Confirming Eligibility For Mckinney Vento Services

Under the McKinney-Vento Homeless Assistance Act, schools must identify children and youth in homeless situations and provide appropriate services. One such service is immediate enrollment in school, even when students lack paperwork normally required for enrollment, such as school records, proof of guardianship, a birth certificate, immunization or other health records, and proof of residence. In complying with the immediate enrollment mandate, some school districts may be concerned that families or youth may claim falsely to be homeless in order to gain access to services for which they are not eligible or to gain enrollment in a school outside of their local attendance area. Due to the stigma associated with homelessness, the vast majority of students seeking eligibility for services under McKinney-Vento does so in good faith and with good reason. If a question arises about a student's eligibility, schools may wish to confirm the details of the student's living situation. All such efforts must be grounded in sensitivity and respect, keeping the academic well-being and best interest of the student in the forefront. Using invasive or threatening techniques to confirm a student's eligibility can humiliate families and youth and may place an already tenuous temporary living arrangement in jeopardy. This may destabilize the family or youth further and may create a barrier to the student's enrollment, thereby violating the McKinney-Vento Act. Additionally, employing these techniques may violate the Family Educational Rights and Privacy Act (FERPA). The checklists provided herein can be used to guide you in confirming McKinney-Vento eligibility. (Contains 2 endnotes.).

Patricia Edwards is the recipient of the 2019 AERA Scholars of Color Distinguished Career Contribution Award Chapter modules cover common challenges teachers face in a variety of situations, including conducting honest parent–teacher conferences, dealing with discipline issues, responding to confrontational parents, and educating neurodiverse students. Each module includes questions, worksheets, and background information for developing asset-based approaches that consider caregivers’ and students’ underlying needs. “This book is a trove of treasured stories about how to communicate with diverse families to support student success in school. Teachers will keep this reference handy because they will meet similar challenges.” —From the Foreword by Joyce L. Epstein, Johns Hopkins University “If you’ve ever been confused or discouraged about building partnerships with families, this book provides research-based, practical strategies.” —Laurie Elish-Piper, Northern Illinois University “This is a gem of a resource for supporting the development of teachers who can work in responsive, thoughtful partnership with all families.” —Judy Paulick, University of Virginia “This book is a must-read for everyone involved in education. The modules are comprehensive and the case scenarios are realistic and engaging.” —Elfrieda (Freddy) H. Hiebert, TextProject

In 2000, HUD, in recognition that any solution to homelessness must emphasize housing, targeted its McKinney-Vento Act homeless competitive programs towards housing activities. This policy decision presumed that programs such as Medicaid, TANF and General Assistance could pick up the slack produced by the change. This study examines how 7 communities sought to improve homeless people¿s access to mainstream services following this shift away from funding services through the Supportive Housing Program. Provides communities with models and strategies that they can use. Highlights the limits of what even the most resourceful of communities can do to enhance service and benefit access by homeless families and individuals.

Special edition of the Federal register, containing a codification of documents of general applicability and future effect as of ... with ancillaries.