Child Find and Children who are Homeless JENNIFER HILER WYOMING DEPARTMENT OF EDUCATION DIVISION OF INDIVIDUAL LEARNING

Child Find and Children who are Homeless JENNIFER HILER

WYOMING DEPARTMENT OF EDUCATION

DIVISION OF INDIVIDUAL LEARNING

Session GoalThis session will explore the intersection of special education and homeless education

requirements, particularly as it pertains to the child find process

True or False

Children who are homeless are twice as likely to have a learning disability.

True or False Children who are homeless are twice as likely to

have a learning disability.

True

True or False Children who are homeless are twice as likely to have an emotional disturbance as children who

are not homeless.

True or False Children who are homeless are twice as likely to have an

emotional disturbance as children who are not homeless.

FalseChildren who are homeless are THREE times as likely

to have an emotional disturbance as children who are not homeless.

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Impacts on Health and Development

Poverty Risk Factors

◦ Emotional & Social Challenges

◦ Acute & Chronic Stressors

◦ Cognitive Lags

◦ Health & Safety Issues

Teaching with Poverty in Mind: What Being Poor Does to Kids’ Brains and What Schools Can Do About It by Eric Jensen

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Impacts on Health and Development

75% - at least one major developmental delay

40% - two or more major developmental delays

35% - emotional or behavioral problems◦ Anxiety◦ Depression◦ Aggression and hostility◦ Withdrawal◦ Intense reaction to “minor events”

20% - extreme emotional distress warranting professional intervention◦ 75% of these children do not receive treatment

From McKinney-Vento and Preschool Aged Homeless Children, National Center for Homeless Education

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Wyoming by the Numbers

SY 07-08 SY 10-11 SY 11-12 SY 12-13 SY 13-140

200

400

600

800

1000

1200

1400

1600

370

837

1173

1038

1447

Identi fi ed Homeless Children K-12

Num

ber

of C

hild

ren

Barriers to special education services

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

Others???? Turn to neighbor and discuss….

Frequently Asked Questions:Child Find and Children who are Homeless

What are the rights of children who are homeless with disabilities under IDEA Part B?

Frequently Asked Questions:Child Find and Children who are Homeless

What are the rights of children who are homeless with disabilities under IDEA Part B?

Children who are homeless have the same IDEA protections/requirements as children with disabilities who are not homeless. FAPE Components:

Receive Special Education and related services to meet their unique needs

Parental Consent

Evaluation, and eligibility requirements

IEP requirements

LRE requirements

Procedural Safeguards: due process rights, including the discipline procedures

F&Q ContinueChild Find and Children who are Homeless

What are Part B’s Child Find requirements for children who are homeless?


What are Part B’s Child Find requirements for children who are homeless?

Child find requires states to locate, identify and evaluate ALL children suspected of having a disability who may be eligible to receive special education, including children who are homeless.


Does the school have to initiate Child Find process for a child who is homeless who may leave the school during the academic year?


Does the school have to initiate Child Find process for a child who is homeless who may leave the school during the academic year?

Yes, because Child Find is a requirement of IDEA, all children suspected of having a disability must be evaluated in a timely manner


What are the evaluation requirements for children who are homeless transferring from

one school to another?


What are the evaluation requirements for children who are homeless transferring from one school to another?

Assessments of children who transfer from one school to another in the same school year must be coordinated with those children’s prior district or public agency, as necessary and timely as possible to ensure completion of full evaluations.


What are the expectations to the timeline to complete evaluation for children who are

homeless?


What are the expectations to the timeline to complete evaluation for children who are homeless?

Initial evaluation established timeframe does not apply if:

Parent of the child repeatedly fails or refuses to produce the child for the evaluation

Child is enrolled in a school district after the timeframe has begun and prior to a determination by the child’s previous school district whether the child is a child with a disability. In this case, the new school district may extend the timeframe only if they are ensuring that sufficient progress is taking place towards the completion of the evaluation and the parent the new school agree to a specific time when the evaluation will be completed.


What happens when a student who is homeless transfers to a new school before the previous school has completed the initial evaluation?


What happens when a student who is homeless transfers to a new school before the previous school has completed the initial evaluation?

In this case, while the evaluation is still pending, the child’s previous school must coordinate the assessments as necessary and as quickly as possible. The new public school must take reasonable steps to promptly obtain the child’s records, including supporting records and any records related to the provision of special education services to assist in the prompt completion of the evaluation and avoid replication of some aspects of the previous school’s evaluation. FERPA regulations apply and allow disclosure without parent’s consent of a student’s education records to officials of a school where a student is seeking to enroll.


Who determines eligibility for special education for children who are homeless?


Who determines eligibility for special education for children who are homeless?

Once the evaluation is completed, parents have the right to receive a copy of the evaluation report at no cost. If the child is an unaccompanied homeless youth, the requirements for appointment of surrogate parents are applicable to represent the child in special education matters. A group of qualified professionals including the parents or surrogate parent must determine whether the child is a child with a disability in accordance with eligibility criteria under IDEA.

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District Responsibilities

Every district must designate a local homeless education liaison

District must ensure that the local liaison is trained in the proper administration of the McKinney-Vento statute

Districts must identify homeless children, even if they are not currently enrolled in school

Districts must review policies to eliminate barriers to homeless children and youth

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District Responsibilities Providing immediate enrollment

Informing parents, guardians, and/or youth of their educational rights

Ensuring the public posting of educational rights through the school district and community

Linking homeless students with educational and other services, including preschool and health services

Ensuring that disputes are resolved promptly

Collaborating with other district programs and community agencies

Review with a neighbor Share with the person next to you-

What are the Child Find requirements for children who are homeless?

Does the school have to initiate Child Find process for children who are homeless that MAY leave during the academic school year?

Discuss at least two special education barriers that children who are homeless may have?

Identify current Child Find processes in your district. Discuss with your neighbor.

Documents

Child Find and Children who are Homeless JENNIFER HILER WYOMING DEPARTMENT OF EDUCATION DIVISION OF INDIVIDUAL LEARNING