level may be found in 

Table 5. When reaching out to other departments 

and agencies, it is important to consider the level 

of relationship that may be needed to realize 

goals and to build on existing relationships 

that may be expanded. When new partners 

are sought, consider working on lower-level 

relationships to build trust before attempting 

more complex interactions.

Level Description Example

Networking Making connections with 

individuals or groups whose 

purpose is related to your 

mission

Having copies of the transportation 

department’s meeting minutes forwarded to 

you

Cooperation Limited working together Asking a Spanish teacher to translate 

a document to be used to promote the 

educational rights of students experiencing 

homelessness in the Spanish-speaking 

community

Coordination Combined effort on an 

initiative that meets the 

needs of both parties

Arranging with school nurses to refer children 

experiencing homelessness for free or lowcost medical and dental care

Coalition Regular communication 

and sharing of resources, 

but each group still retains 

control over its domain

Agreeing on a process to ensure that 

student services, the local liaison, and the 

transportation department communicate when 

a homeless student has a change of address 

to ensure that the bus transports the student 

to/from the location where he/she is currently 

staying

Collaboration Working together and 

pooling resources to meet a 

common purpose or goal

The school and local liaison work with the 

parent(s) or guardian(s) to provide the 

best educational program for the student 

experiencing homelessness

Table 5: Levels of Collaborative Efforts
36

Chapter Five

Initiating the Collaboration

Once you have considered how to make 

collaboration a win-win opportunity for students, it 

is time to approach the individuals, departments, 

or agencies with whom the prospective 

partnership will be formed. Appendix H provides 

a sample form to identify future collaborative 

strategies. Suggested activities for accomplishing 

a collaborative partnership include the following:

■ Schedule a time to meet with the 

individual in charge of the department 

or agency.

■ Prepare for the meeting by identifying 

the key points to be discussed.

■ Explain your role as local liaison.

■ Share what is needed in the district to 

support children and youth experiencing 

homelessness.

■ Ask the individual for his/her support 

based on the department’s or agency’s 

responsibilities.

■ Offer concrete suggestions for actions that 

can be taken by department or agency 

staff.

■ Enter the meeting with a positive 

outlook and plan to leave with a specific 

commitment for support.

Developing the Collaboration

True collaborative relationships are often the 

result of growth. In fact, many collaborative 

agreements are sustained by building upon 

existing structures. While not all collaboration 

needs to be intense, key features of successful 

collaboration include the following:

■ Establishing a common goal, purpose, 

or focus

■ Communicating regularly

■ Sharing resources 

■ Prioritizing and strategizing together

Be sure to build in opportunities to discuss 

and develop these features when creating 

and maintaining relationships with other 

departments and agencies. (See Appendix H for 

more information on collaboration.)

Working with Other Departments in 

Your School District 

Frequently, awareness of the needs and the 

issues associated with homeless students 

by central office staff is needed. Educating 

fellow central office personnel on the legal 

requirements for the education of homeless 

students is an important first step. The next 

logical step is opening a dialogue to determine 

how departments can help. Crucial to working 

with other departments is the elimination of 

educational barriers for homeless students. 

Many departments can contribute to the access 

and success in school of students experiencing 

homelessness.

■ The school board may need to address 

local policies that are potential barriers to 

enrollment, such as tuberculosis testing. 

■ Student support services may coordinate 

with homeless education programs to 

track intra-district transfers of homeless 

students. 

■ Student services may assist with record 

transfer and enrollment. 

■ The transportation department may allow 

shelters to call to arrange bus service for 

new children and youth at the shelter.
37

Chapter Five

■ District professional development 

provided at the start of each school year 

for the local school-records clerks may 

include homeless awareness training. 

Collaboration yields understanding, new 

options, and coordination of resources. The key 

is identifying critical needs, key players, and 

potential actions at the start. Some departments 

are more likely than others to have a role 

to play in educating homeless children and 

youth. Special education and Title I, Part A, are 

highlighted because of legislative references to 

homelessness in their respective laws.

Special Education

The Individuals with Disabilities Education 

Act (IDEA), amended in 2004, requires 

greater coordination and compliance with the 

McKinney-Vento Act. Local liaisons should 

work with special education coordinators to 

help establish procedures to ensure expedited 

assessment, appropriate service provision and 

placement, and continuity of services within 

required timelines for children who experience 

homelessness and have disabilities. 

The child find component in IDEA includes 

identifying unserved young children with 

disabilities who are homeless. The local liaison 

can provide information regarding the location 

of homeless families in the district, thereby 

assisting special education directors in the 

outreach required for child find. Linking young 

homeless children who may require special 

education with early intervention can be a 

powerful way to avoid more serious learning 

problems when students enter school. (See 

Appendix B for additional information on IDEA.)

Title I, Part A

Since approximately 7% of local school districts 

receive McKinney-Vento sub-grants, the majority 

of districts must consider other resources to meet 

the needs of children and youth experiencing 

homelessness. Title I, Part A, funding is used by 

many school districts to improve the academic 

performance of children in poverty. Students 

experiencing homelessness are, by definition, 

part of the population that Title I serves. Title I 

and the local homeless education liaison can 

work for the benefit of homeless students by 

ensuring that they receive comparable services 

whether or not they attend a Title I school in the 

district. LEAs must reserve (or set aside) funds 

as are necessary to provide services comparable 

to those provided to children in Title I-funded 

schools to serve homeless children who do not 

attend participating schools, including providing 

educationally related support services to children 

in shelters and other locations where children 

may live. 

Please note, however, that the U.S. Department 

of Education has stipulated that while Title I, 

Part A, funds can be used for educationally 

related services, they may not be used to fund 

transportation to the school of origin for homeless 

children and youth. Because transportation 

services to the school of origin are mandated 

under McKinney Vento, the use of Title I, Part 

A, or Title V funds for transportation would be 

considered supplanting, which is prohibited. 

However, Title I, Part A, funds may be used for 

transportation to the school of origin, once a 

student is permanently housed, for the remainder 

of the school year. (This is addressed in the 

Policy Guidance from the U.S. Department 

of Education in Appendix A and in the NCHE 

issue brief, Title I and Homelessness, which is 

available for downloading at http://www.serve.

org/nche/briefs.php.)

See Table 6 for Title I collaborative strategies 

identified by veteran local liaisons.
38

Chapter Five

Table 6: Collaboration Between Title I and Homeless Education Programs

Goals Potential Strategies

Increase awareness 

and understanding of 

the issues relating to 

homeless students 

and how Title I, Part 

A funds may be used 

to serve them.

■ Communicate with a variety of Title I groups by developing 

conference presentations, staff development events, public service 

announcements, and welcome packets with information for new 

staff.

■ Post the McKinney-Vento definition of homelessness and the legal 

rights of homeless students in schools and administrative offices 

throughout the district.

Eliminate 

organizational and 

attitudinal barriers 

and strengthen 

programs.

■ Move beyond “turf issues” and emphasize common goals.

■ Partner with additional programs that support students with similar 

challenges, such as migrant education and special education.

■ Publicize successful Title I/homeless education collaborations (e.g. 

Minnesota; Oregon; Miami-Dade County, FL; Fresno, CA; and West 

Contra Costa, CA).

Increase 

communication 

between the Title 

I and homeless 

education programs.

■ Establish ongoing communication between the local liaison and Title 

I coordinator.

■ Co-locate Title I and homeless education program offices.

■ Include homeless education representation on Title I committees.

■ Identify crossover policies; supporting homeless education programs 

can fulfill Title I requirements, too.

■ Include homeless education and Title I collaboration in district 

monitoring.

Clarify and 

strengthen policy 

areas.

■ Establish policies, procedures, and guidelines to identify and serve 

homeless students.

■ Review needs assessment data with the Title I coordinator to 

determine the amount of funds to be set aside to serve homeless 

students.

■ Clarify how set-aside funds can be used to support homeless 

students.

Build leadership at 

the LEA level.

■ Celebrate successes.

■ Identify and emphasize a common vision and common goals within 

the district and community.
39

Chapter Five

Collaboration to Support the 

Transportation of Homeless 

Students

Remaining in the school of origin increases 

school stability for homeless students. When 

remaining in the school of origin is feasible 

(meaning, in the student’s best interest), 

school districts must provide transportation 

to and from the school of origin. The local 

liaison is instrumental in coordinating these 

arrangements.

Collaboration is the key to getting transportation 

arrangements in place efficiently and 

expeditiously. The local liaison should 

work closely with the school district pupil 

transportation director, including providing 

training to the director and transportation 

personnel on the McKinney-Vento Act and 

the needs of homeless students. Together, 

the pupil transportation director and the local 

liaison should review the transportation needs 

of homeless students and develop ways that the 

school district can need these needs.

In school districts where homeless students 

cross district lines to remain in the school of 

origin, the local liaison should collaborate 

with the local liaison and pupil transportation 

department from other school districts. 

Having inter-district policies, strategies, and 

agreements in place ensures that cross-district 

transportation can be implemented without 

delays.

Local liaisons should also explore community 

resources that might be available to assist 

with transporting homeless students. Local 

liaisons should initiate conversations with 

the department of social services, housing 

authorities, child welfare agencies, and juvenile 

justice. Many agencies have vans and buses 

that they are willing to use for transporting 

homeless students. Oftentimes, taxi companies 

and public bus systems are willing to provide 

services at a discount to homeless families. 

Creating awareness and buy-in for serving 

homeless families is the first step in establishing 

community collaborations.

Working with Parents and 

Guardians

Parents (and guardians) are logical partners 

in a child’s education. The majority of parents 

experiencing homelessness want their children 

to receive an education. They are interested 

in many of the same offerings as parents of 

housed children, such as tutoring, after-school 

activities, free and reduced price lunch, and 

special academic services. It is clear that 

facilitating family involvement will increase 

the success of students in school, as many 

research studies have shown.1 Schools need to 

build trust, establish communication pathways, 

and provide opportunities, such as offering 

transportation to nighttime events or parenting 

classes. 

For families burdened with the additional stress 

of being homeless, greater outreach at the 

district and school level may be necessary. This 

may mean:

■ Assisting with best interest decision 

making for school selection (See the 

NCHE brief, Guiding the Discussion on 

School Selection, for more information; 

the brief is available for downloading at 

http://www.serve.org/nche/briefs.php.)

■ Acknowledging the family’s critical 

role and requesting specific types 

of family participation in the school; 

providing transportation, when needed, 

1 Epstein, J. (1995) School, community, parent partnerships: 

Caring for the children we share. Phi Delta Kappan, 76, 

701–712.
40

Chapter Five

will increase the likelihood of family 

participation.

■ Providing parents with report cards that 

include their children’s performance on 

state assessments.

■ Providing parents with information about 

their children’s educational rights and 

available educational programs.

■ Helping to link parents to community 

resources.

■ Being sensitive to demands on parents’ 

time that may conflict with job schedules 

or job- and house-seeking efforts.

■ Being welcoming to parents when they 

come to the school; providing them with 

a tour of the school and introducing them 

to the child’s teachers.

■ Visiting parents in shelters or other 

places outside of the school setting.

■ Communicating with parents about 

their children’s education in their native 

language. The district’s English as a 

second language (ESL) or limited English 

proficiency (LEP) program may be a 

logical collaborator. 

■ Using outreach workers, such as those 

employed in migrant education, to meet 

with families and introduce them to the 

school district.

Regardless of the approach, the end goal is 

the same—to get the parent(s), guardian(s), 

or caregiver(s) involved as partners in the 

student’s education.

Working with the Community

Students experiencing homelessness need 

all the support that can be mustered. School 

typically occupies less than one-third of a 

student’s day. Conducting a needs assessment 

(as introduced in Chapter 4) will help identify 

community contacts who offer services for 

homeless families. Both public and private 

resources can be used for referrals. Identifying 

community resources takes time. Local liaisons 

should start with the most common community 

resources and add to the list as new contacts 

and needs are identified. Consider the following:

■ The public health office is a source for 

immunizations.

■ The U.S. Department of Housing and 

Urban Development (HUD) office will 

have a listing of communities that 

participate in the Continuum of Care 

process. Such communities have 

identified resources and areas of need 

and have developed a plan for serving 

persons who are homeless in their 

locality. If available, such a planning 

document will contain much of the 

community information that will be 

needed by schools. (In addition, the 

district may wish to be included in the 

Continuum of Care process to ensure 

that children and youth’s educational 

needs are considered.) 

■ It is useful for both schools and the local 

liaison to know the locations of shelters 

in the various attendance zones that 

serve children.

■ The location of the community food 

pantry (often associated with churches) 

will assist in meeting the physical needs.

■ A listing of local dentists, optometrists, 
41

Chapter Five

and mental health professionals that will 

volunteer services can help meet the 

health needs of the children and youth. 

■ The local boys and girls clubs provide 

services that can benefit students.

■ The United Way and The Salvation Army 

can assist in finding shelter for homeless 

families.

■ Local businesses frequently welcome 

partnerships for community service in 

which they can provide resources for 

concrete needs.

Having a list of phone numbers and contacts 

for these places will be a handy reference 

when unexpected calls for specific services are 

received. The blank phone list in Appendix H may 

be used to create a contact list. Local liaisons 

should take some time with the business section 

of the phone book, identify potential resources, 

and make contact to introduce themselves 

and the homeless education program. The 

local liaison will make a homeless family’s life 

more safe, secure, and stable by linking them 

to supportive resources in the community. In 

addition, you can be instrumental in ensuring 

a coordinated delivery of services by bringing 

community agencies together.

Collaboration Meets Many Needs

The federal law requires children and youth 

experiencing homelessness to be enrolled in 

school and receive services comparable to 

those received by housed students. When a 

local liaison receives a call, action is needed to 

ensure that the student has access to school 

and the tools for success. 

There are few full-time state coordinators in the 

country, and most local liaisons, like Isaac, are 

responsible for other programs. Unfortunately, 

if someone is experiencing homelessness, their 

plight is full time. By combining efforts, services 

to the homeless student may be increased. By 

collaborating with the community and various 

departments in a school district, the extension 

of services for the child or youth can become 

richer, more comprehensive, and more effective. 
42

Chapter Five

Recall the case of Isaac, the homeless education liaison with a transportation challenge, 

presented at the beginning of this chapter. The afternoon has arrived, and Isaac must 

return his call to the shelter director.

Put yourself in Isaac’s shoes. . .

What does the law require?

With the 2001 reauthorization, the law clearly states that local school districts are 

responsible for providing transportation to the school of origin. If the parent wishes the 

children to stay in the school of origin and it is feasible, transportation must be provided. 

What options does Isaac have?

Isaac could work to establish relationships with:

■ Pupil transportation so that there is a bus with a nearby route that can stop by the 

shelter.

■ Special education, which provides transportation to students out-of-zone for educational 

purposes.

■ The district-level PTA board for funding emergency public transportation tokens for 

homeless students and their parents or guardians.

■ Many varied and creative groups willing to assist, support, and reach out to homeless 

families.

Isaac may seek out alternative ways of providing transportation using public transportation, 

taxis, and the family, possibly by providing gas vouchers to cover the cost of gas for the 

commute in the family car, if the family has one. Isaac may need this wide array of contacts 

if additional services are required to meet students’ needs.
44

Chapter Six

Chapter Six:

Getting the Message Out

Kenion Hughes is reading over the McKinney-Vento Act to see what information needs 

to be shared with his school district. As the local homeless education liaison, he must 

identify efficient and cost-effective ways to reach staff in his large urban school district. 

Personnel need information to ensure homeless children and youth have access to the 

appropriate educational services. In addition to working with families living in shelters, 

Kenion recently learned that older youth are living in makeshift camps by the river and in 

abandoned buildings downtown. He makes a list of the people who need information about 

the homeless education program and finds that they include both school district personnel 

and community members.

Consider:

■ Who might be on such a list?

■ What information should be shared?

■ How do you deliver information? In other words: “Get the message out!”

Responses to these questions are presented at the end of the chapter.

Vehicles for Communication

Communicating within the School 

District

Use interoffice systems for print materials. 

School districts typically have mechanisms to 

get information and materials disseminated 

to central office and satellite locations. The 

interoffice mail or pony system can be used 

to distribute print materials. (See Appendix H 

for a contact list template.) Having a schoollevel point of contact to whom materials can 

be addressed will increase the likelihood that 

information is read and, if needed, posted.

Posters and brochures informing parents of their 

children’s right to an education are effective. 

Educational rights posters and booklets are 

available from NCHE; they can be ordered 
45

Chapter Six

online at http://www.serve.org/nche/online_

order.php or by calling 800-308-2145. Some 

state coordinators produce posters, brochures, 

and announcements for use at the local level 

or provide originals that can be copied locally. 

Another alternative is an advertisementstyle announcement that can be included in 

newsletters and other print publications. (See 

Appendix C for a sample.)

Employ technology. While print materials 

are the most conventional medium for 

communication, the use of electronic media has 

become widespread. The Internet, e-mail, and 

listservs are convenient and efficient ways to 

share information. 

■ A school district webpage can link to 

the state homeless education webpage 

and be used to post information germane 

to the school district’s individual needs, 

policies and procedures, and contacts. 

Check with your state coordinator for 

homeless education to determine if 

a state website has been developed. 

Appendix M contains a template for 

creating a homeless education webpage. 

On the webpage, the local liaison can 

post common questions and answers, 

such as the following:

■ Who is homeless?

■ How can homelessness be 

determined? 

■ What are the rights of homeless 

children and youth?

■ What can school personnel do to 

support homeless students?

■ What should be done if a student is 

missing documents the school district 

requires for enrollment?

■ What are critical links? Be sure to include 

national resources, such as NCHE, 

NAEHCY, and NLCHP. (See Appendix P for 

these organization’s contact information.)

■ Information can be customized to include 

links to local resources and key contacts 

in the school district and community.

■ The local liaison can document 

communications and send messages 

more quickly through e-mail than by 

using the school district inter-office 

mail. Creating an e-mail distribution list 

will expedite the process of sending 

messages and will facilitate the 

documentation of communication. 

■ The listserv option is useful primarily to 

the local liaison who can get information, 

filter it, and distribute materials that 

the building-level contact should read. 

Local liaisons may wish to subscribe 

to the NCHE listserv to keep abreast 

of national issues and network with 

educators and service providers facing 

similar challenges. (E-mail NCHE at 

homeless@serve.org to subscribe.) 

■ School districts’ cable television 

channels offer another option for 

reaching school district personnel and 

the community. If available, the local 

liaison could: 

■ Prepare a brief text message about the 

rights of homeless children and youth to 

enroll in school and the importance of 

doing so.

■ Create a brief five- to ten-minute 

awareness video presentation, if 

production capabilities exist.

■ Arrange for use of published videos (see 

Chapter 7 for potential sources).
46

Chapter Six

Communicating Throughout the 

Community 

As concerns and questions arise, the local 

liaison is the point of contact for many 

shelter providers, homeless parents, and 

unaccompanied youth. Posters and brochures 

about the educational rights of students 

experiencing homelessness and how to access 

services should be available. 

■ Contact shelters as logical points for 

dissemination of information. (See 

Appendix C for sample resources.) 

■ Post the rights of homeless students 

to a free and appropriate education on 

community bulletin boards and in areas 

where homeless people congregate, 

such as laundromats, soup kitchens, 

food pantries, libraries, and other service 

organizations. 

■ Since many churches have outreach 

efforts, let the pastors know about the 

rights of children and youth experiencing 

homelessness through an awareness 

flyer or brochure. 

■ Send information to the local boys and 

girls clubs, local HUD contact, housing 

authority, Salvation Army, and United 

Way.

■ Visit shelters and other service providers 

so that they can connect your face to 

your name. 

■ Contact the HUD office in your area to 

obtain additional contacts. 

■ Run public service announcements 

(PSAs) on local television channels. 

■ Make awareness presentations to 

Promoting Awareness

Building a personal presence within the 

school district and across the community is 

an effective, though time-consuming, activity 

to be undertaken by the local liaison. Making 

presentations not only promotes awareness, 

but also provides a personal connection with 

community service organizations. 

People must be familiar with homeless 

education issues to identify potential solutions 

that meet students’ educational needs. Creating 

awareness of the educational rights of children 

and youth experiencing homelessness is a step 

that successful programs revisit frequently. With 

turnover of staff and mobility in the community, 

the audience continues to change and efforts to 

reach out must be sustained.

Consider the Need to Translate 

Materials

If there is a significant bilingual 

population in the district, translating 

the documents into the most common 

languages should be considered. For 

example, in Chicago, materials are 

printed in both English and Polish to 

meet the needs of the community. 

Larger school districts may have 

a system in place for translating 

documents. If a district lacks such 

resources, consider using a member of 

the community to provide the translation. 

For example, one program had its 

family brochure explaining educational 

rights of homeless children translated 

into Spanish by a volunteer tutor who 

worked in a shelter, and the chair of 

the Spanish department at a nearby 

university edited the translation.
47

Chapter Six

the audience. Successful local liaisons often 

share stories demonstrating that building 

relationships with people in the school and 

community has been key to overcoming barriers 

and finding creative and effective solutions. 

A brief presentation will increase visibility for 

the homeless education program and begin 

relationship building.

Whether the presentation is made to school 

personnel, such as the school board, or a 

community group, such as the Rotary Club 

or shelter workers, the basic information on 

the educational rights of children and youth 

experiencing homelessness can be highlighted. 

(See Appendix C for information on awareness 

videos about homelessness. See Appendix N 

for links to useful training resources.)

Return to case of Kenion, the local liaison trying to get homeless education information to 

the community, which was presented at the beginning of this chapter. 

Consider:

Who might be on such a list?

School board, central office staff—especially those involved with educational programs and 

student support services—principals, teachers, secretaries, counselors, shelter workers, 

religious leaders, civic organizations, homeless consortia, youth advocates, truancy 

officers, police, social services, etc. With so many possibilities, targeting those that will 

have the greatest impact must be part of Kenion’s planning. Knowing that older youth may 

be underserved and that local liaisons have special responsibilities to advocate for these 

youth, Kenion may wish to work more closely with youth advocates in the immediate future.

What information should be shared?

■ Educational rights of homeless children and youth

■ Contact information for the local liaison

■ Services available through the school district

■ Stories to “put a face” on the homeless children in the community

How will you get the message out in your school district and community?

Getting the Word Out: A Summary

Promoting awareness of the educational rights 

of homeless children and youth is a continual 

process as personnel and the population being 

served shift and change. Having multiple means 

to get out the message increases the audience 

and the likelihood of reaching those who need 

the information most. Posters, brochures, 

alerts to insert in publications, and face-to-face 

presentations are among the vehicles that can 

be tapped. Experiencing homelessness is a 

stressful time for families, and schools have the 

opportunity to be a stabilizing force in students’ 

lives. Education is a potential key in breaking the 

cycle of homelessness—a key that can only be 

utilized when staff, the community, and families 

know where to find it.
48

Chapter Seven

Chapter Seven:

Research and Resources

Mary Jo Hogan, the local homeless education liaison received a call from a teacher 

at Newby Elementary whose class was doing a problem-based learning unit on 

homelessness. The second-grade teacher asked if Mary Jo had any resources that would 

be helpful in facilitating the students’ investigation into the topic. Mary Jo said that she 

would get back to the teacher. Hanging up the phone, Mary Jo thought, “Where in the world 

can I quickly find materials appropriate for seven- and eight-year-old students?” While 

pondering this question, she found she was pleased that the teacher thought to call her—it 

indicated that the posters in the school offices were being read. She turned her attention to 

the task at hand.

Consider:

■ Where can Mary Jo turn for help with this request for information?

■ What types of resources would be helpful for this class project?

■ What kinds of similar requests might Mary Jo anticipate in the future?

Responses to these questions are presented at the end of the chapter.

There are numerous resources on the issues 

of homelessness and homeless education. 

An Internet search engine will give thousands 

of page links, ranging from statistics, to 

lesson plans, to advocacy groups. A trip to 

the children’s section of a public library yields 

several picture and chapter books. The research 

and resources listed in this chapter provide a 

starting point for local liaisons to explore even 

more extensively. Organizations listed at the 

end of the chapter continue to develop and 

identify new resources and may be consulted 

to update the information contained here. In 

addition, your state coordinator for homeless 

education is another resource to be tapped. 

Research

Research on educational issues impacting 

children and youth experiencing homelessness 
49

Chapter Seven

is available in print and online. Resources range 

in length from briefs to books.

The Internet has a plethora of research and 

resources available. The NCHE website is a 

local first stop for research and information. 

Areas of particular interest may include the 

Information by Topic section (http://www.serve.

org/nche/ibt/ibt.php) and the Research page 

(http://www.serve.org/nche/ibt/research.php). 

Staff at the NCHE Helpline can assist you in 

addressing questions related to research on 

homeless education and effective practices. 

Contact the NCHE Helpline by calling 800-308-

2145 or e-mailing homeless@serve.org.

Building a Collection of Resources

By reading the Toolkit, you have already begun 

to establish a collection of resources to support 

individuals working on behalf of children and 

youth experiencing homelessness. Taking 

some time to look through the research and 

resources listed in Appendices O and Q will 

yield items that can be ordered for free or a free 

preview, as well as downloadable items. Start 

a binder or a file for the materials you collect. 

Many of the children’s books are in local public 

libraries. Again, another resource is your state 

coordinator, who may have copies of articles. 

Building a collection of research and resources 

is a gradual harvesting process.
50

Chapter Seven

Return to the case of Mary Jo, who is trying to locate materials for second-graders, 

presented at the beginning of this chapter.

Consider:

Where can Mary Jo turn for help with this request for information?

The local shelter that works with children may have helpful materials. The state coordinator 

may know about programs implemented in the state or nationally to promote awareness 

with children. Additionally, the school’s librarian may be aware of books in the collection 

that would be appropriate. 

What type of resources would be helpful for this class project?

The teacher would probably appreciate a variety of resources so that the students’ different 

learning styles can be accommodated. Items for the teacher might include:

■ Children’s literature reading list.

■ Information on the scale of homelessness in the local area.

■ Lesson plans on sensitivity and awareness relating to homelessness that are accessible 

on the Internet.

■ Posters available from groups such as The Institute for Children and Poverty (http://

www.icpny.org/) that can be requested via the Internet.

■ Classroom presentations by the local liaison, such as reading a book and discussing 

homelessness.

■ A list of awareness videos about homelessness, which can be found in Appendix C.

What kinds of similar requests might Mary Jo anticipate in the future?

■ Requests from teachers working with homeless youth and wondering how to provide 

support 

■ Inquiries from high school students that are researching the issue of homelessness

■ Inquiries from guidance counselors who are wondering if there is anything out there to 

help with group sessions for students who are in various stages of transition
Appendices
A

Appendix A:

The McKinney-Vento

Homeless Assistance Act

The McKinney-Vento Homeless Assistance Act is the primary piece of federal legislation dealing 

with the education of children and youth experiencing homelessness. It was reauthorized as Title 

X, Part C, of the No Child Left Behind Act, which went into effect in January 2002.

Appendix A includes:

■ The McKinney-Vento Homeless Assistance Act (full text)

■ U.S. Department of Education Draft Non-Regulatory Guidance, July 2004 (full text)

Additional Resources

■ NCHE McKinney-Vento Homeless Assistance Act webpage; visit http://www.serve.

org/nche/m-v.php: This NCHE webpage provides links to the full text of the McKinney-Vento 

Homeless Assistance Act and related regulations, policy guidance, and federal register notices.

■ NCHE Legislative Resources webpage; visit http://www.serve.org/nche/legis_resources.

php: This NCHE webpage provides legislative resources for the McKinney-Vento Homeless 

Assistance Act and other laws pertaining to the education of children and youth experiencing 

homelessness.
The McKinney-Vento Homeless Assistance Act 

Reauthorized January 2002

Subtitle B of title VII of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11431 et seq.) 

is amended to read as follows: 

Subtitle B-- Subtitle BSubtitle B Subtitle B--Education for Homeless Children and Youths --Education for Homeless Children and Youths 

SEC. 721. STATEMENT OF POLICY SEC. 721. STATEMENT OF POLICYC. 721. STATEMENT OF POLICY C. 721. STATEMENT OF POLICY 

The following is the policy of the Congress: 

(1) Each State educational agency shall ensure that each child of a homeless 

individual and each homeless youth has equal access to the same free, 

appropriate public education, including a public preschool education, as provided 

to other children and youths. 

(2) In any State that has a compulsory residency requirement as a component of 

the State's compulsory school attendance laws or other laws, regulations, 

practices, or policies that may act as a barrier to the enrollment, attendance, or 

success in school of homeless children and youths, the State will review and 

undertake steps to revise such laws, regulations, practices, or policies to ensure 

that homeless children and youths are afforded the same free, appropriate public 

education as provided to other children and youths. 

(3) Homelessness alone is not sufficient reason to separate students from the 

mainstream school environment. 

(4) Homeless children and youths should have access to the education and other 

services that such children and youths need to ensure that such children and 

youths have an opportunity to meet the same challenging State student academic 

achievement standards to which all students are held. 

SEC. 722. GRANTS FOR SEC. 722. GRANTS FOR SEC. 722. GRANTS FOR STATE AND LOCAL ACTIVITIES FOR THE SEC. 722. GRANTS FOR STATE AND LOCAL ACTIVITIES FOR THE STATE AND LOCAL ACTIVITIES FOR THE STATE AND LOCAL ACTIVITIES FOR THE 

EDUCATION OF HOMELESS CHILDREN AND YOUTHS EDUCATION OF HOMELESS CHILDREN AND YOUTHS 

(a) GENERAL AUTHORITY- The Secretary is authorized to make grants to States in 

accordance with the provisions of this section to enable such States to carry out the 

activities described in subsections (d) through (g). 

(b) APPLICATION- No State may receive a grant under this section unless the State 

educational agency submits an application to the Secretary at such time, in such manner, 

and containing or accompanied by such information as the Secretary may reasonably 

require. 

(c) ALLOCATION AND RESERVATIONS- 

(1) ALLOCATION- (A) Subject to subparagraph (B), the Secretary is authorized 

to allot to each State an amount that bears the same ratio to the amount 

appropriated for such year under section 726 that remains after the Secretary 

Appendix A - McKinney-Vento Homeless Assistance Act - Page 1 of 17
reserves funds under paragraph (2) and uses funds to carry out section 724(d) and 

(h), as the amount allocated under section 1122 of the Elementary and Secondary 

Education Act of 1965 to the State for that year bears to the total amount 

allocated under section 1122 of such Act to all States for that year, except that no 

State shall receive less than the greater of-- 

(i) $150,000; 

(ii) one-fourth of 1 percent of the amount appropriated under section 726 

for that year; or 

(iii) the amount such State received under this section for fiscal year 

2001. 

(B) If there are insufficient funds in a fiscal year to allot to each State the 

minimum amount under subparagraph (A), the Secretary shall ratably reduce the 

allotments to all States based on the proportionate share that each State received 

under this subsection for the preceding fiscal year. 

(2) RESERVATIONS- (A) The Secretary is authorized to reserve 0.1 percent of 

the amount appropriated for each fiscal year under section 726 to be allocated by 

the Secretary among the United States Virgin Islands, Guam, American Samoa, 

and the Commonwealth of the Northern Mariana Islands, according to their 

respective need for assistance under this subtitle, as determined by the Secretary. 

(B)(i) The Secretary shall transfer 1 percent of the amount appropriated for each 

fiscal year under section 726 to the Department of the Interior for programs for 

Indian students served by schools funded by the Secretary of the Interior, as 

determined under the Indian Self-Determination and Education Assistance Act 

(25 U.S.C. 450 et seq.), that are consistent with the purposes of the programs 

described in this subtitle. 

(ii) The Secretary and the Secretary of the Interior shall enter into an agreement, 

consistent with the requirements of this subtitle, for the distribution and use of 

the funds described in clause (i) under terms that the Secretary determines best 

meet the purposes of the programs described in this subtitle. Such agreement 

shall set forth the plans of the Secretary of the Interior for the use of the amounts 

transferred, including appropriate goals, objectives, and milestones. 

(3) STATE DEFINED- For purposes of this subsection, the term `State' does not 

include the United States Virgin Islands, Guam, American Samoa, or the 

Commonwealth of the Northern Mariana Islands. 

(d) ACTIVITIES- Grants under this section shall be used for the following: 

(1) To carry out the policies set forth in section 721 in the State. 

(2) To provide activities for, and services to, homeless children, including 

preschool-aged homeless children, and youths that enable such children and 

youths to enroll in, attend, and succeed in school, or, if appropriate, in preschool 

programs. 

(3) To establish or designate an Office of Coordinator for Education of Homeless 

Children and Youths in the State educational agency in accordance with 

subsection (f). 

(4) To prepare and carry out the State plan described in subsection (g). 

(5) To develop and implement professional development programs for school 

personnel to heighten their awareness of, and capacity to respond to, specific 

problems in the education of homeless children and youths. 

(e) STATE AND LOCAL SUBGRANTS- 

(1) MINIMUM DISBURSEMENTS BY STATES- From the sums made 

available each year to carry out this subtitle, the State educational agency shall 

distribute not less than 75 percent in subgrants to local educational agencies for 

Appendix A - McKinney-Vento Homeless Assistance Act - Page 2 of 17
the purposes of carrying out section 723, except that States funded at the 

minimum level set forth in subsection (c)(1) shall distribute not less than 50 

percent in subgrants to local educational agencies for the purposes of carrying out 

section 723. 

(2) USE BY STATE EDUCATIONAL AGENCY- A State educational agency 

may use funds made available for State use under this subtitle to conduct 

activities under subsection (f) directly or through grants or contracts. 

(3) PROHIBITION ON SEGREGATING HOMELESS STUDENTS- 

(A) IN GENERAL- Except as provided in subparagraph (B) and section 

723(a)(2)(B)(ii), in providing a free public education to a homeless child 

or youth, no State receiving funds under this subtitle shall segregate such 

child or youth in a separate school, or in a separate program within a 

school, based on such child's or youth's status as homeless. 

(B) EXCEPTION- Notwithstanding subparagraph (A), paragraphs 

(1)(J)(i) and (3) of subsection (g), section 723(a)(2), and any other 

provision of this subtitle relating to the placement of homeless children 

or youths in schools, a State that has a separate school for homeless 

children or youths that was operated in fiscal year 2000 in a covered 

county shall be eligible to receive funds under this subtitle for programs 

carried out in such school if-- 

(i) the school meets the requirements of subparagraph (C); 

(ii) any local educational agency serving a school that the 

homeless children and youths enrolled in the separate school are 

eligible to attend meets the requirements of subparagraph (E); 

and 

(iii) the State is otherwise eligible to receive funds under this 

subtitle. 

(C) SCHOOL REQUIREMENTS- For the State to be eligible under 

subparagraph (B) to receive funds under this subtitle, the school 

described in such subparagraph shall-- 

(i) provide written notice, at the time any child or youth seeks 

enrollment in such school, and at least twice annually while the 

child or youth is enrolled in such school, to the parent or 

guardian of the child or youth (or, in the case of an 

unaccompanied youth, the youth) that-- 

(I) shall be signed by the parent or guardian (or, in the 

case of an unaccompanied youth, the youth); 

(II) sets forth the general rights provided under this 

subtitle; 

(III) specifically states-- 

(aa) the choice of schools homeless children and youths are eligible to attend, as 

provided in subsection (g)(3)(A); 

(bb) that no homeless child or youth is required to attend a separate school for homeless 

children or youths; 

(cc) that homeless children and youths shall be provided comparable services described 

in subsection (g)(4), including transportation services, educational services, and meals 

through school meals programs; and 

Appendix A - McKinney-Vento Homeless Assistance Act - Page 3 of 17
(dd) that homeless children and youths should not be stigmatized by school personnel; 

and 

(IV) provides contact information for the local liaison 

for homeless children and youths and the State 

Coordinator for Education of Homeless Children and 

Youths; 

(ii)(I) provide assistance to the parent or guardian of each 

homeless child or youth (or, in the case of an unaccompanied 

youth, the youth) to exercise the right to attend the parent's or 

guardian's (or youth's) choice of schools, as provided in 

subsection (g)(3)(A); and 

(II) coordinate with the local educational agency with 

jurisdiction for the school selected by the parent or guardian (or 

youth), to provide transportation and other necessary services; 

(iii) ensure that the parent or guardian (or, in the case of an 

unaccompanied youth, the youth) shall receive the information 

required by this subparagraph in a manner and form 

understandable to such parent or guardian (or youth), including, 

if necessary and to the extent feasible, in the native language of 

such parent or guardian (or youth); and 

(iv) demonstrate in the school's application for funds under this 

subtitle that such school-- 

(I) is complying with clauses (i) and (ii); and 

(II) is meeting (as of the date of submission of the 

application) the same Federal and State standards, 

regulations, and mandates as other public schools in the 

State (such as complying with sections 1111 and 1116 of 

the Elementary and Secondary Education Act of 1965 

and providing a full range of education and related 

services, including services applicable to students with 

disabilities). 

(D) SCHOOL INELIGIBILITY- A separate school described in 

subparagraph (B) that fails to meet the standards, regulations, and 

mandates described in subparagraph (C)(iv)(II) shall not be eligible to 

receive funds under this subtitle for programs carried out in such school 

after the first date of such failure. 

(E) LOCAL EDUCATIONAL AGENCY REQUIREMENTS- For the 

State to be eligible to receive the funds described in subparagraph (B), 

the local educational agency described in subparagraph (B)(ii) shall-- 

(i) implement a coordinated system for ensuring that homeless 

children and youths-- 

(I) are advised of the choice of schools provided in 

subsection (g)(3)(A); 

(II) are immediately enrolled, in accordance with 

subsection (g)(3)(C), in the school selected under 

subsection (g)(3)(A); and 

(III) are promptly provided necessary services described 

in subsection (g)(4), including transportation, to allow 

homeless children and youths to exercise their choices of 

schools under subsection (g)(3)(A); 

Appendix A - McKinney-Vento Homeless Assistance Act - Page 4 of 17
(ii) document that written notice has been provided-- 

(I) in accordance with subparagraph (C)(i) for each child 

or youth enrolled in a separate school under 

subparagraph (B); and 

(II) in accordance with subsection (g)(6)(A)(v); 

(iii) prohibit schools within the agency's jurisdiction from 

referring homeless children or youths to, or requiring homeless 

children and youths to enroll in or attend, a separate school 

described in subparagraph (B); 

(iv) identify and remove any barriers that exist in schools within 

the agency's jurisdiction that may have contributed to the 

creation or existence of separate schools described in 

subparagraph (B); and 

(v) not use funds received under this subtitle to establish-- 

(I) new or additional separate schools for homeless 

children or youths; or 

(II) new or additional sites for separate schools for 

homeless children or youths, other than the sites 

occupied by the schools described in subparagraph (B) 

in fiscal year 2000. 

(F) REPORT- 

(i) PREPARATION- The Secretary shall prepare a report on the 

separate schools and local educational agencies described in 

subparagraph (B) that receive funds under this subtitle in 

accordance with this paragraph. The report shall contain, at a 

minimum, information on-- 

(I) compliance with all requirements of this paragraph; 

(II) barriers to school access in the school districts 

served by the local educational agencies; and 

(III) the progress the separate schools are making in 

integrating homeless children and youths into the 

mainstream school environment, including the average 

length of student enrollment in such schools. 

(ii) COMPLIANCE WITH INFORMATION REQUESTS- For 

purposes of enabling the Secretary to prepare the report, the 

separate schools and local educational agencies shall cooperate 

with the Secretary and the State Coordinator for Education of 

Homeless Children and Youths established in the State under 

subsection (d)(3), and shall comply with any requests for 

information by the Secretary and State Coordinator for such 

State. 

(iii) SUBMISSION- Not later than 2 years after the date of 

enactment of the McKinney-Vento Homeless Education 

Assistance Improvements Act of 2001, the Secretary shall 

submit the report described in clause (i) to-- 

(I) the President; 

(II) the Committee on Education and the Workforce of 

the House of Representatives; and 

(III) the Committee on Health, Education, Labor, and 

Pensions of the Senate. 

Appendix A - McKinney-Vento Homeless Assistance Act - Page 5 of 17
(G) DEFINITION- For purposes of this paragraph, the term `covered 

county' means-- 

(i) San Joaquin County, California; 

(ii) Orange County, California; 

(iii) San Diego County, California; and 

(iv) Maricopa County, Arizona. 

(f) FUNCTIONS OF THE OFFICE OF COORDINATOR- The Coordinator for 

Education of Homeless Children and Youths established in each State shall-- 

(1) gather reliable, valid, and comprehensive information on the nature and 

extent of the problems homeless children and youths have in gaining access to 

public preschool programs and to public elementary schools and secondary 

schools, the difficulties in identifying the special needs of such children and 

youths, any progress made by the State educational agency and local educational 

agencies in the State in addressing such problems and difficulties, and the 

success of the programs under this subtitle in allowing homeless children and 

youths to enroll in, attend, and succeed in, school; 

(2) develop and carry out the State plan described in subsection (g); 

(3) collect and transmit to the Secretary, at such time and in such manner as the 

Secretary may require, a report containing such information as the Secretary 

determines is necessary to assess the educational needs of homeless children and 

youths within the State; 

(4) facilitate coordination between the State educational agency, the State social 

services agency, and other agencies (including agencies providing mental health 

services) to provide services to homeless children, including preschool-aged 

homeless children, and youths, and to families of such children and youths; 

(5) in order to improve the provision of comprehensive education and related 

services to homeless children and youths and their families, coordinate and 

collaborate with-- 

(A) educators, including child development and preschool program 

personnel; 

(B) providers of services to homeless and runaway children and youths 

and homeless families (including domestic violence agencies, shelter 

operators, transitional housing facilities, runaway and homeless youth 

centers, and transitional living programs for homeless youths); 

(C) local educational agency liaisons designated under subsection 

(g)(1)(J)(ii) for homeless children and youths; and 

(D) community organizations and groups representing homeless children 

and youths and their families; and 

(6) provide technical assistance to local educational agencies in coordination with 

local educational agency liaisons designated under subsection (g)(1)(J)(ii), to 

ensure that local educational agencies comply with the requirements of section 

722(e)(3) and paragraphs (3) through (7) of subsection (g). 

(g) STATE PLAN- 

(1) IN GENERAL- Each State shall submit to the Secretary a plan to provide for 

the education of homeless children and youths within the State. Such plan shall 

include the following: 

(A) A description of how such children and youths are (or will be) given 

the opportunity to meet the same challenging State academic 

achievement standards all students are expected to meet. 

Appendix A - McKinney-Vento Homeless Assistance Act - Page 6 of 17
(B) A description of the procedures the State educational agency will use 

to identify such children and youths in the State and to assess their 

special needs. 

(C) A description of procedures for the prompt resolution of disputes 

regarding the educational placement of homeless children and youths. 

(D) A description of programs for school personnel (including principals, 

attendance officers, teachers, enrollment personnel, and pupil services 

personnel) to heighten the awareness of such personnel of the specific 

needs of runaway and homeless youths. 

(E) A description of procedures that ensure that homeless children and 

youths who meet the relevant eligibility criteria are able to participate in 

Federal, State, or local food programs. 

(F) A description of procedures that ensure that-- 

(i) homeless children have equal access to the same public 

preschool programs, administered by the State agency, as 

provided to other children in the State; 

(ii) homeless youths and youths separated from the public 

schools are identified and accorded equal access to appropriate 

secondary education and support services; and 

(iii) homeless children and youths who meet the relevant 

eligibility criteria are able to participate in Federal, State, or local 

before- and after-school care programs. 

(G) Strategies to address problems identified in the report provided to the 

Secretary under subsection (f)(3). 

(H) Strategies to address other problems with respect to the education of 

homeless children and youths, including problems resulting from 

enrollment delays that are caused by-- 

(i) immunization and medical records requirements; 

(ii) residency requirements; 

(iii) lack of birth certificates, school records, or other 

documentation; 

(iv) guardianship issues; or 

(v) uniform or dress code requirements. 

(I) A demonstration that the State educational agency and local 

educational agencies in the State have developed, and shall review and 

revise, policies to remove barriers to the enrollment and retention of 

homeless children and youths in schools in the State. 

(J) Assurances that-- 

(i) the State educational agency and local educational agencies in 

the State will adopt policies and practices to ensure that 

homeless children and youths are not stigmatized or segregated 

on the basis of their status as homeless; 

(ii) local educational agencies will designate an appropriate staff 

person, who may also be a coordinator for other Federal 

programs, as a local educational agency liaison for homeless 

children and youths, to carry out the duties described in 

paragraph (6)(A); and 

(iii) the State and its local educational agencies will adopt 

policies and practices to ensure that transportation is provided, at 

the request of the parent or guardian (or in the case of an 

unaccompanied youth, the liaison), to and from the school of 

Appendix A - McKinney-Vento Homeless Assistance Act - Page 7 of 17
origin, as determined in paragraph (3)(A), in accordance with the 

following, as applicable: 

(I) If the homeless child or youth continues to live in the 

area served by the local educational agency in which the 

school of origin is located, the child's or youth's 

transportation to and from the school of origin shall be 

provided or arranged by the local educational agency in 

which the school of origin is located. 

(II) If the homeless child's or youth's living 

arrangements in the area served by the local educational 

agency of origin terminate and the child or youth, though 

continuing his or her education in the school of origin, 

begins living in an area served by another local 

educational agency, the local educational agency of 

origin and the local educational agency in which the 

homeless child or youth is living shall agree upon a 

method to apportion the responsibility and costs for 

providing the child with transportation to and from the 

school of origin. If the local educational agencies are 

unable to agree upon such method, the responsibility and 

costs for transportation shall be shared equally. 

(2) COMPLIANCE- 

(A) IN GENERAL- Each plan adopted under this subsection shall also 

describe how the State will ensure that local educational agencies in the 

State will comply with the requirements of paragraphs (3) through (7). 

(B) COORDINATION- Such plan shall indicate what technical 

assistance the State will furnish to local educational agencies and how 

compliance efforts will be coordinated with the local educational agency 

liaisons designated under paragraph (1)(J)(ii). 

(3) LOCAL EDUCATIONAL AGENCY REQUIREMENTS- 

(A) IN GENERAL- The local educational agency serving each child or 

youth to be assisted under this subtitle shall, according to the child's or 

youth's best interest-- 

(i) continue the child's or youth's education in the school of 

origin for the duration of homelessness-- 

(I) in any case in which a family becomes homeless 

between academic years or during an academic year; or 

(II) for the remainder of the academic year, if the child 

or youth becomes permanently housed during an 

academic year; or 

(ii) enroll the child or youth in any public school that 

nonhomeless students who live in the attendance area in which 

the child or youth is actually living are eligible to attend. 

(B) BEST INTEREST- In determining the best interest of the child or 

youth under subparagraph (A), the local educational agency shall-- 

(i) to the extent feasible, keep a homeless child or youth in the 

school of origin, except when doing so is contrary to the wishes 

of the child's or youth's parent or guardian; 

(ii) provide a written explanation, including a statement 

regarding the right to appeal under subparagraph (E), to the 

homeless child's or youth's parent or guardian, if the local 

Appendix A - McKinney-Vento Homeless Assistance Act - Page 8 of 17
educational agency sends such child or youth to a school other 

than the school of origin or a school requested by the parent or 

guardian; and 

(iii) in the case of an unaccompanied youth, ensure that the 

homeless liaison designated under paragraph (1)(J)(ii) assists in 

placement or enrollment decisions under this subparagraph, 

considers the views of such unaccompanied youth, and provides 

notice to such youth of the right to appeal under subparagraph 

(E). 

(C) ENROLLMENT- (i) The school selected in accordance with this 

paragraph shall immediately enroll the homeless child or youth, even if 

the child or youth is unable to produce records normally required for 

enrollment, such as previous academic records, medical records, proof of 

residency, or other documentation. 

(ii) The enrolling school shall immediately contact the school last 

attended by the child or youth to obtain relevant academic and other 

records. 

(iii) If the child or youth needs to obtain immunizations, or immunization 

or medical records, the enrolling school shall immediately refer the 

parent or guardian of the child or youth to the local educational agency 

liaison designated under paragraph (1)(J)(ii), who shall assist in 

obtaining necessary immunizations, or immunization or medical records, 

in accordance with subparagraph (D). 

(D) RECORDS- Any record ordinarily kept by the school, including 

immunization or medical records, academic records, birth certificates, 

guardianship records, and evaluations for special services or programs, 

regarding each homeless child or youth shall be maintained-- 

(i) so that the records are available, in a timely fashion, when a 

child or youth enters a new school or school district; and 

(ii) in a manner consistent with section 444 of the General 

Education Provisions Act (20 U.S.C. 1232g). 

(E) ENROLLMENT DISPUTES- If a dispute arises over school 

selection or enrollment in a school-- 

(i) the child or youth shall be immediately admitted to the school 

in which enrollment is sought, pending resolution of the dispute; 

(ii) the parent or guardian of the child or youth shall be provided 

with a written explanation of the school's decision regarding 

school selection or enrollment, including the rights of the parent, 

guardian, or youth to appeal the decision; 

(iii) the child, youth, parent, or guardian shall be referred to the 

local educational agency liaison designated under paragraph 

(1)(J)(ii), who shall carry out the dispute resolution process as 

described in paragraph (1)(C) as expeditiously as possible after 

receiving notice of the dispute; and 

(iv) in the case of an unaccompanied youth, the homeless liaison 

shall ensure that the youth is immediately enrolled in school 

pending resolution of the dispute. 

(F) PLACEMENT CHOICE- The choice regarding placement shall be 

made regardless of whether the child or youth lives with the homeless 

parents or has been temporarily placed elsewhere. 

Appendix A - McKinney-Vento Homeless Assistance Act - Page 9 of 17
(G) SCHOOL OF ORIGIN DEFINED- In this paragraph, the term 

`school of origin' means the school that the child or youth attended when 

permanently housed or the school in which the child or youth was last 

enrolled. 

(H) CONTACT INFORMATION- Nothing in this subtitle shall prohibit 

a local educational agency from requiring a parent or guardian of a 

homeless child to submit contact information. 

(4) COMPARABLE SERVICES- Each homeless child or youth to be assisted 

under this subtitle shall be provided services comparable to services offered to 

other students in the school selected under paragraph (3), including the 

following: 

(A) Transportation services. 

(B) Educational services for which the child or youth meets the 

eligibility criteria, such as services provided under title I of the 

Elementary and Secondary Education Act of 1965 or similar State or 

local programs, educational programs for children with disabilities, and 

educational programs for students with limited English proficiency. 

(C) Programs in vocational and technical education. 

(D) Programs for gifted and talented students. 

(E) School nutrition programs. 

(5) COORDINATION- 

(A) IN GENERAL- Each local educational agency serving homeless 

children and youths that receives assistance under this subtitle shall 

coordinate-- 

(i) the provision of services under this subtitle with local social 

services agencies and other agencies or programs providing 

services to homeless children and youths and their families, 

including services and programs funded under the Runaway and 

Homeless Youth Act (42 U.S.C. 5701 et seq.); and 

(ii) with other local educational agencies on interdistrict issues, 

such as transportation or transfer of school records. 

(B) HOUSING ASSISTANCE- If applicable, each State educational 

agency and local educational agency that receives assistance under this 

subtitle shall coordinate with State and local housing agencies 

responsible for developing the comprehensive housing affordability 

strategy described in section 105 of the Cranston-Gonzalez National 

Affordable Housing Act (42 U.S.C. 12705) to minimize educational 

disruption for children and youths who become homeless. 

(C) COORDINATION PURPOSE- The coordination required under 

subparagraphs (A) and (B) shall be designed to-- 

(i) ensure that homeless children and youths have access and 

reasonable proximity to available education and related support 

services; and 

(ii) raise the awareness of school personnel and service providers 

of the effects of short-term stays in a shelter and other challenges 

associated with homelessness. 

(6) LOCAL EDUCATIONAL AGENCY LIAISON- 

(A) DUTIES- Each local educational agency liaison for homeless 

children and youths, designated under paragraph (1)(J)(ii), shall ensure 

that-- 

Appendix A - McKinney-Vento Homeless Assistance Act - Page 10 of 17
(i) homeless children and youths are identified by school 

personnel and through coordination activities with other entities 

and agencies; 

(ii) homeless children and youths enroll in, and have a full and 

equal opportunity to succeed in, schools of that local educational 

agency; 

(iii) homeless families, children, and youths receive educational 

services for which such families, children, and youths are 

eligible, including Head Start and Even Start programs and 

preschool programs administered by the local educational 

agency, and referrals to health care services, dental services, 

mental health services, and other appropriate services; 

(iv) the parents or guardians of homeless children and youths are 

informed of the educational and related opportunities available to 

their children and are provided with meaningful opportunities to 

participate in the education of their children; 

(v) public notice of the educational rights of homeless children 

and youths is disseminated where such children and youths 

receive services under this Act, such as schools, family shelters, 

and soup kitchens; 

(vi) enrollment disputes are mediated in accordance with 

paragraph (3)(E); and 

(vii) the parent or guardian of a homeless child or youth, and any 

unaccompanied youth, is fully informed of all transportation 

services, including transportation to the school of origin, as 

described in paragraph (1)(J)(iii), and is assisted in accessing 

transportation to the school that is selected under paragraph 

(3)(A). 

(B) NOTICE- State coordinators established under subsection (d)(3) and 

local educational agencies shall inform school personnel, service 

providers, and advocates working with homeless families of the duties of 

the local educational agency liaisons. 

(C) LOCAL AND STATE COORDINATION- Local educational agency 

liaisons for homeless children and youths shall, as a part of their duties, 

coordinate and collaborate with State coordinators and community and 

school personnel responsible for the provision of education and related 

services to homeless children and youths. 

(7) REVIEW AND REVISIONS- 

(A) IN GENERAL- Each State educational agency and local educational 

agency that receives assistance under this subtitle shall review and revise 

any policies that may act as barriers to the enrollment of homeless 

children and youths in schools that are selected under paragraph (3). 

(B) CONSIDERATION- In reviewing and revising such policies, 

consideration shall be given to issues concerning transportation, 

immunization, residency, birth certificates, school records and other 

documentation, and guardianship. 

(C) SPECIAL ATTENTION- Special attention shall be given to ensuring 

the enrollment and attendance of homeless children and youths who are 

not currently attending school. 

Appendix A - McKinney-Vento Homeless Assistance Act - Page 11 of 17
SEC. 723. LOCAL EDUCATIONAL AGENCY SUBGRANTS FOR THE 

EDUCATION OF HOMELESS CHILDREN AND YOUTHS EDUCATION OF HOMELESS CHILDREN AND YOUTHS OMELESS CHILDREN AND YOUTHS 

(a) GENERAL AUTHORITY- 

(1) IN GENERAL- The State educational agency shall, in accordance with 

section 722(e), and from amounts made available to such agency under section 

726, make subgrants to local educational agencies for the purpose of facilitating 

the enrollment, attendance, and success in school of homeless children and 

youths. 

(2) SERVICES- 

(A) IN GENERAL- Services under paragraph (1)-- 

(i) may be provided through programs on school grounds or at 

other facilities; 

(ii) shall, to the maximum extent practicable, be provided 

through existing programs and mechanisms that integrate 

homeless children and youths with nonhomeless children and 

youths; and 

(iii) shall be designed to expand or improve services provided as 

part of a school's regular academic program, but not to replace 

such services provided under such program. 

(B) SERVICES ON SCHOOL GROUNDS- If services under paragraph 

(1) are provided on school grounds, schools-- 

(i) may use funds under this subtitle to provide the same services 

to other children and youths who are determined by the local 

educational agency to be at risk of failing in, or dropping out of, 

school, subject to the requirements of clause (ii); and 

(ii) except as otherwise provided in section 722(e)(3)(B), shall 

not provide services in settings within a school that segregate 

homeless children and youths from other children and youths, 

except as necessary for short periods of time-- 

(I) for health and safety emergencies; or 

(II) to provide temporary, special, and supplementary 

services to meet the unique needs of homeless children 

and youths. 

(3) REQUIREMENT- Services provided under this section shall not replace the 

regular academic program and shall be designed to expand upon or improve 

services provided as part of the school's regular academic program. 

(b) APPLICATION- A local educational agency that desires to receive a subgrant under 

this section shall submit an application to the State educational agency at such time, in 

such manner, and containing or accompanied by such information as the State 

educational agency may reasonably require. Such application shall include the following: 

(1) An assessment of the educational and related needs of homeless children and 

youths in the area served by such agency (which may be undertaken as part of 

needs assessments for other disadvantaged groups). 

(2) A description of the services and programs for which assistance is sought to 

address the needs identified in paragraph (1). 

(3) An assurance that the local educational agency's combined fiscal effort per 

student, or the aggregate expenditures of that agency and the State with respect to 

the provision of free public education by such agency for the fiscal year 

Appendix A - McKinney-Vento Homeless Assistance Act - Page 12 of 17
preceding the fiscal year for which the determination is made, was not less than 

90 percent of such combined fiscal effort or aggregate expenditures for the 

second fiscal year preceding the fiscal year for which the determination is made. 

(4) An assurance that the applicant complies with, or will use requested funds to 

comply with, paragraphs (3) through (7) of section 722(g). 

(5) A description of policies and procedures, consistent with section 722(e)(3), 

that the agency will implement to ensure that activities carried out by the agency 

will not isolate or stigmatize homeless children and youths. 

(c) AWARDS- 

(1) IN GENERAL- The State educational agency shall, in accordance with the 

requirements of this subtitle and from amounts made available to it under section 

726, make competitive subgrants to local educational agencies that submit 

applications under subsection (b). Such subgrants shall be awarded on the basis 

of the need of such agencies for assistance under this subtitle and the quality of 

the applications submitted. 

(2) NEED- In determining need under paragraph (1), the State educational 

agency may consider the number of homeless children and youths enrolled in 

preschool, elementary, and secondary schools within the area served by the local 

educational agency, and shall consider the needs of such children and youths and 

the ability of the local educational agency to meet such needs. The State 

educational agency may also consider the following: 

(A) The extent to which the proposed use of funds will facilitate the 

enrollment, retention, and educational success of homeless children and 

youths. 

(B) The extent to which the application-- 

(i) reflects coordination with other local and State agencies that 

serve homeless children and youths; and 

(ii) describes how the applicant will meet the requirements of 

section 722(g)(3). 

(C) The extent to which the applicant exhibits in the application and in 

current practice a commitment to education for all homeless children and 

youths. 

(D) Such other criteria as the State agency determines appropriate. 

(3) QUALITY- In determining the quality of applications under paragraph (1), 

the State educational agency shall consider the following: 

(A) The applicant's needs assessment under subsection (b)(1) and the 

likelihood that the program presented in the application will meet such 

needs. 

(B) The types, intensity, and coordination of the services to be provided 

under the program. 

(C) The involvement of parents or guardians of homeless children or 

youths in the education of their children. 

(D) The extent to which homeless children and youths will be integrated 

within the regular education program. 

(E) The quality of the applicant's evaluation plan for the program. 

(F) The extent to which services provided under this subtitle will be 

coordinated with other services available to homeless children and 

youths and their families. 

(G) Such other measures as the State educational agency considers 

indicative of a high-quality program, such as the extent to which the 

Appendix A - McKinney-Vento Homeless Assistance Act - Page 13 of 17
local educational agency will provide case management or related 

services to unaccompanied youths. 

(4) DURATION OF GRANTS- Grants awarded under this section shall be for 

terms not to exceed 3 years. 

(d) AUTHORIZED ACTIVITIES- A local educational agency may use funds awarded 

under this section for activities that carry out the purpose of this subtitle, including the 

following: 

(1) The provision of tutoring, supplemental instruction, and enriched educational 

services that are linked to the achievement of the same challenging State 

academic content standards and challenging State student academic achievement 

standards the State establishes for other children and youths. 

(2) The provision of expedited evaluations of the strengths and needs of homeless 

children and youths, including needs and eligibility for programs and services 

(such as educational programs for gifted and talented students, children with 

disabilities, and students with limited English proficiency, services provided 

under title I of the Elementary and Secondary Education Act of 1965 or similar 

State or local programs, programs in vocational and technical education, and 

school nutrition programs). 

(3) Professional development and other activities for educators and pupil services 

personnel that are designed to heighten the understanding and sensitivity of such 

personnel to the needs of homeless children and youths, the rights of such 

children and youths under this subtitle, and the specific educational needs of 

runaway and homeless youths. 

(4) The provision of referral services to homeless children and youths for 

medical, dental, mental, and other health services. 

(5) The provision of assistance to defray the excess cost of transportation for 

students under section 722(g)(4)(A), not otherwise provided through Federal, 

State, or local funding, where necessary to enable students to attend the school 

selected under section 722(g)(3). 

(6) The provision of developmentally appropriate early childhood education 

programs, not otherwise provided through Federal, State, or local funding, for 

preschool-aged homeless children. 

(7) The provision of services and assistance to attract, engage, and retain 

homeless children and youths, and unaccompanied youths, in public school 

programs and services provided to nonhomeless children and youths. 

(8) The provision for homeless children and youths of before- and after-school, 

mentoring, and summer programs in which a teacher or other qualified individual 

provides tutoring, homework assistance, and supervision of educational 

activities. 

(9) If necessary, the payment of fees and other costs associated with tracking, 

obtaining, and transferring records necessary to enroll homeless children and 

youths in school, including birth certificates, immunization or medical records, 

academic records, guardianship records, and evaluations for special programs or 

services. 

(10) The provision of education and training to the parents of homeless children 

and youths about the rights of, and resources available to, such children and 

youths. 

(11) The development of coordination between schools and agencies providing 

services to homeless children and youths, as described in section 722(g)(5). 

(12) The provision of pupil services (including violence prevention counseling) 

and referrals for such services. 

Appendix A - McKinney-Vento Homeless Assistance Act - Page 14 of 17
(13) Activities to address the particular needs of homeless children and youths 

that may arise from domestic violence. 

(14) The adaptation of space and purchase of supplies for any nonschool facilities 

made available under subsection (a)(2) to provide services under this subsection. 

(15) The provision of school supplies, including those supplies to be distributed 

at shelters or temporary housing facilities, or other appropriate locations. 

(16) The provision of other extraordinary or emergency assistance needed to 

enable homeless children and youths to attend school. 

SEC. 724. SECRETARIAL RESPONSIBILITIES SEC. 724. SECRETARIAL RESPONSIBILITIES 

(a) REVIEW OF STATE PLANS- In reviewing the State plan submitted by a State 

educational agency under section 722(g), the Secretary shall use a peer review process 

and shall evaluate whether State laws, policies, and practices described in such plan 

adequately address the problems of homeless children and youths relating to access to 

education and placement as described in such plan. 

(b) TECHNICAL ASSISTANCE- The Secretary shall provide support and technical 

assistance to a State educational agency to assist such agency in carrying out its 

responsibilities under this subtitle, if requested by the State educational agency. 

(c) NOTICE- The Secretary shall, before the next school year that begins after the date of 

enactment of the McKinney-Vento Homeless Education Assistance Improvements Act of 

2001, create and disseminate nationwide a public notice of the educational rights of 

homeless children and youths and disseminate such notice to other Federal agencies, 

programs, and grantees, including Head Start grantees, Health Care for the Homeless 

grantees, Emergency Food and Shelter grantees, and homeless assistance programs 

administered by the Department of Housing and Urban Development. 

(d) EVALUATION AND DISSEMINATION- The Secretary shall conduct evaluation 

and dissemination activities of programs designed to meet the educational needs of 

homeless elementary and secondary school students, and may use funds appropriated 

under section 726 to conduct such activities. 

(e) SUBMISSION AND DISTRIBUTION- The Secretary shall require applications for 

grants under this subtitle to be submitted to the Secretary not later than the expiration of 

the 60-day period beginning on the date that funds are available for purposes of making 

such grants and shall make such grants not later than the expiration of the 120-day period 

beginning on such date. 

(f) DETERMINATION BY SECRETARY- The Secretary, based on the information 

received from the States and information gathered by the Secretary under subsection (h), 

shall determine the extent to which State educational agencies are ensuring that each 

homeless child and homeless youth has access to a free appropriate public education, as 

described in section 721(1). 

(g) GUIDELINES- The Secretary shall develop, issue, and publish in the Federal 

Register, not later than 60 days after the date of enactment of the McKinney-Vento 

Homeless Education Assistance Improvements Act of 2001, school enrollment guidelines 

for States with respect to homeless children and youths. The guidelines shall describe-- 

(1) successful ways in which a State may assist local educational agencies to 

immediately enroll homeless children and youths in school; and 

(2) how a State can review the State's requirements regarding immunization and 

medical or school records and make such revisions to the requirements as are 

appropriate and necessary in order to enroll homeless children and youths 

in school immediately. 

Appendix A - McKinney-Vento Homeless Assistance Act - Page 15 of 17
(h) INFORMATION- 

(1) IN GENERAL- From funds appropriated under section 726, the Secretary 

shall, directly or through grants, contracts, or cooperative agreements, 

periodically collect and disseminate data and information regarding-- 

(A) the number and location of homeless children and youths; 

(B) the education and related services such children and youths receive; 

(C) the extent to which the needs of homeless children and youths are 

being met; and 

(D) such other data and information as the Secretary determines to be 

necessary and relevant to carry out this subtitle. 

(2) COORDINATION- The Secretary shall coordinate such collection and 

dissemination with other agencies and entities that receive assistance and

administer programs under this subtitle. 

(i) REPORT- Not later than 4 years after the date of enactment of the McKinney-Vento 

Homeless Education Assistance Improvements Act of 2001, the Secretary shall prepare 

and submit to the President and the Committee on Education and the Workforce of the 

House of Representatives and the Committee on Health, Education, Labor, and Pensions 

of the Senate a report on the status of education of homeless children and youths, which 

shall include information on-- 

(1) the education of homeless children and youths; and 

(2) the actions of the Secretary and the effectiveness of the programs supported 

under this subtitle. 

SEC. 725. DEFINITIONS SEC. 725. DEFINITIONSFINITIONS FINITIONS 

For purposes of this subtitle: 

(1) The terms `enroll' and `enrollment' include attending classes and participating 

fully in school activities. 

(2) The term `homeless children and youths'-- 

(A) means individuals who lack a fixed, regular, and adequate nighttime 

residence (within the meaning of section 103(a)(1)); and 

(B) includes-- 

(i) children and youths who are sharing the housing of other 

persons due to loss of housing, economic hardship, or a similar 

reason; are living in motels, hotels, trailer parks, or camping 

grounds due to the lack of alternative adequate accommodations; 

are living in emergency or transitional shelters; are abandoned in 

hospitals; or are awaiting foster care placement; 

(ii) children and youths who have a primary nighttime residence 

that is a public or private place not designed for or ordinarily 

used as a regular sleeping accommodation for human beings 

(within the meaning of section 103(a)(2)(C)); 

(iii) children and youths who are living in cars, parks, public 

spaces, abandoned buildings, substandard housing, bus or train 

stations, or similar settings; and 

(iv) migratory children (as such term is defined in section 1309 

of the Elementary and Secondary Education Act of 1965) who 

qualify as homeless for the purposes of this subtitle because the 

children are living in circumstances described in clauses (i) 

through (iii). 

Appendix A - McKinney-Vento Homeless Assistance Act - Page 16 of 17
(3) The terms `local educational agency' and `State educational agency' have the 

meanings given such terms in section 9101 of the Elementary and Secondary 

Education Act of 1965. 

(4) The term `Secretary' means the Secretary of Education. 

(5) The term `State' means each of the 50 States, the District of Columbia, and 

the Commonwealth of Puerto Rico. 

(6) The term `unaccompanied youth' includes a youth not in the physical custody 

of a parent or guardian. 

SEC. 726. AUTHORIZATION OF APPROPRIATIONS 

For the purpose of carrying out this subtitle, there are authorized to be appropriated 

$70,000,000 for fiscal year 2002 and such sums as may be necessary for each of fiscal 

years 2003 through 2007.' 

Appendix A - McKinney-Vento Homeless Assistance Act - Page 17 of 17
EDUCATION FOR 

HOMELESS CHILDREN AND YOUTH PROGRAM

TITLE VII-B OF THE MCKINNEY-VENTO HOMELESS 

ASSISTANCE ACT, 

AS AMENDED BY THE 

NO CHILD LEFT BEHIND ACT OF 2001 

NON-REGULATORY GUIDANCE 

UNITED STATES DEPARTMENT OF EDUCATION 

WASHINGTON, DC 

July 2004 

Appendix A - U.S. Department of Education July 2004 Guidance
TABLE OF CONTENTS 

Summary of Updates in this Guidance Page 1 

A. Introduction Page 2 

B. Federal Awards to States Page 4 

 

C. State Uses of Funds Page 5 

D. Office of the Coordinator Page 5 

E. Prohibition Against Segregation Page 8 

 

F. Local Liaisons Page 9 

 

G. School Placement, Enrollment and Eligibility for 

 Services Page 13 

 

 H. Transportation Page 19 

I. Comparable and Coordinated Services Page 22 

 J. Homeless Unaccompanied Youth Page 23 

K. Subgrants to LEAs Page 23 

L. Local Uses of Funds Page 24 

M. Coordination with Title I, Part A Page 27 

 

N. Contact Information Page 30 

Appendices 

 

Appendix A: Definitions Page 31 

 Appendix B: Related Education Laws Page 32 

 Appendix C: Draft Standards and Indicators of Quality Page 33 

 Appendix D: Sample Student Residency Questionnaire Page 37 

 Appendix E: Sample Dispute Resolution Process Form I Page 38 

 Appendix F: Sample Dispute Resolution Process Form II Page 39 

 Appendix G: References Page 40 

Appendix A - U.S. Department of Education July 2004 Guidance
 1

Summary of Updates in this Guidance 

This revised non-regulatory guidance for the McKinney-Vento program, which 

replaces the March 2003 guidance, includes new questions that address the following 

issues: 

• Whether children awaiting foster care placement are eligible for McKinneyVento services (Item G-10); 

• Whether children displaced from their homes by a natural disaster are eligible 

for McKinney-Vento services (Item G-11); 

• Whether an LEA must provide transportation services to homeless children 

attending preschool (Item H-8). 

Additionally, the updated Guidance provides reorganization of some questions and 

minor edits to the March 2003 Guidance. 

Appendix A - U.S. Department of Education July 2004 Guidance
 2

A. Introduction 

A-1. What is the purpose of the McKinney-Vento Education for Homeless 

Children and Youth (McKinney-Vento) program? 

The McKinney-Vento program is designed to address the problems that homeless 

children and youth have faced in enrolling, attending, and succeeding in school. 

Under this program, State educational agencies (SEAs) must ensure that each 

homeless child and youth has equal access to the same free, appropriate public 

education, including a public preschool education, as other children and youth. 

Homeless children and youth should have access to the educational and other services 

that they need to enable them to meet the same challenging State student academic 

achievement standards to which all students are held. In addition, homeless students 

may not be separated from the mainstream school environment. States and districts 

are required to review and undertake steps to revise laws, regulations, practices, or 

policies that may act as a barrier to the enrollment, attendance, or success in school of 

homeless children and youth. 

A-2. What is the statutory authority for the McKinney-Vento program? 

The program is authorized under Title VII-B of the McKinney-Vento Homeless 

Assistance Act (42 USC 11431 et seq.), (McKinney-Vento Act). The program was 

originally authorized in 1987 and, most recently, reauthorized by the No Child Left 

Behind Act of 2001. 

A-3. What is meant by the term “homeless children and youth”? 

The McKinney-Vento Act defines ìhomeless children and youthî as individuals who 

lack a fixed, regular, and adequate nighttime residence. The term 

includes ñ 

• Children and youth who are: 

- sharing the housing of other persons due to loss of housing, 

economic hardship, or a similar reason (sometimes referred to as 

doubled-up); 

- living in motels, hotels, trailer parks, or camping grounds due to lack 

of alternative adequate accommodations; 

- living in emergency or transitional shelters; 

- abandoned in hospitals; or 

- awaiting foster care placement; 

• Children and youth who have a primary nighttime residence that is a public or 

private place not designed for, or ordinarily used as, a regular sleeping 

accommodation for human beings; 

• Children and youth who are living in cars, parks, public spaces, abandoned 

buildings, substandard housing, bus or train stations, or similar settings; and 

Appendix A - U.S. Department of Education July 2004 Guidance
 3

• Migratory children who qualify as homeless because they are living in 

circumstances described above. 

A-4. How does the current McKinney-Vento program differ from the 

predecessor program? 

The principal differences between the current McKinney-Vento program and the 

predecessor program include the following: 

• Express prohibition against segregating homeless students ñ The statute 

expressly prohibits a school or State from segregating a homeless child or 

youth in a separate school, or in a separate program within a school, based on 

the child or youthís status as homeless. (See Section E of this guidance.) 

• Requirement for transportation to and from school of origin (see definition in 

Appendix A) ñ The State and its local educational agencies (LEAs) must 

adopt policies and practices to ensure that transportation is provided, at the 

request of the parent or guardian (or in the case of the unaccompanied youth, 

the liaison) to and from the school of origin. There are specific provisions 

regarding the responsibility and costs for transportation. (See Section H.) 

• Immediate school enrollment requirement ñ If a dispute arises over school 

selection or placement, an LEA must admit a homeless child or youth to the 

school in which enrollment is sought by the parent or guardian, pending 

resolution of the dispute. (See Section G.) 

• Changes in “best interest” determination – LEAs must make school 

placement determinations on the basis of the ìbest interestî of the child or 

youth. In determining what is a child or youthís best interest, an LEA must, to 

the extent feasible, keep a homeless child or youth in the school of origin, 

unless doing so is contrary to the wishes of the child or youthís parent or 

guardian. (See Section G.) 

• Local liaison in all school districts ñ Every LEA, whether or not it receives a 

McKinney-Vento subgrant, must designate a local liaison for homeless 

children and youth. (See Section F.) 

• New subgrant requirements ñ A State that receives an allocation greater than 

the State minimum allotment must competitively subgrant to LEAs at least 75 

percent of its allocation. A State that receives the minimum State allotment 

must competitively subgrant to LEAs at least 50 percent of its allocation. (See 

Sections C and K.) 

A-5. What Federal civil rights requirements apply to school districts in 

educating homeless children? 

School districts, as recipients of Federal financial assistance and as public entities, 

must ensure that their educational programs for homeless children are administered in 

a nondiscriminatory manner. The Departmentís Office for Civil Rights (OCR) 

Appendix A - U.S. Department of Education July 2004 Guidance
 4

enforces Federal laws that prohibit discrimination on the basis of race, color, or 

national origin (Title VI of the Civil Rights Act of 1964); sex (Title IX of the 

Education Amendments of 1972); age (Age Discrimination Act of 1975); and 

disability (Section 504 of the Rehabilitation Act of 1973, as applied to recipients of 

Federal financial assistance and Title II of the Americans With Disabilities Act of 

1990, as applied to public educational entities). For more information about the 

application of these laws, contact the OCR enforcement office that serves your state. 

A-6. What is the purpose of this guidance? 

This guidance replaces the prior nonregulatory guidance for the Education for 

Homeless Children and Youth program. The guidance describes the requirements of 

the current program and provides suggestions for addressing many of those 

requirements. The guidance does not impose any requirements beyond those in the 

program statute and other applicable Federal statutes and regulations. While States 

may wish to consider the guidance in developing their own guidelines and standards, 

they are free to develop alternative approaches that meet the applicable Federal 

statutory and regulatory requirements. 

B. Federal Awards to States 

B-1. On what basis does the Department award McKinney-Vento funds to 

States? 

The Department awards McKinney-Vento funds to States by formula. The amount 

that a State receives in a given year is based on the proportion of funds allocated 

nationally that it receives under Title I, Part A of the Elementary and Secondary 

Education Act of 1965 (ESEA), for that year. For the purpose of determining 

allotments, the term ìStateî includes each of the fifty States, the District of Columbia, 

and Puerto Rico. The minimum State allocation for fiscal year 2004 is $150,000. 

B-2. Are the outlying areas and the Bureau of Indian Affairs (BIA) eligible to 

receive McKinney-Vento funds? 

Yes. The Department is authorized to reserve 0.1 percent of each yearís 

appropriation to award grants to the outlying areas (i.e., the U. S. Virgin Islands, 

Guam, American Samoa, and the Commonwealth of the Northern Mariana Islands). 

In addition, the Department transfers, under a memorandum of agreement, one 

percent of each yearís appropriation to the BIA for programs for homeless Indian 

students served by schools funded by the BIA. 

Appendix A - U.S. Department of Education July 2004 Guidance
 5

C. State Uses of Funds 

C-1. For what purposes may a State use its McKinney-Vento allocation? 

A State may use its McKinney-Vento allocation for the following purposes: 

• State activities - A State that receives an allocation greater than the State 

minimum allotment (i.e., greater than $150,000 for FY 2004) may reserve for 

State-level activities up to 25 percent of its allocation for that fiscal year. A 

State funded at the minimum level may reserve for State-level activities up to 

50 percent of its allocation for that fiscal year. 

• Subgrants to LEAs - An SEA must award funds not reserved for State-level 

activities to LEAs on a competitive basis. 

C-2. For what purposes may a State use McKinney-Vento funds that are 

reserved for State-level activities? 

A State may use McKinney-Vento funds that are made available for State use to 

support the broad array of activities conducted by the Office of Coordinator for 

Education of Homeless Children and Youth. (See Section 722(f) of the statute and 

Part D of this guidance.) The SEA may conduct these activities directly or through 

grants or contracts. 

D. Office of the Coordinator For Education Of Homeless Children 

And Youth 

D-1. What are the primary responsibilities of the State Coordinator for 

Education of Homeless Children and Youth? 

The primary responsibilities of the State coordinator are to: 

• Develop and carry out the Stateís McKinney-Vento plan; 

• Gather valid, reliable, and comprehensive information on the problems faced 

by homeless children and youth, the progress of the SEA and LEAs in 

addressing those problems, and the success of McKinney-Vento programs in 

allowing homeless children and youth to enroll in, attend, and succeed in 

school; 

• Coordinate services on behalf of the McKinney-Vento program; 

• Provide technical assistance to LEAs in coordination with the local liaisons to 

ensure that LEAs comply with the McKinney-Vento Act; and 

• Collect and transmit to the U.S. Department of Education, upon request, a 

report containing the information that the Department determines is necessary 

to assess the educational needs of homeless children and youth. 

Appendix A - U.S. Department of Education July 2004 Guidance
 6

D-2. What are the reporting requirements that State coordinators must meet? 

The McKinney-Vento Act gives the Department the authority to collect from States, 

at such times as the Department may require, information that the Department 

determines is necessary to assess the educational needs of homeless children and 

youth. The Department will be issuing further guidance on State reporting 

responsibilities. 

D-3. What are the State coordinator’s responsibilities regarding the 

coordination of services? 

State coordinators must facilitate coordination among the SEA, the State social 

services agency, and other agencies (including agencies providing mental health 

services) to provide services to homeless children and youth and their families. To 

improve the provision of comprehensive services to these children and youth and 

their families, coordinators must coordinate and collaborate with educators, including 

child development and preschool program personnel, and service providers. 

Additionally, State coordinators must coordinate services with local liaisons and 

community organizations and groups representing homeless children, youth, and 

families. Comprehensive services include health care, nutrition, and other social 

services. 

Where applicable, State coordinators must also coordinate services with State and 

local housing agencies responsible for developing comprehensive affordable housing 

strategies under Section 105 of the Cranston/Gonzalez National Affordable Housing 

Act (Public Law 101-625). Additionally, State Coordinators may wish to coordinate 

housing, health and other services with the State representatives for the President's 

Interagency Council on Homelessness - United States Interagency Council on 

Homelessness · 451 7th Street SW · Suite 2200 · Washington, DC · 20410. 

D-4. What are the technical assistance responsibilities of State coordinators? 

State coordinators must provide technical assistance to LEAs, in coordination with 

local liaisons, to ensure LEA compliance on such issues as school choice and 

placement, enrollment policies, enrollment disputes, school records, duties of local 

liaisons, and reviewing and revising policies that may act as enrollment barriers. 

Through strong leadership and collaboration and communication with the LEA 

liaisons, the State coordinator can help ensure that districts will carry out the 

requirements of the Act. Establishing clear-cut policies and procedures at the State 

level and making sure districts know and understand them will facilitate the smooth 

and consistent implementation of the McKinney-Vento Act. 

Appendix A - U.S. Department of Education July 2004 Guidance
 7

Enrollment Barriers 

 The school enrollment and retention barriers that homeless children and 

youth most frequently face are the following: transportation, immunization 

requirements, residency requirements, providing birth certificates, and 

legal guardianship requirements. 

 U.S. Department of Education’s McKinney-Vento Report To Congress for 

Fiscal Year 2000 

D-5. Is the State coordinator required to provide technical assistance only to 

school districts that receive McKinney-Vento subgrants? 

No. The State coordinator must provide technical assistance to all school districts. 

The McKinney-Vento Act requires that all homeless children be given the 

opportunity to achieve to challenging State academic standards. 

D-6. By what means should State coordinators provide technical assistance? 

The State coordinator may provide a wide range of coordinated technical assistance 

activities. These may include State conferences, guidance documents for LEA 

liaisons, a State Website that addresses McKinney-Vento issues and provides a listing 

of State resources, a listserv, a toll-free help line, and newsletters or bulletins. 

Many school districts have not implemented targeted services for homeless children 

and youth. Therefore, State level technical assistance will be essential to familiarize 

new LEA liaisons with the requirements of the McKinney-Vento Act and to provide 

guidance on serving eligible students. 

D-7. What are examples of technical assistance that school districts may need? 

Areas in which school districts and LEA liaisons may need technical assistance 

include the following: 

• Understanding the requirements of the McKinney-Vento Act; 

• Establishing procedures to address problems related to enrollment and school 

selection; 

• Resolving transportation disputes, including inter-district disputes; 

• Determining LEA needs and developing a plan for services; 

• Creating school district and community awareness of the needs of eligible 

students; 

• Identifying Federal, State, and local resources; 

• Identifying homeless children and youth; 

• Collecting data; 

• Enhancing parental involvement activities; and 

• Identifying strategies for improving academic achievement. 

Appendix A - U.S. Department of Education July 2004 Guidance
 8

Technical Assistance Strategies: Best Practices 

Many State and local homeless education coordinators conduct extensive 

awareness activities. As school personnel gain a broader understanding of 

the needs of homeless children and youth, they are better able to 

implement policies and practices that ensure access to school and support 

success in school. 

 

Information dissemination is often cited as a successful strategy used by 

State coordinators to ensure school districts understand and uphold the 

McKinney-Vento Act. Information dissemination activities include the 

publication of guidance and manuals, holding State conferences for 

homeless education, and providing web pages on SEA websites. 

Several State coordinators reported visiting McKinney-Vento subgrantees 

to offer assistance with program evaluation. Technical assistance through 

interagency coordination is key to meeting the needs of eligible students 

and providing comprehensive services that are continuous and nonduplicative. 

The Education of Homeless Children and Youth Program: Learning to 

Succeed 

E. Prohibition Against Segregation 

E-1. May States or districts segregate homeless children and youth in separate 

schools or in separate programs within a school? 

No. Homelessness alone is not sufficient reason to separate students from the 

mainstream school environment. SEAs and LEAs must adopt policies and practices 

to ensure that students are not segregated or stigmatized on the basis of their status as 

homeless. Services provided with McKinney-Vento Act funds must not replace the 

regular academic program and must be designed to expand upon or improve services 

provided as part of the school's regular academic program. 

• If a State receives funds under the McKinney-Vento program, every 

district in that State ñ whether or not it receives a McKinney-Vento 

subgrant from its SEA ñ is prohibited from segregating homeless students 

in separate schools or in separate programs within schools, based on the 

childís or youthís status as homeless. 

• Schools may not provide services with McKinney-Vento funds on school 

grounds in settings that segregate homeless children and youth from other 

children and youth [except as necessary for short periods of time for health 

Appendix A - U.S. Department of Education July 2004 Guidance
 9

and safety emergencies or to provide temporary, special, and 

supplementary services to meet the unique needs of homeless children and 

youth]. 

There is a very limited exception to the prohibition against segregating homeless 

students in separate schools or in separate settings within a school that applies only to 

four ìcovered countiesî ñ Orange County, CA; San Diego County, CA; San Joaquin 

County, CA; and Maricopa County, AZ ñ if the conditions described in section 

722(e)(3)(B) of the statute are met. The Department has provided separate guidance 

on this exception to the affected States and districts. 

E-2. May a district educate homeless children at an off-site facility, such as a 

shelter? 

 

No. Homeless children and youth must be educated as part of a schoolís regular 

academic program. Services must be provided to homeless children and youth 

through programs and mechanisms that integrate homeless children and youth with 

their non-homeless counterparts. Services provided with McKinney-Vento funds 

must expand upon or improve services provided as part of the regular school 

program. 

E-3. May a school separate a child from the regular school program if he or she 

resides in a domestic violence shelter? 

No, however, schools can and should take all other necessary steps to protect children 

who are victims of domestic violence, such as protecting children's identity in school 

database systems, arranging for anonymous pick-up and drop-off locations for school 

buses, enrolling children in a different school, sensitizing bus drivers and school 

personnel to the child's circumstances, training school staff on confidentiality laws 

and policies, and helping families to file copies of protective orders with schools. In 

this way, schools can address safety concerns and provide equal educational 

opportunities without causing further disruption in children's lives. 

E-4. Are "transitional classrooms" in shelters, where children and youth receive 

educational services while they are being assessed or while they wait for school 

records, permissible under McKinney-Vento? 

No. Districts are required to adopt policies that will eliminate barriers to school 

enrollment that may be caused by tracking, obtaining, and transferring records. 

F. Local Liaisons 

F-1. Is every LEA in a State required to designate a local liaison for homeless 

children and youth? 

Yes. Every LEA ñ whether or not it receives a McKinney-Vento subgrant ñ is 

required to designate a local liaison. 

Appendix A - U.S. Department of Education July 2004 Guidance
 10

F-2. What are the responsibilities of the local liaison for homeless children and 

youth? 

The local liaison serves as one of the primary contacts between homeless families and 

school staff, district personnel, shelter workers, and other service providers. The 

liaison coordinates services to ensure that homeless children and youth enroll in 

school and have the opportunity to succeed academically. 

Local liaisons must ensure that: 

• Homeless children and youth are identified by school personnel and 

through coordination activities with other entities and agencies; 

• Homeless students enroll in, and have full and equal opportunity to 

succeed in, the schools of the LEA; 

• Homeless children and youth and their families receive educational 

services for which they are eligible, including Head Start, Even Start, and 

preschool programs administered by the LEA, and referrals to health, 

mental health, dental, and other appropriate services; 

• Parents or guardians of homeless children and youth are informed of 

educational and related opportunities available to their children, and are 

provided with meaningful opportunities to participate in the education of 

their children; 

• Parents and guardians and unaccompanied youth are fully informed of all 

transportation services, including transportation to and from the school of 

origin, and are assisted in accessing transportation services; 

• Enrollment disputes are mediated in accordance with the requirements of 

the McKinney-Vento Act; and 

• Public notice of the educational rights of homeless students is 

disseminated to locations where they receive services under the 

McKinney-Vento Act. 

In meeting these responsibilities, local liaisons must assist homeless children and 

youth with such activities as the following: 

• Enrolling in school and accessing school services; 

• Obtaining immunizations or medical records; 

• Informing parents, school personnel, and others of the rights of homeless 

children and youth; 

• Working with school staff to make sure that homeless children and youth 

are immediately enrolled in school pending resolution of disputes that 

might arise over school enrollment or placement; 

• Helping to coordinate transportation services for homeless children and 

youth; and 

• Collaborating and coordinating with State Coordinators for the Education 

of Homeless Children and Youth and community and school personnel 

responsible for providing education and related support services to 

homeless children and youth. 

Appendix A - U.S. Department of Education July 2004 Guidance
 11

Needs Assessment: Best Practices 

A particularly effective tool for addressing the problems faced by 

homeless children and youth is implementing a needs assessment process 

that, in turn, can shape the development of an action plan. Taking time to 

identify the needs of homeless children and families and the resources the 

school district and community offer will enable the liaison to make 

informed decisions about the types of activities that will result in services 

to enhance opportunities for school success for eligible students. The 

liaison can collaborate with other programs, organizations, and agencies to 

set goals for homeless education programs and services and should collect 

data on an ongoing basis to determine progress in achieving the goals. The 

data will provide the foundation for the improvement of services for 

eligible students. 

Local Homeless Liaison Toolkit

F-3. What is the relationship between the SEA and the local liaisons? 

An SEA must ensure that each of its LEAs designates an appropriate staff person to 

serve as a liaison for homeless children and youth. The SEA should obtain from each 

of its LEAs, by a date specified by the State, contact information concerning the local 

liaisons. 

Through its State coordinator, the SEA should provide guidance to LEAs to assist 

them in designating local liaisons and in understanding the duties and responsibilities 

of the liaisons. The SEA should work with LEAs and local liaisons throughout the 

year to ensure that homeless children and youth are receiving the services that they 

need in order to enroll in, attend, and succeed in school. 

F-4. How can a State assist LEAs in designating local liaisons? 

The State may issue guidance to LEAs that describes factors for an LEA to consider 

in designating its liaison. The type of person best suited to address the problems 

faced by homeless children and youth may vary according to the particular 

circumstances within a State or district. For example, in appointing a liaison, an LEA 

might consider the following: 

• If it is likely that the LEA will have to revise local policies and procedures 

to address enrollment and school attendance barriers, the LEA may want 

to designate as a liaison an individual who is currently in a position to 

communicate effectively with policymakers. That person might be a 

director of pupil services, a local Title I coordinator, or an assistant 

superintendent. 

Appendix A - U.S. Department of Education July 2004 Guidance
 12

• If an LEA has in place strong local policies and procedures to assist 

homeless students, the LEA might consider designating as a liaison an 

individual closer to the provision of direct services. For example, social 

workers, other support staff, and guidance counselors have been 

successful liaisons due to their skills and experience with outreach efforts 

in the community. 

F-5. What strategies can a local liaison use to identify homeless preschoolers? 

Local liaisons can identify preschool-aged homeless children by working closely with 

shelters and social service agencies in their area. In addition, the liaison should work 

with school personnel, who can inquire, at the time they are enrolling homeless 

children and youth in school, whether the family has preschool-aged children. 

The LEA liaison should also collaborate with the school district special education 

program. The Individual with Disabilities Education Act (IDEA) requires that highly 

mobile children with disabilities, such as migrant and homeless children who are in 

need of special education and related services, are located, identified and evaluated. 

Additionally, IDEA requires that homeless preschoolers and all homeless children be 

included in the ìChild Findî process for early identification of special education 

needs. 

F-6. How can a local liaison assist homeless families in enrolling their children 

in a preschool if the program has a waiting list? 

 

The LEA liaison should work with preschool program staff to remind them how 

important their services are for homeless children and to inform them of how waiting 

lists often create barriers for homeless families who wish to enroll their children. 

Some preschool programs keep slots open specifically for homeless children. 

Identifying Homeless Children and Youth: Best Practices

Homeless children and youth are difficult to identify for many reasons, 

and thus often go unnoticed by school personnel. In order to identify 

homeless children both in and out of school, LEA liaisons can coordinate 

with community service agencies, such as shelters, soup kitchens, food 

banks, transitional living programs, street outreach teams, drop-in centers, 

community action agencies (especially in rural areas, where there may be 

no shelters), welfare departments, housing departments, public health 

departments, and faith-based organizations to begin to develop a 

relationship on issues such as the school enrollment process, 

transportation, and other student services. 

Where available, the LEA liaisons can engage the local homeless task 

force, homeless coalition, and homeless assistance ìContinuum of Careî 

as partners in the identification of students who are homeless. LEA 

liaisons can develop relationships with truancy officials or other 

attendance officers and train them on how to recognize school absences 

that may be the result of homelessness. 

Appendix A - U.S. Department of Education July 2004 Guidance
 13

They can provide officials with information so that they may discreetly 

refer eligible students to appropriate services. 

LEA liaisons can use creative techniques to identify unaccompanied 

homeless youth while respecting their privacy and dignity, such as 

administering surveys to peers, using enrollment questionnaires, or 

providing specific outreach to areas where eligible students who are out of 

school might congregate. Liaisons can make special efforts to identify 

homeless preschool children. 

 

LEA liaisons can provide a district-wide residency questionnaire to all 

students upon enrollment. Questionnaires that may suggest homelessness 

can be sent to the local liaison for a final determination of homeless status, 

and, if affirmative, lead to the provision of referrals and other assistance 

(See Example in Appendix D.) 

LEA liaisons should avoid using the word "homeless" in initial contacts 

with school personnel, families, or youth. For most people, the word 

"homeless" conjures up stereotypical images of adults, not children or 

youth in classrooms. School personnel may be unlikely to recognize 

students who are homeless initially, but often respond affirmatively when 

asked if they know of students who are staying temporarily with relatives, 

are staying at campgrounds or in their car, are living at motels, are living 

with another family temporarily, or have moved several times in a year. 

Families and students who are homeless may not think of themselves as 

"homeless" because of the stigma attached. Therefore, outreach posters 

and materials placed in shelters, campgrounds, motels, and public housing 

projects should describe the symptoms of homelessness (for example, 

different kinds of living situations) rather than simply refer to a person's 

"homeless" status. 

Local Liaison Toolkit

G. School Placement, Enrollment, and Eligibility for Services 

G-1. On what basis does an LEA make school placement determinations for 

homeless children and youth? 

Homeless children and youth frequently move, and maintaining a stable school 

environment is critical to their success in school. To ensure this stability, LEAs must 

make school placement determinations on the basis of the ìbest interestî of the 

homeless child or youth. Using this standard, an LEA must ñ 

(a) Continue the childís or youthís education in the school of origin for the 

duration of homelessness when a family becomes homeless between academic 

Appendix A - U.S. Department of Education July 2004 Guidance
 14

years or during an academic year; or for the remainder of the academic year if 

the child or youth becomes permanently housed during an academic year; or 

(b) Enroll the child or youth in any public school that non-homeless students who 

live in the attendance area in which the child or youth is actually living are 

eligible to attend. 

G-2. How does an LEA determine the child’s or youth’s “best interest”? 

In determining a childís or youthís best interest, an LEA must, to the extent feasible, 

keep a homeless child or youth in the ìschool of originî unless doing so is contrary to 

the wishes of the child or youthís parent or guardian. If an LEA wishes to send a 

homeless child or youth to a school other than the school of origin or a school 

requested by the parent or guardian, the LEA must provide a written explanation of 

its decision to the parent or guardian, together with a statement regarding the right to 

appeal the placement decision. 

G-3. Why is it so important to maintain a stable education environment for 

homeless children and youth? 

Changing schools significantly impedes a studentís academic and social growth. The 

literature on highly mobile students indicates that it can take a student four to six 

months to recover academically after changing schools. Highly mobile students have 

also been found to have lower test scores and overall academic performance than 

peers who do not change schools. Therefore, the McKinney-Vento Act calls for 

LEAs to maintain students in their school of origin to the extent feasible. 

G-4. What should a school district consider when determining the extent to 

which it is feasible to educate a homeless child or youth in his or her school of 

origin? 

As stated above, to the extent feasible, a district must educate a homeless child or 

youth in his or her school of origin, unless doing so is contrary to the wishes of the 

parent or guardian. The placement determination should be a student-centered, 

individualized determination. Factors that an LEA may consider include the age of 

the child or youth; the distance of a commute and the impact it may have on the 

studentís education; personal safety issues; a studentís need for special instruction 

(e.g., special education and related services); the length of anticipated stay in a 

temporary shelter or other temporary location; and the time remaining in the school 

year. 

G-5. What procedures must an LEA follow if a dispute arises between a school 

and a parent or guardian regarding placement of a homeless child or youth? 

If a dispute arises over school selection or enrollment, the LEA must immediately 

enroll the homeless student in the school in which enrollment is sought by the parent 

or guardian, pending resolution of the dispute. Similar provisions apply to placement 

of unaccompanied youth. Inter-district enrollment disputes should be resolved at the 

SEA level (See G-9). 

Appendix A - U.S. Department of Education July 2004 Guidance
 15

Homeless families and youth may be unaware of their right to challenge placement 

and enrollment decisions. Therefore, the LEA must provide the parent, guardian, or 

unaccompanied youth with a written statement of the school placement decision and 

the appeal rights. The LEA must refer the unaccompanied youth, parent, or guardian 

to the LEA liaison, who must expeditiously carry out the dispute resolution process. 

When enrollment disputes arise, it is critical that students not be kept out of school. 

Interruption in education can severely disrupt the studentís academic progress. 

To avoid such disruptions, LEAs need an established process for resolving school 

placement disputes. Permitting students to enroll immediately in the school of choice 

pending resolution of disputes helps provide needed stability. 

LEA homeless liaisons help ensure that disputes are resolved objectively and 

expeditiously. Written notice protects both students and schools by outlining the 

specific reasons for the schoolís decision. It facilitates dispute resolution by 

providing decision-makers with documents to guide their determinations. 

G-6. In providing special services to homeless children and youth, how does a 

school or district avoid stigmatizing those children? 

As stated above, a district or school may not segregate homeless children and youth 

from the mainstream school environment. Homeless children and youth are entitled 

to receive all of the services that are provided to their non-homeless counterparts and 

in the same setting as their non-homeless peers. 

In some circumstances, it may be appropriate to provide additional services to 

homeless children and youth in a separate setting. In doing so, a district should be 

careful not to stigmatize these students. If a district does implement a supplemental 

program exclusively for homeless children, such as a shelter-based evening tutoring 

program, it should not be called ìthe homeless tutoring programî or the ìshelter 

tutoring program.î Instead, the district should use a name such as ìDiscovery Clubî 

or ìHomework Clubî to avoid stigmatization. 

Enrollment and Attendance Statistics 

The Departmentís FY 2000 Report to Congress indicated that 

87 percent of homeless K-12 children and youth were enrolled in 

school. However, only 77 percent attended school regularly. Less 

than 16 percent of eligible preschool aged homeless children were 

enrolled in preschool programs. 

U.S. Department of Education’s McKinney-Vento Report to Congress 

for Fiscal Year 2000 

Appendix A - U.S. Department of Education July 2004 Guidance
 16

G-7. What are a school’s responsibilities for enrolling homeless children and 

youth? 

A school selected on the basis of a ìbest interest determinationî (see G-1 and G-2) 

must immediately enroll the homeless child or youth, even if the child or youth is 

unable to produce the records normally required for enrollment (such as previous 

academic records, medical records, proof of residency, birth certificates, or other 

documentation). The enrolling school must immediately contact the school last 

attended by the child or youth to obtain relevant academic or other records. 

If a child or youth needs to obtain immunizations, or medical or immunization 

records, the enrolling school must immediately refer the parent or guardian to the 

LEA homeless liaison, who must assist in obtaining the immunizations or records. 

The records must be maintained so that they are available in a timely fashion when 

the child enters a new school or school district. To facilitate immediate enrollment, 

timely transfer of records from school to school should also take into account 

procedures for State-to-State record transfers. 

The McKinney-Vento statute provides a broad mandate to States and districts to 

change policies or practices that act as a barrier to the enrollment, attendance, and 

school success of homeless children. It is important for them to review policies and 

practices on an on-going basis, so that new barriers do not prevent children from 

receiving the free, appropriate public education to which they are entitled. 

G-8. What are some steps that LEAs can take to ensure immediate enrollment? 

Homeless children and youth often do not have the documents ordinarily required for 

school enrollment. Enrolling them in school immediately provides these children and 

youth needed stability and also is a legal requirement. 

To facilitate immediate enrollment, LEAs should consider the following practices: 

• Train all school enrollment staff, secretaries, guidance counselors, school 

social workers, and principals on the legal requirements regarding immediate 

enrollment; 

• Review all regulations and policies to ensure that they comply with the 

McKinney-Vento requirements; 

• Develop affidavits of residence or other forms to replace typical proof of 

residency. Such forms should be carefully crafted so that they do not create 

further barriers or delay enrollment; 

• Develop caregiver affidavits, enrollment forms for unaccompanied youth, and 

other forms to replace typical proof of guardianship. Again, such forms 

should be carefully crafted so they do not create further barriers or delay 

enrollment; 

• Establish school-based immunization clinics or other opportunities for on-site 

immunizations; 

• Collaborate with community-based or public agencies to provide school 

uniforms within a district and among neighboring districts; 

• Accept school records directly from families and youth; 

Appendix A - U.S. Department of Education July 2004 Guidance
 17

• Contact the previous school for records and assistance with placement 

decisions; 

• Develop short educational assessments to place students immediately while 

awaiting complete academic records; 

• Inform families and youth in a language they can understand or in an 

accessible format, as appropriate, of their right to attend either their school of 

origin or local school; 

• Inform families and youth in a language they can understand or in an 

accessible format, as appropriate, of their right to transportation and 

immediate enrollment; 

• Develop clear, understandable, and accessible forms for written explanations 

of decisions and the right to appeal; and 

• Expeditiously follow up on any special education and language assistance 

referrals or services. 

G-9. What are effective strategies for a LEA to use to resolve enrollment 

disputes? 

An LEA should consider the following strategies for effectively resolving school 

enrollment disputes: 

• Disputes should be resolved at the district level rather than the school level; 

• When inter-district issues arise, representatives from all involved districts and 

the SEA should be present to resolve the dispute; 

• A State-level appeal process, involving the State coordinator, should be 

available for appeals of district-level decisions and resolution of inter-district 

disputes (See Section 722(g)(1)(C)); 

• The dispute resolution process should be as informal and accessible as 

possible, and allow for impartial and complete review; 

• Parents, guardians, and unaccompanied youth should be able to initiate the 

dispute resolution process directly at the school they choose, as well as at the 

district or LEA homeless liaisonís office; 

• States should establish timelines to resolve disputes at the local and State level; 

• Parents, guardians, and unaccompanied youth should be informed that they 

can provide written or oral documentation to support their position; 

• Students should be provided with all services for which they are eligible while 

disputes are resolved; 

• Written notice should be complete, as brief as possible, simply stated, and 

provided in a language the parent, guardian, or unaccompanied youth can 

understand. The notice should include: 

1. Contact information for the LEA homeless liaison and State 

coordinator, with a brief description of their roles; 

2. A simple, detachable form that parents, guardians, or 

unaccompanied youth can complete and turn in to the school to 

initiate the dispute process. (The school should copy the form and 

return the copy to the parent, guardian or youth for their records 

when it is submitted); 

Appendix A - U.S. Department of Education July 2004 Guidance
 18

3. A step-by-step description of how to dispute the schoolís decision; 

4. Notice of the right to enroll immediately in the school of choice 

pending resolution of the dispute; 

5. Notice that ìimmediate enrollmentî includes full participation in 

all school activities;

6. Notice of the right to appeal to the State if the district-level 

resolution is not satisfactory; and 

7. Timelines for resolving district- and State-level appeals. 

G-10. Are children who are awaiting foster care placement eligible for services 

under the McKinney-Vento Act? 

Yes. As stated in A-3, children who are awaiting foster care placement are 

considered homeless and eligible for McKinney-Vento services. (See Section 

725(2)(B)(i) of the McKinney-Vento Act.) 

Children who are already in foster care, on the other hand, are not considered 

homeless. LEA liaisons should confer and coordinate with local public social service 

agency providers in determining how best to assist homeless children and youth who 

are awaiting foster care placement. 

G-11. Are children displaced from their housing by naturally occurring 

disasters eligible for services under the McKinney-Vento Act? 

When children and their families are displaced from their housing as a result of a 

natural disaster, there is often a period of instability in which various private 

organizations and local, State, and Federal agencies provide assistance. SEAs and 

LEAs should determine such childrenís eligibility for McKinney-Vento services on a 

case-by-case basis. In making this determination, they should take into consideration 

the services that are available through these other sources. 

Following a disaster, one of the LEAís first priorities is to re-open impacted schools 

as soon as possible and take steps to normalize school routines. LEAs should then 

proceed to examine whether children who have been displaced by the natural disaster 

are eligible for McKinney-Vento services on a case-by-case basis. In such 

circumstances, the Department would provide technical assistance and other 

assistance, as available, to help the LEA. 

Appendix A - U.S. Department of Education July 2004 Guidance
 19

H. Transportation 

Transportation: The Number One Barrier 

The FY 2000 Report to Congress cited lack of transportation as the 

number one barrier that homeless children and youth faced in 

attempting to enroll in and attend school regularly. 

U.S. Department of Education’s McKinney-Vento Report to Congress 

for Fiscal Year 2000

H-1. What responsibilities do SEAs and LEAs have regarding providing 

transportation services to homeless children and youth? 

SEAs and LEAs are responsible for reviewing and revising policies, including 

transportation policies, that may act as barriers to the enrollment and retention of 

homeless children and youth in schools in the State. Under the McKinney-Vento Act, 

homeless children and youth are entitled to receive the transportation and other 

services that are available to non-homeless students. 

SEAs and LEAs must adopt policies and practices to ensure that transportation is 

provided, at the request of the parent or guardian (or, in the case of an unaccompanied 

youth, the liaison), to or from the ìschool of originî (see definition in Appendix A) in 

accordance with the following requirements: 

 

• If the homeless child or youth continues to live in the area served by 

the LEA in which the school of origin is located, that LEA must 

provide or arrange for the childís or youthís transportation to or from 

the school of origin. 

• If the homeless child or youth continues his or her education in the 

school of origin but begins living in an area served by another LEA, 

the LEA of origin and the LEA in which the homeless child or youth is 

living must agree upon a method to apportion the responsibility and 

costs for providing the child with transportation to and from the school 

of origin. If the LEAs cannot agree upon a method, the responsibility 

and costs for transportation are to be shared equally. 

Appendix A - U.S. Department of Education July 2004 Guidance
 20

Steps to Improve Transportation for 

Homeless Students 

Although the McKinney-Vento Act permits homeless students to 

remain in their schools of origin despite their residential instability, 

lack of transportation commonly prevents them from doing so. Given 

that transportation has been one of the foremost enrollment barriers, in 

guidance to districts, States should highlight the transportation 

responsibilities of LEAs under the reauthorized McKinney-Vento 

statute. 

Additionally, highly mobile students have been found to have lower 

test scores and overall academic performance than peers who do not 

change schools. This diminished achievement hurts students and 

schools. States should work in concert with LEAs to develop practices 

and policies to ensure that transportation is provided as required under 

the statute. Adopting a ìOne Child, One School, One Yearî policy 

and providing transportation to enable a student to remain at his/her 

school of origin assures that a homeless student need not change 

schools before the end of a current academic year. 

A systematic process - with agreed-upon steps and individual roles - 

can help homeless students get to and from school efficiently and 

reliably. LEAs should ñ 

(1) Identify one individual as the key contact regarding 

transportation; 

(2) Develop a process to determine the best interests of the 

student regarding travel to a particular school; 

(3) Standardize transportation-related data collection and 

processing; 

(4) Plan for transportation emergencies with back-up support; 

and 

(5) Identify other sources for funding or arranging 

transportation. 

 

U.S. Department of Education’s McKinney-Vento Report to Congress 

for Fiscal Year 2000 

H-2. How can LEAs ensure that the education of homeless students is not 

disrupted during inter-district transfers? 

LEAs should have in place inter-district (and inter-State, where appropriate) 

agreements that address potential transportation issues that may arise as homeless 

students transfer from one district to another. 

Appendix A - U.S. Department of Education July 2004 Guidance
 21

H-3. May funds under Part A of Title I or Part A of Title V of the ESEA be used 

to transport homeless students to and from the school of origin? 

In general, LEAs may not use funds under Title I, Part A or Title V, Part A to 

transport homeless students to or from their school of origin. Transportation services 

to the school of origin are mandated under the McKinney-Vento Actís statute. The 

ìno-supplantingî provisions in Title I and Title V prohibit those funds from being 

used to support activities that the LEA would otherwise be required to provide. 

H-4. Who should be involved in developing and implementing transportation 

policies for homeless students? 

School districts can best address the transportation needs of homeless and other 

highly mobile students through a team approach. However, based on the best interest 

of the student and in consultation with the parent, the LEA ultimately determines the 

mode of transportation. The LEAís transportation director is a key figure in the 

process and should work with district leadership, the local liaison for homeless 

students, neighboring districts, and homeless service providers to develop effective 

transportation policies and procedures. 

 

 Steps district directors of pupil transportation can take to 

 support the transportation of homeless children and youth 

● Communicate regularly with the district homeless liaison 

● Establish procedures to receive information about the 

transportation needs and pickup location of homeless students 

● Train bus drivers and dispatchers on the rights and needs of 

homeless students, as well as on the need for sensitivity and 

confidentiality 

● Develop a bus routing system that can respond flexibly and quickly 

to new ìpickupsî 

● Be aware of new motel and shelter locations and prepare to create 

bus stops nearby 

● Support increased district commitment to provide homeless 

students transportation to school, as well as to before-and after-school 

programs. 

The Education for Homeless Children and Youth Program: Learning 

to Succeed

H-5. Is an LEA required to transport homeless students to and from their 

school of origin, if needed, while enrollment disputes are being resolved? 

Yes. The McKinney-Vento Actís transportation requirements apply while disputes are 

being resolved. Therefore, at the request of the parent or guardian (or in the case of an 

unaccompanied youth, the liaison), the LEA must provide or arrange for transportation to 

Appendix A - U.S. Department of Education July 2004 Guidance
 22

and from the school of origin. Inter-district transportation disputes should be resolved at 

the SEA level. (See section 722(g)(1)(C). 

H-6. If an LEA does not provide transportation to non-homeless students, is it required 

to transport homeless students? 

Yes. As discussed above, the statute not only requires an LEA to provide comparable 

services, including transportation services, to homeless students, it also requires an LEA, 

at the request of a parent or guardian, to provide or arrange for transportation to and from 

the school of origin. 

H-7. Do LEA transportation responsibilities apply to all LEAs in the State or only 

to those LEAs that receive a McKinney-Vento subgrant? 

This requirement applies to all LEAs in the State. 

H-8. Does McKinney-Vento require an LEA to provide transportation services 

to homeless children attending preschool? 

To the extent an LEA offers a public preschool education, McKinney-Vento requires 

that homeless children have equal access to that preschool education as provided to 

non-homeless children. Furthermore, the statue requires that the services provided to 

homeless children be comparable to those provided to non-homeless children. Thus, 

if an LEA provides transportation for non-homeless preschool children, it must also 

provide comparable transportation services for homeless preschool children. 

I. Comparable and Coordinated Services 

I-1. What are an LEA’s responsibilities regarding “comparable services”? 

An LEA in a participating State must provide services to each homeless child and 

youth that is comparable to services offered to other students in the LEA. These 

services include public preschool programs, and educational programs or services for 

which a homeless student meets the eligibility criteria, such as programs for children 

with disabilities, programs for students with limited English proficiency, vocational 

education, programs for gifted and talented students, before-and after-school 

programs, school nutrition programs, and transportation. 

I-2. What are an LEA’s responsibilities regarding coordination of services for 

homeless children and youth? 

LEAs are responsible for coordinating with local social service agencies and other 

service providers and programs, including programs under the Runaway and 

Homeless Youth Act (42 U.S.C. 5701 et seq.), and with other LEAs on issues such as 

transportation and the transfer of records. Additionally, they must coordinate with 

housing assistance providers. (see D-3.) The purpose of this coordination is to 

ensure that eligible students have access and reasonable proximity to available 

Appendix A - U.S. Department of Education July 2004 Guidance
 23

education and related support services. It is also important to coordinate efforts in 

order to raise the awareness of school personnel and service providers of the effects 

of homelessness and the challenges that homeless students face. 

J. Homeless Unaccompanied Youth 

J-1. Why does the McKinney-Vento Act place special emphasis on serving the 

needs of homeless unaccompanied youth? 

Homeless unaccompanied youth often face unique barriers in enrolling and 

succeeding in school. These barriers include school attendance policies, credit 

accrual, and legal guardianship requirements. Without a parent or guardian to 

advocate for them and exercise parental rights, they may be denied enrollment and 

remain out of school for extended periods of time. Unaccompanied youth also may 

not understand their educational rights, or know how to acquire this information. 

J-2. How do local liaisons assist homeless unaccompanied youth in accessing the 

educational services to which they are entitled? 

Local liaisons assist unaccompanied youth in accessing educational services through 

such activities as: 

• Helping unaccompanied youth choose and enroll in a school, after considering 

the youthís wishes; 

• Providing unaccompanied youth with notice of their appeal rights in a 

language they can understand or in an accessible format; 

• Informing youth of their right to transportation to and from the school of 

origin, and assisting unaccompanied youth in accessing transportation; and 

• Ensuring that unaccompanied youth are immediately enrolled in school 

pending the resolution of disputes. 

K. Subgrants to LEAs 

K-1. What portion of an SEA’s McKinney-Vento allocation must be used for 

subgrants to LEAs? 

An SEA that receives more than the minimum statutory McKinney-Vento allocation 

(see section 722(c)(i)) must subgrant at least 75 percent of its allocation to LEAs. 

(See C-1.) 

An SEA that receives the minimum statutory McKinney-Vento allocation must 

subgrant at least 50 percent of its allocation to LEAs. (See C-1.) 

Appendix A - U.S. Department of Education July 2004 Guidance
 24

K-2. On what basis does an SEA award McKinney-Vento subgrants to LEAs? 

An SEA awards McKinney-Vento subgrants to LEAs competitively on the basis of 

the needs of the LEAs requesting assistance and the quality of their applications. 

K-3. What information must an LEA include in its application for McKinneyVento funds? 

An LEA that seeks a McKinney-Vento award must submit to its SEA an application 

that contains the following information: 

• An assessment of the educational and related needs of homeless children and 

youth in the area served by the LEA; 

• A description of the services and programs that the LEA would provide; 

• An assurance that the LEA meets the maintenance-of -effort requirement; 

• An assurance that the LEA would use subgrant funds in compliance with 

section 722(g) (3) through (7) of the McKinney-Vento Act; and 

• A description of policies and procedures that the LEA would undertake to 

ensure that its activities would not isolate or stigmatize homeless children and 

youth. 

 K-4. For how long may an LEA receive a subgrant? 

An LEA may receive McKinney-Vento subgrant funds for a period not to exceed 

three years. An LEA may re-apply for additional McKinney-Vento funds after the 

initial three-year period expires. The LEAís subsequent application must meet the 

requirements outlined in K-3 above. 

L. Local Uses of Funds 

L-1. For what activities may an LEA use McKinney-Vento subgrant funds? 

LEAs must use McKinney-Vento funds to assist homeless children and youth in 

enrolling, attending, and succeeding in school. In particular, the funds may support 

the following activities: 

(1) Tutoring, supplemental instruction, and other educational services that 

help homeless children and youth reach the same challenging State content 

and State student performance standards to which all children are held. As 

clearly specified in the ESEA, as reauthorized by the NCLB Act, all 

academic enrichment programs for disadvantaged students, including 

programs for homeless students, must be aligned with State standards and 

curricula. Additionally, when offering supplemental instruction, LEAs 

should focus on providing services for children and youth that reflect 

Appendix A - U.S. Department of Education July 2004 Guidance
 25

scientifically based research as the foundation for programs and strategies 

to ensure academic success.

(2) Expedited evaluations of eligible students to measure their strengths and 

needs. These evaluations should be done promptly in order to avoid a gap 

in the provision of necessary services to those children and youth. 

Evaluations may also determine a homeless child or youthís eligibility for 

other programs and services, including educational programs for gifted 

and talented students, special education and related services for children 

with disabilities, English language acquisition, vocational education, 

school lunch, and appropriate programs or services under ESEA. 

(3) Programs and other activities designed to raise awareness among educators 

and pupil services personnel of the rights of homeless children and youth 

under the McKinney-Vento Act, and the special needs such children and 

youth have as a result of their homelessness. 

(4) Referrals of eligible students to medical, dental, mental, and other health 

services. 

(5) Paying the excess cost of transportation not otherwise provided through 

Federal, State, or local funds, to enable students to attend schools selected 

under section 722(g)(3) of the McKinney-Vento Act. 

(6) Developmentally appropriate early childhood education programs for 

homeless children of preschool age that are not provided through other 

Federal, State, or local funds. 

(7) Services and assistance to attract, engage, and retain homeless children 

and youth, and unaccompanied youth, in public school programs and 

services provided to non-homeless children and youth. 

(8) Before- and after-school programs, mentoring, and summer programs for 

homeless children and youth. Qualified personnel may provide homework 

assistance, tutoring, and supervision of other educational instruction in 

carrying out these activities. 

(9) Paying fees and costs associated with tracking, obtaining, and transferring 

records necessary for the enrollment of students in school. The records 

may include birth certificates, guardianship records, immunization 

records, academic records, and evaluations of students needed to 

determine eligibility for other programs and services. 

(10) Education and training programs for parents of homeless children and 

youth regarding the rights their children have as homeless individuals and 

regarding the educational and other resources available to their children. 

(11) Programs coordinating services provided by schools and other agencies 

to eligible students in order to expand and enhance such services. 

Appendix A - U.S. Department of Education July 2004 Guidance
 26

Coordination with programs funded under the Runaway and Homeless 

Youth Act should be included in this effort. 

(12) Pupil services programs providing violence prevention counseling and 

referrals to such counseling. 

(13) Programs addressing the particular needs of eligible students that may 

arise from domestic violence. 

(14) Providing supplies to non-school facilities serving eligible students and 

adapting these facilities to enable them to provide services. 

(15) Providing school supplies to eligible students at shelters, temporary 

housing facilities, and other locations as appropriate. 

(16) Providing extraordinary or emergency services to eligible students as 

necessary to enroll and retain such children and youth in school. 

L-2. Where may an LEA provide services for homeless children and youth? 

To the maximum extent practicable, an LEA must provide McKinney-Vento services 

through programs that integrate homeless and non-homeless children and youth. The 

services must be designed to expand or improve services provided as part of a 

schoolís regular academic program, but may not replace services provided under the 

regular program. 

LEAs may provide subgrant services through programs on school grounds or at other 

facilities. If services are provided on school grounds, the schools may use 

McKinney-Vento funds to provide the same services to other children and youth who 

are determined by the LEA to be at risk of failing in, or dropping out of, school. 

As discussed in Part E of this guidance, LEAs and schools may not provide services 

in settings within a school that segregate homeless children and youth from other 

children and youth, except as necessary for short periods of time for health and safety 

emergencies, or to provide temporary, special, and additional services to meet the 

unique needs of homeless children and youth. 

L-3. May a district or school provide an after-school program that exclusively 

serves homeless children with McKinney-Vento funds? 

Yes. Homeless children are entitled to participate in the regular after-school program 

provided by the school, and schools must address all barriers to their full participation 

in these programs. If no after-school programs are provided by the school or the 

programs provided do not meet the needs of homeless children, McKinney-Vento 

funds may be used for after-school services for homeless children, and for nonhomeless children who are at risk of failing in, or dropping out of, school. 

Appendix A - U.S. Department of Education July 2004 Guidance
 27

M. Coordination with Title I, Part A of the ESEA 

M-1. Are homeless children and youth eligible to receive Title I, Part A 

services? 

Yes. Homeless children and youth are automatically eligible for services under 

Title I, Part A of the ESEA, whether or not they live in a Title I school attendance 

area or meet the academic standards required of other children for eligibility. 

Homeless children and youth may receive Title I educational or support services from 

schoolwide and targeted-assistance school programs. 

A State must include in its State Title I plan a description of how the plan is 

coordinated with the McKinney-Vento Act. (See Section 1111(a)(1) of the ESEA.) 

Additionally, an LEA receiving Title I, Part A funds must include in its local plan a 

description of how the plan is coordinated with the McKinney-Vento Act. The local 

plan must describe services provided to homeless children. 

M-2. If a homeless child becomes permanently housed during a school year, is 

that child eligible to receive Title I, Part A services for the remainder of that 

school year? 

Yes. In general, a homeless child or youth that becomes permanently housed during 

a school year continues to remain eligible for Title I, Part A services for the 

remainder of that school year. This helps ensure educational stability for formerly 

homeless children. For example, it may be appropriate in certain circumstances for 

an LEA to use Title I, Part A funds to transport formerly homeless students to or from 

their school of origin for the remainder of the school year in which they become 

permanently housed. (However, the Title I supplanting prohibition prohibits an LEA 

from using Title I, Part A funds to transport homeless students to or from their school 

of origin. (See Question H-3.) 

M-3. Are homeless children and youth who attend non-Title I schools eligible to 

receive Title I, Part A services? 

Yes. An LEA must provide comparable services to a homeless student who does not 

attend a Title I school. An LEA must reserve funds for homeless children who do not 

attend participating Title I schools and may, for instance, provide support services to 

children in shelters and other locations where homeless children live. Services should 

be provided to assist homeless students to effectively take advantage of educational 

opportunities. 

This provision applies to homeless students in public and private schools, institutions 

for neglected children and, where appropriate, local institutions such as local 

community day school programs. See Section 1113 of the ESEA. 

SEA and LEA Title I plans must be coordinated with the plans agencies develop 

under the McKinney-Vento Act. LEAs can develop formulas for reserving the 

appropriate amount of Title I funding for homeless students, as required in Section 

Appendix A - U.S. Department of Education July 2004 Guidance
 28

1113(c)(3). However, because of the Title I supplanting prohibition, Title I funds 

may not be used to support the costs of transporting homeless students to or from 

their school of origin. (See H-3 and M-2.) 

M-4. What types of services may an LEA provide to homeless students with 

funds reserved under Section 1113(c)(3) of Title I? 

An LEA may use funds reserved under this section to provide services to eligible 

homeless students in both Title I and non-Title I schools that are comparable to 

services provided to non-homeless students in Title I schools. Services provided 

should assist such children in meeting the State's challenging academic content and 

academic achievement standards. 

An LEA has the discretion to use reserved funds to provide a homeless student with 

services that are not ordinarily provided to other Title I students and that are not 

available from other sources. For example, where appropriate, an LEA at its 

discretion may provide a student with an item of clothing to meet a schoolís dress or 

uniform requirement so that student may effectively take advantage of educational 

opportunities. 

Reservation of Funds for Homeless Students 

Many school districts with subgrants pool Title I and McKinney-Vento 

funds to support extended-day and summer activities, or to provide 

school supplies, tutoring and other resources. 

Several States provide formulas that require all LEAs to use Title I setasides based on shelter counts (nightly average multiplied by a 

districtís per-pupil allocation). LEAs may adjust the amounts based 

on local data and needs assessments. 

Several LEAs use local counts (one-month averages and one-day 

counts) of homeless students multiplied by Title I per-pupil allocation 

to compute set-aside amounts. 

Symposium on Homeless Education and Title I - Hosted by U.S. 

Department of Education and the National Center for Homeless 

Education (NCHE) 2001 

M-5. Does a State’s academic assessment system need to include homeless 

students? 

Yes. The final regulations that implemented changes to the standards and assessment 

requirements of Title I, Part A require States to include homeless students in their 

academic assessment, reporting, and accountability systems, consistent with section 

1111(b)(3)(C)(xi) of the ESEA. Assessments of homeless students are to be included 

Appendix A - U.S. Department of Education July 2004 Guidance
 29

in school district or in State accountability systems when students have been in a 

school for a full academic year. However, States are not required to disaggregate, as 

a separate category, the assessment results of homeless students. 

As homeless children and youth fall at the low end of the poverty continuum, LEAs 

and States should include the assessments of homeless students in the economically 

disadvantaged category of disaggregation, in addition to other applicable categories 

(e.g., The ìall student category.)î. 

Strategies to Facilitate Coordination and Collaboration Between Title I 

and the McKinney-Vento Act 

• Ensure that LEA local liaisons attend Title I conferences and in-services, and 

that Title I coordinators attend homeless education conferences and in-service 

professional development. 

• Ensure collaboration between local Title I coordinators and LEA local liaisons 

on a plan that identifies ways that Title I will serve children and youth 

experiencing homelessness. 

• Ensure collaboration between the State Title I coordinator and the State 

McKinney-Vento coordinator on the State Title I plan or the State 

consolidated plan. 

• Share Title I and Homeless Education handbooks with other program staff. 

• Collect and share within and across districts concrete data on the needs of 

children and youth in homeless situations. 

• Initiate district efforts to make organizational accommodations for eligible 

students, as necessary, in such areas as transportation, remaining in the school 

• of origin, records transfer, class scheduling, and special services that will help 

them enroll, attend, and succeed in school. 

• Ensure that the needs of highly mobile students are included in the school 

improvement plans and not addressed as a separate issue. 

• Establish and widely disseminate information on district-wide policies, 

procedures, and guidelines to identify and serve eligible students. 

• Ensure LEA homeless liaison representation on the State Committee of 

Practitioners. 

• Include homeless parents in Title I parental involvement policies and create 

opportunities for homeless parents to be involved. 

Symposium on Homeless Education and Title I - Hosted by U.S. Department of 

Education and the National Center for Homeless Education (NCHE) 2001 

Appendix A - U.S. Department of Education July 2004 Guidance
 30

N. Education for Homeless Children and Youth Contact information 

N-1. Whom do I contact for further information about the McKinney-Vento 

program? 

For further information or technical assistance, please contact the program office 

(202) 260-0826 or by fax at (202) 260-7764. 

The McKinney-Vento Homeless Education Assistance Act and the No Child Left 

Behind Act of 2001 can be accessed via the Internet by visiting the U.S. Department 

of Education website: http://www.ed.gov/offices/OESE/esea/. 

Appendix A - U.S. Department of Education July 2004 Guidance
 31

APPENDIX A: DEFINITIONS 

Homeless children and youth. See Question A-3 of the Guidance. 

Unaccompanied Youth. The term unaccompanied youth includes a youth not in the 

physical custody of a parent or guardian. This would include youth living in runaway 

shelters, abandoned buildings, cars, on the streets, or in other inadequate housing and 

children and youth denied housing by their families (sometimes referred to as 

ìthrowawayî children and youth), and school-age unwed mothers, living in homes for 

unwed mothers, who have no other housing available. 

If a child or youthís living situation does not clearly fall into the situations described 

above, the LEA should refer to the McKinney-Vento definition of ìfixed, regular and 

adequate nighttime residenceî and consider the relative permanence of the living 

arrangements. Determinations of homelessness should be made on a case-by-case 

basis. Note that incarcerated children and youth and children and youth in foster care 

are not considered homeless.. In addition, the community and schools should work 

together to reach homeless families and unaccompanied youth and ensure they are 

aware of their educational rights. Developing local policies and procedures and 

reaching out to the community and educational staff who require information on 

homeless students, and the legal requirements, and supportive practices in serving 

homeless students, is critical to fulfill the intent of the McKinney-Vento Act 

successfully. 

School of Origin. The school of origin is the school that the child or youth attended 

when permanently housed or the school in which the child or youth was last enrolled. 

Appendix A - U.S. Department of Education July 2004 Guidance
 32

APPENDIX B: RELATED EDUCATION LAWS 

The McKinney-Vento Act states that homeless children and youth must have access 

to the same educational services provided to other students. In addition, other laws 

make reference to serving homeless students. For example: 

• Head Start has added homeless preschoolers as a targeted population to be served. 

Background on homelessness and its impact on young children, as well as 

implementation guidance, can be found in a 1992 Information Memorandum from 

the Head Start Bureau (U.S. Department of Health and Human Services, Log 

Number: ACF-IM-92-12: http://www.nlchp.org/FA_Education/us_hhs_memo.pdf). 

Just as the McKinney-Vento law requires public schools to identify and remove 

barriers that may delay enrollment, the same requirement applies to preschool 

programs, such as Head Start. 

• The Individuals with Disabilities Education Act (IDEA) requires that homeless 

preschoolers and all homeless children be included in the ìChild Findî process for 

early identification of special education needs. It is recommended that, when 

possible, the eligibility process for identifying special needs be expedited to avoid 

delays in services provided to eligible children caused by frequent mobility. 

• Title I targets students most at risk of failing in school. A child who is homeless 

and attending any school in the district is eligible for Title I services. These 

schools include schoolwide programs, targeted assistance schools, and non-Title I 

schools. LEAs must reserve (set aside) a portion of Title I funds needed to 

provide services to eligible students in non-Title I schools that are comparable to 

those being received by other Title I students. In addition, in order to receive its 

allocation of Title I funds, the LEA must describe how the district will coordinate 

with the McKinney-Vento Homeless Assistance Act when filing its plan with the 

SEA. See Section 1111(a)(1); Section 1112(a)(1); Section 1112(b)(1)(E)(ii); 

Section 1112(b)(1)(O); Section 1113(c)(3)(a); and Section 1115(b)(2)(E). 

• Free and reduced priced meals ñ The application process for free and reduced 

priced meals can be expedited for students experiencing homelessness. Schools 

that have determined a student is homeless and is eligible for subsidized meals 

may make this determination without completing the full application process. 

Local liaisons have been identified by the U.S. Department of Agriculture to 

assist in this effort: http://www.fns.usda.gov/cnd/Governance/Memos/2002-04-

04.pdf. Additionally, the Child Nutrition and WIC Reauthorization Act of 2004

was signed into law (Public Law 108-265) on June 30, 2004. The Act changes 

the eligibility of homeless children from an administrative procedure to law. 

Appendix A - U.S. Department of Education July 2004 Guidance
 33

APPENDIX C: DRAFT STANDARDS AND INDICATORS OF QUALITY* 

Draft Standards and Indicators of Quality 

For the Evaluation of Local Education Programs 

For Homeless Children and Youth 

(McKinney-Vento Programs) 

*The following information is not a part of the U.S. Department of Education’s 

Government Performance Results Act (GPRA) requirements. It is neither 

required nor endorsed by the Department. It is offered as part of the technical 

assistance and support provided to States and LEAs by the National Center for 

Homeless Education (NCHE) at SERVE 

Program evaluation is a critical element of program improvement. Although 

many good programs exist, what is lacking is an emphasis on using data to see if we 

are making a difference. It is vital to construct tools to ensure that we make 

continuous progress in serving homeless children and youth. 

An appropriate evaluation plan compares the program of interest to a set of 

standards and indicators characteristic of high quality programs for homeless children 

and youth. Standards express general characteristics of high quality programs while 

indicators are subunits of the standards and describe more specific aspects of the 

programs. 

During the summer 2001, NCHE convened a work group of State 

coordinators, local coordinators, representatives of national organizations, program 

evaluation specialists, and U.S. Department of Education staff. The group developed 

the following quality outcome standards and indicators for McKinney-Vento 

programs. SERVE Evaluation Program staff led the group through a process to 

develop indicators based on discussions of effective programs and practices that 

result in increased school enrollment, attendance, and achievement of homeless 

children and youth. 

Reflecting the McKinney-Vento statute, the following five standards and their 

associated indicators were drafted to facilitate local program personnel to evaluate 

their programs with the results leading to effective programmatic decisions. 

Standard 1. Within one full day of an attempt to enroll in a school, homeless 

children and youth will be in attendance.

Rationale: Homeless children and youth are often denied enrollment or are enrolled 

but not allowed to attend school until certain requirements are met. Research shows 

that gaps in attendance are linked to poor academic performance; children cannot 

learn if they are not in school. 

McKinney-Vento: The school selected in accordance with this paragraph shall 

immediately enroll the homeless child or youth, even if the child or youth is unable to 

produce records normally required for enrollment, such as previous academic records, 

proof of residency, or other documentation. (See Sec. 722(g)(3)(C)(i) of the 

McKinney-Vento Act). 

Appendix A - U.S. Department of Education July 2004 Guidance
 34

Standard 2. Homeless pre-k to 12 children and youth will have stability in school. 

2.1. Attendance rates will be at or above the relevant district average. 

2.2. Students will remain in the school of origin for the period of 

homelessness or, if permanently housed, for the remainder of the 

school year, unless parents or unaccompanied youth requested 

transfer to another school.

Rationale: School stability and continuity in school enrollment are associated with 

school success including achievement, promotion, and graduation. Research studies 

have indicated that a child may lose 4-6 months of academic progress with each move 

to a new school. The importance of a child attending one school and of attending 

consistently (in one school or in several schools without gaps during a transition if the 

child must change schools) cannot be underestimated. 

McKinney-Vento: The local education agency serving each child or youth to be 

assisted under this subtitle shall, according to the childís or youthís best interest 

continue the childís or youthís education in the school of origin for the duration of 

homelessness in any case in which a family becomes homeless between academic or 

during an academic year; or for the remainder of the academic year, if the child or 

youth becomes permanently housed during an academic year. 

(See Sec. 722(g)(3)(A)(i)(I) and (II) of the McKinney-Vento Act). 

Standard 3. Homeless children and youth will receive specialized services when 

eligible.

3.1. Eligible homeless preschool children can participate in public 

preschool (Head Start, Even Start, State pre-K, preschool 

programs for children with disabilities under the Individuals with 

Disabilities Education Act, meals, programs for children with 

limited English proficiency, and Title I pre-school programs).

3.2. Eligible homeless children and youth can receive special education 

and related services under the Individuals with Disabilities 

Education Act, educational and related aids and services under 

Section 504 of the Rehabilitation Act of 1973, and educational 

programs for students with limited English proficiency. 

3.3. Homeless children and youth will receive appropriate services, 

based on assessment of individual needs, through a combination of 

resources, including, but not limited to Title I, McKinney-Vento, 

and other federally funded programs. 

Rationale: Consistent with the intent of the No Child Left Behind Act, the provision of 

services to the neediest of students is essential to closing the academic achievement 

gap between students most at risk of failure and those least at risk. Homeless students 

Appendix A - U.S. Department of Education July 2004 Guidance
 35

frequently move from school to school before eligibility for specialized programs can 

be determined or before they can rise high enough on waiting lists to be admitted to 

programs. Programs must find ways to accommodate their eligibility policies and 

procedures to address the needs of highly mobile students. 

McKinney-Vento: Each homeless child or youth to be assisted under this subtitle 

shall be provided services comparable to services offered to other students in the 

school selected, including the following: transportation services; educational services 

for which the child or youth meets the eligibility criteria, such as services provided 

under Title I of the ESEA or similar State or local programs, educational programs 

for children with disabilities, and educational programs for students with limited 

English proficiency; programs in vocational and technical education; programs for 

gifted and talented students; school nutrition programs. (See Sec. 722(g)(4) of the 

McKinney-Vento Act). 

Standard 4. Parents or persons acting as parents of homeless children and 

youth will participate meaningfully in their children’s education. 

4.1. Parents or persons acting as parents will have a face-to-face 

conference with the teacher, guidance counselor, or social worker 

within 30 days of enrollment. 

4.2. Parents or persons acting as parents will be provided with individual 

student reports informing them of their child’s specific academic 

needs and achievement on academic assessments aligned with state 

academic achievement standards. 

4.3. Parents or persons acting as parents will report monitoring or 

facilitating homework assignments. 

4.4. Parents or persons acting as parents will share reading time with their 

children (i.e., parent reads to child or listens to child read). 

4.5. Parents who would like parent skills training will attend available 

 programs. 

4.6. Parents or guardians will demonstrate awareness of McKinney-Vento 

rights. 

4.7. Unaccompanied youth will demonstrate awareness of McKinneyVento rights. 

Rationale: Research shows that one of the most critical indicators of academic 

success is the involvement of parents in their childrenís education. In families 

experiencing homelessness, parents often face many challenges to their participation 

in their childrenís education. School districts need to take extra steps to help parents 

in homeless families become involved in the education of their children. 

Appendix A - U.S. Department of Education July 2004 Guidance
 36

McKinney-Vento: Each local educational agency liaison for homeless children and 

youth Ö shall ensure that the parents or guardians of homeless children and youth are 

informed of the educational and related opportunities available to their children and 

are provided with meaningful opportunities to participate in the education of their 

children. (See Sec. 722(g)(6)(A)(iv) of the McKinney-Vento Act). 

Title I, Part A regarding Standard 4.2: A state assessment system shall produce 

individual student interpretive, descriptive, and diagnostic reports, consistent with 

clause (iii) that allows parents, teachers, and principals to understand and address the 

specific academic needs of students, and include information regarding achievement 

on academic assessments aligned with State academic achievement standards, and 

that are provided to parents, teachers, and principals, as soon as is practicably 

possible after the assessment is given, in an understandable and uniform format, and 

to the extent practicable, in a language that parents can understand. 

(See Sec. 1111(b)(3)(C)(xii) of the ESEA). 

Standard 5. Homeless children and youth in grades 3-12 will meet their states’ 

academic standards. 

5.1. Performance on standards-based assessments in reading and math 

will be within or above the proficient range or will show a one-forone gain. 

 

5.2. Rates of promotion to the next grade level will be at or above the 

district average. 

5.3. Rates of high school graduation or equivalent will be at or above 

the district average.

Rationale: Consistent with the No Child Left Behind Act, homeless children and youth 

must be given the opportunity to achieve to the same high standards as all other 

children. Each of the preceding standards helps to provide the support a homeless 

child or youth needs to succeed academically. 

McKinney-Vento: Homeless children and youths should have access to the education 

and other services that such children and youths need to ensure that such children and 

youths have an opportunity to meet the same challenging State student academic 

achievement standards to which all students are held. (See Sec. 721(4) of the 

McKinney-Vento Act). 

Appendix A - U.S. Department of Education July 2004 Guidance
 37

Appendix D: Sample Student Residency Questionnaire* 

Everyday Unified School District

*[This form was not developed nor is it endorsed by the U.S. Department of 

Education. It is not a required form. It was adapted for use as an example]. 

This questionnaire is intended to address the McKinney-Vento Act. Your answers will help 

the administrator determine residency documents necessary for enrollment of this student. 

1. Presently, where is the student living? Check one box: 

Section A Section B 

! in a shelter ! Choices in Section A do not apply 

! with more than one family in a house or apartment 

! in a motel, car or campsite 

! with friends or family members (other than parent/guardian) 

 

CONTINUE: If you checked a box in Section A, 

complete #2 and the remainder of this form.

STOP: If you checked this section, you 

do not need to complete the remainder of 

this form. Submit to school personnel. 

2. The student lives with: 

o 1 parent 

o 2 parents 

o 1 parent & another adult 

o a relative, friend(s) or other adult(s) 

o alone with no adults 

o an adult that is not the parent or the legal guardian 

School: 

 

Name of Student Male ! Female !

 

Birth Date / / Age: Social Security# [if appropriate] _ 

 Month / Day / Year 

Name of Parent(s)/Legal Guardian(s) 

Address ZIP: Phone/Pager: 

Signature of Parent/Legal Guardian Date: 

 

School Use Only - Campus Administrator's determination of Section A circumstances: 

" FAX to Attendance, Guidance and Counseling 777-777 

If the parent has checked Section B above, completion of form is not required. For any choices 

in Section A, this form must be completed and faxed to Attendance, Guidance and Counseling 

Department immediately after completion. All campuses must keep original forms separately 

from the Student Permanent Record for audit purposes during the year. 

Name and phone number of a School Contact Person who may know of the familyís situation: 

 ____ Date faxed: 

Appendix A - U.S. Department of Education July 2004 Guidance
 38

Appendix E: Dispute Resolution Process School Sample Form* 

Everyday Independent School District 

. *[This form was not developed nor is it endorsed by the U.S. Department of 

Education. It is not a required form. It was adapted for use as an example]. 

School Name:_______________________ 

School Address: _________________________________Phone: (777)_____ Fax: (777 ) ____

Student's Name:_______________________________ I.D.#:___________ Grade: __ 

Current Address: _________________________ Current Phone:________________ 

Parent/Guardian/Complaining Party's Name:_________________________________ 

Relationship: □ Parent □ Guardian □ Unaccompanied Youth □ Other: 

Current Address: ______________________ Current Phone: ( )____________ 

Please note: Information regarding student's address, phone number, and information 

protected by Everyday School Records Act and can only be released to 

parent/guardian, the student, or to a person specifically designated as a representative 

of the parent/guardian. 

Lives in a Shelter □ Yes □ No 

Name of school that parent chooses child to be immediately enrolled in and /or 

transported to/from until dispute is resolved: 

Is this the school of origin*? □ Yes □ No 

*School of Origin means the school that the child attended when permanently housed or the 

school in which the child was last enrolled. 

If no, from which school was the student transferred? ________ 

Reason for the Complaint: _________________ ___ 

 

Signature of parent/guardian/complaining party: Date: 

Principal’s Actions on the Complaint 

Taken within __ school day(s) after receiving notice of the complaint. 

Date Homeless liaison was notified of the dispute: 

Action taken by principal to resolve the dispute: _ 

____________ 

Was the dispute resolved? □ Yes □ No 

Explanation: 

Appendix A - U.S. Department of Education July 2004 Guidance
 39

Appendix F: Dispute Resolution Process School District Sample Form* 

 EVERYDAY PUBLIC SCHOOLS 

*[This form was not developed nor is it endorsed by the U.S. Department of 

Education. It is not a required form. It was adapted for use as an example]. 

Student's Name: ____________________ I.D.#:______________ 

Grade:________ 

School Name: ____________________________________________________ 

District Action On Complaint 

Taken within ____ school days after receiving notice of the complaint. 

Did the Education Liaison resolve this dispute? □ Yes □ No 

If dispute was resolved: describe the actions taken by the Education Liaison to 

resolve the dispute to the satisfaction of parent/guardian: 

 

If dispute was not resolved to the satisfaction of the parent/guardian: provide the date 

that a District Education Officer convened a meeting of the parties and briefly 

describe the outcome of this meeting: 

The following organizations are willing to provide low-cost or free legal assistance to 

residents of Everyday*: 

Everyday Coalition for the Homeless Main Street Everyday, USA (800) 555-5555) 

Everyday Coalition is willing to provide to homeless children and parents free legal 

services regarding educational matters. 

*By listing these organizations as sources of low-cost or free legal services, the 

Everyday Board of Education does not in so doing recommend or advocate the use of 

the services of the listed organizations, nor is the Board responsible for the quality of 

services provided by any of these listed organizations, should their services be used. 

Action taken by Everyday School District to resolve the dispute (if necessary): _ 

____________ 

Was the dispute resolved? □ Yes □ No Date: 

Explanation:

Appendix A - U.S. Department of Education July 2004 Guidance
 40

Appendix G: References 

The Education of Homeless Children and Youth Program: Learning to Succeed.

(November, 2002). Chapter I, Phillips, C.M.,Wodatch, J.K., & Kelliher, C.T. 

Access and achievement: Reducing barriers for homeless children and youth. 

Chapter II, Funkhouser, J.E., Riley, D.L., Suh, H.J., and Lennon, J.M. Educating 

Homeless Children and Youth: A Resource Guide to Promising Practices. 

Washington, DC: U.S. Department of Education. 

Local Homeless Liaison Toolkit. (January, 2003). (Pre-Publication Draft) Popp, 

P.A., Hindman, J.I., Stronge, J.H. National Center for Homeless Education at 

SERVE Greensboro, NC. 

Report To Congress Fiscal Year 2000. (December, 2001). Education for Homeless 

Children and Youth Program, Washington, D.C.: U.S. Department of Education. 

Symposium on Homeless Education and Title I. (Proceedings, 2001). Hosted by 

U.S. Department of Education and the National Center for Homeless Education at 

SERVE Greensboro, NC. 

. 

Appendix A - U.S. Department of Education July 2004 Guidance
B

Appendix B:

Related Legislation

The McKinney-Vento Homeless Assistance Act is the primary piece of federal legislation dealing 

with the education of children and youth experiencing homelessness; however, there are other 

federal laws that contain important provisions regarding the education of children and youth in 

homeless situations.

Appendix B includes:

■ Child Nutrition and WIC Reauthorization Act of 2004: Legislative excerpts and related U.S. 

Department of Agriculture memoranda

■ Head Start Act: Excerpt from the U.S. Department of Health and Human Services Memorandum 

No. ACF-IM-92-12

■ Individuals with Disabilities Education Act (IDEA): NCHE IDEA issue brief with legislative 

references and excerpts

■ Runaway and Homeless Youth Act: Family and Youth Service Bureau Information Memorandum 

No. 1-2006

■ Title I, Part A, of the No Child Left Behind Act: Legislative excerpts

Additional Resources

■ NCHE Related Legislation and Guidance webpage; visit http://www.serve.org/nche/

legis_other.php: This NCHE webpage provides links to the full text of the laws listed above and 

related regulations, policy guidance, and federal register notices.

■ NCHE Legislative Resources webpage; visit http://www.serve.org/nche/legis_resources.

php: This NCHE webpage provides links to resources for more information on federal laws as 

they relate to the education of children and youth in homeless situations.
B

Child Nutrition and WIC Reauthorization Act of 2004

The Child Nutrition and WIC Reauthorization Act of 2004 legislates the administration of the U.S. 

Department of Agriculture’s school meals program and includes specific provisions for homeless, 

runaway, and migrant children and youth. Following are the text of the provisions of the legislation 

dealing with homeless, runaway, and migrant children and youth, and U.S. Department of 

Agriculture memoranda clarifying the implementation of these provisions.

Full Legislative Text

■ The full text of the Child Nutrition and WIC Reauthorization Act of 2004 is available at http://www.

fns.usda.gov/cnd/Governance/Legislation/Historical/PL_108-265.pdf.

Additional Resources

■ NCHE Information by Topic: Food and Nutrition webpage; visit http://www.serve.org/nche/

ibt/aw_food.php: This NCHE webpage provides resources and information about supporting 

nutrition among students experiencing homelessness. Included are links to the U.S. Department 

of Agriculture Child Nutrition Programs website, the Food Research and Action Center (FRAC) 

website, and more.
B

Child Nutrition and WIC Reauthorization Act of 2004 (Public Law 108-265)

(Excerpts related to the education of children and youth experiencing homelessness)

SEC 104. DIRECT CERTIFICATION.

‘‘(5) DISCRETIONARY CERTIFICATION.—

‘‘(A) IN GENERAL.—Subject to paragraph (6), any local educational agency may certify 

any child as eligible for free lunches or breakfasts, without further application, by directly 

communicating with the appropriate State or local agency to obtain documentation of the 

status of the child as—...

‘‘(ii) a homeless child or youth (defined as 1 of the individuals described in section 

725(2) of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11434a(2));

‘‘(iii) served by the runaway and homeless youth grant program established under 

the Runaway and Homeless Youth Act (42 U.S.C. 5701 et seq.); or

‘‘(iv) a migratory child (as defined in section 1309 of the Elementary and Secondary 

Education Act of 1965 (20 U.S.C. 6399)).’’.

SEC. 107. RUNAWAY, HOMELESS, AND MIGRANT YOUTH.

“(a) CATEGORICAL ELIGIBILITY FOR FREE LUNCHES AND BREAKFASTS.—

Section 9(b)(12)(A) of the Richard B. Russell National School Lunch Act (as redesignated by 

section 104(a)(1) of this Act) is amended—...

“(3) by adding at the end the following:

‘‘(iv) a homeless child or youth (defined as 1 of the individuals described in section 

725(2) of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11434a(2));

‘‘(v) served by the runaway and homeless youth grant program established under the 

Runaway and Homeless Youth Act (42 U.S.C. 5701 et seq.); or

‘‘(vi) a migratory child (as defined in section 1309 of the Elementary and Secondary 

Education Act of 1965 (20 U.S.C. 6399)).’’.
United States 

Department of 

Agriculture

Food and 

Nutrition 

Service 

3101 Park 

Center Drive 

Alexandria, VA 

22302-1500 

July 7, 2004 

SUBJECT: Duration of Households’ Free and Reduced Price Meal Eligibility 

 Determination - Reauthorization 2004: Implementation Memo - SP 3 

TO: Special Nutrition Programs 

 All Regions 

 State Agencies 

 Child Nutrition Programs 

 All States 

The Child Nutrition and WIC Reauthorization Act of 2004 (Act) specifies that, 

effective July 1, 2004, households’ eligibility for free and reduced price meals shall 

remain in effect beginning on the date of eligibility for the current school year and 

ending on a date during the subsequent school year, as determined by the Secretary. 

This provision does not apply when the initial eligibility determination was incorrect 

or when verification of household eligibility does not support the level of benefits for 

which the household was approved. In those instances, officials must make 

appropriate changes in eligibility. Additionally, this provision does not apply when a 

household is given temporary approval. 

There are many provisions in the Act affecting the certification/verification process, 

which must be addressed through the regulatory process. However, to give school 

food authorities and households the advantages of this provision as quickly as 

possible, we are implementing this provision through this memorandum. 

Beginning school year 2004-2005 and until issuance of a final regulation, school 

officials will determine household eligibility for free and reduced price meals in the 

traditional manner, at or about the beginning of the school year. Once approved for 

free or reduced price benefits, a household will remain eligible for those benefits for a 

maximum of 30 days after the first operating day in the subsequent school year or 

when a new eligibility determination is made in the new school year, whichever comes 

first. The household is no longer required to report changes in circumstances, such as 

an increase in income of $50 per month ($600 annually), a decrease in household size 

or when the household is no longer certified eligible for food stamps or Temporary 

Assistance for Needy Families (TANF). 

Appendix B - U.S. Department of Agriculture Memo; SP 3 - Page 1 of 2
Regional and State Directors 

Page 2 

The current free and reduced price application package includes instructions for 

households to report the changes in household income and household size mentioned 

above. We do not expect State agencies and school food authorities to make changes in 

their free and reduced price application materials for this school year because the 

enactment of this legislation is so late in the year. Any changes to the application 

materials now would be very burdensome to most school districts. However, school food 

authorities may use other means to notify households that they do not have to report 

changes. For example, households may be notified via the annual media/public release 

or notified in their notice of approval for free and reduced price school meals. The 

Department will revise its guidance as appropriate. 

Please note that households may continue to apply for benefits any time during the school 

year. As noted above, this provision does not apply to households who are provided 

“temporary” approvals. We continue to encourage determining officials to approve 

households on a temporary basis when their need for assistance appears to be short-term, 

such as when the household reports zero income or a temporary reduction in income. A 

suggested time period for temporary approvals is 45 days unless otherwise stipulated by 

the State agency. At the end of the temporary approval, school officials must re-evaluate 

the household’s situation. 

If you have any questions, please contact Rosemary O’Connell or Barbara Semper at 

703-305-2590. 

STANLEY C. GARNETT 

Director 

Child Nutrition Division 

Appendix B - U.S. Department of Agriculture Memo; SP 3 - Page 2 of 2
July 19, 2004 

SUBJECT: Categorical Eligibility for Free Lunches and Breakfasts of Runaway, 

Homeless, and Migrant Youth: Reauthorization 2004 Implementation 

Memo SP 4 

TO: Special Nutrition Programs 

All Regions 

State Agencies 

Child Nutrition Programs 

All States 

Section 107 of the Child Nutrition and WIC Reauthorization Act of 2004 (Act) amended 

section 9(b) of the Richard B. Russell National School Lunch Act to make runaway, 

homeless and migrant children categorically eligible for free meal benefits under the 

National School Lunch and School Breakfast Programs and is effective July 1, 2004. In 

addition to establishing free meal eligibility, the Act also establishes a requirement for 

documenting a child’s status as runaway, homeless, or migratory. 

Previously, through guidance, the Food and Nutrition Service extended categorical 

eligibility for free school meals to children considered homeless under the McKinneyVento Homeless Assistance Act. School officials were allowed to accept statements that 

children were homeless from the local educational liaison for the homeless or directors of 

homeless shelters where the children reside. The Act now establishes in law the 

categorical eligibility of these children for free school meals. Please see the previously 

issued memoranda of April 6, 1992, Documentation of Free and Reduce Price Meal 

Eligibility for Homeless Children and of April 4, 2002, Updated Guidance for Homeless 

Children in the School Nutrition Programs, on documentation for homeless children 

under McKinney-Vento. 

There were, however, no similar eligibility and documentation provisions for runaway 

youth or migrant children. At this time, we are in discussions with the Department of 

Health and Human Services, regarding implementation of that portion of the Act that 

addresses categorical eligibility for runaway youth served through grant programs 

established under the Runaway and Homeless Youth Act. We hope to provide guidance 

in the very near future on how to determine and document if a child is receiving services 

as a runaway and is therefore categorically eligible for free school meals. 

Appendix B - U.S. Department of Agriculture Memo; SP 4 - Page 1 of 2
Regional and State Directors 

Page 2 

For migratory children, each State Educational Agency’s Migrant Education Program 

establishes their own process for determining if a child meets the criteria provided under 

Elementary and Secondary Education Act of 1965. State Child Nutrition Agencies must 

contact their State Migrant Education Program to develop a plan for sharing and 

documenting the migratory child’s eligibility for free school meals. To find the contact 

for your State Migrant Education Program view the following website: 

 Contact Information for all State Directors of Migrant Education 

http://www.ed.gov/programs/mep/contacts.html 

If you have any questions, please contact Rosemary O’Connell or Mara McElmurray at 

703-305-2590. 

/S/ 

STANLEY C. GARNETT 

Director 

Child Nutrition Division 

Appendix B - U.S. Department of Agriculture Memo; SP 4 - Page 2 of 2
United States 

Department of 

Agriculture

Food and 

Nutrition 

Service 

3101 Park 

Center Drive 

Alexandria, VA 

22302-1500 

August 16, 2004 

SUBJECT: Categorical Eligibility for Free Lunches and Breakfasts for Migrant 

 Children 

TO: Special Nutrition Programs 

 All Regions 

 State Agencies 

 Child Nutrition Programs 

 All States 

This memorandum supplements our Reauthorization Implementation Memo SP 4 (July 

19, 2004) by providing additional information on identifying migrant children and on 

the procedures that school food authorities (SFAs) and local education agencies 

(LEAs) should use to coordinate with the Migrant Education Program (MEP) in order 

to document the categorical eligibility of migrant children for free meals. 

Background on the Migrant Education Program

The MEP is authorized under Title I, Part C of the Elementary and Secondary 

Education Act (ESEA) and provides grants to State educational agencies. The State 

educational agency, in turn, makes sub-grants to LEAs and other entities to provide 

supplemental educational and support services to migrant children. A major goal of 

the MEP is to minimize the disruption caused by migrant children’s frequent moves. 

While the full definition of a migrant child in section 1309 of ESEA is rather 

complicated, in general under this definition, a migrant child is one who has moved 

across school district lines, within the last three years, in order to accompany or join a 

parent or guardian who has moved to seek or obtain temporary or seasonal work in 

agriculture or fishing. 

Please note, however, that it is not necessary for local SFA personnel to apply the 

ESEA definition because there are already State educational agency and local MEP 

staff who are responsible for identifying (and maintaining supporting documentation) 

as to who is an eligible migrant child under ESEA. 

Local Level MEP Contacts

Most State educational agencies sub-grant MEP funds to local operating agencies 

(LOAs) to provide program services. These LOAs are typically LEAs; however, in 

some states, the LOAs may be regional units that administer the MEP in multiple 

LEAs. When an LOA/LEA receives MEP funds, a MEP coordinator is usually 

designated. (However, in some LEAs, a Federal program director administers multiple 

federal programs including the MEP). Each LEA/LOA typically identifies and recruits 

migrant children in their geographic area and maintains a list of eligible migrant children. 

Appendix B - U.S. Department of Agriculture Memo; August 16, 2004 - Page 1 of 2
 

Regional Directors 

State Directors 

Page 2 

Documenting Free Meal Eligibility for Migrant Children

SFAs/LEAs should work directly with their LOA/LEA MEP coordinators or, where 

appropriate, the State MEP director, to identify migrant children and to document their 

eligibility for free school meals. SFAs/LEAs must accept documentation that the 

children are migrant children from the LOA/LEA MEP coordinator. 

Documentation of migrant status to substantiate free meal eligibility is a dated list with 

each child's name and the signature of the LOA/LEA MEP coordinator or the State MEP 

director. This documentation is in lieu of free and reduced price meal applications and 

must be sought, as much as possible, prior to a household completing an application. 

Once documentation is obtained, the SFA/LEA must notify the household as soon as 

possible about the child’s free meal eligibility. Any application submitted on behalf of 

the child would be disregarded. 

It is particularly important that newly arrived migrant children in the LEA be 

documented and certified for free meals as promptly as possible. SFAs/LEAs need to 

establish procedures with the LOA/LEA MEP coordinator to assure prompt notification 

when a new migrant child is identified. 

Continuing Certification 

Public Law 108-265 also amended the Richard B. Russell National School Lunch Act to 

establish that, once a child is certified as eligible to receive free or reduced price meals, 

eligibility remains effective for the remainder of the school year. Our policy further 

allows SFAs to continue a child’s eligibility from the previous year for 30 operating days 

into the subsequent school year or until a new eligibility determination is made, 

whichever occurs first. Because of this and because the MEP strives to minimize a 

child’s disruption in services and benefits, SFAs/LEAs should attempt to share the 

child’s free meal eligibility status with the new SFA/LEA when a migrant child moves 

from their jurisdiction if the family knows their new location. 

Please contact Rosemary O’Connell in my office if you have any questions on this 

guidance. 

STANLEY C. GARNETT 

Director, 

Child Nutrition Division 

Appendix B - U.S. Department of Agriculture Memo; August 16, 2004 - Page 2 of 2
United States 

Department of 

Agriculture

Food and 

Nutrition 

Service 

3101 Park 

Center Drive 

Alexandria, VA 

22302-1500 

September 17, 2004 

SUBJECT: Guidance on Determining Categorical Eligibility for Free Lunches and 

Breakfasts for Youth Served under the Runaway and Homeless Youth 

 Act 

TO: Special Nutrition Programs 

 All Regions 

 State Agencies 

 Child Nutrition Programs 

 All States 

As described in our Reauthorization Implementation Memo SP 4, Categorical 

Eligibility for Free Lunches and Breakfasts of Runaway, Homeless, and Migrant 

Youth, issued July 19, 2004, runaway youth served through grant programs established 

under the Runaway and Homeless Youth Act (RHYA, Public Law (PL)108-96) are 

now categorically eligible for free meals in the National School Lunch and School 

Breakfast Programs. This memorandum is a follow up to the July 19, 2004, 

memorandum and provides background information on the operation of programs 

under the RHYA and eligibility guidance for schools and school districts. 

Background on the Grant Programs Established under the RHYA

The Family and Youth Services Bureau (FYSB) is part of the Administration on 

Children, Youth and Families (ACF); of the Department of Health and Human 

Services. FYSB supports local communities in providing services and opportunities to 

young people, particularly runaway and homeless youth. FYSB does so by awarding 

funding that enables community agencies to offer services to young people and their 

families and to test new approaches to helping youth. FYSB promotes and supports 

youth through its three grant programs: Basic Center Program, Transitional Living 

Program and the Street Outreach Program. The agencies receiving grants under these 

three programs are referred to as either FYSB grantees, or Runaway and Homeless 

Youth (RHY) service providers. 

FYSB works through ten ACF regional offices located throughout the country; each 

region has a Regional Youth Specialist to serve the States, territories, tribes and other 

grantees in their geographical area. The Regional Youth Specialists are given broad 

flexibility in guiding the programmatic and financial management of FYSB programs. 

The 2003 Reauthorization of the Runaway and Homeless Youth Program directed 

FYSB to coordinate with school district liaisons under the McKinney-Vento Homeless 

Assistance Act to assure that RHY are provided information about the educational 

services available to them and to ensure they receive support services guaranteed under 

the law. 

Appendix B - U.S. Department of Agriculture Memo; September 17, 2004 - Page 1 of 2
Regional Directors 

Page 2 

In order to better advance FYSB’s directive on coordination with McKinney-Vento 

school district liaison, they are developing an informational memorandum for their 

grantees that offers suggestions on how to build stronger relationships with the liaisons 

and offers available resources. We will share their memorandum as soon as it becomes 

available. 

Documenting Eligibility

The systems for coordination of information about RHY can vary from State to State and 

even across districts depending on the relationship between the McKinney-Vento school 

district liaison and the RHY service provider, and the size of the RHY caseload. In many 

cases, the McKinney-Vento school district liaison is already working with youth 

receiving services under the RHY grant programs. In these cases, school districts will be 

notified of a child’s status as a runaway through the existing liaison channels. In some 

cases, schools may receive information on a youth’s participation in a RHY Program 

directly from the RHY service provider. Documentation to substantiate free meal 

eligibility must consist of the youth’s name, or a list of names, effective date(s), and the 

signature of the McKinney-Vento school district liaison or the RHY service provider(s). 

This documentation is acceptable in lieu of a free and reduced price meal application. 

It is important that schools/school districts become familiar with their local RHY service 

providers and their McKinney-Vento school district liaison in order to facilitate the 

service of free school meals for youth in these programs. Should you have questions 

regarding the operation of FYSB, please contact your Regional Youth Specialist. The 

website for the regional offices is www.acf.dhhs.gov/programs/oro/. For further 

information on FYSB you may want to view their web site at: 

http://www.acf.hhs.gov/programs/fysb/index.html. 

Please contact Mara McElmurray or Rosemary O’Connell of my office if you have any 

questions on this guidance. 

STANELY C. GARNETT 

Director 

Child Nutrition Division 

Appendix B - U.S. Department of Agriculture Memo; September 17, 2004 - Page 2 of 2
B

Head Start Act

The Head Start Act legislates the administration of the federal Head Start program, which 

serves the child development needs of preschool children (birth through age five) and their lowincome families. Following is the Head Start Bureau 1992 memorandum on serving homeless 

preschoolers. This memorandum establishes homeless preschoolers as a targeted population to 

be served in Head Start preschool programs and suggests implementation strategies for ensuring 

that homeless preschools have access to Head Start services.

Full Legislative Text

■ The full text of the Head Start Act is available at http://www.acf.hhs.gov/programs/hsb/budget/

index.htm.

Additional Resources

■ NCHE Information by Topic: Preschool/Early Childhood webpage; visit http://www.serve.

org/nche/ibt/sc_preschool.php: This NCHE webpage provides resources and information 

about educating and supporting young children experiencing homelessness.
ACF

Administration for

Children and

Families

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES

Administration on Children, Youth and Families

Log No. ACF-IM-92-12 Issuance Date: 06/05/92

Originating Office: Head Start Bureau

Key Word: Homeless Children and Families

INFORMATION MEMORANDUM

TO: All Head Start Grantees and Delegate Agencies

SUBJECT: Homeless Children and the Head Start Program

PURPOSE: To provide guidance to Head Start agencies to foster the recruitment and enrollment of

homeless children and their families into the Head Start Program.

BACKGROUND: The Head Start Program is based on the premise that all children share certain needs, and

that children of low-income families can benefit from the delivery of comprehensive

developmental services to meet those needs. Homeless children are particularly

vulnerable and need the services that a Head Start program can offer. Secretary Sullivan

has challenged the Department to improve children in homeless families, which includes

ensuring that Head Start is accessible and responsive to homeless children and their

families.

In response to this challenge, the Head Start Bureau, in its most recent funding guidance,

encourages local Head Start grantees to target homeless families wherever possible. In

keeping with the philosophy of the Head Start program to adapt to the changing needs

of its clientele, the first section of this memorandum provides an overview of Head

Start’s experience with homeless children and families as well as guidance on how to

modify the Head Start program in order to effectively serve this population. The second

section discusses concerns identified in a recent study conducted by Macro Systems, Inc.

(1991) surrounding issues related to access to Head Start for the homeless.

INFORMATION: Being a parent and being homeless is a double challenge. Head Start can build on the

strengths of these families - such as their intense desire to make a better life for their

family and their commitment to and love for their children - and enable the parents(s) to

increase their capacity to nurture, protect and provide for their children.

A homeless family in Head Start could be a single parent or a two-parent family, living

in a rural or an urban setting. While the homeless and the housed low-income share

some of the same characteristics and problems, the homeless child and family are faced

with additional stresses such as losing their former community and living in a crowded

shelter with little privacy, in a single motel room, or in a car. This shelter may be located

far from their former home, or in a noisy, drug-infested environment, and the child may

have no space to play, have lost his/her toys, books, and clothes and have no access to

regular meals. Being homeless is arduous for the whole family and, unfortunately, has

serious consequences for young children. 

Appendix B - Head Start Bureau Memo ACF-IM-92-12 - Page 1 of 7
The research on the affect of homelessness on preschoolers documents the negative

consequences of this condition. Homeless preschoolers are more likely to have a

developmental delay in language, motor development and/or social skills (Basuk and

Rubin, 1987; Koblinsky and Taylor, 1991); exhibit more aggression, shyness or sleep

problems (Reinherz and Cracey, 1982; Basuk and Rubin, 1987); exhibit behaviors that

warrant mental health intervention (Basuk et al., 1986, Molnar et al., 1991); have lower

self-concept (DiBiase and Waddell, 1991); and show an unusual degree of ambivalence

in relationships with their mothers (Phillips and Hartigan, 1984; Molnar, 1988.)

Given these problems, preschool is especially significant for the homeless child - in many

cases, Head Start can offer the stability and supports needed for a child to cope with his

or her situation. Research also demonstrates the importance of early childhood education

for homeless children. Koblinsky and Taylor (1991) found that the more months that

homeless children had attended preschool, the better they performed on the Early

Screening Inventory (ESI). Molnar et al. (1991) also found that children with as little

as three months of Head Start or publicly-funded daycare exhibited more age-appropriate

performance on developmental tasks than children who did not have the opportunity for

preschool enrollment in Head Start or publicly-funded daycare.

1. THE HEAD START EXPERIENCE AND GUIDANCE

Many Head Start agencies have already begun to serve homeless families in a variety

of ways. There are both home based programs that serve families in shelters as well

as center-based programs that have classrooms with both homeless and non homeless

children. In the 1991 Program Information Report (PIR), 541 agencies responded

that, in some manner, homeless children were being served. In addition, the Migrant

Head Start program has had years of experience in working with migrant children

and families. Working with migrant families poses many of the same challenges to

Head Start as working with homeless families, such as issues of mobility, attendance,

and medical needs. Thus, this model can offer insight into these areas for other Head

Start program.

Head Start agencies relate that homeless children have one or more of the following

characteristics: developmental delays; poor self-esteem; anxieties around food and

possessions; behaving in an overly compliant manner with any adult person, thus

making the child vulnerable to abuse; overly aware of parental responsibilities and

problems; depression; and not displaying normal reactions to change. Grantees also

report that homeless children were more likely that their peers to be in ill health and

under immunized.

Most homeless parents have an intense desire to make life better for their families.

In addition, they are committed to their children, and to maintaining the sense of

family. Their efforts to achieve all this can be overwhelming to the parents and, as

a result, they may have little energy to focus on the particular needs of the child.

Some parents may be depressed, overly dependent on the child, or not understand the

importance of an early childhood program. Other parents take their frustration out

on the Head Start staff. In most cases, it will take time to develop trust and build a

relationship with the parent.

The duration of a family’s homelessness depends primarily on the availability of low

cost housing, jobs and services for the family. Thus, for some families, a permanent

home may be found quickly. Other families may move from shelter to shelter or

Appendix B - Head Start Bureau Memo ACF-IM-92-12 - Page 2 of 7
move back with friends or relatives before finding a home. Whatever the situation,

Head Start needs to support the family during the period of homelessness, through

the transition to permanent housing and after the family is housed.

Based on various Head Start grantees’ experiences with homeless children, the

migrant model, the current research, and the philosophy of Head Start program to

adapt to the changing needs of its clientele, the following guidance is offered for

working with this special population: 

Strong support for the staff: Working with homeless children is difficult, even for

the most skilled teachers and home visitors. The basic human desire is to eliminate

all of the pain that the child has experienced. While this is a worthy goal, it is not

realistic. In addition, working with parents who may not be able to be fully involved

in their child’s life adds to this frustration. However, setting achievable goals, i.e.,

providing each child (and parent) with positive experiences, and providing training

and support to staff will help them in their work.

Strong mental health component: In addition to the staff, the children and the

parents may have intense mental health needs. It is necessary to have the services of

a mental health professional who can address the particular needs of staff, children

and parents, or make arrangements with the local mental health agency for

assistance. This will assure less staff burnout and better services to children and

families caught in a transitory life.

Provide a safe, reassuring environment through a structured daily environment:

The preschool classroom may be the only source of stability for the homeless child.

To achieve this type of environment, reduce levels of stimulation in the room(s).

Maintain a simple schedule for the children so each child knows what to expect

throughout the day. Limit the choices (not the quantity) of toys and activities the

children have, and introduce new toys gradually over the year. Plan for smaller class

sizes in order for the children to receive more individual attention, and/or use more

volunteers sensitive to the characteristics and needs of homeless children. Use

volunteers to form smaller groups within the larger classroom or for one-on-one

attention. Allow for personal areas for each individual child so that every child has

a private space. These personal areas could be a cubicle or a box, decorated by the

child with his or her name. Set up a quiet area for those children who may need to

rest or need some privacy during the day because of all the anxiety in their life.

Mealtimes can be stressful for homeless children. Keep reassuring the children, they

will get enough to eat. The Santa Clara county, California grantee has a small

refrigerator in the classroom with finger foods that is available to the children to help

themselves throughout the day. This can be seen as a mental health response in

addressing anxieties about food.

Flexibility: While it is important to have structure for these children, flexibility needs

to be built into the schedule because of the nature of homelessness. For example,

programs working with homeless children must deal with children leaving

unexpectedly, which is difficult to understand for both children and staff. The staff

will need to incorporate activities into the schedule to help the children cope when

this happens. The Beverly, Massachusetts grantee has developed a special goodbye

routine which includes a song, book and discussion that is used to help the children

understand this process.

Appendix B - Head Start Bureau Memo ACF-IM-92-12 - Page 3 of 7
Transportation: The Head Start agency should offer transportation services to its

homeless families to ensure access to the program. This transportation is important

to keep the child in Head Start, particularly if the child’s living arrangement is

unstable and the family is moved around in the search for permanent housing. It is

very important to try to track and keep the child in the same Head Start program so

that the child has some stability/continuity in his/her life. In addition, some Head

Start agencies working with the homeless have used the transportation system to help

families with food shopping and appointments with social service agencies or medical

providers.

Collaborate with the community: Working with other Community and State

agencies and resources are a critical role for Head Start grantees working with the

homeless. In fact, it is important to recognize that the Head Start agency alone cannot

address all the problems of homeless families. By teaming with other service

agencies within the community, Head Start grantees can help make the community

aware of the problem, participate in the solution, and offer comprehensive assistance.

For example, establishing relationships with shelters/transitional housing will assist

the Head Start agency with recruitment, understanding the homeless population in

the particular area and the coordination of services. Strengthening the connection

with the local JOBS, JTPA and literacy agencies will support the family. Working

with the local housing coalition can also assist in creating affordable housing for

Head Start families. To assist the grantee in establishing these linkages, an

attachment has been prepared on federally supported programs for the homeless.

Parental responsibilities/involvement: The philosophy of Head Start is that the

parents, even parents who are homeless, are the primary nurtures and teachers of

their children. The Head Start staff should focus and build on the family’s strengths,

and enable the parents to build their capacity to cope with their life stresses. As a

result of this support, the parents will be better able to nurture their children. In

addition, the Social Services Coordinator, and Home Visitor in the home based

option, should play an important role in advocating for the family and connecting

them with needed services.

To further the parents’ development, it is important to emphasize to them the

importance of their participation in activities which will enable them to better nurture

and protect their children, such as health, nutrition and education. To increase

participation, it is important to design the activity around the parents’ most pressing

needs which may include issues of self-esteem, empowerment, and how to set and

meet personal goals. The Head Start agency should also time the activity when the

homeless parents will be most able to participate. The Conway, Arkansas migrant

grantee developed a survey to determine the parents’ needs and arrange monthly

meetings based on this feedback. Some grantees meet around a meal, while others

offer “door” prizes such as bus tokens, calendars and other simple, but useful items

to encourage attendance. Other grantees have established parent support groups for

their homeless parents. Homeless parents also need to be involved in the decision

making process. This means that homeless parents should be represented on Policy

Councils and their needs and concerns reflected in the daily operation of the Head

Start program. The Head Start staff may need to provide special efforts in order to

enable these parents to be involved such as providing transportation; finding another

parent who will be a “mentor’ or “buddy”; providing extra support and

encouragement; and offering child care.

Appendix B - Head Start Bureau Memo ACF-IM-92-12 - Page 4 of 7
Make health screenings a priority for homeless families: Head Start grantees

report that homeless children are under immunized and not as healthy as their peers.

The lack of immunization or documentation can delay the child from actually

attending the program. In the Gladstone, Oregon migrant grantee, immediate medical

screenings are made a priority because of the mobility of the families. Staffs refer

the family as soon as they are enrolled to a local provider for the medical

appointment and provide transportation. If there are still children who have not been

screened, the grantee brings medical personnel to the center. This is an ongoing

activity.

Flexible hours of operation: For those agencies that operate some classrooms in

which all children are homeless, the days and hours of operation should be tailored

to meet their specific needs. For example, a Washington, D.C. grantee found that

having early morning programs did not work for the homeless families. Because of

the active night life of the motel where they were housed, the morning hours were

typically the time, the children slept.

Plan for a “mixed” classroom: Since Head Start programs should not be

establishing classrooms exclusively for homeless children, it is likely that there may

be a few homeless children in several classrooms. Having both homeless and non

homeless children in the classroom or group socialization experience will provide

some stability for the program, and having both groups in a program will contribute

to everyone’s opportunity to learn. Thus, it is important for all staff to understand

how homelessness affects preschoolers, that these children and parents will need

extra support, and what resources are available in the community to assist them.

2. CONCERNS RELATED TO ACCESS TO HEAD START FOR THE

HOMELESS

Under a contract with the Department of Hea lth and Human Services, Macro

Systems, Inc. examined the service system for homeless families and children and

conducted site visits in five cities. One result of this study was the identification of

perceived barriers to Head Start for homeless families. This section clarifies the

Head Start policy in regard to these concerns.

Average Daily Attendance: Many grantees are reluctant to serve homeless children

because they believe that every program must maintain an 85% average daily

attendance (ADA), which may be difficult when serving homeless children.

Response: This is an incorrect interpretation of Head Start policy. The policy states

that, when the ADA drops below 85%, the Head Start program must analyze the

causes of absenteeism, and initiate action based on the results of the analysis. The

policy also differentiates between an“excused” absence and an “unexcused” absence.

An excused absence, such as an illness, does not require any special intervention.

However, if it is an unexcused absence, such as one resulting from a familial problem

like homelessness, the agency must institute appropriate family support for all

children and families with three or more consecutive unexcused absences. Thus, the

policy concerning 85% ADA is a management tool to assist the staff to investigate

why children are not attending the program and, where necessary, provide support

to the family to enable the child to be present. There is no requirement that 85%

ADA must be maintained.

Appendix B - Head Start Bureau Memo ACF-IM-92-12 - Page 5 of 7
Health Screenings: Similar to the misunderstanding regarding ADA, there is a belief

in some programs that if health screenings and follow-up are not provided to all

enrolled homeless children, funding will be denied.

Response: Since homeless children are with the program for varying lengths of time

and can be difficult to track, all of these children may not receive complete health

screenings and follow-up services before they move on. This does not result in the

program being out of compliance with the Performance Standards if every effort was

made to provide services to the child while enrolled in the program, attendance was

encouraged and supported and, where possible, efforts were made to link the family

with other Head Start agencies or preschool programs in the area of their new home.

The Regional Offices need to be kept apprized of these types of situations and

provided with information in an ongoing, timely manner.

Recruitment: The issue of recruitment has been a problem among homeless families,

either because homeless families, either because homeless families are not readily

identified through the recruitment activities that grantees normally undertake or

because grantees elect not to give homeless families that are identified priority for

enrollment because the grantees feel they will be more difficult to serve.

Response: Recruitment must be an ongoing activity to assure that vacancies are

filled promptly. This is particularly important when working with homeless children

and families because of their transient nature. In addition, Head Start recruiters

should not accept or reject a family solely on the recruiter’s judgement of the

likelihood of the child’s attendance.

In order to recruit homeless children, the Head Start agency should contact staff at

the local shelter, transitional housing facility, motel and any other agency that serves

homeless families as well as visit places where homeless families as well as visit

places where homeless families are found in the community. In addition, the Head

Start agency must be sensitive to cultural, ethnic and language differences when

recruiting homeless families, and should provide training to any staff involved in

recruiting. Understanding this population and developing relationships with homeless

providers will assist the Head Start agency to serve some of the neediest families in

the community.

Waiting Lists: Long waiting lists were cited as a barrier to serving homeless families

and children. In some cases, if a family becomes homeless during the year and the

child is not already on the waiting list, the child may not have access to a Head Start

program.

Response: Head Start agencies are expected to manage their waiting list throughout

the year and place children on the list based on the priorities set by their Policy

Council and Board of Directors as identified through the community needs

assessment. (This assessment is to be reviewed annually.) Thus, it is critical when

conducting the Community needs assessment to look at the problem of homelessness

in the grantee’s service area and to make it a priority for recruitment if a high

incidence of homelessness in the community is determined.

To meet the needs of homeless families in the community, some Head Start agencies

reserve slots for homeless children, set a percentage of slots for the homeless or give

priority to these children when a space becomes available.

Appendix B - Head Start Bureau Memo ACF-IM-92-12 - Page 6 of 7
Full Day/Full Year Services: The lack of full day, full year services is a frequently

mentioned barrier for homeless families since some homeless families need quality

care for their children while they search for housing or a job, go to work or visit

social service agencies.

Response: The policy of Head Start is that a grantee may provide full-day services

to those children who need such services. This includes children with special needs,

who are from homes where there is severe stress, and where the parent is employed,

in job training or in school. Head Start funds can only be used when there are no

other funds available in the community to meet the full day needs of Head Start

families, and where there are no services available.

Transportation: The lack of transportation has been cited as a barrier to the

homeless in receiving services and in accessing the Head Start program. 

Response: Many Head Start grantees already provide transportation for their

children. For those grantees which do not provide transportation and would like to

serve the homeless population, the grantee should plan to provide transportation and

would like to serve the homeless population, the grantee should plan to provide

transportation for the children to ensure regular attendance. The Head Start agency

should investigate whether other existing transportation systems, such as the public

school system, can be utilized to meet this need.

Costs: Serving homeless children and families may be more costly due to their

greater mental health, social services, transportation and medical needs.

Response: Homeless children may need to be in a classroom with fewer children or

require special services. The child and the family may need more individualized

services which may mean bringing on new staff or training staff to develop stronger

case management skills. In addition, the staff may need extra support in their work

with homeless families since staff burn out is frequently reported by grantees.

Collaborating with other agencies or professionals in the provision of services may

keep costs down and provide much needed services. When this is not possible or

services are not available through community/public agencies, higher costs are

acceptable as long as the grantee can provide sufficient justification in its application.

In some cases, programs may wish to consider serving fewer children in order to

meet higher costs. Such changes should be discussed with the program’s Regional

Office. In addition, programs should consider using the Quality Improvement Funds

to address such costs.

Conclusion: Head Start is committed to meeting the needs of homeless children and

families. Homeless children can and are benefitting from the Head Start experience.

Their lives, and the lives of the other children and the staff. It is hoped that this

guidance, the attached references and the federally supported homeless program

listings as well as the knowledge already gained from the Head Start community will

provide other Head Start agencies with the resources and support necessary to serve

this special population.

Wade F. Horn, Ph.D.

Appendix B - Head Start Bureau Memo ACF-IM-92-12 - Page 7 of 7
B

Individuals with Disabilities Education Act (IDEA)

The Individuals with Disabilities Education Act (IDEA) is a federal law whose purpose is to improve 

the education of infants, toddlers, children, and youth with disabilities, including those experiencing 

homelessness. Following is the NCHE IDEA issue brief with legislative references and excerpts of 

the portions of the law that pertain to the education of students experiencing homelessness.

Full Legislative Text

■ The full text of the Individuals with Disabilities Education Act (IDEA) is available at http://www.

ed.gov/policy/speced/guid/idea/idea2004.html#law.

Additional Resources

■ NCHE Information by Topic: Special Education webpage; visit http://www.serve.org/nche/

ibt/sc_spec_ed.php: This NCHE webpage provides resources and information about educating 

young children with disabilities who are experiencing homelessness.
Individuals with Disabilities Education Improvement Act (IDEA) of 2004:

Provisions for Homeless Children and Youth with Disabilities

Over 1.35 million children and youth experience homelessness 

each year (Burt & Laudan, 2000). These children and youth face 

educational challenges that include a lack of basic necessities, 

such as food, clothing, and medical services; discontinuity of 

education due to mobility; and trauma caused by the chaos, 

poverty, and instability of their family’s circumstances or, in 

the case of unaccompanied youth, their own circumstances.

Children and youth who are homeless face additional 

educational challenges when they have disabilities. Studies 

indicate that children who are homeless are twice as likely to 

have learning disabilities and three times as likely to have an 

emotional disturbance as children who are not homeless (Better 

Homes Fund, 1999). 

Yet children and youth who are homeless and have disabilities 

may not receive the special education services for which they 

are eligible. Barriers to access these children and youth face 

include:

•	 Not being identified as needing special education services

•	 Difficulty with diagnosis due to mobility and other stressors

• Lack of timely assessment, diagnosis, or service provision

• Lack of continuity of services due to school transfers

•	 Lack of timely or efficient records transfer when enrolling in

a new school

• Lack of an available parent or surrogate to represent the 

child or unaccompanied youth

Federal Response

Two federal laws that address the needs of homeless children 

and youth with disabilities are the McKinney-Vento Homeless 

Education Assistance Improvements Act and the Individuals 

with Disabilities Education Improvement Act (IDEA).

The McKinney-Vento Homeless Education Assistance 

Improvements Act

The McKinney-Vento Act, reauthorized in 2002 as part 

of the No Child Left Behind Act, ensures access to a free, 

appropriate public education (FAPE) for children experiencing 

homelessness. (See the sidebar for the definition of “homeless

children and youth”.) 

The McKinney-Vento Act mandates:

Who is Homeless?

(McKinney-Vento Homeless Assistance 

Act of 2001 – Title X, Part C, of the No 

Child Left Behind Act – Sec 725)

The term “homeless children and youth”—

A. means individuals who lack a fixed,

regular, and adequate nighttime 

residence...; and

B. includes —

i. children and youths who are sharing 

the housing of other persons due to 

loss of housing, economic hardship, or 

similar reason; are living in motels, 

hotels, trailer parks, or camping 

grounds due to the lack of alternative 

accommodations; are living in 

emergency or transitional shelters; 

are abandoned in hospitals; or are 

awaiting foster care placement;

ii. children and youths who have a 

primary nighttime residence that is 

a public or private place not designed 

for or ordinarily used as a regular 

sleeping accommodation for human 

beings...

iii. children and youths who are living in 

cars, parks, public spaces, abandoned 

buildings, substandard housing, bus or 

train stations, or similar settings; and

iv. migratory children...who qualify as 

homeless for the purposes of this 

subtitle because the children are living 

in circumstances described in clauses 

(i) through (iii).

Appendix B - NCHE IDEA brief - Page 1 of 13
• Immediate school enrollment and full participation in all school activities for eligible children, even 

when records normally required for enrollment are not available [Sec. 722(g)(3)(C)]

• The right of children and youth experiencing homelessness to remain in their school of origin (the 

school the student attended when permanently housed or the school in which the student was last 

enrolled) [Sec. 722(g)(3)(A)]

• Transportation to the school of origin [Sec. 722(g)(1)(J)(iii)]

• Access to programs and services, including special education services, preschool services, free 

school meals, Title I services, services for English language learners, vocational/technical 

education, gifted and talented services, and before- and after-school care [Sec. 722(g)(4)]

• The appointment of a local homeless education liaison in every school district to ensure that 

homeless children and youth are identified and given full and equal access to all educational

services for which they are eligible in order to succeed in school [Sec. 722 (g)(6)(A)]

The Individuals with Disabilities Education Improvement Act

The purpose of IDEA, amended in 2004, is to ensure that all children with disabilities receive a 

FAPE, including special education and related services, to prepare them for further education, 

employment, and independent living [Part A, Sec. 601(d)(1)(A)]. Special education is defined as

specially designed instruction, provided at no cost to the parents, to meet the unique needs of a child 

with a disability [Part A, Sec. 602(29)]. (See the sidebar for the definition of “child with a disability.”)

To be eligible, the child must have a disability and require specialized instruction to benefit from

school. Special education instruction may take place in a general education classroom, special 

education classroom, specialized school, home, hospital, or institution [Part A, Sec. 602(29)(A)] and 

may include academic or behavioral support, speech and language pathology services, vocational 

education, and many other services. Related services may include transportation, physical therapy, 

psychological services, social work services, and counselling. Also included are certain medical 

services, parent counselling and training, recreation, and other support services if students need 

them to benefit from a special education program [Part A, Sec. 602(26)]. Eligibility and services are

determined through evaluation and the development of an Individual Education Plan (IEP) [Part A, 

Sec. 614(d)]. Students who have not graduated from high school are eligible through age 21 [Part A, 

Sec. 612(a)(1)(A)]. Services are available to individuals with disabilities beginning at birth through 

Part C, Infants and Toddlers. Children under three are served under an Individualized Family 

Services Plan (IFSP) [Part C, Sec. 636]. 

Federal Guarantees for Children Who are Homeless and Have Disabilities

The McKinney-Vento Act and IDEA mandate protections and services for children and youth who 

are homeless and children and youth with disabilities. Moreover, both the McKinney-Vento Act and 

IDEA address serving children and youth who are homeless and have disabilities, ensuring that their 

complex and unique needs are met.

In reviewing the needs of homeless children and youth with disabilities, educators should bring to 

bear the full range of both laws to optimize the educational access and success of these children. It 

is important to note that the two laws do not operate exclusively of one another, nor does one law 

supersede the other. 

Appendix B - NCHE IDEA brief - Page 2 of 13
The 2004 reauthorization of IDEA in particular includes amendments that reinforce the timely 

assessment, appropriate service provision and placement, and continuity of services for children and 

youth with disabilities who experience homelessness and high mobility. Coordination and compliance 

with the McKinney-Vento Act are mandated specifically. The general requirements for a FAPE,

evaluations, and IEPs are unchanged.

Following is a listing of the amendments in the reauthorized IDEA and implementing regulations 

from the U.S. Department of Education as related to the education of homeless children and youth 

with disabilities, pointing out the changes from prior law.

Definitions

▪	 IDEA now mentions specifically and observes the McKinney-Vento definition of “homeless children

and youth”.1

▪	 The definition of “parent” has been changed, so that the statute now contains a similar definition

to that contained in the federal regulations since 1999, with the notable addition of foster parents 

to the list of persons considered to be “parents.” For the purpose of special education, “parents”

now include biological, adoptive or foster parents, guardians, surrogate parents, individuals legally 

responsible for the child’s welfare, or individuals acting in the place of a parent and with whom the 

child lives (specifically including grandparents, stepparents or other relatives).2

▪	 IDEA now contains a definition of “ward of the state. ”3

Identification

▪	 The Child Find requirements in the statute now include a specific requirement that states ensure

that homeless children with disabilities are identified, located, and evaluated. (This requirement

has been in federal regulations since 1999.)4

Coordination/Compliance with the McKinney-Vento Act

▪	 Any state receiving IDEA funds must ensure that the requirements of the McKinney-Vento Act are

met for all homeless children and youth with disabilities in the state.5

▪	 IDEA requires every state receiving IDEA funds to maintain a State Advisory Panel to advise

the State Educational Agency (SEA) on unmet needs in the state; to comment publicly on 

proposed rules and regulations; to advise the SEA on self-evaluation, data reporting and ensuring 

compliance; and to improve service coordination. IDEA now requires states to include state and 

local McKinney-Vento personnel on the Panel, as well as a representative of the state child welfare 

agency responsible for foster care.6

Evaluations and IEPs

▪	 IDEA now requires Local Educational Agencies (LEAs) to complete initial special education

evaluations within 60 days of a parent’s request, or within time frames established by the state.8

▪	 IDEA now specifically requires LEAs to ensure that assessments of children who change LEAs

during the school year are coordinated with prior schools “as necessary and as expeditiously as

possible, to ensure prompt completion of full evaluations.” 8

▪	 IDEA states specifically that the same time frame for completing initial evaluations applies if a

Appendix B - NCHE IDEA brief - Page 3 of 13
child changes LEAs while the evaluations are pending, unless the new LEA “is making sufficient

progress to ensure a prompt completion of the evaluation, and the parent and LEA agree to a 

specific time when the evaluation will be completed.”9

▪	 When children with current IEPs change LEAs during the school year, the new LEA is now

specifically required to provide the children with a FAPE immediately, “including services

comparable to those described” in the previous IEP, in consultation with the parents. The LEA can 

then either adopt the old IEP or implement a new IEP. If the LEA is in a new state, the LEA can 

conduct new evaluations, if determined necessary, and develop a new IEP; but the LEA must still 

provide a FAPE, including services comparable to those described in the previous IEP, until the 

evaluations are completed and the new IEP is implemented.10

▪	 To facilitate the provision of a FAPE for students who change LEAs during the school year, IDEA

now specifically requires enrolling schools to obtain the child’s records from the previous school

promptly, and previous schools to respond to such records requests promptly.11

Unaccompanied Youth

▪	 IDEA now requires each public agency to ensure that the rights of unaccompanied homeless youth

are protected.12

▪	 The definition of “parent” includes individuals acting in the place of a biological or adoptive

parent (including a grandparent, stepparent, or other relative) with whom the child lives. The 

regulations specify that “include” means that the items named are not all of the possible items

that are covered, whether like or unlike the ones named. Thus, both relatives and non-relatives 

of unaccompanied homeless youth may be considered a parent if they are acting in the place of a 

biological or adoptive parent and the youth is living with them.13

▪	 For unaccompanied youth, IDEA specifically requires LEAs to appoint surrogate parents, and to

make reasonable efforts to complete the appointment process within 30 days.14 In the interim, 

LEAs are to appoint temporary surrogate parents for unaccompanied youth. Temporary surrogates 

may be appropriate staff members of emergency shelters, transitional shelters, independent 

living programs, street outreach programs, the State, the LEA, or another agency involved in the 

education or care of the child, as long as the staff member has adequate knowledge and skills and 

does not have a personal or professional interest that conflicts with the interest of the youth.15

▪	 For wards of the state, IDEA now does not require an LEA to obtain parental consent for an initial

evaluation, if the LEA cannot find the parent, the parent’s rights have been terminated, or a judge

has removed the parent’s educational decision-making rights and appointed another person to 

represent the child.16

▪	 For wards of the state, IDEA now explicitly permits judges to appoint surrogate parents. 17

Services

▪	 IDEA now allows LEAs to use up to 15% of their grants to develop and implement programs to

intervene with K-12 students who have not been found eligible for special education but who need 

additional academic and behavioral support, with an emphasis on primary grades.18 (This provision 

should assist children experiencing homelessness with overcoming barriers to accessing services 

expeditiously.)

Resolution of Disputes

Appendix B - NCHE IDEA brief - Page 4 of 13
▪	 When requesting a mediation or due process hearing under IDEA, families and youth experiencing

homelessness do not need to provide a residencial address; only available contact information is 

required.19

Infants and Toddlers (Part C)

▪	 Any state receiving a Part C grant must make early intervention services available to homeless

infants and toddlers with disabilities and their families.20

▪	 States must ensure that appropriate early intervention services using scientifically based research

are available, to the extent practicable, to homeless infants and toddlers with disabilities and their 

families.21

▪	 States must ensure the meaningful involvement of homeless families and wards of the state in the

planning and implementation of the Part C program.22

• In the report accompanying Part C, Congress stated that states should conduct public awareness 

programs about the Part C program in homeless family shelters, health service offices, public

schools and the child welfare system.23

▪	 Any state receiving a Part C grant must establish a State Interagency Coordinating Council,

which must include a representative of the State McKinney-Vento Coordinator and the state child 

welfare agency responsible for foster care.24

Appendix B - NCHE IDEA brief - Page 5 of 13
References

Better Homes Fund. (1999). Homeless children: America’s new outcasts. Newton Center, MA: Author.

Burt, M. & Laudan, A. (2000). America’s homeless II: Populations and services. Washington, D.C.:

The Urban Institute.

U.S. Department of Education, Office of Elementary and Secondary Education. (2000). Education for 

homeless children and youth program report to Congress: Fiscal year 2000. Retrieved December 18, 

2004 from http://www.serve.org/nche/downloads/2000_congress.doc .

Print Resources

Council for Exceptional Children. (2003, March). Exceptional and homeless. Today, 9(16), 1-2.

Individual with Disabilities Education Improvement Act of 2004, P.L. 108-446. Retrieved December 

18, 2004 from http://thomas.loc.gov/cgi-bin/cpquery/z?cp108:hr779.108.

Individual with Disabilities Education Improvement Act of 2004, U.S. Department of Education 

Implementing Regulations, 34 C.F.R. Part 300, Assistance to States for the Education of Children 

with Disabilities. Retrieved February 18, 2007 from http://www.wrightslaw.com/idea/law.htm. 

Jackson, T.L. (2004). Homelessness and students with disabilities: Educational rights and 

challenges. National Association of State Directors of Special Education: Project Forum. Retrieved 

December 18, 2004 from http://www.nasdse.org/forum.htm. 

Subtitle B of Title VII of the McKinney-Vento Homeless Assistance Act, 42 U.S.C. 11431 et seq. (Also 

Title X, Part C of the No Child Left Behind Act of 2002.) Retrieved December 18, 2004 from http://

www.serve.org/nche/downloads/mv_full_text.pdf.

Myers, M. & Popp, P. (2003, Fall). What educators need to know about homelessness and special

education. (Information Brief No. 7). Williamsburg, VA: Project HOPE. Retrieved December 18, 2004

from http://www.wm.edu/hope/infobrief/personnel-complete.pdf. 

National Association for State Directors of Special Education. (2004). The Individuals with 

Disabilities Education Act: A comparison of P.L. 105-17 (IDEA ’97) to H.R. 1350. Washington, DC:

Author. 

Smith, D. (1999, June). 20 Special education questions and answers. National Association of 

Protection and Advocacy, Inc. Retrieved December 18, 2004 from http://www.napas.org/I-3/I-3-F/20%

20Special%20Ed%20Ques%20II.htm.

Special Education Agencies

Council for Exceptional Children (CEC): http://www.cec.sped.org

IDEA Partnerships: http://www.ideapractices.org

National Association for State Directors of Special Education: http://www.nasdse.org

U.S. Department of Education Office of Special Education Programs: http://www.ed.gov/offices/

OSERS/OSEP

Appendix B - NCHE IDEA brief - Page 6 of 13
National Partners in Homeless Education

The National Center for Homeless Education (NCHE)

Contact: Diana Bowman, Director, 800-755-3277, dbowman@serve.org

Web Address: http://www.serve.org/nche

NCHE, funded by the U.S. Department of Education, is a national resource center, providing 

valuable information, training, and materials to educators and community members seeking to 

address the educational needs of homeless children and their families. These materials are made 

available to the public at no charge and include such items as educational rights posters, parent 

packs, training resources, and homeless education issue briefs.

U.S. Department of Education, Education for Homeless Children and Youths Program

Contact: Gary Rutkin, Coordinator, 202-260-4412, gary.rutkin@ed.gov

Web Address: http://www.ed.gov/programs/homeless/index.html

The Education for Homeless Children and Youths Program oversees the education of homeless 

children and youth in our nation’s public schools, including the granting of McKinney-Vento funds 

and the monitoring of their usage. Program Coordinator Gary Rutkin, working with other U.S. 

Department of Education officials and national partners, provides official guidance to states and

school districts on implementing the McKinney-Vento Homeless Education Assistance Improvements 

Act.

The National Association for the Education of Homeless Children and Youth (NAEHCY)

Contact: Barbara Duffield, Policy Director, 202-364-7392, bduffield@naehcy.org

Web Address: http://www.naehcy.org

NAEHCY, a national grassroots membership association, serves as the voice and social conscience 

for the education of children and youth in homeless situations. NAEHCY brings together educators, 

parents, advocates, researchers and service providers to ensure school enrollment and attendance, 

and overall success for children and youth experiencing homelessness. NAEHCY accomplishes this 

through advocacy, partnerships, and education. NAEHCY also hosts an annual national conference 

on homeless education, which brings together educators and service providers to learn about best 

practices and new developments within the field.

The National Law Center on Homelessness & Poverty (NLCHP)

Contact: Joy Moses, Education Staff Attorney, 202-638-2535, jmoses@nlchp.org; 

Web Address: http://www.nlchp.org

NLCHP’s mission is to prevent and end homelessness by serving as the legal arm of the nationwide 

movement to end homelessness. To achieve its mission, NLCHP pursues three main strategies: 

impact litigation, policy advocacy, and public education. NLCHP strives to place homelessness in 

the larger context of poverty. By taking this approach, NLCHP aims to address homelessness as a 

very visible manifestation of deeper causes: the shortage of affordable housing, insufficient income,

and inadequate social services. NLCHP provides guidance and produces high-quality publications on 

legal issues pertaining to homelessness and poverty.

The National Network for Youth (NN4Y)

Contact: Bob Reeg, Director of Public Policy, 202-783-7949 x3109, bob.reeg@verizon.net

Web Address: http://www.nn4youth.org

NN4Y is the leading advocacy organization for runaway and homeless youth. NN4Y seeks to promote 

opportunities for growth and development for youth who face greater odds due to abuse, neglect, 

family conflicts and disconnection from family, lack of resources, discrimination, differing abilities,

or other life challenges. NN4Y achieves this through advocacy on national policy related to atrisk youth, and through the provision of training, technical assistance, consultation services, and 

publications on the issue of supporting and protecting at-risk youth.

Appendix B - NCHE IDEA brief - Page 7 of 13
This brief was developed by:

National Center for Homeless Education (NCHE)

800-308-2145 (toll-free HelpLine)

http://www.serve.org/nche

Updated Winter 2007

NCHE is supported by the U.S. Department of Education

Student Achievement and School Accountability Programs.

Every state is required to have a State Coordinator for the Education of Homeles 

Children and Youth, and every school district is required to have a local homless 

education liaison. These individuals will assist you with the implementation of 

the McKinney-Vento Act. To find out who your State Coordinator is, visit the

NCHE website at http://www.serve.org/nche.

For further information on the McKinney-Vento 

Act and resources for implementation, call the 

NCHE HelpLine at 800-308-2145 or e-mail 

homeless@serve.org.

Local Homeless Education Liaison:

Appendix B - NCHE IDEA brief - Page 8 of 13
Endnotes

1 “HOMELESS CHILDREN.—The term ‘homeless children’ has the meaning given the term ‘homeless children and

youths’ in section 725 of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11434a).”

Section 602(11); 34 C.F. R. §300.19

2 ‘‘PARENT.—The term ‘parent’ means—

(A) a natural, adoptive, or foster parent of a child (unless a foster parent is prohibited by State law from serving as a 

parent);

(B) a guardian (but not the State if the child is a ward of the State);

(C) an individual acting in the place of a natural or adoptive parent (including a grandparent, stepparent, or other 

relative) with whom the child lives, or an individual who is legally responsible for the child’s welfare; or

(D) except as used in sections 615(b)(2) and 639(a)(5), an individual assigned under either of those sections to be a 

surrogate parent.”

Section 602(23)

“(a) Parent means—

(1) A biological or adoptive parent of a child;

(2) A foster parent, unless State law, regulations, or contractual obligations with a State or local entity prohibit a 

foster parent from acting as a parent;

(3) A guardian generally authorized to act as the child’s parent, or authorized to make educational decisions for the 

child (but not the State if the child is a ward of the State);

(4) An individual acting in the place of a biological or adoptive parent (including a grandparent, stepparent, or other 

relative) with whom the child lives, or an individual who is legally responsible for the child’s welfare; or

(5) A surrogate parent who has been appointed in accordance with section 300.519 or section 639(a)(5) of the Act.

34 C.F.R. §300.30 

3 ‘‘WARD OF THE STATE.—

(A) IN GENERAL.—The term ‘ward of the State’ means a child who, as determined by the State where the child

resides, is a foster child, is a ward of the State, or is in the custody of a public child welfare agency.

(B) EXCEPTION.—The term does not include a foster child who has a foster parent who meets the definition of a

parent in paragraph (23).”

Section 602(36); 34 C.F.R. §300.45

4 ‘‘(a) IN GENERAL.—A State is eligible for assistance under this part for a fiscal year if the State submits a plan

that provides assurances to the Secretary that the State has in effect policies and procedures to ensure that the 

State meets each of the following conditions:...

(3) CHILD FIND.—

(A) IN GENERAL.—All children with disabilities residing in the State, including children with disabilities who

are homeless children or are wards of the State and children with disabilities attending private schools, regardless 

of the severity of their disabilities, and who are in need of special education and related services, are identified,

located, and evaluated and a practical method is developed and implemented to determine which children with 

disabilities are currently receiving needed special education and related services.”

Section 612(a)(3)(A); 34 CFR §300.111

5 “(a) IN GENERAL.—A State is eligible for assistance under this part for a fiscal year if the State submits a plan

that provides assurances to the Secretary that the State has in effect policies and procedures to ensure that the 

State meets each of the following conditions:...

...(11) STATE EDUCATIONAL AGENCY RESPONSIBLE FOR GENERAL SUPERVISION.—

(A) IN GENERAL.—The State educational agency is responsible for ensuring that—...

(iii) in carrying out this part with respect to homeless children, the requirements of subtitle B of title VII of the 

McKinney-Vento Homeless Assistance Act (42 U.S.C. 11431 et seq.) are met.”

Section 612(a)(11)(A)(iii); 34 CFR §300.149(a)(3)

6 “(a) IN GENERAL.—A State is eligible for assistance under this part for a fiscal year if the State submits a plan

that provides assurances to the Secretary that the State has in effect policies and procedures to ensure that the 

State meets each of the following conditions:...

...(21) STATE ADVISORY PANEL.—

‘‘(A) IN GENERAL.—The State has established and maintains an advisory panel for the purpose of providing policy

guidance with respect to special education and related services for children with disabilities in the State.

(B) MEMBERSHIP.—Such advisory panel shall consist of members appointed by the Governor, or any other official

Appendix B - NCHE IDEA brief - Page 9 of 13
authorized under State law to make such appointments, be representative of the State population, and be composed 

of individuals involved in, or concerned with, the education of children with disabilities, including—

...(v) State and local education officials, including officials who carry out activities under subtitle B of title VII of the

McKinney-Vento Homeless Assistance Act (42 U.S.C. 11431 et seq.);

...(x) a representative from the State child welfare agency responsible for foster care; ...

(D) DUTIES.—The advisory panel shall—

(i) advise the State educational agency of unmet needs within the State in the education of children with disabilities;

(ii) comment publicly on any rules or regulations proposed by the State regarding the education of children with 

disabilities;

(iii) advise the State educational agency in developing evaluations and reporting on data to the Secretary under 

section 618;

(iv) advise the State educational agency in developing corrective action plans to address findings identified in

Federal monitoring reports under this part; and

(v) advise the State educational agency in developing and implementing policies relating to the coordination of 

services for children with disabilities.”

Section 612(a)(21); 34 CFR §300.167, §300.168(a)(5), §300.169

7 “EVALUATIONS, PARENTAL CONSENT, AND REEVALUATIONS.—

(1) INITIAL EVALUATIONS.—

...(C) PROCEDURES.—

(i) IN GENERAL.—Such initial evaluation shall consist of procedures—

(I) to determine whether a child is a child with a disability (as defined in section 602) within 60 days of receiving

parental consent for the evaluation, or, if the State establishes a timeframe within which the evaluation must be 

conducted, within such timeframe; and

(II) to determine the educational needs of such child.”

Section 614(a)(1)(C)

 ̈The initial evaluation—

(1) Must be conducted within 60 days of receiving parental consent for the evalution; or

(2) If the State establishes a timeframe within which the evalution must be conducted, within that timeframe.... ̈

34 CFR §300.301(c)

8 “(b) EVALUATION PROCEDURES.— ...

...(3) ADDITIONAL REQUIREMENTS.—Each local educational agency shall ensure that—...

(D) assessments of children with disabilities who transfer from 1 school district to another school district in the same 

academic year are coordinated with such children’s prior and subsequent schools, as necessary and as expeditiously 

as possible, to ensure prompt completion of full evaluations.”

Section 614(b)(3)(D)

“Each public agency must ensure that—

(5) Assessments of children with disabilities who transfer from one public agency to another public agency in 

the same school year are coordinated with those children’s prior and subsequent schools, as necessary and as 

expeditiously as possible, consistent with section 300.301(d)(2) and (e), to ensure prompt completion of full 

evalutions.”

34 CFR §300.304 (c)(5)

9 “EXCEPTION.—The relevant timeframe in subparagraph (i)(I) shall not apply to a local educational agency if –

(I) a child enrolls in a school served by the local educational agency after the relevant timeframe in clause (i)(I) has 

begun and prior to a determination by the child’s previous local educational agency as to whether the child is a child 

with a disability (as defined in section 602), but only if the subsequent local educational agency is making sufficient

progress to ensure a prompt completion of the evaluation, and the parent and subsequent local educational agency 

agree to a specific time when the evaluation will be completed.”

Section 614(a)(1)(C)(ii)

 ̈(d) Exception. The time frame described in paragraph (c)(1) of this section does not apply to a public agency if—

...(2) A child enrolls in a school of another public agency after the relevant timeframe in paragraph (c)(1) of this 

section has begun, and prior to a determination by the child’s previous public agency as to whether the child is a 

child with a disability under section 300.8.

(e) The exception in paragraph (d)(2) of this section applies only if the subsequent public agency is making sufficient

progress to ensure a prompt completion of the evaluation, and the parent and subsequent public agency agree to a 

specific time when the evaluation will be completed.”

34 CFR 300.301 (d) – (e)

Appendix B - NCHE IDEA brief - Page 10 of 13
10 “(d) INDIVIDUALIZED EDUCATION PROGRAMS...	

(2) REQUIREMENT THAT PROGRAM BE IN EFFECT.—

...(C) PROGRAM FOR CHILDREN WHO TRANSFER SCHOOL DISTRICTS.—

(i) IN GENERAL.—

(I) TRANSFER WITHIN THE SAME STATE.—In the case of a child with a disability who transfers school districts

within the same academic year, who enrolls in a new school, and who had an IEP that was in effect in the same 

State, the local educational agency shall provide such child with a free appropriate public education, including 

services comparable to those described in the previously held IEP, in consultation with the parents until such time 

as the local educational agency adopts the previously held IEP or develops, adopts, and implements a new IEP that 

is consistent with Federal and State law.

(II) TRANSFER OUTSIDE STATE.—In the case of a child with a disability who transfers school districts within

the same academic year, who enrolls in a new school, and who had an IEP that was in effect in another State, 

the local educational agency shall provide such child with a free appropriate public education, including services 

comparable to those described in the previously held IEP, in consultation with the parents until such time as the 

local educational agency conducts an evaluation pursuant to subsection (a)(1), if determined to be necessary by such 

agency, and develops a new IEP, if appropriate, that is consistent with Federal and State law.”

Section 614(d)(2)(C)(i)

“(e) IEPs for children who transfer public agencies in the same State. If a child with a disability (who had a previous

IEP that was in effect in a previous agency in the same State) transfers to a new public agency in the same State, 

and enrolls in a new school within the same school year, the new public agency (in consultation with the parents) 

must provide FAPE to the child (including services comparable to those described in the child’s IEP from the 

previous public agency), until the new public agency either—

(1) Adopts the child’s IEP from the previous public agency; or

(2) Develops, adopts, and implements a new IEP that meets the applicable requirements in section 300.320 through 

300.324.

(f) IEPs for children who transfer from another State. If a child with a disability (who had an IEP that was in effect 

in a previous public agency in another State) transfers to a public agency in a new State, and enrolls in a new school 

within the same school year, the new public agency (in consultation with the parents) must provide the child with 

FAPE (including services comparable to those described in the child’s IEP from the previous public agency), until the 

new public agency—

(1) Conducts an evaluation pursuant to section 300.304 through 300.306 (if determined to be necessary by the new 

public agency); and

(2) Develops, adopts, and implements a new IEP, if appropriate, that meets the applicable requirements in section 

300.320 through 300.324.

 34 CFR §300.323 (e)-(f)

11 “(ii) TRANSMITTAL OF RECORDS.—To facilitate the transition for a child described in clause (i)—

(I) the new school in which the child enrolls shall take reasonable steps to promptly obtain the child’s records, 

including the IEP and supporting documents and any other records relating to the provision of special education or 

related services to the child, from the previous school in which the child was enrolled, pursuant to section 99.31(a)(2) 

of title 34, Code of Federal Regulations; and

(II) the previous school in which the child was enrolled shall take reasonable steps to promptly respond to such 

request from the new school.”

Section 614(d)(2)(C)(ii); 34 CFR §300.323 (g)

12 “(a)Each public agency must ensure that the rights of a child are protected when—...(4) The child is an

unaccompanied homeless youth as defined in section 725(6) of the McKinney-Vento Homeless Assistance Act (42

U.S.C. 11434a(6))....”

34 CFR §300.519(a)

13 See endnote 2, Section 602(23)(C); 34 C.F.R. §300.30.

“Include means that the items named are not all the possible items that are covered, whether like or unlike the ones

named.”

34 C.F.R. §300.20

14 “TYPES OF PROCEDURES.—The procedures required by this section shall include the following:

...‘‘(2)(A) Procedures to protect the rights of the child whenever the parents of the child are not known, the agency

cannot, after reasonable efforts, locate the parents, or the child is a ward of the State, including the assignment of 

an individual to act as a surrogate for the parents, which surrogate shall not be an employee of the State educational 

agency, the local educational agency, or any other agency that is involved in the education or care of the child. In the 

Appendix B - NCHE IDEA brief - Page 11 of 13
case of—...

(ii) an unaccompanied homeless youth as defined in section 725(6) of the McKinney-Vento Homeless Assistance Act

(42 U.S.C. 11434a(6)), the local educational agency shall appoint a surrogate in accordance with this paragraph.

(B) The State shall make reasonable efforts to ensure the assignment of a surrogate not more than 30 days after 

there is a determination by the agency that the child needs a surrogate.”

Section 615(b)(2)

“(a) Each public agency must ensure that the rights of a child are protected when—...(4) The child is an

unaccompanied homeless youth as defined in section 725(6) of the McKinney-Vento Homeless Assistance Act (42

U.S.C. 11434a(6))....

(b) The duties of a public agency under paragraph (a) of this section include the assignment of an individual to act as 

a surrogate for the parents. This must include a method—

(1) For determining whether a child needs a surrogate parent; and

(2) For assigning a surrogate parent to the child.”

34 CFR §300.519(a)-(b)

15 “Unaccompanied homeless youth. In the case of a child who is an unaccompanied homeless youth, appropriate

staff of emergency shelters, transitional shelters, independent living programs, and street outreach programs may 

be appointed as temporary surrogate parents without regard to paragraph (d)(2)(i) of this section, until a surrogate 

parent can be appointed that meets all of the requirements of paragraph (d) of this section.”

34 CFR §300.519(f)

“Section 300.519(f) allows LEAs to appoint a temporary surrogate parentsfor a child who is an unaccompanied

homeless youth, without regard to the requirement in §300.519(d)(2)(i) that a surrogate parent not be an 

employee of any agency involved in the education or care of the child. Thus, a temporary surrogate parent for an 

unaccompanied homeless youth may include State, LEA, or agency staff that is involved in the education or care 

of the child.... Section 519(f) specifically allows the appointment of a temporary surrogate parent without regard

to the non-employee requirements in §300.519(d)(2)(i). There are no similar exceptions for the requirements in 

§300.519(d)(2)(ii) and (iii). Therefore, temporary surrogate parents for unaccompanied homeless youth must 

not have a personal or professional interest that conflicts with the interest of the child the surrogate parent

represents, and must have the knowledge and skills that ensure adequate representation of the child, consistent 

with§300.519(d)(2)(ii) and (iii), respectively.”

71 Fed. Reg. 46712 (August 14, 2006)

16 “(iii) CONSENT FOR WARDS OF THE STATE.—

(I) IN GENERAL.—If the child is a ward of the State and is not residing with the child’s parent, the agency shall

make reasonable efforts to obtain the informed consent from the parent (as defined in section 602) of the child for an

initial evaluation to determine whether the child is a child with a disability.

(II) EXCEPTION.—The agency shall not be required to obtain informed consent from the parent of a child for an

initial evaluation to determine whether the child is a child with a disability if—

(aa) despite reasonable efforts to do so, the agency cannot discover the whereabouts of the parent of the child;

(bb) the rights of the parents of the child have been terminated in accordance with State law; or

(cc) the rights of the parent to make educational decisions have been subrogated by a judge in accordance with State

law and consent for an initial evaluation has been given by an individual appointed by the judge to represent the

child.”

Section 614(a)(1)(C)(iii); 34 CFR §300.300(a)(2)

17 “(2)(A) ...In the case of—

‘‘(i) a child who is a ward of the State, such surrogate may alternatively be appointed by the judge overseeing the

child’s care provided that the surrogate meets the requirements of this paragraph....”

Section 615(b)(2)(A)(i); 34 CFR §300.519(c)

18 “EARLY INTERVENING SERVICES.—

(1) IN GENERAL.—A local educational agency may not use more than 15 percent of the amount such agency

receives under this part for any fiscal year, less any amount reduced by the agency pursuant to subsection (a)(2)(C),

if any, in combination with other amounts (which may include amounts other than education funds), to develop and 

implement coordinated, early intervening services, which may include interagency financing structures, for students

in kindergarten through grade 12 (with a particular emphasis on students in kindergarten through grade 3) who 

have not been identified as needing special education or related services but who need additional academic and

behavioral support to succeed in a general education environment.

(2) ACTIVITIES.—In implementing coordinated, early intervening services under this subsection, a local

educational agency may carry out activities that include—

Appendix B - NCHE IDEA brief - Page 12 of 13
...(B) providing educational and behavioral evaluations, services, and supports, including scientifically based

literacy instruction.”

Section 613(f); 34 CFR §300.226(a)-(b)(2)

19 “TYPES OF PROCEDURES.—The procedures required by this section shall include the following:

...(7)(A) Procedures that require either party, or the attorney representing a party, to provide due process complaint 

notice in accordance with subsection (c)(2) (which shall remain confidential)—

(ii) that shall include—

(I) the name of the child, the address of the residence of the child (or available contact information in the case of a 

homeless child), and the name of the school the child is attending;

(II) in the case of a homeless child or youth (within the meaning of section 725(2) of the McKinney-Vento Homeless 

Assistance Act (42 U.S.C. 11434a(2)), available contact information for the child and the name of the school the child 

is attending....”

Section 615(b)(7)(A)(ii); 34 CFR §§300.507-508(b)(4)

20 “In order to be eligible for a grant under section 633, a State shall provide assurances to the Secretary that the

State—

(1) has adopted a policy that appropriate early intervention services are available to all infants and toddlers with 

disabilities in the State and their families, including Indian infants and toddlers with disabilities and their families 

residing on a reservation geographically located in the State, infants and toddlers with disabilities who are homeless 

children and their families, and infants and toddlers with disabilities who are wards of the State”

Section 634(1)

21 “(a) IN GENERAL.—A statewide system described in section 633 shall include, at a minimum, the following

components:...

(2) A State policy that is in effect and that ensures that appropriate early intervention services based on 

scientifically based research, to the extent practicable, are available to all infants and toddlers with disabilities and

their families, including Indian infants and toddlers with disabilities and their families residing on a reservation 

geographically located in the State and infants and toddlers with disabilities who are homeless children and their 

families.”

Section 635(a)(2)

22 “ASSURANCES.—The application described in subsection (a)—...

(7) shall provide satisfactory assurance that policies and procedures have been adopted to ensure meaningful 

involvement of underserved groups, including minority, low-income, homeless, and rural families and children with 

disabilities who are wards of the State, in the planning and implementation of all the requirements of this part.”

Section 637(b)(7)

23 “The Conferees intend that the public awareness program include a broad range of referral sources such as

homeless family shelters, clinics and other health service related offices, public schools and officials and staff in the

child welfare system.”

Report page 68 (290)

24 “IN GENERAL.—The council shall be composed as follows:...

(K) OFFICE OF THE COORDINATOR OF EDUCATION OF HOMELESS CHILDREN AND YOUTH.—Not less

than 1 member shall be a representative designated by the Office of Coordinator for Education of Homeless Children

and Youths.

(L) STATE FOSTER CARE REPRESENTATIVE.—Not less than 1 member shall be a representative from the State

child welfare agency responsible for foster care.” 

Section 641(b)(1)(K) and (L)

Appendix B - NCHE IDEA brief - Page 13 of 13
B

Runaway and Homeless Youth Act

The Runaway and Homeless Youth Act (RHYA) is administered by the Family and Youth Services 

Bureau of the U.S. Department of Health and Human Services. The RHYA program provides 

funding for basic center programs, transitional living programs, and street outreach programs that 

serve runaway and homeless youth. Following is the Family and Youth Service Bureau Information 

Memorandum No. 1-2006, which states that Basic Center and Transitional Living programs must 

coordinate with local homeless education liaisons to ensure that runaway and homeless youth are 

provided with information regarding the educational services available to them.

Full Legislative Text

■ The full text of the Runaway and Homeless Youth Act is available at http://www.acf.hhs.gov/

programs/fysb/content/aboutfysb/RHYComp.pdf.

Additional Resources

■ NCHE Information by Topic: Unaccompanied Youth webpage; visit http://www.serve.

org/nche/ibt/sc_youth.php: This NCHE webpage provides information on supporting 

unaccompanied youth experiencing homelessness.
Family and Youth Services Bureau

Information Memorandum

U.S. Department of Health and Human Services

Administration for Children and Families

Family and Youth Services Bureau

Washington, DC 20447

No. 1-2006 Date: 01/09/2006

TO: FYSB Runaway and Homeless Youth Program Grantees

SUBJECT: Runaway and Homeless Youth (RHY) program coordination with the 

McKinney-Vento School Act (Subtitle B or title VII; 42 U.S.C. 11432 

et seq). For statutory language on the McKinney-Vento School Act, 

visit the Department of Education site: 

http://www.ed.gov/programs/homeless/legislation.html. 

PURPOSE: To inform the nation’s Runaway and Homeless Youth grantees about

the McKinney-Vento provision in the Runaway and Homeless Youth 

Act (Title III of the Juvenile Justice and Delinquency Prevention Act 

of 1974), as amended by the Runaway, Homeless and Missing 

Children Protection Act of 2003, Public Law 108-96. 

REFERENCES: P.L. 108-96 (http://www.acf.hhs.gov/programs/fysb/content/

aboutfysb/RHYComp.pdf) 

BACKGROUND: 

On October 10, 2003, the President signed the Runaway, Homeless 

and Missing Children Protection Act, which reauthorized the 

Runaway and Homeless Youth Act through Fiscal Year 2008. Under 

the reauthorization, Basic Center and Transitional Living programs 

must ensure coordination with school district liaisons under the 

McKinney-Vento Homeless Assistance Act, so that runway and 

homeless youth are provided with information regarding the 

educational services available to them. (Section 312 and 322).

The McKinney-Vento Homeless Education Assistance Act applies 

to “unaccompanied youth” defined as youth who are not in the 

physical custody of a parent or guardian, which includes youth who 

have run away from home or are homeless. The Act removes barriers 

to school enrollment for unaccompanied youth such as waiving 

documentation requirements (i.e. proof of immunization) or adopting 

more lenient attendance policies. The Act requires that states address 

enrollment delays for youth without guardians and take steps to enroll 

such youth in school immediately. Some states allow unaccompanied 

youth to enroll independently or allow the service agency to sign for 

them in the role of caregiver.

Appendix B - FYSB Memo No. 1-2006 - Page 1 of 4
The McKinney-Vento Homeless Education Assistance Act states that 

it is the responsibility of the school district liaison to: “assist 

unaccompanied youth in placement and enrollment decisions, explain 

the youth’s right to appeal school decisions, ensure the youth is 

immediately enrolled in school while appeals are pending, and ensure 

the youth has access to transportation to school” (42 U.S.C. 

§§11432). Liaisons are obligated to identify and ensure that 

RHY/unaccompanied youth have a smooth transition into school and 

receive the support services they are guaranteed under law. However, 

states have different timelines for meeting these objectives and may 

also define these needs differently than service providers. A check of 

the related state requirements and regulations may be necessary.

TIPS FOR

STRONGER 

COORDINATION

Introduce the agency and the services provided to the liaison. Work 

on building a strong collaborative relationship, since this person will 

be a strong advocate during the intake process. Discuss issues 

regarding youth guardianship, case management and existing policies 

that may pose a barrier to receiving timely educationa l services. 

Decide how to introduce the youth to the school and how to best 

represent the student’s interests in the educational planning process.

To identify the school district liaison contact your state coordinator. 

A list of state coordinators is attached. This information can also be 

found online at http://www.serve.org/nche/downloads/sccontact.pdf. 

Be an advocate for the student in school. Periodically visit with the

school administrators, teachers and counselors to educate them about 

the homeless/runaway/throwaway youth population. Encourage 

school personnel to contact the McKinney-Vento liaison for additional 

guidance. This will ensure that the school is aware of and sympathetic 

to the issues facing RHY students. It can also establish a resource 

where schools will feel comfortable making referrals to the agency for 

assistance. Visits and participation also help programs to learn more 

about how the schools in your district operate. For example, do they 

require school uniforms? Can these be made available to temporary 

students?

Learn the specific state laws for providing educational services. Most 

states will serve youth until a high school graduation or equivalent and 

up to at least age 18 (older in some states). For special education 

students, federal law guarantees access to services until age 22 

(Individuals with Disabilities Education Act IDEA). A youth who 

needs special education services cannot be denied access; however 

someone who is legally responsible for the youth will have to 

authorize services. To accommodate this process the RHY program 

should work with the student to identify an adult relative or legal 

representative. 

Inform young people upon intake about their rights to an education 

and how they can access educational services. They should know that 

Appendix B - FYSB Memo No. 1-2006 - Page 2 of 4
they are eligible for immediate school enrollment in their district 

school or school of origin if feasible. This should include their right 

to attend their school of origin or local school, rights to transportation 

to/from school, the right to participate fully in school activities, and 

the right to appeal school enrollment decisions. 

Be aware of alternative school options for youth such as vocational 

education, credit-for-work programs and flexible school hours. Your 

school district liaison can explain specific programs in your area. 

Consider additional ways that you can support the educational needs 

of the young people in case. Many RHY centers and programs 

provide tutoring, onsite classes or enrichment, transportation to 

schools, advocacy for navigating the system and encouragement 

toward completion of their education. For Transitional Living 

Programs, education enrollment and/or completion or GED attainment 

may be a requirement for enrolled youth.

ATTACHMENTS: Information for School-Aged Youth poster, Dept. of Education. Call 

1-800-308-2145 to order additional copies. This publication is also 

available in Spanish.

State Coordinators List, National Center for Homeless Education, 

http://www.serve.org/nche/downloads/sccontact.pdf

ADDITIONAL 

RESOURCES:

The National Center for Homeless Education (NCHE)

Web Address: www.serve.org/nche 

NCHE, funded by the U.S. Department of Education, is a national 

resource center, providing valuable information, training, and 

materials to educators and community members seeking to address the 

educational needs of homeless children and their families. 

U.S. Department of Education, Education for Homeless Children and 

Youth Program

Web Address: www.ed.gov/programs/homeless/index.html

The Education for Homeless Children and Youth Program oversees 

the education of homeless children and youth in our nation's public 

schools, including the granting of McKinney-Vento funds and the 

monitoring of their usage.

INQUIRIES: Inquiries should be directed to your Lead Regional Youth Specialist:

Maryellen Connors – Region I; (617) 565-1119 

Junius Scott – Region II; (212) 264-2896 

Gary Koch – Region III; (215) 861-4022 

Ruth Walker – Region IV; (404) 562-2901 

Bill Clair – Region V; (312) 535-0166 

Appendix B - FYSB Memo No. 1-2006 - Page 3 of 4
Ralph Rogers – Region VI; (214) 767-2977 

Dale Scott – Region VII; (816) 426-2295 

Al Martinez – Region VIII; (303) 844-1172 

Deborah Oppenheim – Region IX; (415) 437-8426 

Steve Ice – Region X; (206) 615-2210 

 

Appendix B - FYSB Memo No. 1-2006 - Page 4 of 4
B

Title I, Part A, of the No Child Left Behind Act

Title I, Part A, of the No Child Left Behind Act (NCLB) provides financial assistance through SEAs 

to LEAs and schools with high numbers or high percentages of low-income children to help ensure 

that all children meet challenging state academic standards. Following is the text of Title I, Part 

A, of the No Child Left Behind Act that deals with supporting children and youth experiencing 

homelessness with Title I, Part A, funds.

Full Legislative Text

■ The full text of Title I, Part A, of the No Child Left Behind Act is available at http://www.ed.gov/

policy/elsec/leg/esea02/pg2.html.

Additional Resources

■ Homeless Education and Title I: Collaboration and Compliance; available for viewing at 

http://servepres.serve.org/p79332226: This online audiovisual training explains the relationship 

between the McKinney-Vento Homeless Assistance Act and Title I, Part A, of the No Child Left 

Behind Act. Concepts covered include comparable services, the mandatory reservation of funds, 

and strategies for collaboration between the programs.

■ Title I and Homelessness brief; available for downloading at http://www.serve.org/nche/

briefs.php: This brief identifies the key provisions of the McKinney-Vento Homeless Assistance 

Act and Title I, Part A, of the No Child Left Behind Act that deal with the provision of services to 

children and youth experiencing homelessness.

■ U.S. Department of Education Draft Non-Regulatory Guidance, Section M; available for 

downloading at http://www.serve.org/nche/downloads/guidance_jul2004.pdf: Section M of 

the U.S. Department of Education’s Non-Regulatory Guidance deals with the coordination of the 

Education for Homeless Children and Youth (EHCY) Program and the Title I, Part A, program.

■ NCHE Information by Topic: Title I, Part A, webpage; visit http://www.serve.org/nche/ibt/

sc_titlei.php: This NCHE webpage provides information on using Title I, Part A, funds to support 

the education of children and youth experiencing homelessness.
B

Title I, Part A, of the No Child Left Behind Act (Public Law 107-110)

(Excerpts related to the education of children and youth experiencing homelessness)

SEC 111. STATE PLANS

‘‘(a) PLANS REQUIRED.—

‘‘(1) IN GENERAL.—For any State desiring to receive a grant under this part, the State 

educational agency shall submit to the Secretary a plan, developed by the State educational 

agency, in consultation with local educational agencies, teachers, principals, pupil services 

personnel, administrators (including administrators of programs described in other parts of 

this title), other staff, and parents, that satisfies the requirements of this section and that is 

coordinated with other programs under this Act, the Individuals with Disabilities Education 

Act, the Carl D. Perkins Vocational and Technical Education Act of 1998, the Head Start Act, 

the Adult Education and Family Literacy Act, and the McKinney-Vento Homeless Assistance 

Act.

SEC 112. LOCAL EDUCATIONAL AGENCY PLANS

‘‘(a) PLANS REQUIRED.—

‘‘(1) SUBGRANTS.—A local educational agency may receive a subgrant under this part 

for any fiscal year only if such agency has on file with the State educational agency a plan, 

approved by the State educational agency, that is coordinated with other programs under 

this Act, the Individuals with Disabilities Education Act, the Carl D. Perkins Vocational and 

Technical Education Act of 1998, the McKinney-Vento Homeless Assistance Act, and other 

Acts, as appropriate.

‘‘(b) PLAN PROVISIONS.—

‘‘(1) IN GENERAL.—In order to help low-achieving children meet challenging achievement 

academic standards, each local educational agency plan shall include—...

‘‘(E) a description of how the local educational agency will coordinate and integrate 

services provided under this part with other educational services at the local 

educational agency or individual school level, such as—...

‘‘(ii) services for children with limited English proficiency, children with 

disabilities, migratory children, neglected or delinquent youth, Indian children 

served under part A of title VII, homeless children, and immigrant children in 

order to increase program effectiveness, eliminate duplication, and reduce 

fragmentation of the instructional program;...

‘‘(O) a description of the services the local educational agency will provide 

homeless children, including services provided with funds reserved under section 

1113(c)(3)(A);
B

SEC 113. ELIGIBLE SCHOOL ATTENDANCE AREAS

“(c) ALLOCATIONS.—...

‘‘(3) RESERVATION.—A local educational agency shall reserve such funds as are necessary 

under this part to provide services comparable to those provided to children in schools 

funded under this part to serve—

‘‘(A) homeless children who do not attend participating schools, including providing 

educationally related support services to children in shelters and other locations 

where children may live;

SEC 115. TARGETED ASSISTANCE SCHOOLS

‘‘(b) ELIGIBLE CHILDREN.—...

‘‘(2) CHILDREN INCLUDED.—...

‘‘(E) HOMELESS CHILDREN.—A child who is homeless and attending any school 

served by the local educational agency is eligible for services under this part.
C

Appendix C:

Awareness Materials

One of the main roles of the local homeless education liaison is to ensure that school district 

personnel and community members, including those eligible for services under the McKinneyVento Homeless Assistance Act, are aware of the Act and its provisions. An important component 

of awareness is the ability to recognize the signs of homelessness.

Appendix C includes:

■ Common Signs of Homelessness Flyer

■ NCHE educational rights poster, for parents (8 1/2 x 11, black and white)

■ NCHE educational rights poster, for youth (8 1/2 x 11, black and white)

■ NCHE Homeless Education Awareness Flyer

Additional Resources

■ NCHE awareness products; available for ordering at http://www.serve.org/nche/online_

order.php:

■ Educational Rights Poster: This poster explains who qualifies as homeless under the 

McKinney-Vento Homeless Assistance Act and lists the educational rights of children and 

youth experiencing homelessness. Place these posters in your school or community to 

generate public awareness. Available in youth and parent versions and in English and 

Spanish.

■ Homeless Education Awareness Folder: This sturdy, laminated folder provides an 

attractive way to inform colleagues and potential donors about the issues central to the 

education of children and youth experiencing homelessness. Customize the information 

presented by filling the folder with the resources most pertinent to your audience.

■ NCHE Brochure: This brochure explains the educational rights of children and youth 

experiencing homelessness and provides information about NCHE’s mission and services, 

including the NCHE homeless education helpline.
C

■ Parent Brochure: This brochure explains the educational rights of children and youth 

experiencing homelessness and informs parents about ways in which they can support their 

children’s education during times of mobility.

■ NCHE homeless education issue briefs; available for downloading at http://www.serve.

org/nche/briefs.php:

■ Introduction to the Issues brief: This brief provides an overview of the main issues within 

the field of homeless education. It is a good general resource, but is also particularly helpful 

for introducing new people to the field or introducing the issue to those outside of the field.

■ Who is Homeless? brief: This brief provides the definition of “homeless”, as stated in 

the McKinney-Vento Homeless Assistance Act, and offers strategies for determining 

homelessness by the definition.

■ NCHE Information by Topic: Awareness Videos webpage; visit http://www.serve.org/

nche/ibt/aw_video.php: This webpage lists video resources that help create awareness of the 

provisions of the McKinney-Vento Homeless Assistance Act and the plight of homeless people, 

including families with children, in the United States.
Note: While these are considered common signs, 

please recognize that they only offer general guidance. 

There is significant variability within the school-age 

homeless population. Individual students may differ 

significantly from the following general characteristics.

Lack of Continuity in Education

■ Attendance at many different schools

■ Lack of records needed to enroll

■ Inability to pay fees

■ Gaps in skill development

■ Mistaken diagnosis of abilities

■ Poor organizational skills

■ Poor ability to conceptualize

Poor Health/Nutrition

■ Lack of immunizations and/or immunization 

records

■ Unmet medical and dental needs

■ Respiratory problems

■ Skin rashes

■ Chronic hunger (may hoard food)

■ Fatigue (may fall asleep in class)

Transportation and Attendance Problems

■ Erratic attendance and tardiness

■ Numerous absences

■ Lack of participation in after-school activities

■ Lack of participation in field trips

■ Inability to contact parents

Poor Hygiene

■ Lack of shower facilities/washers, etc.

■ Wearing same clothes for several days

■ Inconsistent grooming

Lack of Personal Space After School

■ Consistent lack of preparation for school

■ Incomplete or missing homework (no place to 

work or keep supplies)

■ Unable to complete special projects (no access to 

supplies)

■ Lack of basic school supplies

■ Loss of books and other supplies on 

a regular basis

■ Concern for safety of belongings

Social and Behavioral Concerns

■ A marked change in behavior

■ Poor/short attention span

■ Poor self-esteem

■ Extreme shyness

■ Unwillingness to risk forming 

relationships with peers and teachers

■ Difficulty socializing at recess

■ Difficulty trusting people

■ Aggression

■ “Old” beyond years

■ Protective of parents

■ Clinging behavior

■ Developmental delays

■ Fear of abandonment

■ School phobia (student wants to 

be with parent)

■ Anxiety late in the school day

Reaction/Statements by Parent, 

Guardian, or Child 

■ Exhibiting anger or embarrassment when asked 

about current address

■ Mention of staying with grandparents, other 

relatives, friends, or in a motel, or comments, such 

as

■ “I don’t remember the name of the last school.”

■ “We’ve been moving around a lot.”

■ “Our address is new; I can’t remember it”

■ “We’re staying with relatives until we get 

settled.”

■ “We’re going through a bad time.”

Common signs adapted from flyers developed by the Illinois and Pennsylvania Departments of 

Education. For more information on homeless education, visit the National Center for Homeless 

Education website at http://www.serve.org/nche.

Common Signs of Homelessness
1-800-308-2145

If you need further assistance, call the

National Center for Homeless Education

at the toll-free HelpLine number:

1-800-308-2145

If your family lives in any of the following situations:

• In a shelter, motel, vehicle, or campground

• On the street

• In an abandoned building, trailer, or other inadequate accommodations, or

• Doubled up with friends or relatives because you cannot find or afford housing

Then, your preschool-aged and school-aged

children have certain rights or protections

under the McKinney-Vento Homeless

Education Assistance Act.

Your children have the right to:

• Go to school, no matter where you live or how long you

have lived there. They must be given access to the same

public education, including preschool education, provided

to other children.

• Continue in the school they attended before you became

homeless or the school they last attended, if that is your choice

and is feasible. If a school sends your child to a school other than

the one you request, the school must provide you with a written

explanation and offer you the right to appeal the decision.

• Receive transportation to the school they attended before

your family became homeless or the school they last attended,

if you or a guardian request such transportation.

• Attend a school and participate in school programs with children

who are not homeless. Children cannot be separated from the

regular school program because they are homeless.

• Enroll in school without giving a permanent address. Schools

cannot require proof of residency that might prevent or delay

school enrollment.

• Enroll and attend classes while the school arranges for the

transfer of school and immunization records or any other

documents required for enrollment.

• Enroll and attend classes in the school of your choice even

while the school and you seek to resolve a dispute over

enrolling your children.

• Receive the same special programs and services, if needed,

as provided to all other children served in these programs.

• Receive transportation to school and to school programs.

When you move, you should do the following:

• Contact the school district’s local liaison for homeless

education (see phone number below) for help in enrolling

your child in a new school or arranging for your child to

continue in his or her former school. (Or, someone at a

shelter, social services office, or the school can direct you

to the person you need to contact.)

• Contact the school and provide any information you think

will assist the teachers in helping your child adjust to

new circumstances.

• Ask the local liaison for homeless education, the shelter

provider, or a social worker for assistance with clothing

and supplies, if needed.

Local Area Contacts:

State Coordinator:

Information for Parents
1-800-308-2145

If you need further assistance, call the

National Center for Homeless Education

at the toll-free HelpLine number:

1-800-308-2145

Information for School-Aged Youth

If you live in any of the following situations:

• In a shelter, motel, vehicle, or campground

• On the street

• In an abandoned building, trailer, or other inadequate accommodations, or

• Doubled up with friends or relatives because you cannot find or afford housing

Then, you have certain rights or protections

under the McKinney-Vento Homeless Education

Assistance Act.

You have the right to:

• Go to school, no matter where you live or how long you have

lived there. You must be given access to the same public education

provided to other students.

• Continue in the school you attended before you became homeless

or the school you last attended, if that is your choice and is feasible.

The school district’s local liaison for homeless education must assist

you, if needed, and offer you the right to appeal a decision regarding

your choice of school if it goes against your wishes.

• Receive transportation to the school you attended before you

became homeless or the school you last attended, if you request

such transportation.

• Attend a school and participate in school programs with students

who are not homeless. Students cannot be separated from the

regular school program because they are homeless.

• Enroll in school without giving a permanent address. Schools

cannot require proof of residency that might prevent or delay

school enrollment.

• Enroll and attend classes while the school arranges for the transfer

of school and immunization records or any other documents

required for enrollment.

• Enroll and attend classes in the school of your choice even while

the school and you seek to resolve a dispute over enrollment.

• Receive the same special programs and services, if needed, as

provided to all other students served in these programs.

• Receive transportation to school and to school programs.

When you move, you should do the following:

• Contact the school district’s local liaison for homeless

education (see phone number below) for help in enrolling

in a new school or arranging to continue in your former

school. (Or, someone at a shelter, social services office, or

the school can direct you to the person you need to contact.)

• Tell your teachers anything that you think they need to

know to help you in school.

• Ask the local liaison for homeless education, the shelter

provider, or a social worker for assistance with clothing

and supplies, if needed.

Local Area Contacts:

State Coordinator:
This face

and more than

1 million like it

are

homeless

every year.

And it’s hard to do homework when you don’t 

have a home. Yet approximately 1.4 million 

children and youth will face that challenge this 

year. 

Receiving an education is critical to breaking 

the cycle of homelessness in the lives of these 

children and youth. Federal law protects their 

right to a free, appropriate public education.

For more information on the rights of and 

services available to children and youth 

experiencing homelessness, please contact:

Local Homeless Education Liaison

Homeless Education Awareness Flyer compliments of:

National Center for Homeless Education

800-308-2145 (toll-free Helpline)

http://www.serve.org/nche
D

Appendix D:

Enrollment Tools

Immediate enrollment for children and youth experiencing homelessness is a key provision of the 

McKinney-Vento Homeless Assistance Act. The enrollment tools contained in this appendix will 

assist school districts in complying with federal law by enrolling children and youth experiencing 

homelessness immediately, even if they lack the documentation normally required for enrollment.

Appendix D includes:

■ Sample form: Student Residency Form

■ Sample form: Determining Feasibility of School Placement

■ Sample form: Sample Affidavit for Missing Enrollment Documentation

■ Sample form: Caregiver Authorization Form

■ Sample form: Written Notification of Enrollment Decision

Additional Resources

■ U.S. Department of Education Draft Non-Regulatory Guidance, Section G; available for 

downloading at http://www.serve.org/nche/downloads/guidance_jul2004.pdf: Section G of 

the U.S. Department of Education’s Non-Regulatory Guidance deals with the school placement, 

school enrollment, and eligibility for services of children and youth experiencing homelessness.

■ NCHE enrollment tools; available for ordering at http://www.serve.org/nche/online_order.

php:

■ Enrollment: Ready Reference for School (enrollment foldout): This handy foldout 

pamphlet assists local homeless education liaisons and enrollment personnel in 

understanding the legal guidelines for the immediate school enrollment of children and 

youth experiencing homelessness. Its compact size and foldout format make it a great 

desktop reference.

■ Parent Pack Pocket Folder: This sturdy, laminated folder provides parents a place to 

keep important records and documents related to their children’s education. The folder also 
D

includes information on the rights of children and youth experiencing homelessness and 

helpful tips about enrollment and disenrollment. Available in Spanish and English.

■ NCHE homeless education issue briefs; available for downloading at http://www.serve.

org/nche/briefs.php:

■ Determining Eligibility for Rights and Services Under the McKinney-Vento Act brief: 

This brief offers step-by-step guidance on determining homelessness among children and 

youth whose living arrangements vary from the examples given in the McKinney-Vento 

definition of “homeless”.

■ Guiding the Discussion on School Selection brief: This brief identifies the key provisions 

of the McKinney-Vento Homeless Assistance Act dealing with the homeless student’s right 

to attend either the school of origin or the local attendance area school. It includes a helpful 

checklist to use when approaching the school selection decision.

■ Prompt and Proper Placement: Enrolling Students Without Records brief: This 

brief offers teachers, school counselors, and other school personnel valuable tools and 

information to assist in making sound educational decisions for the immediate placement of 

homeless children and youth in appropriate classroom settings.
Student Residency Form

This form is intended to address the requirements of the McKinney-Vento Act (Title X, Part C of the 

No Child Left Behind Act). The question below is to assist in determining if the student meets the 

eligibility criteria for services provided under the McKinney-Vento Act. In the event that the child is 

not staying with his/her parent(s) or guardian(s), use the caregiver authorization form to address 

guardianship issues.

Where does the student stay at night?

_____ in a shelter _____ in another location that is not appropriate for people 

(e.g., an abandoned building)

_____ in a motel/hotel

_____ temporarily with more than one family in a house, 

mobile home, or apartment (because the family does not have 

a place of its own)

_____ in a car _____ other (in an arrangement that is not fixed, regular, and 

adequate and is not described by the other choices)

_____ at a campsite

Name of school: _________________________________________________________________

Name of student: ________________________________ Student’s date of birth: _____________

I, (name) _______________________________________________________________________ 

declare as follows:

I am the parent/legal guardian of (name of student) ________________________________,

who is of school age and is seeking enrollment in (name of school district) ___________________

_____________.

Since (date) _____________, our family has not had a permanent residence.

Under penalty of perjury under the laws of this state, I declare that the information provided here 

is true and correct and of my own personal knowledge and that, if called upon to testify, I would be 

competent to do so.

Name of person completing the form: ________________________________

Signature: _______________________________________________ Date: _____________

Address: _______________________________________________________________________

Phone number: ___________________________ E-mail address: _________________________

I can be reached for emergencies at: ___________________________

Adapted from materials from the California Department of Education and the San Antonio Independent School District.
Introduction to Determining Feasibility of School 

Placement

The McKinney-Vento Homeless Assistance Act states that once a child has been identified as 

homeless, residency requirements do not apply. The federal law requires that a child or youth 

experiencing homelessness attend one of the following:

■ The school of origin: The school that the child last attended before experiencing 

homelessness or the school where the student was last enrolled.

■ The local attendance area school: Any public school that nonhomeless students who live in 

the attendance area in which the child or youth is actually living are eligible to attend.

Enrollment must take place immediately.

The McKinney-Vento Homeless Assistance Act requires schools to consider the school of origin 

as the first option in school enrollment. Parents may choose the school of origin or the local 

attendance area school. The following individuals may be consulted in determining what placement 

is in the child’s or youth’s best interest:

■ The homeless child or youth

■ The parents or caretakers of the homeless child or youth

■ Homeless shelter personnel

■ Representatives of social service agencies

■ Local homeless education liaisons

■ School social workers

■ School counselors

It is the school district’s responsibility to determine the school of origin and local attendance area 

school and to resolve any conflict concerning the school placement that is in the best interest of the 

student. Whenever possible, the school district is to comply with the parents’/caretakers’ wishes. If 

the school district and parents/caretakers do not agree on the appropriate placement, the state’s 

dispute resolution procedure must be followed. The student should be enrolled in the school that 

the parents or caretakers (or the student himself/herself, in the case of an unaccompanied youth) 

have chosen during the resolution process. If the local attendance area school and the school of 

origin are in different districts and the school of origin is determined to be the best placement, the 

local homeless education liaisons from both districts must work together to arrange transportation. 

If the two districts can not reach a mutually agreed-upon arrangement, the two districts must split 

equally the cost and responsibility of transporting the student to the school of origin.

The following form is provided to assist in determining which placement decision would be in the 

student’s best interest.

Adapted from materials developed by the Missouri Department of Elementary and Secondary Education.
Name of student: ________________________________________________________________

Date: __________________________________________________________________________

According to the McKinney-Vento Homeless Assistance Act, a homeless child or youth has the 

right to attend the school of origin or the local attendance area school, according to the best 

interest of the child:

■ The school of origin is defined as:

■ the school that the child or youth attended when permanently housed; OR

■ the school in which the child or youth was last enrolled

■ The local attendance area school (local school) is defined as:

■ any public school that nonhomeless students who live in the attendance area in which the 

child or youth is actually living are eligible to attend

This form will assist in determining which placement decision would be in the student’s best 

interest.

Please provide the following information for the attendance options for the student:

School that the child or youth attended when permanently housed:

Name of school and district:

Dates of attendance:

Living arrangement at the time:

School in which the child or youth was last enrolled:

Name of school and district:

Dates of attendance:

Living arrangement at the time:

Local Attendance Area School

Name of school and district:

Current living arrangement:

1. Are the school of origin and the local attendance area school in the same school district?

Determining Feasibility of School Placement Form
2. Which school does the child/youth want to attend? Why?

3. Which school does the parent want the child/youth to attend? Why?

4. What is the distance and time spent on travel from the current residence to the school of origin?

5. If transportation is currently unavailable to the school of origin, how can it be arranged?

6. What time of year is it (at the beginning of the school year, near the end of the school year, 

during the summer)?

7. How long did the child/youth attend the school of origin? Were meaningful social and 

educational relationships established?

8. Are there specific people in the school of origin who have been providing support or assistance 

to the family or child/youth experiencing homelessness?

9. Are there special programs, such as gifted, bilingual, or remedial education, in which the child/

youth has been participating at the school of origin?

If yes, please describe.

Are these special programs also available at the local attendance area school?

10. Based on a knowledge of the family’s situation, how long is the family likely to remain at the 

current residence?

Determining Feasibility of School Placement Form (cont)
11. What is the likelihood that the family experiencing homelessness will reestablish residency in 

the attendance area of the school of origin?

Based on answers to the previous questions, the school district recommends the following school:

Individuals consulted to determine that this placement is in the student’s best interest were:

Signature(s) of the individual(s) making the recommendation:

Adapted from materials developed by the Missouri Department of Elementary and Secondary Education.

Determining Feasibility of School Placement Form (cont)
Sample Affidavit for Missing Enrollment Documentation

State: ________________________________________

School district: ________________________________________

________________________________________ (name), based upon his/her personal 

knowledge, answers the following questions as noted in his/her handwriting on this and the 

attached page, which are propounded by duly authorized officials of the

________________________________________ (district name) concerning a student’s missing 

enrollment documentation for the following:

_____ Proof of residency _____ Immunization record(s)

_____ Proof of guardianship _____ School physical/health record(s)

_____ Proof of identity _____ School record(s)

_____ Birth certificate _____ Other (please describe below:)

______________________________________

You are being asked to answer these questions because you are unable to provide the enrollment 

documents checked above that are required for enrollment. In accordance with the McKinneyVento Homeless Assistance Act (P.L. 107-110), states and localities are required to address 

barriers to the enrollment of students meeting the definition of “homeless”. Your completion of 

this affidavit will facilitate the enrollment of your child(ren) (or of your own enrollment if you are an 

unaccompanied youth).

1. What is your full name? (name of person completing form)

2. Do you understand that giving a false or otherwise untrue answer to any of the questions in this 

affidavit could result in a criminal charge of perjury being brought against you? Please circle 

“Yes” or “No”.

Yes / No

3. What is (are) the full name(s) of the student(s) you wish to enroll in this district?

4. What are the age(s), date(s) of birth, and birthplace(s) of the student(s) being enrolled in this 

district?
5. Who are the parents, parents by legal adoption, legal guardians, or persons having legal custody 

of the student(s) being enrolled? (If you are an unaccompanied youth, please list your parent(s), 

legal guardian(s), or other adults who help take care of you, such as relatives, caregivers, social 

workers, etc.)

6. Where is (are) the student(s) currently living? Include the address and type of housing.

7. Do you have legal custody imposed by a court order or have you been designated as a courtappointed guardian for the student(s) being enrolled?

What court entered such order and what type of case was it (e.g., custody hearing, etc.)?

8. Why are you unable to present a copy of documentation for the items checked on page 1 for the 

student(s) that you are enrolling?

9. To the best of your knowledge, has this student (have these students) ever been reported to any 

law enforcement agency as a missing child (as missing children)?

If the response to question #9 is yes, identify by name and address the law enforcement agency 

to which the child was reported missing and the date of the report.

10. In order to help the school district locate missing information, please give the following 

information:

Last school(s) attended (name of school, city or county, and state):

Clinic or medical facility where the student(s) was (were) immunized or received medical 

treatment (name of facility, city or county, and state):

______________________________________________________________________________

Date Signature

Sample Affidavit for Missing Enrollment Doc’n (cont.)

This sample may be used to develop a state or local affidavit to facilitate the enrollment of students who are experiencing homelessness.
Caregiver Authorization Form

This form is intended to address the McKinney-Vento Homeless Assistance Act (P.L. 107-110) 

requirement that homeless children have access to education and other services for which they 

are eligible. The McKinney-Vento Homeless Assistance Act states specifically that barriers to 

enrollment must be removed. In some cases, a child or youth who is homeless may not be able to 

reside with his/her parent or guardian; however, this fact does not nullify the child’s/youth’s right to 

receive a free, appropriate public education. 

Instructions:

Complete this form for a child/youth presenting himself/herself for enrollment while not in the 

physical custody of a parent or guardian.

■ To authorize the enrollment in school of a minor, complete items 1 through 4 and sign the 

form.

■ To authorize the enrollment and school-related medical care of a minor, complete all items 

and sign the form.

I am 18 years of age or older and have agreed to fulfill the role of caregiver for the minor named 

below.

1. Name of minor: ________________________________________________________________

2. Minor’s date of birth: ____________________________________________________________

3. My name (adult giving authorization): ______________________________________________

4. My home address: _____________________________________________________________

5. Check one or both (for example, if one parent was advised and the other could not be located):

_____ I have advised the parent(s) or other person(s) having legal custody of the minor as to 

my intent to authorize medical care and have received no objection.

_____I am unable to contact the parent(s) or legal guardian(s) at this time to notify them of my 

intended authorization.

6. My date of birth: _______________________________________________________________

7. My state driver’s license or identification card number: _________________________________

I declare under penalty of perjury under the laws of this state that the foregoing information is true 

and correct.

Signature: _________________________________________ Date: _______________________

Adapted from materials produced by the California Department of Education.
Written Notification of Enrollment Decision

To be completed by the receiving school when an enrollment request is denied.

Date: __________________________________________________________________________

Name of person completing form: ___________________________________________________

Title of person completing form: _____________________________________________________

Name of school: _________________________________________________________________

In compliance with section 722(g)(3)(E) of the McKinney-Vento Homeless Assistance Act, the 

following written notification is provided to:

Name of Parent(s)/Guardian(s): _____________________________________________________

Name of Student(s): ______________________________________________________________

After reviewing your request to enroll the student(s) listed above, the enrollment request is denied. 

This determination was based upon:

You have the right to appeal this decision by completing the second page of this notice or by 

contacting the school district’s local homeless education liaison.

Name of local liaison: _____________________________________________________________

Title: __________________________________________________________________________

Phone number: __________________________________________________________________

In addition:

■ The student listed above has the right to enroll immediately in the requested school pending the 

resolution of the dispute.

■ You may provide written or verbal communication(s) to support your position regarding the 

student’s enrollment in the requested school. You may use the form attached to this notification.

■ You may contact the State Coordinator for Homeless Education if further help is needed or 

desired. Contact information for the State Coordinator:

You may seek the assistance of advocates or an attorney.

A copy of our state’s dispute resolution process for students

experiencing homelessness is attached.
Written Notification of Enrollment Decision

To be completed by the parent, guardian, caretaker, or unaccompanied youth when 

a dispute arises. This information may be shared verbally with the local liaison as an 

alternative to completing this form.

Date: __________________________________________________________________________

Student(s): _____________________________________________________________________

Person completing form: __________________________________________________________

Relation to student(s): ____________________________________________________________

I may be contacted at (phone or e-mail): ______________________________________________

I wish to the appeal the enrollment decision made by: ___________________________________

Name of School: _________________________________________________________________

I have been provided with (please check all that apply):

_____ A written explanation of the school’s decision.

_____ The contact information of the school district’s local homeless education liaison.

_____A copy of the state’s dispute resolution process for students experiencing homelessness.

Optional: You may include a written explanation in the space below to support your appeal or you 

may provide your explanation verbally.

The school provided me with a copy of this form when I submitted it. _______________ (initial)
E

Appendix E:

Assessment and Data Collection Tools

Part of developing an effective homeless education program is evaluating the results of the 

services and support provided to the student by the program.

Appendix E includes:

■ Excerpt: McKinney-Vento Data Standards and Indicators - 2006 Revisions

■ Sample Needs Assessment: Basic School/Community Checklist

Additional Resources

■ McKinney-Vento Data Standards and Indicators—2006 Revisions; available for 

downloading at http://www.serve.org/nche/products.php: This NCHE resource provides 

an updated version of the original five Standards and Indicators for Quality McKinney-Vento 

Programs developed in 2000. Reflecting provisions in the reauthorized McKinney-Vento 

Homeless Assistance Act and five years of effective practice, the revision includes 10 standards 

and proposed indicators that are comprehensive and quantifiable.

■ Campus Self-Assessment Guide; available for downloading at http://www.utdanacenter.

org/theo/downloads/toolkits/campus_self_assess.pdf: This self-assessment tool from the 

Texas Homeless Education Office assists schools in determining the adequacy of their current 

services to students in homeless situations. Chapters include questions to answer to evaluate 

the school’s homeless education program and focus on the following four areas: Awareness/

Training, Identification/Enrollment, Delivery of Services, and Interagency Coordinator. Although 

designed for program monitoring at the school level, the guide can be adapted easily for use at 

the LEA level.

■ NCHE Online Forum: Program Evaluation/Monitoring webpage; visit http://www.serve.org/

nche/forum/prog_eval.php: This NCHE webpage provides sample evaluation and monitoring 

tools from states around the country. These tools can be customized to fit the specific needs of 

the state or district utilizing the tools.
Excerpted from the NCHE publication entitled 

McKinney-Vento Data Standards and Indicators - 2006 Revisions. 

The publication is available for downloading in its entirety at http://www.serve.org/nche/products.php.

McKinney-Vento Standards and Indicators of Quality Programs 

(2006 Revisions)

Student Achievement/Performance Outcomes 

Standard 1: All homeless students*, identified and enrolled at the time of the state assessment, take the state assessment required for their grade levels. 

Indicator Formula Questions to Ask Based on Data 

in math. standards-based assessment students who took the 1.1: Percent of homeless 

in math required for their grade/ Totook the standards-based assessment 1.1: Number of homeless students who 

tal 

number of homeless students 

assessment. were required to take the state math the state assessment was given) who identified and enrolled (at the time 

in reading. standards-based assessment students who took the 1.2: Percent of homeless 

identified and enrolled Total number of homeless students in reading required for their grade/ took the standards-based assessment 1.2: Number of homeless students who 

(at the time 

were required to take tthe state assessment was given) who 

he state 

reading assessment. 

•

Why? Are these percents increasing or decreasing annually? 

•

school and/or district av

How do these percents from last year compare with the 

erage? 

• What assumptions can be made based on this information? 

• What does the school, district, and/or MV program do to 

ensure access of all eligible students to state math and 

reading assessments? What improvements could be made? 

* Although the term “homeless students” is used throughout Section II and III of this document, it is understood that homelessness is a temporary experience of residential loss or instability, and that the term “homeless” is not a permanent or term “homeless students” more accurately refers definitional label. Therefore, it is important to note that for the purposes of streamlining the language of this document, the

to “children and youth experiencing homelessness.” 

Appendix E - McKinney-Vento Data Standards and Indicators - 2006 Revisions (Excerpt) - Page 1 of 18
Student Achievement/Performance Outcomes

Standard 2: All homeless students demonstrate academic progress. 

Indicator Formula Questions to Ask Based on Data 

assessment in math. rates on the standards-based exceeded state proficiency students who met or 2.1: Percent of homeless 

the math state assessmhomeless students enrolled who tookassessment in math/ Number of rates on the standards-based who met or exceeded state proficiency 2.1: Number of homeless students 

ent. 

assessment in reading. rates on the standards-based exceeded state proficiency students who met or 2.2: Percent of homeless 

assessment. required to take the reading state homeless students enrolled who were assessment in reading/ Number of rates on the standards-based who met or exceeded state proficiency 2.2: Number of homeless students 

the school. above the promotion rates of next grade level is at or students promoted to the 2.3: Percent of homeless 

of the schoopercentage with the promotion rates enrolled. Then, compare that Number of homeless students promoted to the next grade level/ 2.3: Number of homeless students 

l. 

expectations. progress toward grade-level students who showed 2.4: Percent of homeless 

homeless students enrolled. level expectations/ Number of who showed progress toward grade2.4: Number of homeless students 

•

Why? Are these percents increasing or decreasing annually? 

• What assumptions can be made based on this information? •

district averHow do these percents compare with the school and/or 

age? 

•

ensure proficiency of all eligible hWhat does the school, district, and/or MV program do to 

omeless students on state 

be made? math and reading assessments? What improvements could 

•

ensure all hWhat does the school, district, and/or MV program do to 

omeless students have the academic 

expectations? What improvements could be made? grade level or show progress toward grade-level support/resources necessary to be promoted to the next 

•

ensure all sWhat does the school, district, and/or MV program do to 

tudents graduate? What could be improved? 

•

homelessWhat efforts have been made by the MV program to assist 

 students’ plans for post graduation? 

•

level from their performance levelthat homeless students will show progress toward gradeWhat strategies/activities does the district use to ensure 

 upon enrollment for 

whatever period of time they are enrolled? 

•

students that were identified Is it possible for my LEA to collect graduation data on 

as homeless during their high 

school years? During their entire career as a student (KAppendix E - McKinney-Vento Data Standards and Indicators - 2006 Revisions (Excerpt) - Page 2 of 18
Standard 2: All homeless students demonstrate academic progress. 

Indicator Formula Questions to Ask Based on Data 

the school. above the graduation rate of school, or equivalent, is at or students who graduated high 2.5: Percent of homeless 

students eliequivalent/ Number of homeless who received a high school diploma or 2.5: Number of homeless students 

gible for a high school 

of the school. that percent with the graduation rate diploma or equivalent. Then, compare 

12)? 

Note: It is suggested that Indicator 2.4 data be collected when 

be assesshomeless students are not in the school/district long enough to 

ed via the state standardized test. Schools/districts 

academic performance on tests orformal/informal assessment at enrollment compared with toward grade-level from the time they enroll—such as, need to determine how to assess homeless children’s progress 

 classwork at the time child 

disenrolled or at end of the year. 

Appendix E - McKinney-Vento Data Standards and Indicators - 2006 Revisions (Excerpt) - Page 3 of 18
School/LEA Support Outcomes

Standard 3: All children in homeless situations are identified. 

Indicator Formula Questions to Ask Based on Data 

students enrolled in school. 3.1: Number of homeless 

formula is needed. 3.1: Because this is not a percent, no 

LEA that are homeless. 3.2: Percent of students in 

students enrolled in LEA. enrolled in the LEA/Number of total 3.2: Number of homeless students 

doubled up. including those living shelters and other settings, to identify students in outreach activities conducted 3.3: Number of LEA 

formula is needed. 3.3: Because this is not a percent, no 

•

annually? Why? Are these numbers/percents increasing or decreasing 

• What assumptions can be made based on this information? •

data into the following categoIs it possible for my LEA to disaggregate the enrollment 

ries: a) students that were 

identified as homeless while enrolled in school and b) those school? that were identified as homeless when they enrolled in 

•

students who become homeless while enroWhat processes has the MV program used to ensure 

lled in school are 

made? Are additional or different processes needed? being successfully identified? What improvements could be 

• What processes has the MV program used to ensure 

Appendix E - McKinney-Vento Data Standards and Indicators - 2006 Revisions (Excerpt) - Page 4 of 18
Standard 3: All children in homeless situations are identified. 

Indicator Formula Questions to Ask Based on Data 

for McKinney-Vento services. students who may be eligible enable them to identify professional development to members provided 3.4: Percent of school staff 

provided professional development3.4: Number of school staff members 

 to 

enable them to identify students who 

members. services/ Number of school staff may be eligible for McKinney-Vento 

made? Are additional or different processes nebeing successfully identified? What improvements could be homeless students who were not enrolled in school are 

eded? 

• What outreach activities has the MV program used to 

activities? improvements could be made to the current outreach settings, including those living doubled up? What identify students in shelters, hotel, motels, and other 

Are additional or different outreach activities 

needed? 

•

targeted for professionaprofessional development or are certain staff members Are all school staff members expected to receive 

l development based on their role 

and access to students? 

•

strategies/activities has the MV proWhat types of professional development 

gram used to assist 

development strategies/activities needed? processes? Are additional or different professional improvements could be made to the current identification settings, including those living doubled up? What staff to better identify students in shelters and other 

• Are you currently collecting participant satisfaction data on 

development outreach activitithe quality, utility, and relevance of professional 

es? What aspects of the 

receiving the highest ratings? Why? professional development and outreach activities are 

•

activities? done to increase the quality, utility, and relevance of these activities are receiving the lowest ratings? What can be What aspects of the professional development and outreach 

Appendix E - McKinney-Vento Data Standards and Indicators - 2006 Revisions (Excerpt) - Page 5 of 18
School/LEA Support Outcomes 

Standard 4: Within one full day of an attempt to enroll in school, homeless students are in attendance. 

Indicator Formula Questions to Ask Based on Data 

school to be enrolled. on the same day they came to students who were enrolled 4.1: Percent of homeless 

Number of homelesthey came to school to be enrolled/ who were enrolled on the same day 4.1: Number of homeless students 

s students enrolled 

in school. 

enrollment. on the same day of students who attended school 4.2: Percent of homeless 

of enrollment/Number who attended school on the same day 4.2: Number of homeless students 

of homeless 

students enrolled in school. 

his/her school attendance. enrollment in school and between a homeless student’s 4.3: Average number of days 

enrolled. Total number of homeless students attendance for all homeless students/ passed between enrollment and 4.3: Total count of the days that 

Note: To collect Indicator 4.1 and 4.2 data, it is often 

necessary to have a conversation with parents/guardians to get experienced to ensure that indeed it was an “ia detailed description of the enrollment process they 

mmediate” 

•

enrollment. 

Are these numbers/percents increasing or decreasing 

annually? Why? 

• What assumptions can be made based on this information? 

• What school-/district-level processes has the MV program 

enrolledused to ensure homeless students are being immediately 

? If a student is not immediately enrolled, what 

current enrollment processes? enrollment? What improvements could be made to the processes are in place to document the reason for delayed 

Are additional or different 

processes needed? 

•

used to ensure homeless students What school-/district-level processes has the MV program 

attend school on the 

additional or different processes needed? processes to ensure immediate student attendance? Are What improvements could be made to the current in place to document the reason for delayed attendance? school on the same day of enrollment, what processes are same day of enrollment? If a student does not attend 

Appendix E - McKinney-Vento Data Standards and Indicators - 2006 Revisions (Excerpt) - Page 6 of 18
School/LEA Support Outcomes 

Standard 5: All homeless students experience stability in school.

Indicator Formula Questions to Ask Based on Data 

school average. students is at or above the attendance for homeless 5.1: Average rate of 

average. percent with the school’s attendance were enrolled. Then, compare that number of days homeless students students were in attendance/Total 5.1: Total number of days homeless 

school year. school for the duration of the students that remain in one 5.2: Percent of homeless 

homeless students enrolled. duration of the school year/ Number of that remained in one school for the 5.2: Number of homeless students 

students in one year. schools attended by homeless 5.3: Average number of 

enrolled. Number of homeless students all homeless students for one year/ 5.3: Total count of school moves for 

identified as homeless. homeless students once residential moves for 5.4: Average number of 

homeless students enrolled. for all homeless students/ Number of 5.4: Total count of residential moves 

guardian. requested by the parent or McKinney-Vento Act) as of origin (defined by the transportation to the school students who received 5.5: Percent of homeless 

regarding transportati5.5: Number of requests granted 

on to school of 

origin/ Number of requests made by 

origin. clients for transportation to school of 

Note: To determine Indicator 5.1, the attendance rate for each 

days he or she was enrolled in school. In a distnumber of days he or she attended school versus the number of 

homeless student must be calculated individually based on the 

rict with large 

numbers of homeless students, the average rate of attendance 

•enrolled. may be determined by selecting a sample of homeless students 

annually? Why? Are these numbers/percents increasing or decreasing 

• What assumptions can be made based on this information? • What are the most common barriers that pre

vent homeless 

students from attending school? 

• What strategies are currently in place to ensure stability in 

different strWhat improvements could be made? Are additional or school (reduced school transfers) for homeless students? 

ategies needed? 

•

the target of “one child, one school, What progress has been made by the program to achieve 

one year?” 

•

residential How can the MV program assist in lowering the number of 

moves for homeless students once identified? 

•

granted, why were requIf all requests for transportation to school of origin are not 

ests denied? What can the MV 

program do to alleviate the denied requests? 

Appendix E - McKinney-Vento Data Standards and Indicators - 2006 Revisions (Excerpt) - Page 7 of 18
School/LEA Support Outcomes 

Standard 6: All homeless students receive specialized and comparable services when eligible. 

Indicator Formula Questions to Ask Based on Data 

access services. services and extra support to to determine appropriate individual needs assessment students who received an 6.1: Percent of homeless 

students enrolled. assessment/ Number of homeless who received an individual needs 6.1: Number of homeless students 

the state. timeframes established by parent request or within conducted within 60 days of a evaluation that was completed special education homeless students with a 6.2: Percent of enrolled 

timeframes established 60 days of a parent request or within evaluation that was conducted within with a completed special education 6.2: Number of homeless students 

by the state/ 

Number of homeless students enrolled 

education evaluation. whose parents requested a special 

of their enrollment in school. education services on the day began receiving special Education Plans (IEPs) who students with Individual 6.3: Percent of homeless 

homelesenrollment in school/ Number of education services on the day of their with IEPs who began receiving special 6.3: Number of homeless students 

s students with IEPs who 

enrolled in school. 

students receive specialized --What strategies are currently in place to ensure homeless --What assumptions can be made based on this information? annually? Why? --Are these numbers/percents increasing or decreasing 

and comparable services when 

eligible? What improvements could be made? Are additional or 

--Are homeless students being evaluated for disabilities 

different strategies needed? 

in a 

timely manner, as defined by the IDEA legislation Section 6 (12)(a)(21)? If special education services are not being provided immediately, what can be done to expedite the IEP once a declining participation? --How 

students but students decline participation, why are students --If comparable opportunities are provided to homeless receive them? --Do all homeless students who need services through Title I homeless student is enrolled? 

could the MV program 

document and eliminate any existing barriers? and reduced lunch) and/or evaluative tools (stamounts? What formulae (per pupil amount, percentage of free or decreased? How does your LEA determine set-aside --Has the amount of funds set aside through Title I increased 

udent 

achievement scores, individual assessments, etc.) are used to 

Appendix E - McKinney-Vento Data Standards and Indicators - 2006 Revisions (Excerpt) - Page 8 of 18
Standard 6: All homeless students receive specialized and comparable services when eligible. 

Indicator Formula Questions to Ask Based on Data 

where they live. shelters and other locations including support services in services through Title I, Title I schools who receive students who do not attend 6.4: Percent of homeless 

not attend Title I schools. Number of homeless students who do and other locations where they live/ including support services in shelters receive services through Title I, do not attend Title I schools who 6.4: Number of homeless students who 

through Title I. aside for homeless students 6.5: Amount of funds set 

formula is needed. 6.5: Because this is not a percent, no 

free and reduced price meals. students who had access to 6.6: Percent of homeless 

students enrolled. price meals/ Number of homeless who had access to free and reduced 6.6: Number of homeless students 

vocational education services. and talented, and/or needed/eligible: ELL, gifted following services when one or any combination of the students who had access to 6.7: Percent of homeless 

homeless student eligibeducation services/ Number of and talented, and/or vocational who had access to ELL services, gifted 6.7: Number of homeless students 

le for ELL 

vocational education services. services, gifted and talented, and/or 

program and tutoring). services (e.g., after school supplemental academic students who received 6.8: Percent of homeless 

students enrolled. services/ Number of homeless who received supplemental academic 6.8: Number of homeless students 

it similar? Why or why not? How 

in extra-curricular activities compare to the school average? Is --How does the percent of homeless students who participated make this determination? 

can the MV program 

encourage/facilitate more participation? 

Appendix E - McKinney-Vento Data Standards and Indicators - 2006 Revisions (Excerpt) - Page 9 of 18
Standard 6: All homeless students receive specialized and comparable services when eligible. 

Indicator Formula Questions to Ask Based on Data 

needed. and personal supplies when students who received school 6.9: Percent of homeless 

homelesssupplies when needed/ Number of receiving basic school and personal 6.9: Number of homeless students 

 students needing basic 

school and personal supplies. 

extracurricular activities. students who participated in 6.10: Percent of homeless 

who partici6.10: Number of homeless students 

pated in extracurricular 

activities/ Number of homeless 

students enrolled. 

Appendix E - McKinney-Vento Data Standards and Indicators - 2006 Revisions (Excerpt) - Page 10 of 18
School/LEA Support Outcomes

Standard 7: All preschool-aged* homeless children enroll in and attend preschool programs. 

Indicator Formula Questions to Ask Based on Data 

homeless by LEA. aged children identified as 7.1: Number of preschoolformula is needed. 7.1: Because this is not a percent, no district.) preschool is available in the public preschool. (If public and attending a SEA or LEA homeless by LEA, enrolled aged children identified as 7.2: Number of preschoolformula is needed. 7.2: Because this is not a percent, no Part C. identified through IDEA, preschool-aged children 7.3: Number of homeless 

formula is needed. 7.3: Because this is not a percent, no 

LEA. not operated by the SEA or agreements with preschools correspondence, and/or contacts, meetings, 7.4: Number of LEA 

formula is needed. 7.4: Because this is not a percent, no 

improvements could be made? aged children enroll in and attend preschool programs? What  --What strategies are currently in place to ensure preschool---What assumptions can be made based on this information? annually? Why? --Are these numbers/percents increasing or decreasing 

Are additional or different 

--How many or what percent ofin the community that have access to preschool programs? --How do these data compare to the number or percent of kids strategies needed? 

 homeless preschool students 

-aged children? identification and preschool enrollment of homeless preschool---Do contacts, meetings, and correspondence result in greater assessment tools are used? undergo a developmental assessment or screening? What 

-Note: The amount and type of data available for preschoolaged homeless children will vary from district to district and 

collection purposes. will determine which indicators should be selected for data-

*For this standard, preschool-aged includes infant and toddlers. 

Appendix E - McKinney-Vento Data Standards and Indicators - 2006 Revisions (Excerpt) - Page 11 of 18
School/LEA Support Outcomes 

Standard 8: All homeless unaccompanied youth enroll in and attend school. 

Indicator Formula Questions to Ask Based on Data 

enrolled in school by LEA. unaccompanied youth 8.1: Number of homeless 

formula is needed. 8.1: Because this is not a percent, no 

LEA. under McKinney-Vento by informed of their rights unaccompanied youth 8.2: Percent of homeless

youth enrolled. LEA/ Number of unaccompanied their rights under McKinney-Vento by unaccompanied youth informed of 8.2: Number of homeless 

best interest.school for attendance in their assisted with selecting the unaccompanied youth 8.3: Percent of homeless

unaccompanied youth enrolled. their best interest/ Number of selecting the school for attendance in unaccompanied youth assisted with 8.3: Number of enrolled homeless 

youth. homeless unaccompanied to coordinate needs of Youth Act shelter providers Runaway and Homeless juvenile justice, and such as child welfare, agreements with agencies, correspondence, and/or contacts, meetings, 8.4: Number of LEA 

formula is needed. 8.4: Because this is not a percent, no 

--Note: School districts determine MV eligibility of improvements could be made? unaccompanied youth enroll and attend school? What --What strategies are currently in place to ensure all --What assumptions can be made based on this information? annually? Why? --Are these numbers/percents increasing or decreasing eligible.case-by-case basis. In general, most unaccompanied youth are unaccompanied youth applying the definition of homeless on a 

Are additional or different 

--If needed services opportunitistrategies needed? 

es are provided to homeless 

declining participation? How costudents, but students decline participation, why are students 

uld the MV program document 

what services are provided stud--If a homeless unaccompanied youth is not on grade level, and eliminate any existing barriers? 

ents to make up lost credits? 

unaccompanied youth with preparopportunities? What types of services are provided to assist consider and work toward postsecondary education -- How has the MV program encouraged homeless students to 

ing for and/or applying for 

postsecondary education opportunities (e.g., SAT/ACT etc.)? What improvements coulpreparation, course selection, application process, scholarships, 

d be made? Are additional or 

different strategies needed? 

Appendix E - McKinney-Vento Data Standards and Indicators - 2006 Revisions (Excerpt) - Page 12 of 18
Standard 8: All homeless unaccompanied youth enroll in and attend school. 

Indicator Formula Questions to Ask Based on Data 

by LEA. referrals to needed services provided with access and unaccompanied youth 8.5: Percent of homeless 

enrolled. Number of unaccompanied youth and referrals to needed services/ unaccompanied youth provided access 8.5: Number of homeless 

are not on grade level. unaccompanied youth that 8.6: Percent of homeless 

unaccompanied youth enrolled. grade level/ Number of unaccompanied youth that are not on 8.6: Number of homeless 

opportunities. for postsecondary education preparing for and/or applying provided with assistance in unaccompanied youth 8.7: Percent of homeless 

unaccompanied youth enrolled. education opportunities/ Number of and/or applying for postsecondary provided with assistance preparing for unaccompanied youth who were 8.7: Number of homeless 

Appendix E - McKinney-Vento Data Standards and Indicators - 2006 Revisions (Excerpt) - Page 13 of 18
Collaboration Outcomes 

Standard 9: All parents (or persons acting as parent s) of homeless children and youth are informed of the educational and related opportunities available to their children and are provided meaningful opportunities to participate in their children’s education. 

Indicator Formula Questions to Ask Based on Data 

rights. informed of McKinney-Vento students whose parents were 9.1: Percent of homeless 

homeless student enrolled. McKinney-Vento rights/ Number of whose parents were informed of 9.1: Number of homeless students 

children. educational stability of their school enrollment and interest decisions regarding assistance in making bestprovided information and students whose parents were 9.2: Percent of homeless 

students enrolled. assisted/ Number of homeless whose parents were informed and 9.2: Number of homeless students 

school requested. the school of origin or the placed in a school other than appeal, when their child was explanation of the right to decisions, including an of school- placement provided written explanation students whose parents were 9.3: Percent of homeless 

school requested. other than the school of origin or Number of students placed in a school origin or the school requested/ in a school other than the school of decisions when their child was placed explanation of school-placement parents were provided written 9.3: Number of students whose 

experiencing homelessness are in--What strategies are currently in place to ensure all parents --What assumptions can be made based on this information? annually? Why? --Are these numbers/percents increasing or decreasing 

formed of their MV rights? 

--In what ways are homeless parestrategies needed? What improvements could be made? Are additional or different 

nts provided information and 

--If homeless parents are providlanguage that is understood by the parent? format that is convenient for the parent? In a level and/or enrollment and educational stability of their children? Is it in a assistance in making best-interest decisions regarding school 

ed opportunities to receive 

--existing barriers? How could the MV program document and eliminate any decline participation, why are they declining participation? services comparable to those of non-homeless parents but they 

If all parent requests for transportation to and from school 

necessarily the same as a formal dispute process. The U.S. the parent and the school over school selection is not * Local liaison intervention to settle a disagreement between can the MV program do to alleviate denied requests? activities are not granted, why were requests denied? What 

Appendix E - McKinney-Vento Data Standards and Indicators - 2006 Revisions (Excerpt) - Page 14 of 18
Standard 9: All parents (or persons acting as parent s) of homeless children and youth are informed of the educational 

and related opportunities available to their children and are provided meaningful opportunities to participate in their children’s education. 

Indicator Formula Questions to Ask Based on Data 

their child.* staff over school selection for between them and school settle a disagreement assistance or intervention to required local liaison students whose parents 9.4: Percent of homeless 

students enrolled in school. their child/ Number of homeless school staff over school selection for disagreement between them and assistance or intervention to settle a whose parents required local liaison 9.4: Number of homeless students 

parents. to those of non-homeless receive services comparable informed of opportunities to students whose parents were 9.5: Percent of homeless 

enrolled. parents/ Number of homeless students comparable to those of non-homeless opportunities to receive services whose parents were informed of 9.5: Number of homeless students 

achievement. academic needs and them of their child’s specific student reports informing provided with individual students whose parents were 9.6: Percent of homeless 

homeless students enrolled. needs and achievement/ Number of them of their child’s specific academic individual student reports informing whose parents were provided with 9.6: Number of homeless students 

teacher conferences). requested (e.g., parentto school activities when were provided transportation 9.7: Percent of times parents 

activities. requested transportation to school activities / Number of times parents parents with transportation to school 9.7: Number of times LEA provided 

Barrier Tracking form in NCHE’s involving parents be documented by the local liaison. (See the Department of Education recommends that any intervention 

Toolkit for Local Homeless 

Education Liaisons, Appendix E at www.serve.org/nche in NCHE Products and Publications.) 

Appendix E - McKinney-Vento Data Standards and Indicators - 2006 Revisions (Excerpt) - Page 15 of 18
Standard 9: All parents (or persons acting as parent s) of homeless children and youth are informed of the educational 

and related opportunities available to their children and are provided meaningful opportunities to participate in their children’s education. 

Indicator Formula Questions to Ask Based on Data 

(e.g., parenting groups). activities when requested to and from community were provided transportation 9.8: Percent of times parents 

activities. transportation to community of times parents requested from community activities / Number parents with transportation to and 9.8: Number of times LEA provided 

Appendix E - McKinney-Vento Data Standards and Indicators - 2006 Revisions (Excerpt) - Page 16 of 18
Collaboration Outcomes

Standard 10: LEAs help with the needs of all homeless children and youth through collaborative efforts both within and beyond the LEA. 

Indicator Formula Questions to Ask Based on Data 

shelters, etc.). and Homeless Youth Care, staff from Runaway Development, Continuum of Start, Housing and Urban federal programs (e.g., Head collaborative contacts with 10.1: Number of 

formula is needed. 10.1: Because this is not a percent, no 

Title I staff. collaborative contacts with 10.2: Number of 

formula is needed. 10.2: Because this is not a percent, no 

Special Education staff. collaborative contacts with 10.3: Number of 

formula is needed. 10.3: Because this is not a percent, no 

enrollment, etc.). pupil transportation, school education, school nutrition, LEA staff (e.g., migrant collaborative contacts with 10.4: Number of 

formula is needed. 10.4: Because this is not a percent, no 

programs, LEA staff, community---How do you rate the quality of the collaboration with federal --What assumptions can be made based on this information? --Are these numbers increasing or decreasing annually? Why? 

based service providers, and 

other school districts? Which collaborations need to be assessment and service provisio--Does collaboration with Special Education result in timely amounts for set-aside funds? the needs of homeless students and establishes appropriate education program result in a local Title I plan that addresses --Does collaboration between Title I and the homeless information about MV legislation? --Aside from posters, what are other ways of disseminating existing barriers? strengthened? What can the MV program do to alleviate any 

n for students with special 

result in improved coordinatio--Do collaborative contacts with community service providers needs? 

n for and service provision to 

--homeless children? 

Note: “Collaborative contacts” include activities that are 

and comprehensive plans to address the needs of homeless result in the development of agreed-upon policies and practices intended to establish and sustain long-term relationships that 

Appendix E - McKinney-Vento Data Standards and Indicators - 2006 Revisions (Excerpt) - Page 17 of 18
Standard 10: LEAs help with the needs of all homeless children and youth through collaborative efforts both within and 

beyond the LEA. 

Indicator Formula Questions to Ask Based on Data 

faith-based initiatives, etc.). health, child care, housing, welfare, health, mental (e.g., shelter provision, child community service providers collaborative contacts with 10.5: Number of 

formula is needed. 10.5: Because this is not a percent, no 

come. homeless families frequently move or from which their homeless families frequently other LEAs to which their collaborative contacts with 10.6: Number of 

formula is needed. 10.6: Because this is not a percent, no 

posters. displaying McKinney-Vento 10.7: Percent of schools 

schools in LEA. McKinney-Vento posters/ Number of 10.7: Number of schools displaying 

community. and displayed in the Vento posters disseminated 10.8: Number of McKinney- 10.8: Because this is not a percent, no 

formula is needed.

identifying needs or planning, andhomeless local liaison, correspondence for purposes of contacts may include meetings initiated or attended by the children and families and unaccompanied youth. Collaborative 

/or establishing formal or 

informal agreements. 

Appendix E - McKinney-Vento Data Standards and Indicators - 2006 Revisions (Excerpt) - Page 18 of 18
E

Sample Needs Assessment

Basic School/Community Checklist (page 1)

In the following table, rate the extent to which your school district and community meet the 

unique needs of homeless families with children.

Service Not an 

identified need

Need not 

addressed

Need 

addressed, 

needs major 

improvement

Need 

addressed, 

needs minor 

improvement

Need 

addressed 

completely

1. Tutoring/

remedial programs

2. Special 

education

3. Counseling for 

students

4. School 

transportation

5. Free school 

meals

6. School supplies

7. Activity fees

8. Preschool 

programs

9. Parent training/

involvement

10. Case manage’t 

for enrollment and 

social services
E

Sample Needs Assessment

Basic School/Community Checklist (page 2)

In the following table, rate the extent to which your school district and community meet the 

unique needs of homeless families with children.

Service Not an 

identified need

Need not 

addressed

Need 

addressed, 

needs major 

improvement

Need 

addressed, 

needs minor 

improvement

Need 

addressed 

completely

11. School coord’n 

with community 

services

12. Prof’l dev’t on 

homeless issues 

for district staff

13. Public posting 

of homeless 

students’ rights

14. Medical 

services

15. Mental health 

services

16. Food and 

clothing

17. Emergency 

shelter

18. Transitional 

shelter

19. Affordable 

permanent housing

20. Domestic 

violence/child 

abuse intervention
E

Sample Needs Assessment

Basic School/Community Checklist (page 3)

In the following table, rate the extent to which your school district and community meet the 

unique needs of homeless families with children.

Service Not an 

identified need

Need not 

addressed

Need 

addressed, 

needs major 

improvement

Need 

addressed, 

needs minor 

improvement

Need 

addressed 

completely

21. Life skills 

training

22. Substance 

abuse intervention

23. Childcare

24. Community 

transportation

25. Job placement 

services

26. Other

________________

27. Other

________________

28. Other

________________

29. Other

________________

30. Other

________________
F

Appendix F:

Sample LEA Homeless Education Policy

The McKinney-Vento Act requires all state and local educational agencies to develop, review, and 

revise their policies to remove barriers to the enrollment and retention in school of children and 

youth experiencing homelessness.

Appendix F includes:

■ Sample Local Educational Agency (LEA) Policy

Additional Resources

■ NCHE Homeless Education issue briefs; available for downloading at http://www.serve.

org/nche/briefs.php:

■ Best Practices in Homeless Education brief series: This series discusses promising 

practices in the implementation of the McKinney-Vento Homeless Assistance Act based on 

knowledge gained since the 2001 reauthorization of the Act.

■ Connecting Schools and Displaced Students brief series: This series discusses how 

schools can serve students displaced by disaster, many of whom are eligible for services 

under the McKinney-Vento Homeless Assistance Act.

■ McKinney-Vento Law into Practice brief series: This series addresses the main issues 

covered by the McKinney-Vento Homeless Assistance Act by explaining the chief points of 

the law related to the brief’s topic and offering strategies for implementation.

■ The 100 Most Frequently Asked Questions on the Education Rights of Children and Youth 

in Homeless Situations; available for downloading at http://www.naehcy.org/faq.html: 

This resource, created collaboratively by the National Association for the Education of Homeless 

Children and Youth (NAEHCY) and the National Law Center on Homelessness and Poverty 

(NLCHP), answers the top questions raised about the implementation of the McKinney-Vento 

Homeless Assistance Act.
F

Sample Local Educational Agency (LEA) Policy 

Introduction

Developed by: Patricia Julianelle, Education Staff Attorney, National Law Center on Homelessness 

& Poverty

Introduction

The McKinney-Vento Act requires all state and local educational agencies to develop, review, 

and revise their policies to remove barriers to the enrollment and retention in school of children 

and youth experiencing homelessness. This sample Local Educational Agency (LEA) policy is 

designed to help school districts comply with this mandate. The policy was adapted from the 

existing policies of LEAs around the country, the requirements of the reauthorized McKinney-Vento 

Act and Elementary and Secondary Education Act (ESEA), and U.S. Department of Education 

regulations and guidance. It is broad and specific and can be abbreviated or otherwise adapted to 

accommodate the needs of any LEA.

The entire LEA community can be involved in developing a new policy. Often, one person taking 

the lead is enough to get a new policy enacted. Strategic allies in getting LEA policies revised may 

include:

■ Superintendent and assistant superintendents

■ School board members

■ Title I and other federal program directors

■ School staff, including school counselors, social workers, and teachers

■ The mayor

■ City council members

■ County government officials

■ Other city and county agencies, such as departments of housing, social services, children and 

families, transitional assistance, welfare and/or Medicaid

■ Parents and students

■ Homeless coalitions

■ Domestic violence coalitions and agencies

■ Legal aid attorneys

■ Community advocates

■ HUD Continua of Care (CoCs)

■ Family and youth shelter and service providers
F

■ Faith-based organizations

■ Higher education, including schools of education, law, public policy, social work, nursing, 

sociology, and psychology

■ State legislators

■ The state educational agency

■ The state board of education

Ways to involve these allies in the process initially may include:

■ Using the requirements and rationale of the McKinney-Vento Act as support for needing new 

policies

■ Sharing positive results from districts that have already revised their policies

■ Taking them on tours of shelters and/or schools, as appropriate

■ Making direct personal contact and explaining how the policies affect real children, schools, and 

the LEA as a whole

For more information about revising LEA policies or state laws, contact the National Law Center on 

Homelessness & Poverty at (202) 638-2535 or nlchp@nlchp.org.
F

Sample Local Educational Agency (LEA) Policy

Homelessness exists in our community. A combination of high housing costs and poverty causes 

many families to lose their housing. Many young people leave their homes due to abuse, neglect, 

and family conflict. Children and youth who have lost their housing live in a variety of places, 

including motels, shelters, shared residences, transitional housing programs, cars, campgrounds, 

and others. Their lack of permanent housing can lead to potentially serious physical, emotional, 

and mental consequences. This school district will ensure that all children and youth receive a free 

appropriate public education and are given meaningful opportunities to succeed in our schools. 

This district will also follow the requirements of the McKinney-Vento Homeless Assistance Act.

It is the policy of our district to view children as individuals. Therefore, this policy will not refer 

to children as homeless; it will instead use the term children and youth in transition. Under 

federal law, children and youth in transition must have access to appropriate public education, 

including preschool, and be given a full opportunity to meet state and local academic achievement 

standards. They must be included in state- and district-wide assessments and accountability 

systems. Our schools will ensure that children and youth in transition are free from discrimination, 

segregation, and harassment.

Information regarding this policy will be distributed to all students upon enrollment and once 

during the school year, provided to students who seek to withdraw from school, and posted in 

every school in the district, as well as other places where children, youth, and families in transition 

receive services, including family and youth shelters, soup kitchens, motels, campgrounds, drop-in 

centers, welfare departments, health departments, and other social service agencies.

Each year, schools that have been particularly creative or proactive in implementing this policy will 

be recognized publicly for the benefits they provide their students.
F

Definitions

Children and youth in transition means children and youth who are otherwise legally entitled to 

or eligible for a free public education, including preschool, and who lack a fixed, regular, and 

adequate nighttime residence, including:

■ Children and youth who are sharing the housing of other persons due to loss of housing, 

economic hardship, or a similar reason; are living in motels, hotels, campgrounds, or trailer parks 

due to lack of alternative adequate accommodations; are living in emergency or transitional 

shelters; are abandoned in hospitals; or are awaiting foster care placement.

■ Children and youth who have a primary nighttime residence that is a private or public place not 

designed for or ordinarily used as a regular sleeping accommodation for human beings.

■ Children and youth who are living in a car, park, public space, abandoned building, substandard 

housing, bus or train station, or similar setting.

■ Migratory children and youth who are living in a situation described above.

A child or youth will be considered to be in transition for as long as he or she is in a living situation 

described above.

Unaccompanied youth means a youth not in the physical custody of a parent or guardian, who is in 

transition as defined above. The more general term youth also includes unaccompanied youth.

Enroll and enrollment mean attending school and participating fully in all school activities.

Immediate means without delay.

Parent means a person having legal or physical custody of a child or youth.

School of origin means the school the child or youth attended when permanently housed or the 

school in which the child or youth was last enrolled.

Local liaison is the staff person designated by our LEA and each LEA in the state as the person 

responsible for carrying out the duties assigned to the local homeless education liaison by the 

McKinney-Vento Homeless Assistance Act.

Identification

In collaboration with school personnel and community organizations, the local liaison will identify 

children and youth in transition in the district, both in and out of school. The local liaison will train 

school personnel on possible indicators of homelessness, sensitivity in identifying families and 

Sample Local Educational Agency (LEA) Policy (cont.)
F

youth as in transition, and procedures for forwarding information indicating homelessness to the 

local liaison. The local liaison will also instruct school registrars and secretaries to inquire about 

possible homelessness upon the enrollment and withdrawal of every student and to forward 

information indicating homelessness to the local liaison. Community partners in identification may 

include the following: family and youth shelters, soup kitchens, motels, campgrounds, drop-in 

centers, welfare departments and other social service agencies, street outreach teams, faith-based 

organizations, truancy and attendance officers, local homeless coalitions, and legal services.

The local liaison will keep data on the number of children and youth in transition in the district; 

where they are living; their academic achievement (including performance on state- and districtwide assessments); and the reasons for any enrollment delays, interruptions in their education, or 

school transfers.

School Selection

Each child and youth in transition has the right to remain at his or her school of origin or to attend 

any school that housed students who live in the attendance area in which the child or youth is 

actually living are eligible to attend. Maintaining a student in his or her school of origin is important 

for both the student and our school district. Students who change schools have been found to have 

lower test scores and overall academic performance than peers who do not change schools. High 

mobility rates also have been shown to lower test scores for stable students. Keeping students in 

their schools of origin enhances their academic and social growth, while permitting our schools to 

benefit from the increased test scores and achievement shown to result from student continuity.

Therefore, in selecting a school, children and youth in transition will remain at their schools of origin 

to the extent feasible, unless that is against the parent or youth’s wishes. Students may remain at 

their schools of origin the entire time they are in transition and until the end of any academic year 

in which they become permanently housed. The same applies if a child or youth loses his or her 

housing between academic years.

Feasibility will be a child-centered determination, based on the needs and interests of the particular 

student and the parent or youth’s wishes. Potential feasibility considerations include:

■ The age of the child or youth

■ The distance of a commute and the impact it may have on the student’s education

■ Personal safety issues

■ A student’s need for special instruction (e.g., special education and related services)

■ The length of anticipated stay in a temporary shelter or other temporary location

■ The time remaining in the school year

Sample Local Educational Agency (LEA) Policy (cont.)
F

Services that are required to be provided, including transportation to and from the school of 

origin (see next page) and services under federal and other programs, will not be considered in 

determining feasibility.

Enrollment

Consistent, uninterrupted education is vital for academic achievement. Due to the realities of 

homelessness and mobility, students in transition may not have school enrollment documents 

available readily. Nonetheless, the school selected for enrollment must enroll any child or youth in 

transition immediately. Enrollment may not be denied or delayed due to the lack of any document 

normally required for enrollment, including:

■ Proof of residency

■ Transcripts/school records (The enrolling school must contact the student’s previous school to 

obtain school records. Initial placement of students whose records are not immediately available 

can be made based on the student’s age and information gathered from the student, parent, and 

previous schools or teachers.)

■ Immunizations or immunization/health/medical/physical records (If necessary, the school must 

refer students to the local liaison to assist with obtaining immunizations and/or immunization 

and other medical records. Health records may often be obtained from previous schools or state 

registries, and school- or community-based clinics can initiate immunizations when needed.)

■ Proof of guardianship

■ Birth certificate

■ Any other document requirements

■ Unpaid school fees

■ Lack of uniforms or clothing that conforms to dress codes

■ Any factor related to the student’s living situation

Unaccompanied youth must also be enrolled immediately in school. They may either enroll 

themselves or be enrolled by a parent, non-parent caretaker, older sibling, or local liaison.

Transportation

Without appropriate transportation, a student may not be able to continue attending his or her 

school of origin. To avoid such forced school transfers, at a parent’s request, transportation will 

be provided to and from the school of origin for a child or youth in transition. Transportation will be 

provided for the entire time the child or youth has a right to attend that school, as defined above, 

including during pending disputes. The local liaison will request transportation to and from the 

Sample Local Educational Agency (LEA) Policy (cont.)
F

school of origin for unaccompanied youth. The length of the commute will be considered only 

in determining the feasibility of placement in the school of origin based on potential harm to the 

student, as discussed above. Parents and unaccompanied youth must be informed of this right to 

transportation before they select a school for attendance.

Schools and local liaisons will use the district transportation form to process transportation 

requests. Requests will be processed and transportation arranged without delay. If the student 

in transition is living and attending school in this district, this district will arrange transportation. 

If the student in transition is living in this district but attending school in another, or attending 

school in this district but living in another, this district will coordinate with the neighboring district 

to arrange transportation. It is this district’s policy that inter-district disputes will not result in a 

student in transition missing school. If such a dispute arises, this district will arrange transportation 

and immediately bring the matter to the attention of the State Coordinator for the Education of 

Homeless Children and Youth. In addition to receiving transportation to and from the school of 

origin upon request, children and youth in transition will also be provided with other transportation 

services comparable to those offered to housed students.

Services

Children and youth in transition will be provided services comparable to services offered to other 

students in the selected school, including:

■ Transportation (as described above)

■ Title I, Part A, services (as described below)

■ Educational services for which the student meets eligibility criteria, including special education 

and related services and programs for English language learners

■ Vocational and technical education programs

■ Gifted and talented programs

■ Before- and after-school programs

The district recognizes that children and youth in transition suffer from disabilities at a 

disproportionate rate, yet frequently are not evaluated or provided appropriate special education 

and related services. To address this problem, evaluations of children and youth in transition 

suspected of having a disability will be given priority and coordinated with students’ prior and 

subsequent schools as necessary to ensure the timely completion of a full evaluation. When 

necessary, the district will designate expeditiously a surrogate parent for unaccompanied youth 

suspected of having a disability. If participation of a surrogate parent in the student’s education 

is needed prior to the appointment of a surrogate parent, the district will designate a temporary 

surrogate in accordance with the provisions of the Individuals with Disabilities Education Act 

(IDEA). If a student has an Individualized Education Program (IEP), the enrolling school will 

Sample Local Educational Agency (LEA) Policy (cont.)
F

implement it immediately. Any necessary IEP meetings or re-evaluations will then be conducted 

expeditiously. If complete records are not available, IEP teams must use good judgment in 

choosing the best course of action, balancing procedural requirements and the provision of 

services. In all cases, the goal will be to avoid any disruption in appropriate services.

When applying any district policy regarding tardiness or absences, any tardiness or absence 

related to a child or youth’s living situation will be excused. Our school district will follow state 

procedures to ensure that youth in transition and youth who are out of school are identified 

and accorded equal access to appropriate secondary education and support services. School 

personnel will refer children and youth in transition to appropriate health care services, including 

dental and mental health services. The local liaison will assist the school in making such referrals, 

as necessary.

School personnel must also inform parents of all educational and related opportunities available 

to their children and provide parents with meaningful opportunities to participate in their children’s 

education. All parent information required by any provision of this policy must be provided in a 

form, manner, and language understandable to each parent.

Disputes

If a dispute arises over any issue covered in this policy, the child or youth in transition will be 

admitted immediately to the school in which enrollment is sought, pending final resolution of the 

dispute. The student will also have the rights of a student in transition to all appropriate educational 

services, transportation, free meals, and Title I, Part A, services while the dispute is pending.

The school where the dispute arises will provide the parent or unaccompanied youth with a written 

explanation of its decision and the right to appeal and will refer the parent or youth to the local 

liaison immediately. The local liaison will ensure that the student is enrolled in the requested 

school and receiving other services to which he or she is entitled and will resolve the dispute as 

expeditiously as possible. The parent or unaccompanied youth will be given every opportunity to 

participate meaningfully in the resolution of the dispute. The local liaison will keep records of all 

disputes in order to determine whether particular issues or schools are delaying or denying the 

enrollment of children and youth in transition repeatedly.

The parent, unaccompanied youth, or school district may appeal the school district’s decision as 

provided in the state’s dispute resolution process.

Free Meals

Hunger and poor nutrition are obvious barriers to learning. To help ensure that children and youth 

in transition are available for learning, the U.S. Department of Agriculture has determined that all 

children and youth in transition are automatically eligible for free meals. On the day a child or youth 

Sample Local Educational Agency (LEA) Policy (cont.)
F

in transition enrolls in school, the enrolling school must submit the student’s name to the district 

nutrition office for immediate processing.

Title I, Part A

Children and youth in transition are automatically eligible for Title I, Part A services, regardless 

of what school they attend. The trauma and instability of homelessness put students at sufficient 

risk of academic regression to warrant additional support. The district will reserve such funds as 

are necessary to provide services comparable to those provided to Title I students to children and 

youth in transition attending non-participating schools. The amount reserved will be determined by 

a formula based upon the per-pupil Title I, Part A, expenditure and developed jointly by the local 

liaison and the Title I director. Reserved funds will be used to provide education-related support 

services to children and youth in transition, both in school and outside of school, and to remove 

barriers that prevent regular attendance.

Our district’s Title I plan will be coordinated with our McKinney-Vento services, through 

collaboration between the Title I director and the local liaison. Children and youth in transition will 

be assessed, reported on, and included in accountability systems, as required by federal law and 

U.S. Department of Education Regulations and Policy Guidance.

Training

The local liaison will conduct training and sensitivity/awareness activities for the following LEA and 

school staff at least once each year: the Assistant Superintendent, principals, assistant principals, 

federal program administrators, registrars, school secretaries, school counselors, school social 

workers, bus drivers, custodians, cafeteria workers, school nurses, and teachers. The trainings 

and activities will be designed to increase staff awareness of homelessness, facilitate immediate 

enrollment, ensure compliance with this policy, and increase sensitivity to children and youth in 

transition.

The local liaison will also obtain from every school the name and contact information of a building 

liaison. Building liaisons will lead and coordinate their schools’ compliance with this policy and will 

receive training from the local liaison annually.

Coordination

The local liaison will coordinate with and seek support from the State Coordinator for the Education 

of Homeless Children and Youth, public and private service providers in the community, housing 

and placement agencies, the pupil transportation department, local liaisons in neighboring 

districts, and other organizations and agencies. Coordination will include conducting outreach and 

training to those agencies and participating in the local continuum of care, homeless coalition, 

homeless steering committee, and other relevant groups. Both public and private agencies will be 

Sample Local Educational Agency (LEA) Policy (cont.)
F

encouraged to support the local liaison and our schools in implementing this policy.

Preschool

Preschool education is a very important element of later academic success. Children in transition 

have experienced many difficulties accessing preschool opportunities. To facilitate preschool 

enrollment and attendance, the provisions of this policy will apply to preschools administered by 

our school district. Our district will ensure that children in transition receive priority enrollment in 

preschool programs operated by the district, including exempting children in transition from waiting 

lists.

Children in transition with disabilities will be referred for preschool services under the Individuals 

with Disabilities Education Act (IDEA). Children in transition under age three will be referred for 

at-risk services under Part C of IDEA and screened to determine if referrals for additional Part C 

services are appropriate. The local liaison will collaborate with Head Start and Even Start programs 

and other preschool programs to ensure that children in transition can access those programs.

References

The McKinney-Vento Homeless Assistance Act, 42 U.S.C. §§11431 – 11436.

Title I, Part A, of the Elementary and Secondary Education Act, 20 U.S.C. §§6311 – 6315.

The Individuals with Disabilities Education Act, 20 U.S.C. §§1400 et seq.

Child Nutrition and WIC Reauthorization Act of 2004, 42 U.S.C. §§1751 et seq.

June 5, 1992 Policy of the Administration for Children and Families of the U.S. Department of 

Health and Human Services.

Add relevant state laws/regulations here:

Sample Local Educational Agency (LEA) Policy (cont.)
G

Appendix G:

School-Level Point of Contact Form

Under the McKinney-Vento Homeless Assistance Act, the local homeless education liaison is 

responsible for ensuring that homeless children and youth are identified by school personnel 

and through coordination activities with other entities and agencies. The local liaison may find 

it beneficial to have a school-level point of contact to assist with identifying and supporting the 

education of children and youth experiencing homelessness.

Appendix G includes:

■ School-Level Point of Contact Form

Additional Resources

■ NCHE Information by Topic: School Personnel Resources webpage; visit http://www.serve.

org/nche/ibt/educ_schpers.php: This NCHE webpage provides additional and more in-depth 

resources for educating school personnel about the needs of children and youth in homeless 

situations. Resources include:

■ Introduction to the Issues brief: This brief provides an overview of the main issues within 

the field of homeless education. It is a good general resource, but is also particularly helpful 

for introducing new people to the field or introducing the issue to those outside of the field.

■ School Nurses: It’s Not Just Bandages Anymore: This brief from Project HOPE-Virginia 

discusses the role school nurses can play in addressing the health needs and supporting 

the education of students experiencing homelessness.

■ School Social Workers: A Necessary Link to School Success for Students 

Experiencing Homelessness: This brief from Project HOPE-Virginia discusses the 

role school social workers can play in assisting homeless families and their school-aged 

children.
G

School-Level Point of Contact Form

The school-level point of contact for homeless education ideally should be 

someone involved with student enrollment or working with students on a regular 

basis (e.g., a guidance counselor). Please fill in the information below and return 

the form via intra-school district mail by __________ (date).

School Name: _________________________________

School-Level Point of Contact 

for Homeless Education

_________________________________

Phone Number: _________________________________

E-mail Address: _________________________________

Thank you for your time. I will be providing your school contact with more 

information.

Local Homeless Education Liaison Name: _____________________________

District Mail Location: ______________________________________________
G

School-Level Point of Contact for Homeless Education 

Information Sheet

What is a Point of Contact for 

Homeless Education?

A person in the school who can be contacted 

by the school district’s local liaison to share 

information about educating children and youth 

experiencing homelessness.

What are the responsibilities of a 

Point of Contact?

■ Share information sent by the local liaison 

with appropriate school faculty and staff 

members

■ Share with the local liaison any difficulties 

that the school is experiencing in working 

with students who are homeless or other 

information, as needed

What is the time commitment?

The time commitment may be less than one 

hour a month if the school has few or no issues 

related to homeless education. If there are 

issues with enrolling or educating students who 

are experiencing homelessness, more time may 

be needed.

How am I going to learn more about 

this new responsibility?

A follow-up letter giving more details and 

information will be sent to all school-level points 

of contact once principals have designated 

contacts.

What basic facts do I need to know 

about the education of children and 

youth experiencing homelessness?

All children have a right to a free, appropriate 

public education. The McKinney-Vento 

Homeless Assistance Act (Public Law 107-110) 

effective July 1, 2002, requires that homeless 

children:

■ Be enrolled immediately in school, even if 

lacking documentation normally required for 

enrollment such as immunization or other 

health records, previous academic records, 

birth certificates, proof of residence, or proof 

of guardianship.

■ Have a choice in where to enroll: their school 

of origin or the local school for their current 

residence.

■ Have access to services comparable to those 

that housed students receive, including Title I, 

Part A, services.

Whom can I contact with questions 

about this responsibility?

Contact the school district’s local homeless 

education liaison:

Name: ________________________________

Telephone: _____________________________

E-mail: ________________________________
H

Appendix H:

Collaboration Resources

To implement the McKinney-Vento Homeless Assistance Act most effectively, collaboration among 

district staff and with the local community is necessary.

Appendix H contains:

■ Summary: Collaborations of Schools and Social Service Agencies

■ Collaboration Action Plan

■ Useful Contacts Form

Additional Resources

■ NCHE Information by Topic: School Personnel Resources webpage; visit http://www.

serve.org/nche/ibt/sc_collab.php: This NCHE webpage provides resources to assist 

school districts in building partnerships with community agencies to serve children and youth 

experiencing homelessness more effectively. Resources include:

■ Housing Agency and School District Collaborations to Serve Homeless and Highly 

Mobile Students brief; available for downloading at http://www.serve.org/nche/

briefs.php: This brief examines several successful housing agency and school district 

collaborations from across the nation and explains how this type of collaboration can help 

reduce the frequency of family moves and promote school stability.

■ What Service Providers Should Know brief; available for downloading at http://

www.serve.org/nche/briefs.php: This brief supplies providers of services to homeless 

children and families with a summary of the main points of the McKinney-Vento Homeless 

Assistance Act.
H

(Excerpted from the NCHE publication entitled Collaborations of Schools and Social Service Agencies.

This publication is available for downloading in its entirety at http://www.serve.org/nche/products.php.)

Collaborations of Schools and Social Service Agencies

Jan Moore, Assistant Program Specialist

National Center for Homeless Education

December 2005

Summary

Overall Lessons Learned

Although collaboration is difficult, the collaborators all agreed that it is absolutely necessary and, 

ultimately, working together to find solutions makes everyone’s job easier. Keeping everyone on 

the same page is a challenge, but partnerships with diverse agencies (not just those typically 

involved with the homeless population) may be the only way to provide all the resources to meet 

the various needs of homeless children and their families.

Creating an atmosphere for open dialogue, examining situations from different perspectives, 

and having a willingness to change are foundational for developing positive relationships with 

personnel from other agencies - an imperative for effective collaboration. It is vital to know the 

other collaborative agencies and their staff members in order to create and maintain common 

focus, communicate effectively, problem solve creatively, and present requests from perspectives 

the other agency members understand. 

There is no one-size-fits-all model for collaboration, so each collaborative group must examine its 

own unique situation to develop what works best. Building relationships requires consistency over 

time. Participants should understand there is a mutual benefit to transparency in their relationships, 

but everyone needs permission to make mistakes as the collaborative evolves. Members must 

be patient with themselves and each other as they work to build a safe environment for people 

to hash out issues and problems and to ask questions. Below are some ideas to consider as a 

collaboration takes shape:

■ Only buy-in from all those involved will sustain the work.

■ People will take part in what they help create, so establish the expectation that everyone will 

contribute.

■ The common goal is focusing on the best interest of the kids, not pointing fingers at each 

other or advocating for a particular agency.

■ Learn all you can about the other agencies (vision, mission, history, etc.) and understand 

their role in the collaborative.

■ Provide clear goals and expectations for the relationships.
H

■ Remember that each partner is focused on doing what’s best for the kids; find a way to trust 

and honor each other.

■ Nonprofits are competitive for funds, so they also compete for positive publicity that will help 

garner those funds. When working with them, be sensitive to their organizations’ interests.

■ Starting the collaboration with a small manageable project will build confidence to maintain 

momentum and undertake larger tasks.

■ Secure a commitment from agency leaders to loosen their agency-specific regulations in 

order to meet client needs.

■ Empower decision making authority within the collaborative instead of requiring each 

member to clear decisions through their agency channels.

Establishing honest and frank communication patterns is the basis of building trusting relationships. 

To ensure this:

Agree to have open and honest dialogue. This is particularly important when defining 

problems, recognizing differences, and deciding the specifics of how to collaborate.

Insist on strict confidentiality.

Agencies have different languages, so communicate clearly. Problems often occur because of 

semantics; ask for clarification about anything that is unclear.

Establish expectations and design procedures to enhance the frequency and level of 

communication. 

Concentrating on the core vision instead of structures or processes helps collaboratives maintain 

focus on what they intend to accomplish instead of getting sidetracked by how they go about doing 

that. This opens opportunities for thinking outside the box and being creative in addressing issues 

and problems. It also helps the collaborative withstand changes in membership, organizational 

structure, etc. Each person and each agency will have their own priorities, but the collaborative 

must concentrate on the overall goal of the group: how to better serve children and families. To do 

this, collaborators advise:

■ Begin with client issues and problems not preconceived solutions.

■ Think outside the box; identify the needs of children and their families and search out 

diverse ways to fill those needs.

■ Encourage participants to step back and question why things have always been done 

in a particular way. One of the principal stumbling blocks to successful collaboration is 

overcoming customs and habits.

■ Take the initiative to address problems and find creative solutions; educators can ensure 

that the kids get lots of other services, but have failed them unless they receive a quality 

education.

■ Involve the community to provide new perspectives on issues and problems and empower 

those receiving services to share responsibility for finding solutions.
H

Special advice for collaboratives seeking outside funding includes: 

■ Be knowledgeable. Spend time on the web, search data, and watch for trends. Know facts 

and figures so you can counter misconceptions people have.

■ Be the one who believes the glass is half full.

■ When approaching possible supporters, remember to ask for referrals to others who might 

help with funding.

■ Share personal stories about the kids. Talk about how your program helps them succeed in 

school, graduate, attend college, etc.

■ Clearly demonstrate to funding sources the value of working together.

■ Be patient and persevere!
H

Collaboration Action Plan

Level Strategies People Needed Timeline

1

Awareness

2

Assessment

3

Coordination of 

Resources

4

Collaboration

Outreach

Case Management

Adapted from Miami-Dade County Public Schools, Project UP-START, Homeless Children and Youth Program, 

Miami, Florida.
H

Useful Contacts for Children and Youth Experiencing 

Homelessness

Updated on: ______________________________

Organization/Agency Contact Person Phone Number/

E-mail Address Services Offered

Boys and Girls Club

Food Bank

Health Department

Housing and Urban 

Dev’t (HUD)/Housing 

Authority

Medical Contacts 

(doctors, dentists, 

mental health, etc.)

Salvation Army

United Way

Shelter (enter name):

___________________

Shelter (enter name):

___________________

Other (enter name):

___________________
I

Appendix I:

Transportation Resources

One of the key concepts within the McKinney-Vento Homeless Assistance Act is that of the 

provision of transportation. Children and youth experiencing homelessness are entitled to receive 

transportation to and from the school of origin and transportation comparable to that received by 

housed schoolmates.

Appendix I contains:

■ Executive Summary: Increasing School Stability for Students Experiencing Homelessness: 

Overcoming Challenges to Providing Transportation to the School of Origin

Additional Resources

■ NCHE Information by Topic: Transportation webpage; visit http://www.serve.org/nche/

ibt/sc_transport.php: The resources on this NCHE webpage provide information on the 

transportation provisions of the McKinney-Vento Homeless Assistance Act and strategies for 

implementing these provisions.

■ U.S. Department of Education Draft Non-Regulatory Guidance, Section H; available for 

downloading at http://www.serve.org/nche/downloads/guidance_jul2004.pdf: Section H 

of the U.S. Department of Education’s Non-Regulatory Guidance deals with the provision of 

transportation services to children and youth experiencing homelessness.
I

(Excerpted from the NCHE publication entitled Increasing School Stability for Students Experience 

Homelessness: Overcoming Challenges to Providing Transportation to the School of Origin. This publication is 

available for downloading in its entirety at http://www.serve.org/nche/products.php.)

Increasing School Stability for Students Experiencing Homelessness: 

Overcoming Challenges to Providing Transportation to the School of 

Origin

Executive Summary

Underscoring the importance of school stability for children and youth experiencing homelessness, 

the McKinney-Vento Homeless Education Assistance Act, reauthorized as Title X, Part C, of 

the No Child Left Behind Act of 2001, requires that school districts provide transportation to 

enable children and youth to remain in their school of origin (the school a student attended when 

permanently housed or the school in which the student was last enrolled). Although this mandate 

increases the complexity and expense of pupil transportation, school districts have developed 

resourceful strategies to provide children and youth experiencing homelessness transportation to 

their school of origin.

In order to provide ideas to school districts that experience challenges to implementing the 

mandate for transportation to the school of origin and those that seek additional implementation 

strategies, in 2003-2004, the National Center for Homeless Education (NCHE) interviewed local 

homeless education liaisons and pupil transportation directors from eight school districts that have 

instituted a variety of approaches to ensuring that children and youth experiencing homelessness 

receive transportation services to their school of origin.

Following is a summary of recommendations to school districts for providing transportation for 

children and youth experiencing homelessness to attend the school of origin:

1. Establish strong networks of community support.

■ Initiate conversations with the department of social services, housing authorities, foster 

care, juvenile justice, child protective services, and public and private transportation 

agencies

■ Create partnerships with shelters, group homes, and community agencies

■ Develop memoranda of understanding to clarify roles and expectations

■ Participate in local homeless coalitions or councils

■ Sponsor meetings to familiarize these agencies with educational needs for children and 

youth experiencing homelessness and to identify strategies for collaboration

■ Identify a contact in each agency with whom routine communication takes place
I

■ Sensitize private sector businesses to the needs of children and youth experiencing 

homelessness

2. Develop a strong partnership between the homeless education program and the department of 

pupil transportation.

■ Develop a team approach to coordination between the homeless education program and 

department of pupil transportation

■ Provide training to department of pupil transportation staff to increase sensitivity to and buyin for the needs of homeless children

■ Review data on homeless children and youth in the district to identify what the transportation 

needs are and how the current transportation system might meet those needs

3. Establish inter-district collaboration.

■ Have frequent communication between local liaisons and pupil transportation directors 

across districts

■ Designate which district has the primary responsibility to ensure that children and youth do 

not “fall through the cracks”

■ Host collaborative cross-district meetings of local liaisons and pupil transportation directors 

to plan strategies and review their effectiveness

4. Establish formal procedures for equity, transparency, and consistency.

■ Involve all stakeholders in the development of procedures and publicize them in the school 

system and community

■ Establish inter-district policies and memoranda of agreement

■ Review procedures periodically and revise as needed

■ Develop forms for intake and record keeping

■ Develop informational brochures for parents

■ Develop procedures for inter-district transportation and put in place before the need arises

5. Establish policies to support federal legislation.

■ Develop state and/or local policies that reinforce the McKinney-Vento legislation

■ Develop state and/or local policies that clarify roles and responsibilities related to 

transporting children and youth experiencing homelessness to their school of origin

■ Review policies from other states or districts to serve as models

6. Establish a database and system for data collection.

■ Establish an electronic database that can be shared among school and school district staff, 
I

shelters, and other agencies involved with homeless children and youth

■ Attend to confidentiality issues

■ Ensure regular and accurate data input

■ Use data to facilitate and expedite transportation arrangements

■ Use data to report on the transportation needs of homeless children and youth for advocacy 

and funding purposes

7. Seek economical and creative solutions.

■ Seek the most economical solutions first

■ Identify potential resources in the community

■ Involve private sector businesses and foundations

■ Plan ahead; have resources identified and procedures in place

■ Be flexible with bus routes and use of special education or magnet school buses

8. Keep in mind the safety of the child or youth

■ Ensure that transportation modes for transporting children to the school of origin are equally 

as safe as those for other children

■ Follow state and local policies related to approved vehicles and drivers

■ Ensure taxis and public vehicles meet the guidelines outlined in the National Highway Traffic 

Safety Administration’s Uniform Guidelines for Highway Safety Programs (Guideline #17: 

Pupil Transportation Safety, available for downloading at http://www.nhtsa.dot.gov/nhtsa/

whatsup/tea21/tea21programs/402Guide.html#g17)

■ Screen all drivers for background checks and driving records

9. Inform policymakers of the need for school stability for highly mobile children

■ Provide accurate and concrete data

■ Visit the NAEHCY website (http://www.naehcy.org) to become aware of national advocacy 

efforts
J

Appendix J:

Homeless Education Issue Briefs

NCHE’s homeless education issue briefs discuss selected issues covered in the McKinney-Vento 

Homeless Assistance Act and suggest implementation strategies. NCHE homeless education issue 

briefs are available for downloading at http://www.serve.org/nche/briefs.php.

Appendix J contains:

■ Introduction to the Issues brief

NCHE Homeless Education Issue Brief titles

■ Best Practices in Homeless Education series

■ Confirming Eligibility for McKinney-Vento Services: Do’s and Don’ts for Local Liaisons

■ Confirming Eligibility for McKinney-Vento Services: Do’s and Don’ts for School Districts

■ Determining Eligibility for Rights and Services Under the McKinney-Vento Act

■ Housing Agency and School District Collaborations to Serve Homeless and Highly Mobile 

Students

■ Guiding the Discussion on School Selection

■ Immediate Enrollment Under McKinney-Vento: How Local Liaisons Can Keep Homeless 

Students Safe

■ Immediate Enrollment Under McKinney-Vento: How Schools Can Keep Homeless Students 

Safe

■ Immigrant and Homeless: Information for Local Liaisons

■ Immigrant and Homeless: Information for School District Title III Programs and Community 

Agencies

■ Navigating the Intersections of IDEA and McKinney-Vento: A Problem-Solving Process
J

■ Prompt and Proper Placement: Enrolling Students without Records

■ Supporting Homeless Students with Disabilities: Implementing IDEA

■ Connecting Schools and Displaced Students series

■ Meeting the Educational Needs of Students Displaced by Disasters: Youth on Their Own

■ What Relief Agencies Should Know About the Educational Rights of Children Displaced by 

Disasters

■ What School District Administrators Should Know About the Educational Rights of Children 

Displaced by Disasters

■ McKinney-Vento Law Into Practice series

■ Domestic Violence, Homelessness, and Children’s Education

■ Enrollment

■ Identifying Students in Homeless Situations

■ Including Children and Youth Experiencing Homelessness in State and Local School District 

Accountability Systems

■ Individuals with Disabilities Education Improvement Act (IDEA) of 2004: Provisions for 

Homeless Children and Youth with Disabilities

■ Introduction to the Issues

■ Local Educational Agency Liaisons

■ Migrant Children and Youths Experiencing Homelessness

■ Reauthorization at a Glance

■ Resolution of Disputes

■ School Selection

■ Summary of McKinney-Vento Act and Title I Provisions

■ Title I and Homelessness

■ Transportation

■ Unaccompanied Homeless Youth

■ What LEA Administrators Must Know

■ What Service Providers Should Know

■ When Legal Guardians Are Not Present: Enrolling Students on Their Own

■ Who is Homeless?
Homeless Education: An Introduction to the Issues

How many people in the United States are 

homeless? 

People experiencing homelessness are not a static group; 

homelessness is a ìrevolving-door phenomenonî. It is estimated that, 

over the course of a year, between 2.3 and 3.5 million people will 

experience homelessness, of which between 900,000 and 1.4 million 

will be children.i

What are the main causes of homelessness?

The main cause of homelessness is the lack of affordable housing. 

While this lack alone is often enough to cause homelessness, when 

combined with other factors such as low wages, unemployment, 

domestic violence, illness, mental health issues, and addiction, the 

risk of experiencing homelessness increases dramatically. 

Unaccompanied youth are youth not in the physical custody of a 

parent of guardian. The primary causes of homelessness among 

unaccompanied youth are physical or sexual abuse by a parent or 

guardian, neglect, parental substance abuse, and family conflict. 

Homelessness: A fringe issue? 

Many people view homelessness as a fringe issue, affecting only 

ìcertain kinds of peopleî on the edges of society. This view does not 

reflect the changing demographics of homelessness in the United 

States, including a steady rise in homelessness among families with 

children. Consider the following questions: 

□ Could you ever experience a flood, fire, tornado, or other natural 

disaster? 

□ Do you work in an area of the economy where your job might 

become obsolete? 

□ Could you ever suffer from a long-term illness or accident without 

proper health benefits or other compensations? 

□ Do you live in a household with only one full-time wage earner? 

□ Are you behind on any monthly bills? 

□ Are housing costs in your area increasing faster than wages? 

□ Does anyone in your family struggle with addiction or mental 

illness? 

□ Could you ever face extreme financial difficulty without family or 

close friends available to come to your aid? 

If you answered ìyesî to any of these questions, you are not immune 

to homelessness. These questions are not meant to create alarm, but 

rather to spread awareness that people experiencing homelessness 

are people just like us. They desire financial stability and a secure 

home, but have confronted difficult circumstances without sufficient 

resources to overcome the situation and remain housed.

continued on the next page

Who is homeless? 

(McKinney-Vento Homeless 

Assistance Act of 2001 ñ Title X, Part 

C of the No Child Left Behind Act ñ 

Sec 725) 

The term ìhomeless children and 

youthîó 

(A)means individuals who lack a fixed, 

regular, and adequate nighttime 

residenceÖ; and 

(B)includes ó 

(i) children and youths who are sharing 

the housing of other persons due to 

loss of housing, economic hardship, or 

similar reason; are living in motels, 

hotels, trailer parks, or camping 

grounds due the lack of alternative 

accommodations; are living in 

emergency or transitional shelters; are 

abandoned in hospitals; or are 

awaiting foster care placement; 

(ii) children and youths who have a 

primary nighttime residence that is a 

public or private place not designed 

for or ordinarily used as a regular 

sleeping accommodation for human 

beingsÖ 

(iii)children and youths who are living in 

cars, parks, public spaces, abandoned 

buildings, substandard housing, bus 

train stations, or similar settings; and 

(iv) migratory children who qualify as 

homeless for the purposes of this 

subtitle because the children are 

living in circumstances described in 

clauses (i) through (iii). 

Appendix J - Introduction to the Issues brief - Page 1 of 3
Homeless with homework: 

Challenges faced by homeless students 

Children experiencing homelessness face great challenges. High mobility, 

precarious living conditions, and poverty combine to present significant 

educational, health and emotional difficulties. Consider this: 

□ At least 20% of homeless children do not attend school.ii

□ Within a year, 41% of homeless children will attend two different schools; 

28% of homeless children will attend three or more different schools.iii

□ With each change in schools, a student is set back academically by an 

average of four to six months.iv

□ Children experiencing homelessness often feel like outsiders and have 

difficulty maintaining friendships due to frequent moves. Their lives feel 

out of control, and they often experience anxiety and depression as a 

result. 

□ Many homeless children lack basic school supplies and a reasonable 

environment in which to do homework. 

□ Unaccompanied youth experiencing homelessness confront these and 

other challenges associated with homelessness without the support and 

guidance of a caring adult. 

Homeless children are truly among our nationís neediest and most at risk. 

McKinney-Vento: Federal homeless education legislation

During the 1980s, the federal government recognized the magnitude of the 

problem of homelessness within our country and, more specifically, the 

increasing incidences of homelessness among families with children and 

unaccompanied youth. To address this issue, Congress passed the Stewart B. 

McKinney Act, reauthorized most recently as the McKinney-Vento Homeless 

Assistance Act. This act guarantees homeless children and youth the following: 

□ The right to immediate enrollment in school, even if lacking paperwork 

normally required for enrollment. 

□ The right to attend school in his/her school of origin (if this is requested 

by the parent and is feasible) or in the school in the attendance area 

where the family or youth is currently residing. 

□ The right to receive transportation to his/her school of origin, if this is 

requested by the parent. 

□ The right to services comparable to those received by housed schoolmates, 

including transportation and supplemental educational services. 

□ The right to attend school along with children not experiencing 

homelessness. Segregation based on a studentís status as homeless is 

strictly prohibited. 

□ The posting of homeless studentsí rights in all schools and other places 

around the community. 

While having the opportunity to enroll and succeed in school may seem like a 

given to many of us, the McKinney-Vento Act was enacted due to the numerous 

barriers homeless children faced in obtaining a free, appropriate public 

education. It is the mission of the National Center for Homeless Education 

(NCHE) and its partners to create public awareness of the rights of homeless 

children and youth and to ensure compliance with the law at the state and 

local levels. 

continued on the next page 

The role of education 

The role of education in the life 

of a homeless child is crucial. 

In a life that is filled with 

uncertainty, school is a place 

of safety. Something as simple 

as a desk to call her own can 

provide a homeless child with 

a sense of routine and 

ownership. A free, appropriate 

public education is also a right 

to which homeless children 

and youth are legally entitled. 

This right put into practice has 

the potential to break the cycle 

of poverty and homelessness 

that may otherwise continue. 

For a homeless child, the 

importance of a stable, quality 

education is immeasurable. 

How can I help? 

After learning more about the 

issue of homeless education, you 

may be wondering how you can 

help. Consider the following 

suggestions: 

□ Educate staff at your 

organization that come into 

contact with homeless 

children and families about 

the educational rights of 

homeless children. 

□ Collaborate with your local 

school district to help 

identify and support 

homeless students in your 

area. Every school district 

in the country has a Local 

Homeless Education 

Liaison, responsible for 

ensuring that homeless 

studentsí educational rights 

are observed. To find out the 

contact information for the 

liaison in your district, 

contact NCHE at 1-800-308-

2145. 

□ Take advantage of the 

products and services 

available to you through 

NCHE and its partners. 

□ For other suggestions on 

supporting the rights of 

students experiencing 

homelessness, contact 

NCHE. 

Appendix J - Introduction to the Issues brief - Page 2 of 3
References 

i Burt, Martha R., What Will It Take 

to End Homelessness? (Washington, 

DC: The Urban Institute, 2001). 

Available online at www.urban.org. 

ii Author, Homeless Children: 

Americaís New Outcasts (Newton, MA: 

National Center on Family 

Homelessness, 1999). Available for 

order online at 

www.familyhomelessness.org/. 

iii Ibid.

iv Dr. Joy Rogers of the Loyola 

University Department of Education, 

Education Report of Rule 706 Expert 

Panel presented in B.H. v. Johnson, 

715 F. Supp. 1387 (N.D. Ill. 1989), 

1991.

Homelessness canít be determined by appearance. For information 

on recognizing the warning signs of homelessness among students, 

visit www.serve.org/nche/nche_web/warning.php. 

National Partners in Homeless Education 

The National Center for Homeless Education (NCHE) 

Contact: Diana Bowman, Director, 800-755-3277, dbowman@serve.org

Web Address: www.serve.org/nche

NCHE, funded by the U.S. Department of Education, is a national resource center, providing valuable information, training, and 

materials to educators and community members seeking to address the educational needs of homeless children and their families. 

These materials are made available to the public at no charge and include such items as educational rights posters, parent packs, 

training resources, and ìlaw into practiceî briefs. 

U.S. Department of Education, Education for Homeless Children and Youth Program 

Contact: Gary Rutkin, Coordinator, 202-260-4412, gary.rutkin@ed.gov

Web Address: www.ed.gov/programs/homeless/index.html

The Education for Homeless Children and Youth Program oversees the education of homeless children and youth in our nationís 

public schools, including the granting of McKinney-Vento funds and the monitoring of their usage. Program Coordinator Gary 

Rutkin, working with other Department officials and national partners, provides official guidance to states and school districts on 

implementing the McKinney-Vento Homeless Assistance Act. 

The National Association for the Education of Homeless Children and Youth (NAEHCY) 

Contact: Patricia Popp, President, 757-221-7776, ppopp@naehcy.org

Web Address: www.naehcy.org

NAEHCY, a national grassroots membership association, serves as the voice and the social conscience for the education of children 

and youth in homeless situations. NAEHCY brings together educators, parents, advocates, researchers and service providers to 

ensure school enrollment and attendance, and overall success for children and youth experiencing homelessness. NAEHCY 

accomplishes this through advocacy, partnerships and education. NAEHCY also hosts an annual national conference on homeless 

education, which brings together educators and service providers to learn about new developments within the field. 

The National Law Center on Homelessness and Poverty (NLCHP) 

Contact: Joy Moses, Education Staff Attorney, 202-638-2535, jmoses@nlchp.org 

Web Address: www.nlchp.org 

The mission of NLCHP is to prevent and end homelessness by serving as the legal arm of the nationwide movement to end 

homelessness. To achieve its mission, the Law Center pursues three main strategies: impact litigation, policy advocacy, and public 

education. The Law Center strives to place homelessness in the larger context of poverty. By taking this approach, the Law Center 

aims to address homelessness as a very visible manifestation of deeper causes: the shortage of affordable housing, insufficient

income, and inadequate social services. NLCHP provides guidance and produces high-quality publications on legal issues 

pertaining to homelessness and poverty. 

The National Network for Youth (NNY) 

Contact: Mishaela Duran, Director of Public Policy and Public Affairs, 202-783-7949 x3109, mduran@nn4youth.org

Web Address: www.nn4youth.org

The National Network for Youth is the leading advocacy organization for runaway and homeless youth. NNY seeks to promote 

opportunities for growth and development for youth who face greater odds due to abuse, neglect, family conflicts and disconnection 

from family, lack of resources, discrimination, differing abilities, or other life challenges. NNY achieves this through advocacy on 

national policy related to at-risk youth and the provision of training, technical assistance, consultation services, and publications 

on the issue of supporting and protecting at-risk youth. 

P.O. Box 5367 

Greensboro, NC 27435 

Toll-free helpline: 1-800-308-2145 

www.serve.org/nche

Appendix J - Introduction to the Issues brief - Page 3 of 3
K

Appendix K:

Frequently Asked Questions

Questions in homeless education often cluster around certain key topics, including enrollment, 

determining eligibility for services, unaccompanied youth, preschool, and usage of Title I, Part 

A, funds. Following is a Frequently Asked Questions (FAQs) handout that can be distributed at 

training and/or awareness events.

Appendix K contains:

■ Homeless Education Frequently Asked Questions (FAQs) handout

Additional Resources

■ The 100 Most Frequently Asked Questions on the Education Rights of Children and Youth 

in Homeless Situations; available for downloading at http://www.naehcy.org/faq.html: 

This resource, created collaboratively by the National Association for the Education of Homeless 

Children and Youth (NAEHCY) and the National Law Center on Homelessness and Poverty 

(NLCHP), answers the top questions raised about the implementation of the McKinney-Vento 

Homeless Assistance Act.
K

What is the McKinney-Vento 

Homeless Assistance Act?

The McKinney-Vento Homeless Assistance Act 

is Title X, Part C, of the No Child Left Behind 

Act. This legislation ensures that children and 

youth experiencing homelessness have full and 

equal access to an appropriate public education 

and that they experience success in school. Key 

components include:

Enrollment

■ Schools must immediately enroll children 

and youth in homeless situations, even when 

records normally required for enrollment are 

not available.

■ Students may stay in their school of origin, if 

feasible (in their best interest).

■ Public notice of the educational rights of 

homeless children and youth must be posted 

in every public school and in appropriate 

places throughout the community.

■ Unaccompanied youth must be provided 

educational access through the support 

of the local homeless education liaison. 

(See definition under “Who is considered 

homeless.”)

Attendance and Success

Students with appropriate support are more 

likely to attend school on a regular basis. 

Attendance is critical if school success is to 

be realized. School districts must provide 

appropriate case management to ensure 

students have access to all educational services 

to which they are eligible.

■ Students experiencing homelessness must 

receive services comparable to those of 

Homeless Education Frequently Asked Questions

housed students.

■ Transportation to the school of origin must be 

provided, when appropriate.

■ Social service agencies and school districts 

must work together to serve students.

■ Families and unaccompanied youth 

experiencing homelessness must be fully 

informed of available enrollment options and 

educational opportunities.

■ Schools must provide written explanations 

of placement decisions and the enrollment 

dispute process.

■ Separate schools or programs for children 

and youth experiencing homelessness are 

prohibited, with the exception of several 

programs specifically named in the McKinneyVento Act.

Who is Considered Homeless?

The McKinney-Vento Act (Section 725) defines 

a “homeless children and youth” (school age 

and younger) as:

■ Children and youth who lack a fixed, 

regular, and adequate nighttime 

residence, including children and youth 

who are:

■ Sharing the housing of other persons due 

to loss of housing, economic hardship, or 

a similar reason.

■ Living in motels, hotels, trailer parks, 

cars, public spaces, abandoned 

buildings, substandard housing, bus or 

train stations, camping grounds or similar 

settings due to the lack of alternative 

adequate accommodations.

■ Living emergency or transitional shelters.
K

■ Abandoned in hospitals.

■ Awaiting foster care placement.

■ Migratory children who qualify as 

homeless because they are living in 

circumstances described above.

How can schools verify that students are 

homeless?

There is no universal system of verification. 

Shelter providers may verify homeless 

status. Children and youth must be enrolled 

immediately when the school is informed 

that the family or youth is experiencing 

homelessness. If questions regarding 

homeless status based upon the definition of 

the McKinney-Vento Act exist, schools should 

contact their local homeless education liaison.

Are all families that share housing 

considered homeless?

No. Families that share housing, living in 

doubled-up settings, must still meet the 

McKinney-Vento definition’s requirement 

that the living situation is due to a loss of 

housing, economic hardship, or a similar 

reason. Families that live together due to 

cultural preference, to save money, or to pool 

resources to provide a larger/nicer home than 

would be possible if living individually should 

not be considered homeless. Questions that 

may assist in making the determination of 

homelessness in a doubled-up situation can be 

found in the NCHE brief, Determining Eligibility 

for Rights and Services Under the McKinneyVento Act, at http://www.serve.org/nche/briefs.

php.

Are children and youth who qualify for 

migrant services considered homeless?

The children of migrant workers should only be 

considered homeless if they meet the definition 

of homelessness cited earlier. A migratory 

lifestyle alone is not sufficient to be considered 

homeless.

Are children or youth incarcerated 

or in correction facilities considered 

homeless?

No. The U.S. Department of Education 1995 

Guidance specifically excludes any child 

or youth who is imprisoned or otherwise 

detained by Act of Congress or state law 

from the definition of homelessness. Even 

children or youth who were homeless prior to 

incarceration, are not considered homeless 

while incarcerated.

Are children and youth in foster care 

considered homeless?

By definition, children and youth in foster care 

placements are wards of the state, so they 

are not considered homeless. Temporary or 

short term foster care placements may be 

considered homeless. “LEA liaisons should 

confer and coordinate with local public social 

service agency providers in determining how 

best to assist homeless children and youth 

who are awaiting foster care placement.” (U.S. 

Department of Education Draft Non-regulatory 

Guidance, July 2004). 

What additional guidance is available 

regarding the definition of homelessness 

and the education of homeless students?

For more information about determining 

homelessness according to the McKinneyVento definition, download the NCHE brief 

Determining Eligibility for Rights and Services 

Homeless Education Frequently Asked Questions (cont.)
K

Under the McKinney-Vento Act at http://www.

serve.org/nche/briefs.php.

How Quickly Must Children and 

Youth Experiencing Homelessness 

be Enrolled in School?

Schools must enroll a child or youth 

experiencing homelessness immediately, even 

if the child or youth is unable to produce records 

normally required for enrollment. Immediately 

means without delay.

Must a school enroll children or youth 

without proof of immunizations or 

physicals?

Yes. The school must enroll students who 

do not have health records if they meet the 

definition of homeless. The school should 

refer the family or youth to the local homeless 

education liaison to obtain the necessary 

documentation. The sending school may 

provide a copy of the health record to the parent 

when the student leaves and fax a copy to the 

new school to facilitate this process.

Must schools enroll students in homeless 

situations who do not have previous 

school records?

Yes. Students experiencing homelessness 

must be enrolled in school while waiting for the 

previous school records to be received. Parents 

can request copies of critical documents such 

as Individualized Educational Programs (IEPs), 

gifted testing records, and report cards from the 

sending school. Parent Pack Pocket Folders, 

developed by NCHE, may assist in maintaining 

important school documents. Visit http://www.

serve.org/nche/products.php to learn more.

Homeless Education Frequently Asked Questions (cont.)

If a student in a homeless situation moves 

without returning books or paying fees, 

can a school district withhold student 

records?

No. A school district cannot withhold records 

when books or charges have not been paid.

Can a school require proof of residency 

(rent receipt, lease agreement, 

utility receipt) that prevents or delays 

enrollment?

No. Homeless students, by definition, lack 

a fixed residence and cannot be required to 

provide traditional proof of residency if doing so 

is not possible or would delay enrollment. An 

affidavit explaining the lack of residency proof 

can be completed as an alternative.

When children or youth experiencing 

homelessness are not living with parents 

or legal guardians, is the school required 

to enroll the child?

Yes. Guardianship cannot be a barrier to 

enrollment. Some students, due to family 

situations, may not be able to live with their 

family; others are not permitted by their parents 

or guardians to live at home. The local liaison 

should be contacted to assist unaccompanied 

youth who wish to enroll in school.

If families in homeless situations move 

within a school district, can students stay 

at the same school, even if they move out 

of the school’s attendance zone?

Yes, the McKinney-Vento Act states, that 

when feasible, students have a right to stay 

in the school of origin. The school of origin 

is the school that the child attended when 
K

permanently housed or the last school in which 

the student was enrolled.

Can school districts educate children 

and youth experiencing homelessness in 

separate schools (e.g., classes located on 

shelter sites)?

Homelessness is not a reason to separate 

students from their housed peers. Students in 

homeless situations must not be isolated from 

the mainstream school environment except 

in a few limited circumstances defined in the 

McKinney-Vento legislation.

What services must school districts 

provide to children and youth in 

homeless situations?

The McKinney-Vento Act requires school 

districts to provide services to students 

experiencing homelessness that are 

comparable to services provided to other 

students in the school district. Homeless 

children and youth must have access to any 

educational services for which they qualify, 

including special education, gifted education, 

free and reduced-lunch programs, beforeand after-school activities, and Title I, Part A, 

services. The students are not to be segregated 

or stigmatized.

Can Title I, Part A, funds be used to 

address the educational needs of children 

and youth experiencing homelessness?

Yes. According to the No Child Left Behind Act, 

children and youth experiencing homelessness 

automatically qualify for Title I, Part A, support, 

whether students attend schoolwide, targeted 

assistance, or non-Title I schools. Title I must 

coordinate services in order to promote the 

academic achievement of homeless students.

May children and youth experiencing 

homelessness attending non-Title I 

schools be served under Title I, Part A?

Yes. Title I, Part A, funds must be reserved 

to provide comparable services to eligible 

homeless children who might attend schools 

not receiving Title I, Part A, funding. This may 

include providing educationally related support 

services to children in shelters.

Are children experiencing homelessness 

eligible to enroll in preschool?

Yes. Young children who are homeless should 

have the same access to public preschool 

programs as young children who are housed. 

Head Start and Even Start may reserve slots for 

students experiencing homelessness to avoid 

waiting list delays that occur when children 

arrive after the school year has begun.

How should special education 

programs serve students experiencing 

homelessness?

The Individuals with Disabilities Act (IDEA) 

was amended in 2004 to facilitate the timely 

assessment, appropriate service provision 

and placement, and continuity of services 

for children and youth with disabilities who 

experience homelessness and high mobility. 

Schools and school districts are required to 

complete initial evaluations within specific 

timeframes, ensure that assessments of 

children who transfer to a new school district 

are coordinated with prior schools, and provide 

children who have current IEPs and transfer 

to a new school district during the school year 

with services immediately. For unaccompanied 

Homeless Education Frequently Asked Questions (cont.)
K

youth, IDEA specifically requires LEAs to 

appoint surrogate parents.

What academic concerns commonly 

impact students in homeless situations?

Due to changing schools and the stress of 

being homeless, students may fall behind 

academically, causing learning lags and gaps 

that can be more than four months. Students 

may not have quiet places to study or access to 

school supplies, books, or computers. Students 

need to know of study halls or after-school 

tutoring availability. If a child was receiving 

special education services or was participating 

in gifted and talented programs, the continuity of 

instruction needs to be maintained.

What are some common health-related 

issues affecting students experiencing 

homelessness?

Students who are homeless are often at an 

increased risk of becoming ill due to their 

living conditions. If the students become sick, 

they often have no quiet place to rest. These 

students are more likely than their peers to 

get the flu, have stomach ailments, have 

respiratory problems, and visit the emergency 

room. School nurses can help by offering 

referrals for screenings, maintaining a clothes 

closet, assisting parents in filling out forms, and 

ensuring that students are aware of the school’s 

procedure for participating in the free and 

reduced lunch program.

What are some of the other issues that 

commonly affect students experiencing 

homelessness?

Students in homeless situations often are 

concerned about their safety because they may 

Homeless Education Frequently Asked Questions (cont.)

not have a secure place to go after school. In 

these instances, students should be told about 

community programs, such as Boys and Girls 

Clubs. In addition, homeless students must 

also deal with the stigma associated with being 

homeless. They may have difficulty establishing 

friendships. Guidance counselors or school 

social workers may assist students in dealing 

with emotions associated with being homeless. 

Schools can create welcome packs for all new 

students containing basic information about 

the school and assign peer buddies to tour the 

school.
K

Homeless Education Frequently Asked Questions (cont.)

For More Information and Assistance

National Center for Homeless Education (NCHE)

P.O. Box 5367

Greensboro, NC 27453

336-315-7543

800-308-2145 (toll-free helpline)

336-315-7457 Fax

http://www.serve.org/nche

Other Helpful Contacts

National Association for the Education of Homeless Children and Youth (NAEHCY)

http://www.naehcy.org

National Law Center on Homelessness and Poverty (NLCHP)

http://www.nlchp.org

U.S. Department of Education, Education for Homeless Children and Youths (EHCY) 

Program

http://www.edu.gov/programs/homeless/index.html

Local Homeless Education Liaison

Name: _______________________________

Phone: _______________________________

E-mail: _______________________________
L

Appendix L:

Tip Sheets

Under the McKinney-Vento Homeless Assistance Act, the local homeless education liaison is 

responsible for educating school district personnel regarding the educational rights of homeless 

children and youth. The tip sheets contained in this appendix provide an audience-specific 

overview of how to ensure educational access and success for children and youth experiencing 

homelessness.

Appendix L contains:

■ Tip Sheet: School Administrators

■ Tip Sheet: Guidance Counselors

■ Tip Sheet: School Nurses

■ Tip Sheet: Teachers

■ Tip Sheet: Secretaries and Enrollment Personnel

■ Tip Sheet: Parents

■ Tip Sheet: Pupil Transportation Directors

Additional Resources

■ Enrollment: Ready Reference for School (enrollment foldout); available for ordering 

at http://www.serve.org/nche/online_order.php: This handy foldout booklet assists local 

homeless education liaisons and enrollment personnel in understanding the legal guidelines for 

the immediate school enrollment of children and youth experiencing homelessness. Its compact 

size and foldout format make it a great desktop reference.

■ Parent Brochure; available for ordering or downloading at http://www.serve.org/nche/

online_order.php: This brochure explains the educational rights of children and youth 

experiencing homelessness and informs parents about ways in which they can support their 

children’s education during times of mobility.
L

■ NCHE Information by Topic: School Personnel Resources webpage; visit http://www.

serve.org/nche/ibt/educ_schpers.php: This NCHE webpage provides additional and more 

in-depth resources for educating school personnel about the needs of children and youth in 

homeless situations. Resources include:

■ Introduction to the Issues brief: This brief provides an overview of the main issues within 

the field of homeless education. It is a good general resource, but is also particularly helpful 

for introducing new people to the field or introducing the issue to those outside of the field.

■ School Nurses: It’s Not Just Bandages Anymore: This brief from Project HOPE-Virginia 

discusses the role school nurses can play in addressing the health needs and supporting 

the education of students experiencing homelessness.

■ School Social Workers: A Necessary Link to School Success for Students 

Experiencing Homelessness: This brief from Project HOPE-Virginia discusses the 

role school social workers can play in assisting homeless families and their school-aged 

children.

■ Helping Young Children Grow and Learn: A Guide for Families & Shelter Providers; 

available for downloading at http://www.wm.edu/hope/infobrief/ECSE-family.pdf: This 

brief from Project HOPE-Virginia will help parents and shelter providers support children’s early 

learning. Goals of the booklet include helping those working with young children to use everyday 

activities to encourage learning and growth, notice any concerns in a child’s development, and 

locate resources for more information about early development.

■ Using the Best That We Know: Supporting Young Children Experiencing Homelessness; 

available for downloading at http://www.wm.edu/hope/infobrief/ECSE-educ.pdf: This 

document, developed by Project HOPE-Virginia, explores the effects of homelessness on 

preschool-aged children and discusses best practices in early intervention early childhood 

education for young children experiencing homelessness.

■ What Educators Can Do: Children and Youth Experiencing Homelessness; available for 

downloading at http://www.wm.edu/hope/infobrief/teacherinfobrief.pdf: This document, 

developed by Project HOPE-Virginia, explains the critical role that education plays in the lives of 

homeless students and what teachers can do to support homeless students in their classroom.
■ Be familiar with common characteristics of children and youth who are homeless. Common 

signals are attendance at several schools, poor hygiene, gaps in learning, transportation 

problems, poor health and nutrition, and a lack of preparedness for class. For more information, 

visit http://www.serve.org/nche/nche_web/warning.php.

■ Welcome the student and the family and let them know that the school is a safe and secure 

place.

■ Make sure the student enrolls in your school’s free meal program. Homeless students are 

automatically eligible for free school meals. For more information, visit http://www.serve.org/

nche/legis_other.php.

■ Ensure that the student has every opportunity that a non-homeless student has for participation 

in after-school activities and in-school programs.

■ Inform parents about their child’s educational rights.

■ Know your attendance zone, visit shelters to make contact with the shelter director, and reinforce 

that students will find the school safe and supportive.

■ Hold school meetings, such as the PTA meeting, in neighborhood centers to increase 

accessibility of homeless parents to school events.

■ Provide city bus tokens or other transportation assistance to get parents to school for 

conferences, school events, or PTA meetings.

■ Encourage parents to volunteer. Discuss their interests and offer suggestions that allow them to 

use their expertise. Many parents will help if invited to do so.

■ Support the school staff as they work with the student.

■ Contact the school district’s local homeless education liaison for additional support.

■ Show that you care about the student!

School Administrators

Tips for Ensuring Educational Access and Success for Children and 

Youth Experiencing Homelessness

This tip sheet was adapted from materials from the Illinois, North Carolina, Texas, 

and Virginia Departments of Education, and the National Center for Homeless 

Education. For more information about helping homeless students succeed in 

school, visit the National Center for Homeless Education website at http://www.

serve.org/nche.
■ Be familiar with common characteristics of children and youth who are homeless. Common 

signals are attendance at several schools, poor hygiene, gaps in learning, transportation 

problems, poor health and nutrition, and a lack of preparedness for class. For more information, 

visit http://www.serve.org/nche/nche_web/warning.php.

■ Introduce yourself as someone who will work as an advocate for the student’s success in school.

■ Ask if the student participated in any after-school activities or had special classes at a previous 

school, then work to connect the student with similar resources, if they are available; ensure 

that the student has every opportunity that a non-homeless student has for participation in afterschool activities and in-school programs.

■ Make sure the student enrolls in your school’s free meal program. Homeless students are 

automatically eligible for free school meals. For more information, visit http://www.serve.org/

nche/legis_other.php.

■ Inform parents about their child’s educational rights.

■ Know your attendance zone, visit shelters to make contact with the shelter director, and reinforce 

that students will find the school safe and supportive.

■ Offer support for the physiological needs of the student (food, clothing) as well as the social/

emotional needs (safety, security, and belonging).

■ Train peer buddies to orient students to the school.

■ Arrange a follow-up meeting with parents a couple of weeks after enrollment; you may need to 

conduct the meeting by phone or visit the parent outside of the school.

■ Show that you care about the student!

Guidance Counselors

Tips for Ensuring Educational Access and Success for Children and 

Youth Experiencing Homelessness

This tip sheet was adapted from materials from the Illinois, North Carolina, Texas, 

and Virginia Departments of Education, and the National Center for Homeless 

Education. For more information about helping homeless students succeed in 

school, visit the National Center for Homeless Education website at http://www.

serve.org/nche.
■ Be familiar with common characteristics of children and youth who are homeless. Common 

signals are attendance at several schools, poor hygiene, gaps in learning, transportation 

problems, poor health and nutrition, and a lack of preparedness for class. For more information, 

visit http://www.serve.org/nche/nche_web/warning.php.

■ Verify immunization records and, if necessary, refer the student to the local health department for 

any needed immunizations.

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

■ Ask about glasses; the child may need them but not have any.

■ Make sure the student enrolls in your school’s free meal program. Homeless students are 

automatically eligible for free school meals. For more information, visit http://www.serve.org/

nche/legis_other.php.

■ Assist parents with the completion of medical records.

■ Remember that sending a sick student “home” may not be a safe or stable place for a child or 

youth who is experiencing homelessness. Help families determine options for their children, 

should they become ill.

■ Contact the school district’s local homeless education liaison so that additional services can be 

coordinated.

■ Follow-up with students sent to obtain immunizations or physicals.

■ Contact the parent or shelter if a student is absent for three or more days.

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

■ Sponsor a PTA health night.

■ Show that you care about the student!

School Nurses

Tips for Ensuring Educational Access and Success for Children and 

Youth Experiencing Homelessness

This tip sheet was adapted from materials from the Illinois, North Carolina, Texas, 

and Virginia Departments of Education, and the National Center for Homeless 

Education. For more information about helping homeless students succeed in 

school, visit the National Center for Homeless Education website at http://www.

serve.org/nche.
■ Be familiar with common characteristics of children and youth who are homeless. Common 

signals are attendance at several schools, poor hygiene, gaps in learning, transportation 

problems, poor health and nutrition, and a lack of preparedness for class. For more information, 

visit http://www.serve.org/nche/nche_web/warning.php.

■ Assist other students in being sensitive to stereotypes of homeless people.

■ Adjust assignments so that students not living in permanent settings can complete them. (For 

example, such students may not have a place to perform a science experiment or the resources 

to bring in an article about current events.)

■ Make sure the student enrolls in your school’s free meal program. Homeless students are 

automatically eligible for free school meals. For more information, visit http://www.serve.org/

nche/legis_other.php.

■ Ensure that the student has every opportunity that a non-homeless student has for participation 

in after-school activities and in-school programs.

■ Communicate with the parents about school performance.

■ Connect the student with tutoring and remediation services, if needed.

■ If you have a snack break, keep a store of snacks for students who don’t bring one.

■ Do not take away possessions. Students may need their “stuff” nearby for security.

■ Hold the student accountable for what she or he can control (e.g., behavior or attitude) not what 

is not under the student’s control (e.g., inability to watch a news program or purchase a poster 

board for a project).

■ Discuss concerns with the guidance counselor, school social worker, school nurse, or local 

homeless education liaison.

■ Before you receive a new student:

■ Prepare a list of your class routines and procedures.

■ Prepare a new student file with information for parents and guardians.

■ Maintain a supply of materials for students to use at school.

■ Prepare a “getting-to-know-you” activity for the class to do when a new student arrives.

■ Have the class schedule visible.

Teachers

Tips for Ensuring Educational Access and Success for Children and 

Youth Experiencing Homelessness
■ When a new student enters the class:

■ Introduce the student to the class.

■ Assign a class buddy to assist with routines.

■ Review the academic record and closely monitor the educational progress of the student.

■ When a student leaves:

■ Support the class and the student by discussing the move and having classmates write 

letters to the departing student.

■ Give the student a copy of the school’s contact information so that letters can be written 

back either via e-mail or traditional mail.

■ Show that you care about the student!

Teachers (cont.)

Tips for Ensuring Educational Access and Success for Children and 

Youth Experiencing Homelessness

This tip sheet was adapted from materials from the Illinois, North Carolina, Texas, 

and Virginia Departments of Education, and the National Center for Homeless 

Education. For more information about helping homeless students succeed in 

school, visit the National Center for Homeless Education website at http://www.

serve.org/nche.
■ Learn to identify the following tell-tale signs of homelessness:

■ Chronic hunger or fatigue

■ Erratic school attendance

■ Attendance at multiple schools

■ Poor grooming and/or clothing that draws attention

■ Lack of records such as birth certificate, proof of residence, proof of guardianship, 

immunization or other medical records, or previous academic records; or incomplete 

records

■ Parent who seems confused when asked about the last school attended by the student

■ Low-income motel address on enrollment form

■ Statements from family when enrolling, 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.”

■ For more information on identifying signs of homelessness, visit http://www.serve.org/nche/nche_

web/warning.php.

■ Assure families that their children can enroll if you think that they are experiencing 

homelessness.

■ Enroll the child immediately, even if they lack records normally required for enrollment. The 

immediate enrollment of homeless students without records is mandated under the McKinneyVento Homeless Assistance Act, P.L. 107-110. For more information, visit http://www.serve.

org/nche/ibt/sc_enroll.php.

■ Ask for the name and city of the last school attended; then call that school and ask to have the 

student’s academic records forwarded to your school.

■ Arrange for the student to take a placement test if records are not available. For more 

information, download the NCHE brief entitled Prompt and Proper Placement: Enrolling Students 

Without Records at http://www.serve.org/nche/downloads/briefs/assessment.pdf.

■ Take the family to a private place to fill out enrollment forms.

■ Offer to assist with filling out the enrollment forms. hesitation may indicate an inability to read.

Secretaries and Enrollment Personnel

Tips for Ensuring Educational Access and Success for Children and 

Youth Experiencing Homelessness
■ Make sure the student enrolls in your school’s free meal program. Homeless students are 

automatically eligible for free school meals. For more information, visit http://www.serve.org/

nche/legis_other.php.

■ Have copies of the school/class supply lists available.

■ Provide a welcome pack with paper, a pencil, a pen, and crayons (younger grades).

■ Privately and confidentially alert the child’s teacher and guidance counselor of the student’s living 

situation.

■ Should the student transfer to another school, prepare a “parent pack”, a 9” x 12” (laminated, if 

possible) mailing envelope with photocopies of the student’s records (academic, social security, 

immunization, etc.). Share a copy with the family and be prepared to transfer the student’s 

records to the new school quickly to expedite his/her appropriate classroom placement. Visit 

http://www.serve.org/nche/online_order.php to order NCHE Parent Pack Pocket Folders.

■ Be sensitive, patient, calm, and reassuring. You can make a difference!

■ For more information, contact the school district’s local homeless education liaison.

Secretaries and Enrollment Personnel (cont.)

Tips for Ensuring Educational Access and Success for Children and 

Youth Experiencing Homelessness

This tip sheet was adapted from materials from the Maryland Department of 

Education. For more information about helping homeless students succeed in 

school, visit the National Center for Homeless Education website at http://www.

serve.org/nche.
■ Know your child’s educational rights:

■ Enroll your child in school. You can enroll your child even if you are missing documents 

normally required for enrollment such as immunization records, previous school records, 

birth certificates, and proof of residency.

■ Let the school know where you want your child to attend school. The McKinney-Vento Act 

gives your child the right to stay at the same school even if the family’s homeless situation 

means you are no longer living in the same area. This school would be called the school of 

origin, and school districts must let students continue attending if this is in the student’s best 

interest. Your child also may attend any public school that nonhomeless students who live in 

the attendance area where you’re currently living are eligible to attend.

■ Keep copies of critical records such as immunizations, Social Security number, health physicals, 

and individualized education programs (IEPs). Ask someone you trust to keep a set of records 

for you if your current living arrangements make this difficult.

■ Maintain high expectations for your child.

■ Ask questions, such as the following:

■ Who is the local homeless education liaison? How can I contact him or her?

■ What transportation is available for my child to stay in the same school (the school of 

origin)?

■ If my child changes schools, who can help us transfer records quickly?

■ How can my child receive free meals at school?

■ How can my child receive free school supplies, if needed?

■ Who can help if my child needs special education services? How quickly can these services 

be set up?

■ What academic help is available for my child, such as Title I, Part A, programs or afterschool tutoring?

■ What programs can help develop my child’s talents and address his/her unique needs?

■ Are there sports, music, or other activities available for my child?

■ How can my child go on class field trips or participate in other school activities if I can’t pay 

for them?

■ Is there a preschool program for my younger children?

Parents

Helping Your Child Succeed in School,

Even When Dealing with Homelessness

For more information about helping your child succeed in school, visit the 

National Center for Homeless Education website at http://www.serve.org/nche, 

or contact the local homeless education liaison for your school district:

________________________________________________________________

________________________________________________________________
■ Ensure that all transportation staff members, including bus drivers and dispatchers, are familiar 

with the McKinney-Vento Homeless Assistance Act.

■ Train pupil transportation staff about the law and the needs of homeless children; invite input on 

strategies for addressing homeless children’s transportation needs.

■ Allow all transportation staff to express their concerns and then work to address these concerns. 

Unaddressed issues become barriers once you implement a system.

■ Develop formal or informal interdistrict agreements for school districts that share homeless 

students. Convene a meeting of local homeless education liaisons and pupil transportation 

personnel to establish procedures; consider having quarterly meetings until the procedures are 

in place firmly. Conduct the meeting with a solution-based approach.

■ Develop procedures that address questions such as:

■ Who will make the referral to transportation within each district?

■ Will the referral be made by phone, fax, or e-mail?

■ Who in each district transportation office will be the point person for interdistrict 

coordination?

■ How will varying school calendars be handled?

■ Which district discipline plan does the student follow?

■ What are the timelines for scheduling alternative routes, etc.?

■ Build on existing relationships and encourage sharing ideas about how to meet the challenges of 

transporting homeless students. Many transportation personnel from nearby districts know one 

another because they attend trainings and coordinate special education routes.

■ Arrange interdistrict transportation by involving dispatchers and transportation directors across 

districts.

■ Keep track of system requirements for the pupil transportation system. For instance, if the 

funding for the year is based on service being performed early in the school year, work to make 

sure homeless students are identified prior to that funding window.

■ Investigate all possibilities for funding, including from agencies outside of the school system; 

check with your state’s department of transportation regarding your state’s coordinated 

transportation program.

■ Look into using special education and/or magnet school buses.

Pupil Transportation Directors

Tips for Ensuring Educational Access and Success for Children and 

Youth Experiencing Homelessness
■ Ensure that bus pick-up and drop-off does not stigmatize homeless students by disclosing to 

their peers that they are staying in shelters. Pick up students at the shelters or hotels first and 

drop them off last so that their peers will not see where they are staying, or consider alternate 

pick-up and drop-off points nearby where the students are staying.

■ Be careful in domestic violence situations to minimize the risk that an abuser will be able to trace 

the child to the shelter or other location where he or she is staying.

■ Consider electronic means for facilitating communication; for example, a web-based 

transportation log on a confidential website will allow key staff to have access to alternative 

transportation routes and changes.

■ Develop a handbook for homeless parents to assist them in understanding policies regarding 

transportation and student rules of conduct; develop forms that parents must agree to and sign 

regarding expectations for them.

■ Ensure that all agree that the safety of the students is paramount; transportation safety for 

homeless students must be comparable to that for all other students.

■ Keep good data on the methods of transportation used for homeless children and the costs.

Pupil Transportation Directors

Tips for Ensuring Educational Access and Success for Children and 

Youth Experiencing Homelessness

For more information about helping students experiencing homelessness 

succeed in school, visit the National Center for Homeless Education website 

at http://www.serve.org/nche, or contact the local homeless education 

liaison for your school district:

___________________________________________________________

___________________________________________________________
M

Appendix M:

Homeless Education Webpage 

Development

In the electronic age, the Internet provides a simple, cost-effective way to share valuable 

information and resources with a broad audience. Use the webpage development form contained 

in this appendix as a starting point for creating your own homeless education webpage. Also, 

visit http://www.serve.org/nche/states/state_resources.php and click on your state to see what 

information is available from your state’s Education of Homeless Children and Youth (EHCY) 

program that may be useful to include on your school’s district’s homeless education program 

website. Additionally, please feel free to browse the National Center for Homeless Education 

(NCHE) website at http://www.serve.org/nche and link to NCHE resources from your website.

Appendix M contains:

■ Homeless Education Webpage Development Form

Additional Resources

■ Sample School District Local Homeless Education Program Websites:

■ Central Valley School District (Spokane Valley, WA); visit http://www.cvsd.org/homeless_

education_program.asp.

■ Madison Metropolitan School District (Madison, WI); visit http://www.madison.k12.wi.us/

hep/.

■ Minneapolis Public Schools (Minneapolis, MN); visit http://sss.mpls.k12.mn.us/

Homeless_Highly_Mobile.html.

■ Salem-Keizer Public Schools (Salem, OR); visit http://comped.salkeiz.k12.or.us/

homeless/homeless.htm.

■ School District of Philadelphia (Philadelphia, PA); visit http://webgui.phila.k12.pa.us/

offices/s/oss/programs--services/homeless-initiative.
M

Basic Webpage

When creating a webpage for your school district’s homeless education program, collaborate with 

the district’s webmaster. Ask the webmaster if he/she prefers to receive the webpage content you’d 

like added/changed in electronic format or as a hard copy. Discuss ideas for making the webpage/

website informative, visually appealing, and user-friendly. The items listed below are only the 

minimum that should be included in a homeless education program’s website. You may choose to 

add other information based on local needs and resources.

Suggested Items to Include

Banner message for the top of the page: Children and Youth Experiencing Homelessness Have the 

Right to a Free, Appropriate Public Education

School district name: _____________________________________________________________

Name of the local homeless education liaison: _________________________________________

Local liaison’s telephone number: ___________________________________________________

Local liaison’s e-mail address: ______________________________________________________

Name of the state coordinator for homeless education: ___________________________________

State coordinator’s telephone number: _______________________________________________

State coordinator’s e-mail address: __________________________________________________

Web address of the state homeless education website: __________________________________

Copies of school district policies and procedures regarding the education of children and youth 

experiencing homelessness

Tips for administrators on working with homeless children and youth and their parents (see 

Appendix L)

Tips for teachers on working with homeless children and youth (see Appendix L)

Webpage Development Form
M

Links to other helpful websites; suggestions include:

■ National Association for the Education of Homeless Children and Youth (NAEHCY): http://

www.naehcy.org

■ National Center for Homeless Education (NCHE): http://www.serve.org/nche

■ National Law Center on Homelessness and Poverty (NLCHP): http://www.nlchp.org

■ U.S. Department of Education, Education for Homeless Children and Youths (EHCY) 

Program: http://www.ed.gov/programs/homeless/index.html

Common Questions and Answers

Q. Who is homeless?

A. Anyone who, due to a lack of housing, lives:

■ In a shelter

■ In a motel

■ In a vehicle

■ In a campground

■ On the street

■ Doubled-up with relatives or friends due to loss of housing, economic hardship, or a similar 

reason

A useful link you may want to include for more information is NCHE’s Determining Eligibility for 

Services Under McKinney-Vento webpage at http://www.serve.org/nche/ibt/sc_eligibility.php.

Q. Where can homeless children and youth attend school?

A. Homeless children and youth can choose to attend either of the following:

■ The school of origin: the school that the child or youth attended when permanently housed or the 

school in which the child or youth was last enrolled

■ The local attendance area school: any public school that nonhomeless students who live in the 

attendance area in which the child or youth is actually living are eligible to attend

Webpage Development Form (cont.)
M

A useful link you may want to include for more information is NCHE’s School Selection: Choosing 

Between the School of Origin and the Local School webpage at http://www.serve.org/nche/ibt/sc_

sch_select.php.

Q. Can students experiencing homelessness be denied enrollment for lacking 

paperwork that is normally required for enrollment?

A. No. Under the McKinney-Vento Homeless Assistance Act, children and youth 

experiencing homelessness have the right to immediate enrollment, even if lacking 

paperwork normally required for enrollment, such as:

■ Birth certificate

■ Immunization or other health/medical records

■ Previous academic records

■ Proof of residence

■ Proof of guardianship

Enrollment tip: In instances where paperwork is lacking, the following strategies may be used:

■ Birth certificate: The school district can assist in getting a copy of the student’s birth 

certificate or accept a signed Affidavit for Missing Enrollment Documentation (see Appendix 

D).

■ Immunization and/or other health/medical records: The school district can assist in getting 

copies of the student’s records and/or assist in getting any needed immunizations.

■ Previous academic records: The school district can contact the student’s previous school/

district and arrange for the immediate transfer of the student’s records.

■ Proof of guardianship: The school district can accept a signed Caregiver Authorization Form 

(see Appendix D).

■ Proof of residency: The school district can accept a signed affidavit stating that the family is 

staying in temporary accommodations.

According to federal law, while enrollment documentation is being gathered, the homeless 

student’s enrollment and full participation in school must continue uninterrupted.

For additional information on homeless education and for resources to link to on your website, visit 

the National Center for Homeless Education website at http://www.serve.org/nche.

Webpage Development Form (cont.)
N

Appendix N:

Training Resources

According to the McKinney-Vento Homeless Assistance Act, the local homeless education liaison is 

responsible for:

■ Ensuring that homeless children and youth are identified by school personnel and through 

coordination with other entities and agencies.

■ Coordinating and collaborating with the state coordinator for homeless education and 

community and school personnel responsible for the provision of education and related 

services to homeless children and youth.

Additionally, one of the approved uses of McKinney-Vento subgrant funds is:

■ Providing professional development and other activities for educators and pupil services 

personnel that are designed to heighten the understanding and sensitivity of such personnel 

to the needs of homeless children and youth, the rights of such children and youth under 

this subtitle, and the specific educational needs of runaway and homeless youth.

To carry out these tasks, the local liaison may find NCHE training resources useful.

Appendix N contains:

■ Presenter Tips

■ PowerPoint slides handout: Overview of the McKinney-Vento Homeless Assistance Act 

(PowerPoint presentation file is available for downloading at http://www.serve.org/nche/

training.php.) Add this note to the PDF file of the slides handout, too.

Additional Resources

■ NCHE Training Resources webpage; visit http://www.serve.org/nche/training.php: This 

NCHE webpage provides various types of training resources for varied audiences, including:

■ Homeless Education Issue Briefs: NCHE homeless education issue briefs discuss 
N

selected issues pertaining to the McKinney-Vento Homeless Assistance Act and suggest 

strategies for implementation.

■ McKinney-Vento Online Training Presentations: These online presentations, complete 

with video and audio, give brief introductions to key issues covered in the McKinney-Vento 

Homeless Assistance Act.

■ PowerPoint Presentations for Downloading: NCHE staff members provide technical 

assistance at national, state, and local training events and make their PowerPoint training 

presentations available for downloading for training and informational purposes.

■ NCHE Online Forum: Training Resources webpage; visit http://www.serve.org/nche/

forum/training.php: Visit NCHE’s online forum training resource page to see sample 

training resources from other states and districts that may be customized for usage 

elsewhere.
Let us think of education as the means of developing our greatest abilities, because in each of us there is a 

private hope and dream, which, fulfilled, can be translated into benefit for everyone and greater strength for our 

nation. —John F. Kennedy

Presenter Tips

Quick Tips

Power of 3: Getting the Point Across

Many practiced public speakers ranging 

from pastors to politicians repeat important 

points three times. They introduce the points 

in the opening, elaborate on each during the 

presentation, and summarize each in the 

closing statements.

Time Use

Think of the presentation time being divided 

into three parts: an introduction, explanation/

interaction, and wrap-up. In general, 25% of 

the time is spent on the introduction, 25% 

on the wrap-up, and 50% of the time on the 

explanation.

Handouts

■ People read handouts when they get them, 

so give time to look over the materials 

before launching into your presentation or 

immediately asking participants to look for or 

do something in the handout.

■ Assure participants that information on 

the slides is included in the handouts so 

they will not have to spend time during the 

presentation taking lots of notes.

Participant Involvement

A quick activity, demonstration of technique, or 

non-threatening question can enhance audience 

participation.

Slide Presentation

Prepare slides that all participants can see by:

■ Using a plain font (such as Times Roman, 

Helvetica, or Arial)

■ Selecting a large font size (18 point or larger)

■ Including no more than 8 lines of text per slide

Movement

Limit your movement when speaking. Some 

participants may be very distracted if you “talk 

with your hands” or play with items in your 

pockets.

Information

■ If referencing a book, know the title, author, 

and ISBN number—people always ask.

■ Provide contact data: phone number, e-mail 

address, or mailing address.

Adult Learners

Adult learners are different from students in 

K–12 classrooms.

Adult learners are responsible for their own 

learning, and they seek ways to fill that need.

Adult learners are involved in workshops for a 

variety of reasons such as:

■ Professional benefit

■ Benefits to their students

■ Mandatory attendance requirement

■ Personal interest

Adult learners are professionals in their field 

and can benefit from both the presentation 

and the opportunity to interact with colleagues. 

Participants like to leave knowing how they can 

affect positive change. One way to do this is to 

offer participants something that they can try 

immediately when they get back to school. It 

should be fairly easy to implement with few, if 

any, materials needed.

Developed and contributed by Project HOPE-Virginia, P.O. Box 8795, Williamsburg, Virginia 23187- 8795
Overview of the McKinney-Vento 

Homeless Assistance Act Homeless Assistance Act

National Association for the Education of Homeless National Association for the Education of Homeless 

Children and Youth Children and Youth 

www.naehcy.org

National Center for Homeless Education

www.serve.org/nche NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

How many children and youth How many children and youth 

experience homelessness?

• 1.35 million children

• 10% of all children living in poverty

• 733,000-1.3 million youths

• Over 40% of all children who are Over 40% of all children who are 

homeless are under the age of 5

(Source: Burt, 2001) (Source: Burt, 2001)

NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

Causes of Homelessness

• Lack of affordable housing

• Deep poverty

• Health problems

• Domestic violence

• Natural and other disasters

• Abuse/neglect (unaccompanied youth) Abuse/neglect (unaccompanied youth)

NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

Barriers to Education for Barriers to Education for

Homeless Children and Youth

• Enrollment requirements (school records, Enrollment requirements (school records, 

immunizations, proof of residence and immunizations, proof of residence and 

guardianship) guardianship)

• High mobility resulting in lack of school stability High mobility resulting in lack of school stability 

and educational continuity

• Lack of access to programs

• Lack of transportation

• Lack of school supplies, clothing, etc. Lack of school supplies, clothing, etc.

• Poor health, fatigue, hunger Poor health, fatigue, hunger

• Prejudice and misunderstanding

NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

McKinney-Vento

Homeless Assistance Act Homeless Assistance Act

• Reauthorized 2002 by NCLB

• Main themes: Main themes:

• School stability

• School access

• Support for academic success

• Child-centered, best interest decision making

NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

Eligibility—Who is Covered?

• Children who Children who lack a fixed, regular, and lack a fixed, regular, and 

adequate nighttime residence—

• Sharing the housing of others due to loss of Sharing the housing of others due to loss of 

housing, economic hardship, or similar reason

• Living in motels, hotels, trailer parks, camping Living in motels, hotels, trailer parks, camping 

grounds due to lack of adequate alternative grounds due to lack of adequate alternative 

accommodations

• Living in emergency or transitional shelters

• Abandoned in hospitals

This PowerPoint presentation is available for downloading from the NCHE website at http://www.serve.org/nche/training.php Appendix N - PowerPoint slides handout, Overview of the McKinney-Vento Homeless Assistance Act - Page 1 of 6
NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

• Awaiting foster care placement Awaiting foster care placement

• Living in a public or private place not designed Living in a public or private place not designed 

for humans to live

• Living in cars, parks, abandoned buildings, bus Living in cars, parks, abandoned buildings, bus 

or train stations, etc. or train stations, etc.

• Migratory children living in above circumstances

Eligibility—

Who is Covered? (cont.) Who is Covered? (cont.)

NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

Local Homeless

Education Liaisons

• Every LEA must designate a liaison for students Every LEA must designate a liaison for students 

in homeless situations

• Responsibilities

• Ensure that children and youth in homeless Ensure that children and youth in homeless 

situations are identified

• Ensure that homeless students enroll in and Ensure that homeless students enroll in and 

have full and equal opportunity to succeed in have full and equal opportunity to succeed in 

school

• Link with educational services, including Link with educational services, including 

preschool and health services

NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

Local Homeless

Education Liaisons (cont.)

• Inform parents, guardians, or youth of Inform parents, guardians, or youth of 

educational and parent involvement educational and parent involvement 

opportunities opportunities 

• Post public notice of educational rights

• Resolve disputes

• Inform parents, guardians, or youth of Inform parents, guardians, or youth of 

transportation services, including to the school of transportation services, including to the school of 

origin

NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

Identification Strategies

• Provide awareness activities for school staff Provide awareness activities for school staff 

(registrars, secretaries, counselors, social workers, unselors, social workers, 

nurses, teachers, bus drivers, administrators, etc.) nurses, teachers, bus drivers, administrators, etc.)

• Coordinate with communit Coordinate with community service agencies, such y service agencies, such 

as shelters, soup kitchens, drop-in centers, welfare in centers, welfare 

and housing agencies, and public health and housing agencies, and public health 

departments departments

• Provide outreach materials and posters where there Provide outreach materials and posters where there 

is a frequent influx of low-income families and youth income families and youth 

in high-risk situations, including motels and risk situations, including motels and 

campgrounds

• Educate school staff about Educate school staff about “warning signs” that may that may 

indicate an enrolled child or youth may be indicate an enrolled child or youth may be 

experiencing homelessness experiencing homelessness

NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

• Make special efforts to identify preschool Make special efforts to identify preschool 

children, including asking about the siblings of children, including asking about the siblings of 

school-aged children

• Develop relationships with truancy officials Develop relationships with truancy officials 

and/or other attendance officers

• Use enrollment and withdrawal forms to inquire Use enrollment and withdrawal forms to inquire 

about living situations

• Have students draw or write about where they Have students draw or write about where they 

live.

• Avoid using the word "homeless" in initial Avoid using the word "homeless" in initial 

contacts with school personnel, families, or contacts with school personnel, families, or 

youth

Identification Strategies (cont.) Identification Strategies (cont.)

NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

School Stability—

Key Provisions

• Children and youth experiencing homelessness Children and youth experiencing homelessness 

can stay in their school of origin or enroll in any can stay in their school of origin or enroll in any 

public school that students living in the same public school that students living in the same 

attendance area are eligible to attend, according attendance area are eligible to attend, according 

to their best interest to their best interest

• School of origin—school attended when school attended when 

permanently housed or in which last enrolled

• Best interest Best interest—keep homeless students in their keep homeless students in their schools of origin, to the extent feasible, unless schools of origin, to the extent feasible, unless 

this is against the parents’ or guardians’ wishes

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NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

Feasibility—

USDE Sample Criteria

• Continuity of instruction

• Age of the child or youth

• Safety of the child or youth

• Length of stay at the shelter Length of stay at the shelter

• Likely area where family will find permanent Likely area where family will find permanent 

housing

• Student Student’s need for special instructional s need for special instructional 

programs

• Impact of commute on education

• School placement of siblings

• Time remaining in the school year Time remaining in the school year

NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

School Selection—

Key Provisions

• Students can stay in their school of origin the Students can stay in their school of origin the 

entire time they are homeless, and until the end entire time they are homeless, and until the end 

of any academic year in which they move into of any academic year in which they move into 

permanent housing

• If a student becomes homeless in between If a student becomes homeless in between 

academic years, he or she may continue in the academic years, he or she may continue in the 

school of origin for the following academic year school of origin for the following academic year

• If a student is sent to a school other than that If a student is sent to a school other than that 

requested by a parent or guardian, the district requested by a parent or guardian, the district 

must provide a written explanation to the parent must provide a written explanation to the parent 

or guardian of its decision and the right to or guardian of its decision and the right to 

appeal

NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

Research on School Mobility

• Mobile students have lower test scores and grades, Mobile students have lower test scores and grades, 

are more likely to drop out, and are more likely to are more likely to drop out, and are more likely to 

receive special education services (Alexander, et. receive special education services (Alexander, et. 

al., 1996)

• Students suffer psychologically, socially, and Students suffer psychologically, socially, and 

academically from mobility; mobile students are less academically from mobility; mobile students are less 

likely to participate in extracurricular activities and likely to participate in extracurricular activities and 

more likely to act out or get into trouble (Rumberger, 

Larson, Ream, and Larson, Ream, and Pollardy, 1999)

• Mobility also hurts non-mobile students; study found mobile students; study found 

average test scores for non-mobile students were mobile students were 

significantly lower in high schools with high student significantly lower in high schools with high student 

mobility rates (Rumberger, Larson, Ream, and , Larson, Ream, and 

Pollardy, 1999) NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

Transportation—Key Provisions

• LEAs must provide students experiencing LEAs must provide students experiencing 

homelessness with transportation to and from homelessness with transportation to and from 

their school of origin, at a parent their school of origin, at a parent’s or guardian’s 

request (or at the liaisons request for request (or at the liaisons request for 

unaccompanied youth) unaccompanied youth)

• If the student If the student’s temporary residence and the s temporary residence and the 

school of origin are in the same LEA, that LEA school of origin are in the same LEA, that LEA 

must provide or arrange transportation; if the must provide or arrange transportation; if the 

student is living outside of the school of origin’s 

LEA, the LEA where the student is living and the LEA, the LEA where the student is living and the 

school of origin’s LEA must determine how to s LEA must determine how to 

divide the responsibility and share the cost, or divide the responsibility and share the cost, or 

they must share the cost equally

NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

Transportation—

Key Provisions (cont.) Key Provisions (cont.)

• In addition to providing transportation to the In addition to providing transportation to the 

school of origin, LEAs must provide students in school of origin, LEAs must provide students in 

homeless situations with transportation services homeless situations with transportation services 

comparable to those provided to other students

• School districts must eliminate barriers to the School districts must eliminate barriers to the 

school enrollment and retention of students school enrollment and retention of students 

experiencing homelessness (including experiencing homelessness (including 

transportation barriers) transportation barriers)

NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

Transportation Strategies

• Develop close ties among local liaisons, school Develop close ties among local liaisons, school 

staff, pupil transportation staff, and shelter staff, pupil transportation staff, and shelter 

workers

• Re-route school buses (including special route school buses (including special 

education, magnet school and other buses) education, magnet school and other buses)

• Develop formal or informal agreements with Develop formal or informal agreements with 

school districts where homeless children cross school districts where homeless children cross 

district lines

• Provide passes for public transportation

• Use approved van or taxi services

• Reimburse parents for gas

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NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

Enrollment Enrollment—Key Provisions

• Children and youth in homeless situations can Children and youth in homeless situations can 

stay in their school of origin (to the extent stay in their school of origin (to the extent 

feasible) or enroll in any public school that feasible) or enroll in any public school that 

students living in the same attendance area are students living in the same attendance area are 

eligible to attend

• The terms The terms “enroll” and “enrollment enrollment” include include 

attending classes and participating fully in attending classes and participating fully in 

school activities

NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

Enrollment Enrollment—

Key Provisions (cont.) Key Provisions (cont.)

• Children and youth have the right to enroll in Children and youth have the right to enroll in 

school immediately, even if they do not have school immediately, even if they do not have 

required documents, such a school records, required documents, such a school records, 

medical records, proof of residency, or other medical records, proof of residency, or other 

documents

• If a student does not have immunizations, or If a student does not have immunizations, or 

immunization or medical records, the liaison immunization or medical records, the liaison 

must immediately assist in obtaining them, and must immediately assist in obtaining them, and 

the student must be enrolled in the interim

NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

Enrollment Enrollment—

Key Provisions (cont.) Key Provisions (cont.)

• Enrolling schools must obtain school records from in school records from 

the previous school, and students must be enrolled the previous school, and students must be enrolled 

in school while records are obtained

• Schools must maintain records for students who are Schools must maintain records for students who are 

homeless so they are available quickly homeless so they are available quickly

• Federal law supercedes state and local laws where Federal law supercedes state and local laws where 

there is a conflict [U.S. Constitution, Article VI] there is a conflict [U.S. Constitution, Article VI]

• SEAs and LEAs must develop, review, and revise SEAs and LEAs must develop, review, and revise 

policies to remove barriers to the enrollment and policies to remove barriers to the enrollment and 

retention of children and youth in homeless retention of children and youth in homeless 

situations

NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

Resolution of Disputes—

Key Provisions

• Every state must establish dispute resolution Every state must establish dispute resolution 

procedures

• When a dispute over enrollment arises, the When a dispute over enrollment arises, the 

student must be admitted immediately to the student must be admitted immediately to the 

school of choice while the dispute is being school of choice while the dispute is being 

resolved

• Liaisons must ensure unaccompanied youth are Liaisons must ensure unaccompanied youth are 

enrolled immediately while the dispute is being enrolled immediately while the dispute is being 

resolved

NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

Resolution of Disputes—

Key Provisions (cont.) Key Provisions (cont.)

• Whenever a dispute arises, the parent or Whenever a dispute arises, the parent or 

guardian must be provided with a written guardian must be provided with a written 

explanation of the school explanation of the school’s decision, including s decision, including 

the right to appeal the right to appeal

• The school must refer the child, youth, parent, or The school must refer the child, youth, parent, or 

guardian to the liaison to carry out the dispute guardian to the liaison to carry out the dispute 

resolution process as expeditiously as possible

• Documentation should be kept for all local Documentation should be kept for all local 

liaison interventions with parents—not just not just 

formal disputes (NCLB) formal disputes (NCLB)

NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

Homeless Unaccompanied

Youth—Key Provisions

• Definition: youth who meets the definition of Definition: youth who meets the definition of 

homeless and is not in the physical custody of a homeless and is not in the physical custody of a 

parent or guardian

• Liaisons must help unaccompanied youth Liaisons must help unaccompanied youth 

choose and enroll in a school, after considering choose and enroll in a school, after considering 

the youth’s wishes, and inform the youth of his s wishes, and inform the youth of his 

or her appeal rights

• School personnel must be made aware of the School personnel must be made aware of the 

specific needs of runaway and homeless youth. specific needs of runaway and homeless youth.

This PowerPoint presentation is available for downloading from the NCHE website at http://www.serve.org/nche/training.php Appendix N - PowerPoint slides handout, Overview of the McKinney-Vento Homeless Assistance Act - Page 4 of 6
NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

Unaccompanied Youth—

Strategies

• Revise LEA policies to accommodate s to accommodate 

unaccompanied youth and comply with the unaccompanied youth and comply with the 

McKinney-Vento Act Vento Act

• Train local liaisons and all school enrollment staff, Train local liaisons and all school enrollment staff, 

secretaries, guidance counselors, principals, and secretaries, guidance counselors, principals, and 

teachers on the definition, rights, and needs of teachers on the definition, rights, and needs of 

unaccompanied youth

• Develop caretaker forms, self Develop caretaker forms, self-enrollment forms for enrollment forms for 

unaccompanied youth, and other forms to replace unaccompanied youth, and other forms to replace 

typical proof of guardianship; such forms should be typical proof of guardianship; such forms should be 

crafted carefully so they do not create further crafted carefully so they do not create further 

barriers or delay enrollment barriers or delay enrollment

• Become familiar with state and local policies related Become familiar with state and local policies related 

to unaccompanied youth

NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

Unaccompanied Youth—

Strategies (cont.) Strategies (cont.) 

• Coordinate with other agencies to ensure policies do Coordinate with other agencies to ensure policies do 

not create educational barriers not create educational barriers

• Provide unaccompanied youth the opportunity to Provide unaccompanied youth the opportunity to 

enroll in diversified learning opportunities, such as enroll in diversified learning opportunities, such as 

vocational education, credit vocational education, credit-for-work programs, and work programs, and 

flexible school hours flexible school hours

• Provide a Provide a “safe place” and trained mentor at school and trained mentor at school 

for unaccompanied youth to access as needed for unaccompanied youth to access as needed

• Permit exceptions to school policies on class ool policies on class 

schedules, tardiness, absences and credits to sences and credits to 

accommodate the needs of unaccompanied youth accommodate the needs of unaccompanied youth

• Assist with credit Assist with credit accrual and recovery

NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

Preschool Preschool-Aged Children

• Liaisons must ensure that families and children Liaisons must ensure that families and children 

have access to Head Start, Even Start, and have access to Head Start, Even Start, and 

other public preschool programs administered other public preschool programs administered 

by the LEA

• State plans must describe procedures that State plans must describe procedures that 

ensure that homeless children have access to ensure that homeless children have access to 

public preschool programs

• U.S. HHS issued a memo in 1992 describing U.S. HHS issued a memo in 1992 describing 

how Head Start grantees should collaborate and how Head Start grantees should collaborate and 

adjust their programs to serve homeless adjust their programs to serve homeless 

children; this memo remains in effect children; this memo remains in effect

• Pending changes to the Head Start Act Pending changes to the Head Start Act

NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

Preschool Preschool—Strategies

• Keep slots open for homeless students

• Provide awareness training for preschool 

providers

• Collaborate with preschools not operated by the 

LEA or SEA (including Head Start)

• Ask parents about preschool-aged children 

when they enroll their school-aged children in 

school

• Coordinate with IDEA Child Find

NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

Access to Services

• Students who experience homelessness must Students who experience homelessness must 

have access to educational services for which have access to educational services for which 

they are eligible, including special education, they are eligible, including special education, 

programs for English learners, gifted and programs for English learners, gifted and 

talented programs, voc./tech. programs, and talented programs, voc./tech. programs, and 

school nutrition programs

• Undocumented children and youth have the Undocumented children and youth have the 

same right to attend public school as U.S. same right to attend public school as U.S. 

citizens and are covered by the McKinney-Vento 

Act to the same extent as other children and Act to the same extent as other children and 

youth ( youth (Plyler v. Doe) v. Doe)

NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

Access to Services (cont.) Access to Services (cont.)

• USDA policy permits liaisons and shelter USDA policy permits liaisons and shelter 

directors to obtain free school meals for students directors to obtain free school meals for students 

by providing a list of names of students by providing a list of names of students 

experiencing homelessness with effective dates experiencing homelessness with effective dates

• The 2004 reauthorization of IDEA includes The 2004 reauthorization of IDEA includes 

amendments that reinforce timely assessment, amendments that reinforce timely assessment, 

inclusion, and continuity of services for inclusion, and continuity of services for 

homeless children and youth who have homeless children and youth who have 

disabilities

This PowerPoint presentation is available for downloading from the NCHE website at http://www.serve.org/nche/training.php Appendix N - PowerPoint slides handout, Overview of the McKinney-Vento Homeless Assistance Act - Page 5 of 6
NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

Segregation

• States are prohibited from segregating homeless States are prohibited from segregating homeless 

students in separate schools, separate students in separate schools, separate 

programs within schools, or separate settings programs within schools, or separate settings 

within schools

• SEAs and LEAs must adopt policies and SEAs and LEAs must adopt policies and 

practices to ensure that homeless children and practices to ensure that homeless children and 

youth are not segregated or stigmatized on the youth are not segregated or stigmatized on the 

basis of their status as homeless

• Services provided with McKinney-Vento funds Vento funds 

must not replace the regular academic program must not replace the regular academic program 

and must be designed to expand upon or and must be designed to expand upon or 

improve services provided as part of the school improve services provided as part of the school’s 

regular academic program NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

Title I and Homelessness—

Key Provisions

• A child or youth who is homeless and is A child or youth who is homeless and is 

attending any school in the district is attending any school in the district is 

automatically eligible for Title IA services

• LEAs must reserve (or set aside) funds as are LEAs must reserve (or set aside) funds as are 

necessary to provide services comparable to necessary to provide services comparable to 

those provided to children in Title IA schools to those provided to children in Title IA schools to 

serve homeless children who do not attend serve homeless children who do not attend 

participating schools, including providing participating schools, including providing 

educational support services to children in educational support services to children in 

shelters and other locations where homeless shelters and other locations where homeless 

children may live

NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

Strategies for Determining the Strategies for Determining the 

Title I Set Title I Set-Aside Amount Aside Amount

• Review needs and costs involved in serving Review needs and costs involved in serving 

homeless students in the current year and homeless students in the current year and 

project for the following year project for the following year

• Multiply the number of homeless students by the Multiply the number of homeless students by the 

Title IA per pupil allocation

• For districts with subgrants, reserve an amount For districts with subgrants, reserve an amount 

greater than or equal to the McKinney-Vento 

subgrant funding request subgrant funding request

• Reserve a percentage based on the district Reserve a percentage based on the district’s 

poverty level or total Title IA allocation

NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

Title I Title I—Services for Services for

Homeless Students

• Services for homeless students in both Title I Services for homeless students in both Title I 

and non-Title I schools comparable to those Title I schools comparable to those 

provided to non-homeless students in Title I homeless students in Title I 

schools

• Services that are not ordinarily provided to other Services that are not ordinarily provided to other 

Title I students and that are not available from Title I students and that are not available from 

other sources

NCHE • www.serve.org/nche • NAEHCY • www.naehcy.org

What We’re All About re All About

“...Through it all, school is probably the only thing Through it all, school is probably the only thing 

that has kept me going. I know that every day that that has kept me going. I know that every day that 

I walk in those doors, I can stop thinking about my I walk in those doors, I can stop thinking about my 

problems for the next six hours and concentrate on problems for the next six hours and concentrate on 

what is most important to me. Without the support what is most important to me. Without the support 

of my school system, I would not be as well off as I of my school system, I would not be as well off as I 

am today. School keeps me motivated to move on, am today. School keeps me motivated to move on, 

and encourages me to find a better life for myself. and encourages me to find a better life for myself.” Carrie Arnold, LeTendre Scholar, 2002

This PowerPoint presentation is available for downloading from the NCHE website at http://www.serve.org/nche/training.php Appendix N - PowerPoint slides handout, Overview of the McKinney-Vento Homeless Assistance Act - Page 6 of 6
O

Appendix O:

Research and Information on Homeless 

Education

As the field of homeless education continues to grow and develop, so does the information 

available on the educational challenges faced by students experiencing homelessness and the 

practices that support these students in overcoming these challenges. This appendix contains the 

NCHE Annotated Bibliography of Homeless Education Resources: 2007. This bibliography lists 

and describes a selection of publications released in 2007 that deal with issues related to the lives 

and education of children and youth experiencing homelessness.

Appendix O contains:

■ NCHE Annotated Bibliography of Homeless Education Resources: 2007

Additional Resources

■ NCHE Information by Topic: Research on Homeless Education webpage; visit http://

www.serve.org/nche/ibt/research.php: This webpage provides access to recent studies 

dedicated to exploring and improving the education of children and youth experiencing 

homelessness.

■ Homeless Education Bibliography of Resources (Revised Fall 2006); available for 

downloading at http://www.wm.edu/hope/infobrief/bibliography.pdf: This bibliography 

from Project HOPE-Virginia provides a listing of homeless education resources categorized 

by type of resource. Resources include articles and reports, books and chapters from 

child and young adult books, audiovisual materials, curricula and resource kits, and legal 

sources.

■ Students on the Move: Reaching and Teaching Highly Mobile Children and Youth; 

available for downloading at http://www.serve.org/nche/products.php: This handbook, 

a joint publication of the National Center for Homeless Education (NCHE) and the ERIC 

Clearinghouse on Urban Education, synthesizes research on the education of various 

subpopulations of students who tend to be highly mobile and explores commonalities and 

differences among these groups. Subpopulations explored include migratory children and 

youth, children and youth experiencing homelessness, children of military families, and 
O

students experiencing mobility on a global scale.

■ Unaccompanied and Homeless Youth Review of Literature (1995-2005); available for 

downloading at http://www.serve.org/nche/products.php: This NCHE review is based 

on literature published between 1995 and 2005 on issues concerning unaccompanied youth 

experiencing homelessness. It provides an overview of the challenges these young people 

face and includes research about why they leave their homes, how they live after leaving, 

and what interventions are being used to assist them.


National Center for Homeless Education

Abstract Bibliography 

of Homeless Education 

Resources: 2007

Jan Moore, Program Specialist

May 2008

National Center for Homeless Education

Toll-free Helpline: (800) 308-2145

E-mail: homeless@serve.org

Web: www.serve.org/nche
Abstract Bibliography of Homeless Education Resources: 2007

National Center for Homeless Education • www.serve.org/nche



Introduction

The resources contained in this bibliography were published in 2007 and deal 

with issues related to the lives and education of children and youth who may be 

eligible for McKinney-Vento services. This list, though not exhaustive, is intended 

to inform, educate, and empower those who serve at-risk children, youth, and 

families, especially those who are homeless and/or highly mobile.

Bibliography

Bridging Refugee Youth & Children’s Services. (2007, Spring). Involving refugee 

parents in their children’s education. Retrieved February 8, 2007, from http://

www.brycs.org/brycs_spotspring2007.htm

Teachers and administrators often are confused and concerned when they 

host parent-teacher conferences, open houses, or other events for parents 

and find that few refugee parents attend. Sometimes, repeated failed efforts 

result in teachers and administrators concluding that the refugee parents just 

don’t care. Research consistently shows that refugee parents care a great deal 

about their children’s education, but there are often a number of cultural issues 

that affect their involvement in school activities. This article examines cultural, 

language, literacy, and other factors affecting the parental involvement of 

refugees along with practical recommendations to address each area. It 

concludes with additional resources for school personnel and parents.

Brozovich, R., & Chase, L. (2007). Children in turmoil: Activities to help during 

family transitions. Austin, TX: PRO-ED.

This book provides activities designed to engage children in practicing 

developmentally-appropriate behaviors that will improve their social and 

emotional health during difficult family transitions. The activities are divided 

into the following topic areas: building a relationship; developing social skills; 

removing emotional barriers and gaining control over anger; practicing 

habits for self-improvement; planning and shaping future success; developing 

positive values and making good decisions; and solving problems. A separate 

chapter provides special activities for children in kinship or foster care. The book 

concludes by offering a method for resolving interpersonal conflict.

Calderón, M. (2007, April). Buenos Principios: Latino Children in the Earliest Years 

of Life. Retrieved May 8, 2007, from http://www.nclr.org/content/publications/

download/45609

This report by the National Council of La Raza, the largest national Latino civil 

rights and advocacy group in the United States, concludes that investing in 

high-quality, comprehensive early childhood education programs could help 
Abstract Bibliography of Homeless Education Resources: 2007

National Center for Homeless Education • www.serve.org/nche



narrow the growing school readiness gap between Latino and other children. 

The report also makes a series of recommendations for policy-makers to improve 

the quality of life and school readiness for Latino children in the U.S.

Calfee, C., & Julianelle, P. (2007, March.) A McKinney-Vento toolbox: 

Constructing a robust and rigorous homeless education program, in case of 

disaster and every day. Retrieved April 30, 2007, from http://www.serve.org/

nche/downloads/dis_hb/toolbox.pdf

This toolbox is designed to help school districts implement the McKinney-Vento 

Act fully, so they can address the needs of children and youth experiencing 

homelessness on a daily basis and in times of disaster. It contains the basic 

necessities for constructing a rigorous and robust McKinney-Vento program 

and consists of tools to help with: developing strong community collaborations, 

including disaster planning and mitigation; implementing the McKinneyVento Act, including disaster response (consisting of identification, immediate 

enrollment, meeting immediate academic and health needs, transportation, 

nutrition, and data management); and promoting mental health and 

academic success, including disaster recovery. 

Conger, A., Schwartz, E., & Stiefel, L. (2007, Summer). Immigrant and nativeborn differences in school stability and special education. The International 

Migration Review, 41(2), 403-432.

Using the literature on achievement differences and data on New York 

City students, the authors examined nativity differences in students’ rates 

of attendance, school mobility, school system exit, and special education 

participation. Results show that foreign-born students have higher attendance 

rates and lower rates of participation in special education than native-born. 

Among first graders, immigrants also are more likely to transfer schools and exit 

the school system between years than native-born, yet the patterns are different 

among older students. They also identified a large variation according to birth 

region.

Courtney, M., Dworsky, A., Cusick, G.R., Keller,T., Havlicek, J., Perez, A., et al. 

(2007). Midwest evaluation of the adult functioning of former foster youth. 

Retrieved December 19, 2007, from http://www.chapinhall.org/article_

abstract.aspx?ar=1355&L2=61&L3=130

This study follows a sample of youth in Illinois, Iowa, and Wisconsin as they 

transition from foster care to early adulthood and provides a comprehensive 

picture of how foster youth fare during this transition. It examines their 

experiences with living arrangements; relationships with family of origin; social 

support; receipt of independent living services; education; employment; 

economic well-being; receipt of government benefits; physical and mental 

health; health and mental health care service utilization; sexual behaviors; 

pregnancy; marriage and cohabitation; parenting; and criminal justice system 

involvement. 
Abstract Bibliography of Homeless Education Resources: 2007

National Center for Homeless Education • www.serve.org/nche



Cusick, G. & Courtney, M. (2007). Offending during late adolescence: How do 

youth aging out of care compare with their peers? Retrieved January 26, 

2007 from http://www.chapinhall.org/article_abstract.aspx?ar=1443&L2=61&L

3=132

This issue brief presents data on offending and justice system involvement during 

the early transition to adulthood in a sample of young people aging out of foster 

care and nationally representative samples of their peers. Two particular issues 

are addressed: 1) how criminal behavior among youth in out-of-home care 

compares to that of other youth during the early transition to adulthood and 2) whether offending declines during this time among foster youth. The report 

found that youth aging out of care had higher rates of offending across a range 

of behaviors from property crimes to serious violent crimes. These differences 

were true for both males and females. Although offending by foster youth is 

generally higher than youth more generally, the report found significant declines 

in most criminal behaviors over time.

Davis, S.H. (2007, April). Bridging the gap between research and practice: What’s 

good, what’s bad, and how can one be sure? Phi Delta Kappan, 88(8), 569-

578.

The author explains why practitioners should not trust everything researchers 

have to say about schools and offers helpful tips that will allow teachers and 

administrators to make their own judgments about educational research. 

He says that the way research findings are actually applied in public school 

classrooms reveals numerous variations based on local policies and politics, 

management philosophies, school culture, student characteristics, levels of 

teachers’ skill, and available resources. In the era of high-stakes accountability 

and standards-based instruction in which educational decisions are expected 

to be closely aligned with empirical research and evidentiary data, Davis argues 

that scholars and practitioners must redouble their efforts to bridge the gap 

between theory and practice. He says even the highest quality research may 

never make its way into public school classrooms simply because the pipeline 

through which important academic discoveries travel to schools and classrooms 

is inconsistent and often tainted by the political process used to craft education 

policy.

Day, A., & Riebschleger, J. (2007, Fall). Circumstances and suggestions of youth 

who run from out-of-home care. Michigan Child Welfare Law Journal, XI(I), 

23-33.

This study involving Michigan youths looks at circumstances that precede youth 

running away from out-of-home care (including gender, ethnicity, placement, 

prior running episodes, and separation from siblings and children) and asks 

youths for suggestions to prevent future running away episodes. In addition 

to concerns about placement disruptions, rules, loss of control, and safety, 

the youths involved were most concerned that “no one cares for me.” They 

recommended that consistent, caring adults set high expectations for their 

success, give them respect and privacy, and provide them opportunities for 

input into their case planning.
Abstract Bibliography of Homeless Education Resources: 2007

National Center for Homeless Education • www.serve.org/nche



Duffield, B.J., Heybach, L.M., & Julianelle, P.F. (Horton-Newell, A.E., & Trupin, 

C., Eds.). (2007). Educating children without housing: A primer on legal 

requirements and implementation strategies for educators, advocates 

and policymakers (2nd ed). Washington, DC: American Bar Association 

Commission on Homelessness and Poverty. 

This book offers strategies to help educators, policymakers, advocates, and 

attorneys ensure that children and youth experiencing homelessness receive 

their education rights. Additions in this updated edition include new sections on 

homeless students with disabilities, students involved in the child welfare system, 

and application of the McKinney-Vento Act in response to disasters. There are 

also expanded sections on definitions, preschool children, and unaccompanied 

youth, along with updated resources.

Fernandes, A. (2007). Runaway and homeless youth: Demographics, programs, 

and emerging issues. (Order Code RL33785). Washington, DC: Congressional 

Research Service.

This report outlines recent studies showing the demographics of homeless 

youth. It cites issues of family conflict, abuse, neglect, and abandonment as 

some of the main reasons youth give for leaving their homes and notes that 

runaways often have a history of running away from foster care placements. A 

discussion of emerging issues in the field includes: addressing program personnel 

needs to retain youth advocates and bilingual staff; the intersection between 

disconnected youth and youth homelessness; funding for maternity group 

homes; and the lack of information on the outcomes for youth after they leave 

Runaway and Homeless Youth (RHY) programs. The author also notes that 

federally funded homeless youth programs serve a very small percentage of the 

more than one million youth who run away or are homeless.

Fox, A., & Berrick, J. D. (2007, February). A response to no one ever asked us: A 

review of children’s experiences in out-of-home care. Child and Adolescent 

Social Work Journal, 24(1), 23-51.

The authors found research on the demographic characteristics, physical and 

mental health status, and case outcomes of children in out-of-home care, but 

say there has been only limited examination of the children’s perceptions on 

their care. Their review looks at the studies of children’s experiences of care. 

Findings from studies involving interviews with current and former foster youth 

are reviewed in relation to four child welfare goals: (1) protecting children from 

harm; (2) fostering children’s well-being; (3) supporting children’s families; and 

(4) promoting permanence. Recommendations for improving child welfare 

processes are offered.

Freundlich, M., Avery, R., & Padgett, D. (2007, February). Preparation of youth in 

congregate care for independent living. Child & Family Social Work, 12(1), 

64-72.

This paper reports on findings from a study that examined how well youth 

in congregate care were prepared for the transition to independent living. 
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Through the perspectives of young adults formerly in congregate care settings 

and various professional stakeholders, the study looks at some of the key 

challenges related to youth involvement in planning and decision-making 

about their future and the quality of their preparation for life after foster care. 

Recommendations are proposed to improve prior planning for independent 

living.

Garriss Hardy, B., & Vrooman, C. (2007). School stability and school 

performance: A review of the literature. National Center for Homeless 

Education. Retrieved March 8, 2007, from http://www.serve.org/nche/

downloads/school_stab_lit_rev.doc

This literature review was developed as part of an unpublished study conducted 

in 2004 by Dr. Beth Garriss Hardy and Dr. Cheryl Vrooman for the National Center 

for Homeless Education. The review examines the current body of research on 

mobility and how it may apply to the school performance of children and youth 

experiencing homelessness. The authors conclude that the literature documents 

the positive relationship between school stability and school performance 

of students in general, with some limited attention to variables inherent in 

homelessness. They recommend more research to answer many of the questions 

that have yet to be explored regarding school success for students experiencing 

homelessness. 

Gwadz, M.V., Nish, D., Leonard, N.R., & Strauss, S.M. (2007, February). Gender 

differences in traumatic events and rates of post-traumatic stress disorder 

among homeless youth. Journal of Adolescence, 30(1), 117-129.

This report, based on a study of eighty-five youth recruited from a dropin center in New York City, describes patterns of traumatic events and 

Posttraumatic Stress Disorder (PTSD) among homeless youth and those at risk for 

homelessness, with an emphasis on gender differences. It found that compared 

to other adolescents, homeless youth experience trauma and victimization 

at especially high rates. Although most individuals successfully recover from 

trauma, a substantial minority (more female than male) will develop PTSD in 

response to such events. Figures, tables, and references are included.

Hernandez, D., Denton, N., & Macartney, S. (2007, April). Children in immigrant 

families – The U.S. and 50 states: National origins, language, and early 

education. Retrieved May 18, 2007, from the Child Trends Web site: http://

www.childtrends.org/Files//Child_Trends-2007_04_01_RB_ChildrenImmigrant.

pdf

This brief, based on results of Census 2000 data, looks at children in immigrant 

families – defined as those with at least one foreign-born parent. Children in 

these families are very diverse in their national origin, as well as the places that 

they now call home. They have strong ties to their adopted country; four out of 

five are American citizens and three out of four are fluent in English. But, they are 

less likely to be enrolled in preschool programs and this puts them at a distinct 

disadvantage when it comes to school readiness and English-language fluency. 

In particular, this brief highlights the proportion, dispersion, national origins, 
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language, and early education of children in newcomer families, both for the 

United States as a whole and in various states.

Horwath, J., & Morrison, T. (2007, January). Collaboration, integration and 

change in children’s services: Critical issues and key ingredients. Child Abuse 

& Neglect, 31(1), 55-69.

This paper explores the characteristics of multi-agency partnerships and 

collaboratives - particularly communication, co-operation, co-ordination, 

coalition, and integration. After reviewing the literature in the field, the authors 

conclude that the critical elements for effective collaborative endeavors at this 

level include predisposing factors, mandate, leadership, machinery, process, 

and outcomes. They conclude with an acknowledgement that nurturing 

relationships and building trusted networks is just as important as making 

decisions about goals, governance or structures.

Johnson, M.A. (2007, November). The social ecology of acculturation: 

Implications for child welfare services to children of immigrants. Children and 

Youth Services Review, 29(11), 1426-1438.

Having limited information about children of immigrants and the unique 

problems they face creates a challenge for the development of effective 

interventions by child welfare agencies. Based on a review of theories 

advanced to explain the process and outcome of cultural change, this article 

explains intergenerational - intercultural conflict stemming from differences in 

acculturative strategies between children of immigrants and their parents; the 

influence of ethnic networks of social relations on child and family well-being; 

and the ways that public policy shapes parenting within immigrant families. 

Implications for child welfare practice and policy are discussed. 

Julianelle, P.F. (2007, October). The educational success of homeless youth 

in California: Challenges and solutions. Retrieved November 5, 2007, from the 

California Research Bureau Web site: http://www.library.ca.gov/crb/07/07-012.

pdf

This report gives background information and data on California’s homeless 

youth and explains the McKinney-Vento Act’s funding process. Julianelle 

discusses issues related to seven key challenges that homeless youth face in 

achieving their educational goals: meeting basic needs; making schools safe 

and supportive; implementing the McKinney-Vento Act; flexible policies and 

programs; reengaging disengaged youth; impact of child welfare services, 

policies, and practices; and coordinating efforts and involving youth as partners. 

Finally, policy options are suggested to address each of the challenges.

Kidd, S.A., & Carroll, M.R. (2007). Coping and suicidality among homeless youth. 

Journal of Adolescence, 30, 283–296.

This study examined the impact of coping strategies used by homeless youth 

who have had suicidal thoughts, suicide attempts, and feelings of being 

trapped or helpless. Greater risk was associated with avoidant coping such as 

social withdrawal and use of drugs and alcohol. ‘‘Belief in a better future’’ was 
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linked to lowered risk levels. The use of anger as a method of coping was also 

examined in the study and proved to be linked to greater levels of trapped 

experience for both males and females. Both avoidant coping and social 

withdrawal served as greater contributors to risk levels among females. 

Kidd, S. A. (2007, April). Youth homelessness and social stigma. Journal of Youth 

and Adolescence, 36(3), 291-299.

Building on previous research, this paper examines the mental health 

implications of social stigma experienced by homeless youth. The study found 

that homeless youths’ experience of stigma played a major role in their mental 

health status and level of suicide risk. These findings emphasize the importance 

of interventions that address social stigma as it is perceived and experienced 

by these youth, as well as how these perceptions affect their mental health. 

The author recommends treatment focused on helping homeless youth replace 

internalized messages of guilt and shame with a more positive understanding of 

the various factors that underlie the stigma.

Kidd, S., Minor, S., Walker, D., & Davidson, L. (2007, January). Stories of working 

with homeless youth: On being “mind-boggling”. Children and Youth Services 

Review, 29(1), 16-34. 

Based on examining the experiences of those who provide services to homeless 

and street-involved youth, the authors conclude that successful youth workers 

need to be very versatile, and they must recognize the youths’ diverse 

circumstances and unique challenges – including what put them on the streets. 

To connect with the youth, workers need to listen, value, not judge, respect, and 

like youths who have experienced very few of these responses toward them. 

As one worker said, service providers must be “mind boggling” figures in the 

lives of young people. The article also addresses establishing clear boundaries, 

recognizing the rewarding aspects of the work, and avoiding burnout. 

Klein, L., & Knitzer, J. (2007, January). Promoting effective early learning: What 

every policymaker and educator should know. Retrieved March 23, 2007, 

from the National Center for Children in Poverty Web site: http://www.nccp.

org/media/pes07a_text.pdf

This brief guides policymakers, early learning administrators, teachers, families, 

community leaders, and researchers in using effective preschool curricula and 

teaching strategies to help low-income young children close the achievement 

gap in early literacy and math so they will be ready for kindergarten. It is part 

of a series of publications from the Pathways to Early School Success project of 

NCCP that addresses the question: “What will it take to ensure that young lowincome children succeed in the early school years?”

Kushel, M.D., Yen, I.H., Gee, L., & Courtney, M. (2007, October). Homelessness 

and health care access after emancipation: Results from the Midwest 

Evaluation of Adult Functioning of Former Foster Youth. Archives of Pediatric 

and Adolescent Medicine, 161(10), 986-993. 

The authors of this prospective cohort study set out to estimate the association 
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between housing status and health care access/outcomes among young adults 

aging out of the child welfare system. They interviewed 17 and 18 year old foster 

youth in Illinois, Wisconsin, and Iowa. 14.2% of the emancipated participants 

experienced homelessness and 39.4% were unstably housed. Their homelessness 

was associated with being uninsured and having unmet needs for health care. 

The authors concluded that having had an episode of homelessness after 

emancipation from foster care is associated with worse health access, but not 

worse outcomes.

Langford, B. H., & Flynn-Khan, M. (2007, March). Connected by 25: Financing 

entrepreneurship programs for youth transitioning out of foster care. Retrieved 

July 20, 2007, from The Finance Project Web site: http://www.financeproject.

org/publications/Entrepreneurship_SB.pdf

This is one in a series of briefs that examine strategies to secure funding and 

services to assist young people transitioning out of foster care. Although interest 

in youth entrepreneurship appears to be growing, few initiatives include it 

as a component of programs focused on preparing youth in foster care for 

independence. But these programs may be very well suited for youth in care 

who are often forced to face adult realities at a much younger age than other 

youth. The programs also engage youth who have not excelled in traditional 

education environments and connect youth with adult mentors. The authors 

provide seven strategies that program developers and community leaders 

can employ to support entrepreneurship opportunities for youth in care. 

Each strategy includes key funding sources, players, examples of how youth 

entrepreneurship programs have used these resources, and considerations for 

implementation.

Legal Center for Foster Care and Education. (2007). Blueprint for change: 

Education success for children in foster care. Retrieved January 28, 2008, 

from http://www.abanet.org/child/education/blueprint.html

The target audience for the Blueprint for Change is anyone who touches the life 

of a child in out-of-home care and can help with the child’s education goals 

and pursuits. This includes judges, attorneys and Guardians ad Litem, biological 

and foster parents, youth, child welfare administrators and caseworkers, 

educators, and legislators. This detailed framework to help ensure education 

success includes eight goals (with benchmarks) that cover the spectrum from 

early childhood learning to postsecondary education. The document contains 

national and state examples of programs, resources, and strategies that 

implement these recommendations. 

Legal Center for Foster Care and Education. Educational stability and continuity 

for children and youth in out-of-home care. Retrieved January 2, 2008, from 

http://www.abanet.org/child/education/StabilityFactSheetFinal.pdf

This fact sheet cites studies and statistics concerning the need for educational 

stability and continuity for students living in out-of-home care. It also outlines the 

rights and benefits available through the McKinney-Vento Homeless Assistance 

Education Act for some children in care and summarizes state education 
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10

stability models that specifically address youth in care.

Legal Center for Foster Care and Education Foster Care and Education. (2007). 

State legislation chart: Providing school stability outside of the McKinneyVento Act. Retrieved January 2, 2008, from http://www.abanet.org/child/

education/Legal_Center_FC_ Non-McKinney_State_Chart_FINAL.doc 

Many states have created laws or policies that although separate from the 

McKinney-Vento Act still provide similar provisions of education stability for 

youth in out-of-home care. This chart shows the current laws and policies that 

provide rights and protections to children and youth in foster care to assist 

with school stability and continuity. Each state law and policy is broken down 

with explanations of who is covered, right to remain in the school of origin, 

transportation, immediate enrollment, designated staff resource, and other 

pertinent information.

Matthews, H., & Jang, D. (2007). The challenges of change: Learning from the 

child care and early education experiences of immigrant families. Retrieved 

July 23, 2007, from the Center for Law and Social Policy Web site: http://clasp.

org/publications/challenges_change.pdf

This document is part of CLASP’s Breaking Down Barriers study which deals with 

barriers that impede immigrant families’ access to high-quality child care and 

early education. Children of immigrants are more likely than children of U.Sborn citizens to face economic hardships and significant barriers to healthy 

development and less likely to participate in early education programs, both 

of which make them less ready to succeed in school. Based on site visits and 

discussions with immigrant leaders, parents, service providers, and policymakers 

across the country, this report identifies the main barriers for these families along 

with promising local strategies to make programs more relevant and accessible 

for children of immigrants. It includes policy and research recommendations.

Mecum, B. (2007, May). Lighting the way: Preparing foster youth for selfsufficiency. ABA Child Law Practice, 26(3), 38-42. Retrieved July 11, 2007, 

from http://www.abanet.org/child/clp/archives/vol26/may07.pdf 

This article discusses how federal child welfare mandates leave older youth 

vulnerable to homelessness, explains the link between foster care and 

homelessness, and highlights how Cincinnati’s Lighthouse Youth Services helps 

older foster youth avoid homelessness and successfully transition into adulthood. 

Moore, A. (2007). Beyond city limits: Cross-system collaboration to reengage 

disconnected youth. Retrieved July 13, 2007, from http://www.nlc.org/ASSETS/

986F4B75DF524770A398BF1459940D57/07_YEF_CaseStudies.pdf

Cities across the country are recognizing the interrelated problems facing many 

older teens and young adults and the need for more comprehensive responses 

to address those problems. This report describes the results in eight cities that 

implemented cross-system initiatives on behalf of disconnected youth (young 

people ages 16-25 who are high school dropouts, unemployed, transitioning 

from foster care, involved in the justice system, or lacking connections to family 
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11

or other caring adults). The collaborations included a broad range of partners 

from the public, private, and nonprofit sectors and yielded varying results. The 

report draws several lessons from the case studies about what makes crosssystem collaboration work, such as strong mayoral leadership, an effective 

coordinating group, and a system to gather and analyze data. For those 

interested in beginning a collaborative partnership, there are suggested initial 

questions to consider and other resources listed that may be helpful in getting 

started.

Moore, J. (2007). A look at child welfare from a homeless education perspective. 

Retrieved December 3, 2007, from http://www.serve.org/nche/downloads/

ch_welfare.pdf

Although navigating the child welfare system can be daunting for those working 

in the field of homeless education, local liaisons and others must determine 

whether children in the child welfare system are eligible for McKinney-Vento 

services and collaborate with child welfare staff. This document provides an 

overview of the U.S. child welfare system, the challenges children in care face, 

and practices to ensure their educational best interest.

National Center for Homeless Education. (2007). Confirming eligibility for 

McKinney-Vento services: Do’s and don’ts for local liaisons. Retrieved 

December 20, 2007, from http:// www.serve.org/nche/downloads/briefs/

verif_ll.pdf

This brief, part of NCHE’s Best Practices in Homeless Education series, is designed 

for local homeless education liaisons and discusses measures that school districts 

can and can not take in confirming the details of a student’s living situation in 

order to determine eligibility for McKinney-Vento services. Awareness activities, 

policies and procedures, and communication tips are provided. 

National Center for Homeless Education. (2007). Confirming eligibility for 

McKinney-Vento services: Do’s and don’ts for school districts. Retrieved 

December 20, 2007, from http:// www.serve.org/nche/downloads/briefs/

verif_sch.pdf

This brief, part of NCHE’s Best Practices in Homeless Education series, designed 

for school staff and administrators, discusses measures that school districts can 

and can not take in confirming the details of a student’s living situation in order 

to determine eligibility for McKinney-Vento services. Communication strategies 

and policies and procedures are recommended along with cautions against 

contacting landlords or housing agencies and imposing barriers to student 

enrollment.

National Center for Homeless Education. (2007). Education for Homeless Children 

and Youth Program: Analysis of 2005-2006 federal data collection and threeyear comparison. Retrieved June 19, 2007, from http://www.serve.org/nche/

downloads/data_comp_03-06.pdf

This report provides a summary and analysis of the 2005-06 state data collection 

required by the U.S. Department of Education of the McKinney-Vento Education 
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12

of Homeless Children and Youth program. The 2005-06 data is also presented in 

comparison to the 2003-04 and 2004-05 data collections. 

National Center for Homeless Education. (2007). Immediate enrollment under 

McKinney-Vento: How local liaisons can keep homeless students safe. 

Retrieved December 19, 2007, from http:// www.serve.org/nche/downloads/

briefs/safe_ll.pdf

This brief, part of NCHE’s Best Practices in Homeless Education series, is designed 

for local homeless education liaisons and discusses how to handle confidential 

information about students experiencing homelessness. This is especially 

important for homeless students at risk of further victimization, such as survivors of 

domestic violence and unaccompanied youth.

National Center for Homeless Education. (2007). Immediate enrollment under 

McKinney-Vento: How schools can keep homeless students safe. Retrieved 

December 19, 2007, from http:// www.serve.org/nche/downloads/briefs/

safe_sch.pdf

This brief, part of NCHE’s Best Practices in Homeless Education series, is designed 

for school staff and administrators and discusses how to handle confidential 

information about students experiencing homelessness. This is especially 

important for homeless students at risk of further victimization, such as survivors of 

domestic violence and unaccompanied youth.

National Center for Homeless Education. (2007). In their own words: Schools and 

students overcoming adversity. Retrieved November 21, 2007, from http://

www.serve.org/nche/downloads/itow.pdf

This report is based on interviews with students and staff members from schools, 

districts, and relief agencies in Florida, Louisiana, Mississippi, and Texas after 

Hurricane Katrina hit in August 2005. It provides readers with a window into the 

daily challenges and triumphs of the schools and students affected by the 

hurricane and is, in large part, a first-person account of the hurricane’s effects 

on education along the Gulf Coast during the few weeks and months after 

landfall and since.

National Center for Homeless Education. (2007). Reading on the go: A handbook 

of resources (Vol. 2). Retrieved April 30, 2007, from: http://www.serve.org/

nche/products_list.php#reading

This is the second of a two-volume project that explores reading instruction 

for students experiencing high mobility as a result of high poverty. It is based 

on the literature reviewed in Volume 1 but was also shaped by the voice of 

practitioners captured through focus groups and site visits. This handbook of 

resources discusses the implementation of reading programs and focuses on 

supplemental instruction and children experiencing homelessness in preschool 

and elementary grades.
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National Center for Homeless Education. (2007). School help for homeless 

children with disabilities: Information for parents. Retrieved December 3, 2007, 

from http://www.serve.org/nche/downloads/briefs/idea_parents.pdf

This brief, part of NCHE’s Helping You Help Your Child: Information for Parents 

series, provides information about the Individuals with Disabilities Education Act 

(IDEA) and how it can help homeless children with special needs. It is designed 

for parents, guardians, and others who care for children and youth.

National Center for Homeless Education. (2007). Supporting homeless students 

with disabilities: Implementing IDEA. Retrieved December 3, 2007, from http://

www.serve.org/nche/downloads/briefs/idea_qa.pdf

Part of NCHE’s Best Practices in Homeless Education series, this is a question 

and answer document providing basic information about the Individuals with 

Disabilities Education Act (IDEA) and specific ways the law applies to homeless 

and highly mobile students with special needs. It offers strategies recommended 

by homeless education and special education staff from across the country for 

implementing the law in school districts. 

National Center for School Engagement. (2007, January). Pieces of the truancy 

jigsaw: A literature review. Retrieved May 8, 2007, from: http://www.

schoolengagement.org/TruancypreventionRegistry/Admin/Resources/

Resources/120.pdf

As communities across the nation seek ways to lower truancy rates, more 

people are looking for information about the causes and outcomes of poor 

attendance, and for best practices that reduce truancy. This document reports 

that the literature surrounding truancy is in its infancy with researchers just 

beginning to add studies on school attendance to the vast quantity of research 

on delinquent youth. This literature review summarizes what is known and points 

to areas in need of further study.

National Child Traumatic Stress Network Culture and Trauma Speaker Series. 

(2007, May 24). Working with homeless and runaway youth. (Teleconference). 

Retrieved June 3, 2007, from http://mediasite.nctsn.org/nctsn/catalog/

The two speakers in this teleconference, Arlene Schneir and Daniel Ballin, 

identify the number and characteristics of homeless youth in the U.S., review the 

unique aspects of trauma for runaway and homeless youth, and identify the 

key treatment implications for this population. They also discuss their work with 

homeless and runaway youth within the Los Angeles urban community.

National Law Center on Homelessness and Poverty. (2007, August). Educating 

homeless children and youth: The guide to their rights. Retrieved September 

12, 2007, from http://www.nlchp.org/content/pubs/Basic%20McKinney%20Bo

oklet%20(2007)1.pdf

This booklet, updated in August 2007, outlines the main points of the McKinneyVento Homeless Assistance Act, the federal law guaranteeing equal 

access to a free and appropriate public education for children and youth 
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experiencing homelessness. It includes question and answer sections on: 

defining homelessness; school system resources; schools of origin; enrolling in 

new schools, special services, privacy, disputes and disagreements; and helpful 

resources.

National Law Center on Homelessness and Poverty. (2007). FERPA and homeless 

students: Understanding and applying the law. Retrieved April 11, 2007, from 

http://www.nlchp.org/content/pubs/FERPA%20Factsheet1.pdf 

This fact sheet is designed for educators who want to know more about the 

Family Educational Rights and Privacy Act (FERPA), the primary federal law 

governing the transfer of, and parental access to, education records. This 

document provides an overview of the law and explains how its provisions 

impact homeless children and youth. 

National Runaway Switchboard. (2007). Let’s talk: Runaway prevention 

curriculum. Retrieved December 11, 2007, from http://www.1800runaway.

org/educators/prevent_kit.html

This interactive curriculum includes 14 modules. Each module is intended to 

build life skills; increase knowledge about runaway resources and prevention; 

share alternatives to running away; and encourage youth to access and seek 

help from trusted community members. Although intended for grades 6-12, the 

material can be adapted for broader use.

The curriculum is accompanied by the 1-800-RUNAWAY film, providing easy-touse, 45-minute lessons on various topics and over 40 interactive youth-approved 

activities. The program can be implemented in its entirety, as individual modules, 

or by individual activity to supplement other strategies already being used.

Nebbitt, V.E., House, L.E., Thompson, S.J., & Pollio, D.E. (2007, August). Successful 

transitions of runaway/homeless youth from shelter care. Journal of Child and 

Family Studies 16(4) 545-556.

Previous research indicates that runaway and homeless youth often achieve 

positive outcomes after shelter stays but little information is available to explain 

how this occurs. This study seeks to fill that knowledge gap. Twenty-five providers 

and 21 youth from four shelters participated in the study. Youth were recruited 

who had completed shelter care – including involvement in treatment and 

reconnection with family - and been back at home for at least six months. 

After returning home, youth and their families were involved in follow-up 

services. Study results provide insight into the process through which runaway/

homeless youth return home after a shelter stay. Findings emphasize the need 

for continued change by all family members and the necessity of continued 

intervention to maintain positive changes. 
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NGA Center for Best Practices. (2007, November 2). Improving 

educational outcomes for children in foster care: What states can do

(Webcast). Retrieved November 12, 2007, from http://www.nga.org/

portal/site/nga/menuitem.9123e83a1f6786440ddcbeeb501010a0/

?vgnextoid=bbe4edc8acf54110VgnVCM1000001a01010aRCRD

Experts on this webcast include: Kathleen McNaught, Assistant Director at the 

ABA Center on Children and the Law; Jakki Hillis, Deputy Assistant Director, 

Arizona Department of Economic Security; and Virginia D’Amico, Project 

Specialist for Sacramento County Office of Education Foster Youth Services. The 

participants discuss the problem of poor educational outcomes for children in 

foster care and what states - and governors in particular - can do to improve 

these outcomes. They provide an overview of the issues and examples of best 

practices.

Office of Juvenile Justice and Delinquency Prevention Program. (2007). Tool kit 

for creating your own truancy reduction program. Retrieved January 4, 2008, 

from http://www.ncjrs.gov/pdffiles1/pr/217271.pdf

This 200-plus page toolkit gives an overview of truancy (including a literature 

review) examines best practices, explores ways of promoting school 

engagement, and offers practical ideas for managing individual truancy 

cases. Citing homelessness as one factor that puts students at risk for truancy, 

it outlines critical components of truancy programs such as family involvement, 

use of incentives and sanctions, developing a support network, and program 

evaluation.

Pane, J.F., McCaffrey, D.F., Tharp-Taylor, S., Asmus, G.J., & Stokes, B.R. (2007). 

Student displacement in Louisiana after the hurricanes of 2005: Experiences of 

public schools and their students. Retrieved March 15, 2007, from http://www.

rand.org/pubs/technical_reports/2006/RAND_TR430.pdf

This report focuses on the displacement of approximately 200,000 Louisiana 

public school students after Hurricanes Katrina and Rita, exploring students’ 

movements among schools; durations of enrollments at each site; time out of 

school; and the number and characteristics of students. Addressing several 

common symptoms of trauma, the authors found that displaced students were 

less likely to engage in extra-curricular school activities. They conclude that 

helping teachers manage their own hurricane-related problems and mental 

health needs would enable them to better serve students and that education 

officials at both the state and local levels would benefit from better access to 

complete and accurate student records and a national system to coordinate 

two-way sharing of student information across state boundaries.
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Pierce, L., & Ahearn, E. (2007, March). Highly mobile children and youth 

with disabilities: Policies and practices in five states. Retrieved April 

30, 2007, from the Project Forum Web site: http://projectforum.

org/docs/HighlyMobileChildrenandYouthwithDisabilitiesPoliciesandPracticesinFiveStates.pdf

This brief focuses on highly mobile children with disabilities and their families. 

Background information is provided about policies and practices developed for 

mobile children at the federal level. This is followed by an analysis of interviews 

with five state directors of special education and their corresponding McKinneyVento program coordinators regarding how states are addressing the needs of 

this population. Interviewees discuss causes of mobility; how they locate mobile 

children; the number of mobile children and costs of services; features of state 

programs under McKinney-Vento; how they track outcomes; challenges they 

have encountered; and policy recommendations.

Popp, P.A., Hindman, J.L., & Stronge, J.H. (2007). Local homeless education 

liaison toolkit. Retrieved September 26, 2007, from http://www.serve.org/

nche/products_list.php#liaison_toolkit

This new and improved edition of NCHE’s Toolkit is a comprehensive resource 

that will assist both new and veteran local liaisons in carrying out their 

responsibilities. It orients new liaisons providing them with tools, strategies, 

resources, and links to resources and provides tips, tools, and resources to 

veteran liaisons, as well. The original Toolkit drew upon effective practices 

provided by homeless education coordinators and staff from across the nation. 

This revision expands upon those practices, reflecting five additional years of 

learning how best to meet the educational needs of homeless children and 

youth. In addition, the revised appendices are more comprehensive and are 

organized for easy retrieval of information.

Raheem, T. (2007). Life in the hood: Adulthood 101. Sterling, VA: Orphan 

Foundation of America.

Youth transitioning out of foster care face a wide range of questions and 

choices concerning employment, education, health, housing, personal 

finances, and many other everyday issues. This book provides practical 

knowledge and advice to help them meet the challenges of life on their own. 

Written with the input of hundreds of young adults who have lived in foster care, 

this compact 96-page spiral-bound guide includes sections on day-to-day 

survival skills and provides practical advice on housing, transportation, finances, 

nutrition, and health as well as workplace essentials and achieving educational 

success.
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Research and Training Center on Family Support and Children’s Mental Health. 

(2007). Best practices for increasing meaningful youth participation in 

collaborative team planning. Retrieved September 29, 2007, from http://www.

rtc.pdx.edu/PDF/pbAMPYouthParticipation.pdf

Human service and educational agencies regularly convene teams to work 

collaboratively on plans for serving children or youth - often with little input or 

buy-in from the young people themselves. Previous research on team planning 

shows that adults on these teams wanted to involve youth but were unsure 

how. In response, Achieve My Plan, a five-year project devoted to developing 

and testing ways to increase the meaningful participation of young people 

in collaborative team planning meetings was begun. This publication shares 

lessons learned about how to create plans with youth, so the youth will see the 

plans as a means to help them move toward important life goals.

Romero, M. & Lee, Y. (2007, October). A national portrait of chronic absenteeism 

in the early grades. Retrieved October 29, 2007, from http://www.nccp.org/

publications/pdf/text_771.pdf

Chronic absenteeism and school truancy in middle and high school have 

proven to be significant problems with highly visible negative consequences. 

However, little is known about chronic school absenteeism among early 

elementary school students or children in preschool programs. This is the 

first in a series of publications examining the causes and consequences of 

chronic absenteeism during the early school years, based on analyses of data 

from the Early Childhood Longitudinal Study, Kindergarten Cohort (ECLS-K, 

National Center for Education Statistics). The brief reveals a significant level 

of absenteeism in the early school years, especially among low-income 

children, and confirms the detrimental effects on school success by examining 

children from across various incomes and race/ethnicity groups in a nationally 

representative sample of children entering kindergarten in 1998.

Scannapieco, M. Connell-Carrick, K., & Painter, K. (2007, October). In their own 

words: Challenges facing youth aging out of foster care. Child & Adolescent 

Social Work Journal, 24(5), 423–435.

This study looks at what is needed to assist youth in out-of-home care to achieve 

a successful transition to independence. Participants from the Texas Department 

of Family and Protective Services foster care program, foster parents, and 

social workers were asked about the challenges they encountered and what 

additional services would be helpful. Three major themes emerged: youthfocused practice; need for collaboration and better communication with youth; 

and unmet needs and permanent connections. The authors conclude that 

youths who make permanent connections, have supportive environments, and 

become good decision-makers will become self-sufficient adults and productive 

members of society. Caseworkers who embrace these principles for youth in 

care can begin planning early and have the resources, supportive persons, and 

plans in place for the youth at the time he/she exits care.
Abstract Bibliography of Homeless Education Resources: 2007

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Schneir, A., Stefanidis, N., Mounier, C, Ballin, D., Gailey, D., Carmichael, H., 

et al. (2007). Trauma among homeless youth. National Child Traumatic Stress 

Network, 2(1). Retrieved January 16, 2008, from http://nctsn.org/nctsn_assets/

pdfs/culture_and_trauma_brief_v2n1_HomelessYouth.pdf

This brief, part of the Culture and Trauma Brief series from the National Child 

Traumatic Stress Network, discusses why youth leave home and explores the 

types and consequences of trauma experienced by runaway and homeless 

youth. It also includes treatment considerations gathered from focus groups of 

homeless youth conducted by Children’s Hospital Los Angeles. 

Skyles, A., Smithgall, C., & Howard, E. (2007). School engagement and youth 

who run away from care: The need for cross-system collaboration. Retrieved 

August 30, 2007, from http://www.chapinhall.org/article_abstract.aspx?ar=14

54&L2=61&L3=130

The authors strive for a better understanding of factors that may impact 

the educational experiences and choices of youth in care by getting the 

perspectives of youth who ran away from their foster placements and of 

the adults who care for or work with these youth. Findings reveal missed 

opportunities in helping support the educational goals of the youth and show 

that adults need to overcome institutional barriers and secure appropriate 

support services and educational opportunities for the youth with whom they 

work. These supports and opportunities, coupled with highly motivated and 

committed adults, are key factors in increasing the likelihood that foster youth 

will have positive academic experiences and outcomes. 

Slesnick, N. & Letcher, A. (2007, Summer). Intervening in the lives of runaway and 

homeless youth. Focal Point, 21(2), 7-9. Retrieved August 3, 2007, from http://

www.rtc.pdx.edu/PDF/fpS07.pdf

Homeless youth often have numerous and complex issues requiring multiple 

services. The authors examine the issues and barriers involved with interventions 

and conclude that effective interventions in the lives of runaway and homeless 

youth are essential to preventing them from becoming chronically homeless 

adults. The research reveals that many shelters are not equipped to deal with 

youth who have substance abuse and/or mental health problems and most 

cities do not have drop-in centers where youth can gather. The authors suggest 

community and governmental support is needed to significantly impact the 

problem of youth homelessness.

Slesnick, N., Prestopnik, J.L., Meyers, R.J., & Glassman, M. (2007). Treatment 

outcomes for street-living, homeless youth. Addictive Behaviors, 32, 1237–

1251.

Little research has been done on comprehensive interventions for homeless, 

street living youth that addresses substance use, social stability, and physical 

and mental health issues. In this study, street living youth from a drop-in center 

were randomly assigned to the Community Reinforcement Approach (CRA) 
Abstract Bibliography of Homeless Education Resources: 2007

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or treatment as usual (TAU). Youth assigned to CRA had reduced substance 

use and depression, and increased social stability. Youth in both conditions 

improved in many other behavioral domains including substance use, 

internalizing and externalizing problems, and emotion and task oriented coping. 

The authors suggest that an open door policy, engagement of youth slowly and 

without pressure through a drop-in center, and employing charismatic, informed 

therapists can contribute to effective engagement and maintenance of youth 

in treatment. Recommendations include more treatment development research 

to address the barriers associated with serving these youth. 

Southeast Asian Youth & Family Alliance. Asian and Pacific Islander youth 

homelessness in West Contra Costa County: A needs assessment. (2007). 

Retrieved November 6, 2007, from http:// www.serve.org/nche/downloads/

forum/api_needs_assess.pdf

Southeast Asian Youth and Family Alliance (SAYFA) conducted a needs 

assessment to identify issues related to Asian and Pacific Islander homeless youth 

in West Contra Costa County, California. This is the poorest and most ethnically 

diverse area of Contra Costa County and one of the neediest in the San 

Francisco Bay Area. The needs assessment, which reports the results of SAYFA’s 

investigation and details their recommendations, could be used as a model for 

developing needs assessments in other communities.

Stone, S., D’Andrade, A., & Austin, M. (2007). Educational services for children 

in foster care: common and contrasting perspectives of child welfare and 

education stakeholders. Journal of Public Child Welfare, 1(2), 53-70.

This study, based on interviews with child welfare and education stakeholders 

and foster parents in nine California counties, compares and contrasts the 

perspectives of personnel in the child welfare and education systems. The 

authors list major factors affecting foster children’s performance in school. Their 

recommendations to improve the experiences of foster children in the child 

welfare and education systems include tracking and monitoring the child’s 

educational needs, making the child’s records more accessible, encouraging 

the involvement of someone like a court-appointed special advocate (CASA) to 

act as a consistent educational advocate for the child, and cross-training child 

welfare and education workers to understand both systems, including issues like 

the special education process and the unique needs of foster children. 

Stotland, S., Stocco, J., Darr, K., & McNaught, K. (2007, April). Special education 

decisions for children in foster care: Everyone has a role. Child Law Practice, 

26, 2. Retrieved May 8, 2007, from http://www.abanet.org/child/education/

clp-article.pdf

This article highlights important information needed to determine who can 

make education decisions for children in foster care. The analysis is based on 

the reauthorization of Individuals with Disabilities Education Act (IDEA) and the 

accompanying federal regulations. It describes IDEA’s sometimes complex and 

confusing rules about which adult can make special education decisions for 
Abstract Bibliography of Homeless Education Resources: 2007

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a child in out-of-home care, and under what circumstances, and gives case 

examples. There is also a discussion about appointing surrogate parents and 

alternative decision makers along with their rights and responsibilities.

Stronge, J.H., Popp, P.A., & Grant, L.W. (2007, May). Effective teachers of at-risk 

and highly mobile students: A review of the literature. Retrieved May 12, 2007, 

from the National Center for Homeless Education Web site: http://www.serve.

org/nche/downloads/eff_teach_lit_rev.doc

One of the factors widely used as a determinant of school success is a 

quality teacher. This review of the literature examines quality teaching through 

a framework of the special needs of students who are at risk of school failure 

because of high poverty or high mobility. First, it defines the population of 

students that are a part of the study and then delves into the personal qualities 

of teachers that are associated with effective teaching. The practices of 

effective teachers of at-risk and highly mobile students are then categorized in 

three student needs areas: affective, cognitive, and technical. In this framework, 

the qualities that define effective teaching for the general population of 

students are examined along with characteristics that define effective teaching 

for students determined to be at-risk, including highly mobile students.

Toro, P., Dworsky, A., & Fowler, P. (2007, March) Homeless youth in the United 

States: Recent research findings and intervention approaches. Paper 

presented at the Second National Homelessness Research Symposium, 

Washington, DC. Retrieved May 23, 2007, from http://aspe.hhs.gov/hsp/

homelessness/symposium07/toro/index.htm

This paper provides a comprehensive overview of youth homelessness and 

several new areas of research on homeless youth that have emerged since 

Robertson and Toro’s 1998 literature review. These include longitudinal studies 

of homeless youth, research on youth leaving the foster care and juvenile 

justice systems, and intervention and prevention research. Also there has been 

some development and evaluation of theoretical models explaining youth 

homelessness. The authors cite many questions that remain unanswered and 

offer suggestions for focus areas of future research. 

U.S. Department of Health and Human Services. (2007, July). Promising strategies 

to end youth homelessness: Report to Congress. Retrieved August 9, 2007, 

from http://www.acf.hhs.gov/programs/fysb/content/docs/reporttocongress_

youthhomelessness.pdf

This report provides members of Congress with information on the needs and 

characteristics of homeless youth, theoretical perspectives, interventions to 

prevent and ameliorate youth homelessness, and implications for policy and 

program development. It also includes a review of the range of supports and 

services available to meet the population’s needs, including those funded in the 

Runaway and Homeless Youth Act.
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Watters, A.J., Odom, R., Ferguson, C., Boschung, M., & Edwards, S. (2007, April). 

The costs of child abuse vs. child abuse prevention: Alabama’s experience. 

Center for Business and Economic Research. Retrieved Nov 26, 2007, from 

http://ctf.state.al.us/pdfs/Costs_Child_Abuse_vs_Child_Abuse_Prev.pdf

This study from the University of Alabama estimates Alabama’s cost of child 

abuse and neglect at more than $520 million per year in direct and indirect 

expenses. Direct expenses include hospitalization bills, chronic health problems, 

mental health treatment, use of the welfare system, investigations done by 

law enforcement, and the judicial system’s cost for prosecution. Indirect costs 

of child abuse and neglect are those of special education, mental treatment 

for permanent psychiatric disorders, juvenile delinquency, lost productivity to 

society, and adult criminality. The authors believe that prevention programs can 

break the chain of child abuse, so they support additional spending on remedial 

and preventative programs - including prenatal classes and parent education 

- as a way of saving taxpayer dollars in the long run.
P

Appendix P:

National Partners in Homeless Education

The National Center for Homeless Education (NCHE) partners with other national organizations 

to support the education of children and youth experiencing homelessness. The national partners 

in homeless education collaborate to produce publications and other resources, discuss emerging 

issues, provide leadership to the homeless education field, develop training resources, and host 

professional development events.

Appendix P contains:

■ National Partners in Homeless Education Contact List
P

American Bar Association Legal Center for Foster Care and Education

Contact: Kathleen McNaught, Project Director

Phone: (202) 662-1966

E-mail: mcnaughk@staff.abanet.org

Website: http://www.abanet.org/child/education/home.shtml

National Association for the Education of Homeless Children and Youth 

(NAEHCY)

Contact: Barbara Duffield, Policy Director

Phone: (202) 364-7392

E-mail: bduffield@naehcy.org

Website: http://www.naehcy.org

National Center for Homeless Education (NCHE)

Contact: Diana Bowman, Director

Phone: (336) 315-7453

Toll-free Helpline: 800-308-2145

E-mail: dbowman@serve.org

Website: http://www.serve.org/nche

National Law Center on Homelessness and Poverty (NLCHP)

Contact: Joy Moses, Education Staff Attorney

Phone: (202) 638-2535

E-mail: jmoses@nlchp.org

Website: http://www.nlchp.org

National Partners in Homeless Education Contact List
Q

Appendix Q:

Resources and Services Available Through 

NCHE

The National Center for Homeless Education (NCHE) provides research, resources, and 

information enabling communities to address the educational needs of children experiencing 

homelessness. Funded by the U.S. Department of Education, the Center serves as a 

clearinghouse of information for people seeking to remove or overcome educational barriers 

and improve educational opportunities and outcomes for children and youth experiencing 

homelessness. The Center also supports educators and service providers through producing 

training and awareness materials and providing training at regional and national conferences and 

events.

Appendix Q contains:

■ NCHE Helpline and Listserv brochure

Additional Resources:

■ Homeless Education Helpline - 800-308-2145 or homeless@serve.org: NCHE’s Homeless 

Education Helpline offers assistance to:

■ Community organizations and members interested in networking on behalf of homeless 

children and their families.

■ Parents needing contact information concerning school enrollment, transportation and other 

school-related issues, shelter locations, social services, health departments, and other 

community services.

■ People with an interest in federal and state legislation protecting the rights of homeless 

children and youth.

■ School personnel seeking information about homeless education programs, the McKinneyVento Homeless Assistance Act, or promising practices in homeless education.

■ Shelter providers seeking assistance for homeless families with school enrollment and 

access to appropriate educational opportunities and services.
Q

■ Homeless Education Listserv: NCHE’s Homeless Education Listserv provides colleagues 

across the nation with a forum for communicating about emerging issues in the field of homeless 

education, including the application of the McKinney-Vento Homeless Assistance Act and 

strategies for educating and protecting the rights of homeless children and their families. To 

subscribe, send an e-mail request to homeless@serve.org.

■ NCHE Website: NCHE’s website (http://www.serve.org/nche) is a comprehensive source of 

information on supporting the education of children and youth experiencing homelessness. 

Website highlights include:

■ Best practices and model programs

■ Disaster planning and response resources

■ Information by topic

■ Legislative information

■ Online forum with downloadable and customizable tools and resources

■ State and local resources

■ Publications and Products: NCHE provides many publications and products to the homeless 

education community at no charge. For a complete listing of NCHE publications and products, 

visit http://www.serve.org/nche/products.php.
 HOMELESS EDUCATION LISTSERV

Would you like to communicate with colleagues across the nation 

about emerging issues within homeless education? If so, the Homeless 

Education listserv is for you! The listserv is hosted by the National 

Center for Homeless Education at SERVE (NCHE). To subscribe to the 

listserv, please e-mail to bhartnes@serve.org. 

 NCHE HELPLINE 

800-308-2145, homeless@serve.org

Do you need information on how to help highly mobile students? 

Please call the NCHE helpline for fast assistance. The NCHE helpline 

offers assistance to: 

• Parents needing contact information concerning school enrollment, 

transportation and other school related issues, shelter locations, social 

services, health departments, and other community services. 

• School personnel seeking information about homeless education 

programs, McKinney-Vento legislation, or promising practices in 

homeless education. 

• Shelter providers seeking assistance for homeless families with school 

enrollment and access to appropriate educational opportunities. 

• Community organizations and individuals interested in networking 

on behalf of homeless children and their families. 

• All persons with interest in federal or state legislation protecting the 

rights of homeless children and youth to a free and appropriate public 

education. 

Supporting the Education of Homeless Children and Youth 

National Center for Homeless Education at SERVE 

P.O. Box 5367 

Greensboro, NC 27435 

Phone: 336-315-7453 / Fax: 336-315-7457 

E-mail: homeless@serve.org 

Website: www.serve.org/nche