Family Resources

Children and youth are eligible for services under the McKinney-Vento Act if they have been displaced from their homes and are living in a place that is not fixed, regular, or adequate, such as:

• Sharing the housing of others due to loss of housing, economic hardship, or similar reason
• In a place not designated as regular sleeping accommodation, such as a vehicle, park, hotel, or campground
• In a homeless or domestic violence shelter or transitional housing placement
• Outside of his/her home as an unaccompanied youth
• Awaiting foster care
• In any of the situations listed above as the child of a migrant family

YOUR RIGHTS:

Children and youth experiencing homelessness have the right to:

• Continue their education in their current school and receive transportation OR enroll immediately in the school where they are temporarily housed, even if lacking the paperwork normally required.
• Participate in all applicable school programs, including supplemental services
• Receive free lunch
• Receive assistance with school-related expenses such as supplies, clothing, uniforms, etc.

Experiencing Homelessness (Pennsylvania ECYEH) Program was established to make sure homeless youth have access to a free and appropriate public education while removing barriers that homeless children face with the help of a community-based partnership.

Some students who experience Homelessness may also require Title 1 services.

Title I - The purpose of Title I-A is to improve the academic achievement of the disadvantaged by providing fair, equitable, and high-quality education to all children. Fund are to be used to help children meet the challenging state academic standards, which may include programs, activities, and academic courses necessary to provide a “well- rounded education.”

• Title I Right to Know Letters in English and Spanish (Andrew Maier) (Willow Creek) (Middle School)

Title II - The purpose of Title II is to improve teacher and leader quality and focus on preparing, training, and recruiting high-quality teachers and principals and to provide students from low-income families and minority students with greater access to effective educators.

Title III - The purpose of Title III is to focus on supplemental services for ELs and recently arrived immigrants to provide student support for ELs in acquiring English language skills (linguistic supports) and achievement in rigorous state content areas (academic supports). 

Title IV - The purpose of Title IVA is to improve student academic achievement by increasing the capacity of State educational agencies (SEAs), local educational agencies (LEAs), schools, and local communities to: Provide all students with Well-Rounded Educational Opportunities, Safe and Healthy Students - Improves school conditions for student learning, and Promote the Effective Use of Technology (EUT) in supporting academic achievement and digital literacy of all students

Federal Program Coordinator | Dr. Natalie Lytle | nlytle@fleetwoodasd.org 

Unaccompanied homeless youths often face unique barriers in enrolling and succeeding in school. These barriers may 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 homeless youths also may not understand their educational rights or know how to acquire this information. Given their vulnerability to not graduating from high school on time or at all, special attention and support should be provided to this important subgroup of homeless youths.

Unaccompanied homeless youths often face unique barriers to enrolling and succeeding in school. They often lack consistent guidance and support from a caring adult, and many unaccompanied homeless youths confront the challenges and stressors of homelessness on their own. Schools are strategically positioned to support these vulnerable children and youths and may do so by, providing targeted supports to ensure regular school attendance.

Connecting youths with trained and committed mentors (including academic and peer mentors) to provide support, guidance, and a sense of connection to school. Such mentors can also help monitor youths’ progress and develop graduation plans and connecting unaccompanied homeless youths to mental health supports, as needed.

Many of the identification strategies used for other subgroups of homeless students are also effective for identifying unaccompanied homeless youths, but additional strategies should be employed that target the students based on their unique characteristics. For example, establishing trust with unaccompanied youths, who may constitute their own community and culture or smaller networks and subcultures, is vital to ensuring they stay connected to school and openly share information needed to help them succeed in school.

Under Part B of the IDEA, public agencies must determine whether an unaccompanied homeless youth need a surrogate parent and pending the appointment of a surrogate parent when necessary, appropriate staff of emergency shelters, transitional shelters, independent living programs, and street outreach programs may be appointed as temporary surrogate parents, until a surrogate parent can be appointed that meets all applicable IDEA requirements.