Resilience : Turning Tragedy to Triumph Education for Homeless Children and Youth (EHCY)

Dr. John D. Barge, State School Superintendent“Making Education Work for All Georgians”www.gadoe.org

Resilience: Turning Tragedy to TriumphEducation for Homeless Children and Youth (EHCY)

2013 Federal Programs ConferenceJune 19-20, 2013

Georgia Department of EducationFederal Programs Division

Grants UnitPresenter:

Eric McGhee

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ContentMcKinney-Vento ActData CollectionRisk FactorsDoes Caring Make Cents?Resiliency

Resilience DefinedIncreasing ResilienceResilience Components That Help Students Succeed

Questions

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McKinney-Vento Act

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McKinney-Vento ActDefinition of Homeless Students Individuals whose nighttime residence is NOT:

Fixed—stationary, permanent, and not subject to change

Regular—used on a predictable, routine, or consistent basis

Adequate—sufficient for meeting both the physical and psychological needs typically met in the home

(42 U.S.C.§11434A(2)(B)(i))Can the student go to the SAME PLACE (fixed) EVERY NIGHT

(regular) to sleep in a SAFE AND SUFFICIENT SPACE (adequate)?

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The Homeless definition includes children and youth who are:

sharing the housing of other persons due to loss of housing, economic hardship, or similar reason;

living in motels, hotels, trailer parks, or camping grounds due the lack of alternative accommodations;

living in emergency or transitional shelters;

abandoned in hospitals;

McKinney-Vento Act

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Homeless also includes children and youth who are:

awaiting foster care placement;

living in 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;

living in cars, parks, public spaces, abandoned buildings, substandard housing, bus/train stations, or similar settings;

migratory – who qualify as homeless living in circumstances described above.

McKinney-Vento Act

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Definition of Unaccompanied Homeless Youth (UHY)

Unaccompanied = not in the physical custody of a parent or guardian; in practical terms, this means the youth does not live with the parent or guardian.

2-Step Process:1. Does the student’s living arrangement meet the McKinney-Vento Act’s

definition of homeless?2. Once homelessness is determined, is the student unaccompanied?

McKinney-Vento Act

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Unaccompanied youth have the same rights as other students experiencing homelessness.

Unaccompanied youth have run away from home, been thrown out of their homes, and/or been abandoned by parents or guardians. These young people are separated from their parents for a variety of reasons: Over half report being physically abused at home. Over one third report sexual abuse. Over two-thirds report that at least one of their parents abuses drugs or

alcohol.

McKinney-Vento Act

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Data Collection

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Georgia – homeless children and youth identified by LEAs:FY12 = 35,048FY11 = 31,384FY10 = 27,338FY09 = 23,724FY08 = 15,700

GaDOE Student Information System (SIS)

Data Collection

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Data Collection:Homeless Enrollment by County Identified in SIS

City School DistrictsAtlanta Public Schools

Bremen City

Buford City

Calhoun City

Carrollton City

Cartersville City

Chickamauga City

Commerce CityDalton City

Decatur City

Dublin City

Gainesville City

Jefferson City

Marietta City

Pelham City

Rome City

Social Circle City

Thomasville City

Trion City

Valdosta City

Vidalia City

1-50 51-149 150-299 300-500 501-1000 1001-1999 2000+

White Background = 0 Homeless Students

Reported State Total = 35,048

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Risk Factors

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Risk Factors

What we know…Turn to your partner and talk about

some of the risk factors you know that are associated with homelessness.

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Risk factors associated with homelessness…

Transportation, dropping out, admin. ignorance, intolerance, fees, school system, nutrition services, credits, lack of parental participation, drugs, food, mental health issues, feelings of safety at home school, deportation, immigration policies, school supplies, substance abuse, violence, domestic violence.

Risk Factors

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Risk FactorsRisk is the likelihood that a problem will be

created or worsened under certain conditions

Being at-risk indicates someone is in a group with similar characteristics that is more likely than the general population to develop a problem

Moore, National Center for Homeless Education at SERVE (NCHE) 2013 Research Summary: Resilience

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Risk FactorsDeficit Model: The term “at-risk” may cause some to focus on the potential for failure. This procedure of identifying risks is modeled after an application

used in the field of medicine when doctors identify the sequelae (pathological condition resulting from a disease, injury, or other trauma) and then prescribe a treatment plan for curing the illness or disease (Brown, 2001).

This model focuses on the potential for failure in order to provide appropriate interventions to avoid this failure. This risk model assumes that these risk factors are a direct cause of a child’s inability to succeed.

The consequence is that many students become labeled “at- risk” when they have not demonstrated any failure (Brown, et al. 2001).

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Risk Factors Treating manifested behavior can be effective; however, it can take

considerable man-power and cost. Recognition of these concerns has increased awareness among health care providers of the need for development of alternate programs.

One such alternative emphasizes the quest to promote children’s resiliency and competence to deal with stressful life events from the beginning, rather than offering assistance once emotional and behavioral difficulties have emerged (Cowen & Work, 1988; Weissberg et al., 1991; Wolff, 1995), and may well be more resistant to improvement.

Importantly, these programs assert that early intervention in multiple child contexts is of equal or greater importance than the implementation of treatment strategies later in the child’s development (Weissberg et al., 1991).

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Risk FactorsNegative Effects of Risk… High-risk youth experience numerous risk factors Additional risks have multiplicative effects Best predictor of risk may be pattern of difficulty in

several areas Thresholds vary as to how much is harmful Risk increases likelihood of poorer outcomes, but

cannot predict specific resultsMoore, National Center for Homeless Education at SERVE (NCHE) 2013 Research Summary: Resilience

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Risk Factors

Trauma and the developing child… “Hardwires” the stress response Elevates the level of stress hormones Results in “embodied memories” Impairs the development of the prefrontal cortex and

executive functions Learning to fear; danger can be anywhere

Merkert and Wintermute - CLN Kids, 2012

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Risk FactorsAdverse Environments associated with poverty… Poor nutrition, exposure to toxins Lack of cognitive stimulation Lack of support for positive parenting Lowered expectations and self-fulfilling prophesies Stress:

Which negatively affects executive function,Which negatively affects skill development.

Note: Parents are also stressed!Merkert and Wintermute - CLN Kids, 2012

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Risk FactorsAdverse effects associated with stress… Gary Evans and Michelle Schambert’s longitudinal study of

children in upstate NY tested children for both working memory and stress levels in the body. Findings:

The longer the time spent in poverty, the poorer their working memory, AND The longer the time in poverty the higher their stress levels. Factoring out the stress level eliminated the poverty effect.

Confirmed by Clancy Blair at NYU: Higher levels of cortisol correlates with lower levels of executive

functioning and lower performance in math, reading and writing.

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Risk FactorsWhat is unique about homeless children and families ?

TraumaIn the context of povertyHousing instability, highly mobile


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Risk FactorsImpact of Homelessness on Children… 83% of homeless children have been exposed to at least one

serious violent event. Four times more likely to have health problems; Twice as likely to go hungry; Three times more likely to have emotional and behavioral

problems; Fewer than 25% of homeless children graduate from high

school. 30% of foster care children could return home – if they had a

homeMerkert and Wintermute - CLN Kids, 2012

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Risk FactorsImpact of Homelessness on Children… Half of homeless mothers experience severe depression; One-third of mothers have made at least one suicide

attempt; Over one-third have a chronic physical health condition. 30% of homeless adults in the U.S. were foster children;

these adults are twice as likely to have their own children placed in foster homes.


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Risk FactorsBiological Environmental Cumulative

Perinatal stressGenderEthnicityMental health issues Physical health issues

Domestic violenceFamily instabilityDrug abuseMental health issues with primary caregiverNegative school environmentHigh Mobility

A combination of biological and/or Environmental risk factors that perpetuate more risk factors

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Einspar, Ed.D., Facilitating Resilience in the Face of Poverty and Hardship 2012


Risk FactorsA Vicious Cycle: The Function of Risk Factors

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Does Caring Make Cents?

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The Cost of Dropping Out Nationwide Statistics 7,200 students drop out of U.S. public

high schools every day. Each year, approximately 1.3 million

students fail to graduate from high school and more than half are from minority groups.


Diplomas Count, 2010 Retrieved from http://www.edweek.org

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http://www.edweek.org/media/ew/dc/2010/DC10_PressKit_FINAL.pdf


Does Caring Make Cents?The Dropout Issue in Georgia

20,633 students dropped out in grades 7-12 in 2009-2010 school year. That is roughly 115 students dropping out every school day in Georgia.

Belfantz & Letgers, 2004; Governor’s Office of Student Achievement 2009-2010 Report Card

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The Cost of Dropping Out National & State Statistics Dropouts from the Class of 2008 alone will

cost the nation more than $319 billion and will cost Georgia almost $15.5 billion in lost wages over their lifetimes.

July 2009 by the Alliance for Excellent Education


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The Cost of Dropping Out Nationwide Statistics

Dropouts are more likely to experience higher rates of unemployment, a greater likelihood of living below the poverty line and relying on public assistance, and more frequent and severe health problems.

High school dropouts are two times less likely to vote or participate in community service activities.

Levin, Belfield, Muenning, & Rouse, 2007; SREB, 2005


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The Cost of Dropping Out Nationwide Statistics

High school dropouts are eight times more likely than high school graduates to be incarcerated in their lifetimes.

86% of Georgia inmates do not have a high school diploma.

If the male graduation rate were increased by only 5%, the nation would see an annual savings of $4.9 billion in crime-related costs.Bridgeland, Dilulio, & Morison, 2006; GDC, 2007; SREB, 2005


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Does Caring Make Cents?The Cost of Dropping Out“The math simply does not work for Georgia” $3,800 per year on each K-12 student.

$6,800 per year on each university student.

$18,684 per year on each GA prison inmate.

$90,155 per year on each child confined by GA Juvenile DetentionGovernor Deal February 2011, Georgia Public Policy Foundation

FY11 GDC Correctional Cost Report http://www.dcor.state.ga.us/pdf/CorrectionsCosts.pdfMarch 19, 2013 Atlanta Journal-Constitution

http://www.ajc.com/news/news/georgia-tries-to-steer-more-juveniles-toward-help/nWs3L/

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http://www.dcor.state.ga.us/pdf/CorrectionsCosts.pdf

http://www.dcor.state.ga.us/pdf/CorrectionsCosts.pdf




Resiliency

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ResiliencyWhat is Resilience? A student who is resilient is one who, despite adversities and stress in

life, manages to experience success in school and in life. A process of positive adaptation despite being confronted with

adversity. Dynamic protective mechanisms that can facilitate success developed

through interaction of the environment, factors and processes. A process that leads to positive adaptation despite exposure to risks,

such as homelessness.

(Bernard, 1998; Brown, Caston, Bernard, 2001; Doll & Lyon, 1998; Henderson & Milstein, 2003; Luthar, Cicchetti & Becker, 2000; Masten & Coatsworth, 1998; McMillan & Reed, 1993; McMillan & Reed, 1994; Morrison, Brown, D‟Incau, O‟Farrell &

Furlong, 2006; Pianta & Walsh, 1998; Wang, Haertel & Walberg, 1996; Wang, Haertal & Walberg, 1998).

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ResiliencyIncreasing student resiliencyDifficult to identify appropriate interventions:

Children are impacted by a multitude of people, circumstances, and systems.

Little understanding of how factors interact to influence resilience.

Recent research on improving children’s resilience is focused on executive function and self-regulation.


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ResiliencyHomelessness and Academic ResilienceGreater risk than impact of poverty aloneRisk may depend on:

Age: adolescents less resilient while homeless than younger students.

Living arrangement: many doubled-up parents perceive that situation as more detrimental to their children’s education than staying in a shelter.

Duration: extended homelessness leads to greater negative impact.


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ResiliencyProtective Mechanisms Lower impact of risk Maintain a high self-esteem Create opportunities for success Eliminate potential negative effects of risk factors Critical during times of transition Can direct students onto a positive pathway Child may be exposed to risk, but armed with

protective mechanisms and positively adapts

(Doll & Lyon, 1998; Masten, et al., 1990; Pianta & Walsh, 1998; Rutter, 1987).

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ResiliencyProtective Cycle

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ResiliencyProgram Components that Facilitate Success

Take a moment and jot down some components in your program that you know have been successful with helping your McKinney-Vento eligible children display resilience.

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ResiliencyProgram Components that Facilitate Success Program Components

Tutoring, after school programs, class fees, partnerships, collaboration, annual training and communication (registrars, administration, counselors, school social workers, school nutrition, transportation).

Proactive measures: school of origin, program for unaccompanied youth (provide a place to talk ask questions and get linked to resources), life skills for students, consistent place to be, social work support services for students (individual/group counseling), work closely with parents, utilize community resources, family resource center where families can take showers, access internet, clothing food bank, homeless connect fair- haircuts, job aps., birth certificate, residential program get prep help with housing.

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ResiliencyProgram Components that Facilitate Success Forming Meaningful Relationships

Counselors, teachers, peers Creating a caring environment

Providing basic needs Providing transportation Expedient enrollment Equal access

Creating a sense of belonging Policies facilitate increased access to school and students/families feeling more welcome in school

Creating community involvement in schools Collaboration with agencies, businesses

Developing positive family relationships Parent involvement Identifying families and educating families about student rights and needs Providing information and referrals to resources in the community

(Bernard, 1998; Brown, et al., 2001; Henderson & Milstein, 2003; Masten & Coatsworth, 1998; McMillan & Reed, 1993; McMillan & Reed, 1994; Morrison, et al., 2006; Rutter, 1987; Wang, et al., 1996; Wang, et al., 1998; Werner, 1993)

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ResiliencyMeaningful Relationships No conditions Positive High expectations for success and academic

achievement Counseling focused on social emotional support helps

to establish meaningful relationships Social workers focused on fostering strengths and

adaptive skills - May lead to increased self-efficacy

Bernard, 1998; Brown, et al., 2001;DeCivita, 2006; Henderson & Milstein, 2003; Jozefowicz-Simbeni & Israel, 2006; Masten & Coatsworth, 1998; McMillan & Reed, 1993; McMillan & Reed, 1994; Morrison, et al., 2006; Wang, et al., 1996; Wang, et al., 1998

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ResiliencyMeaningful Relationships Positive relationships can either reduce the risk

or reduce a youth’s exposure to risk. Even brief encounters can provide building

blocks for meaningful relationships. Some say one caring person is best protective

factor a youth could have.


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ResiliencyProgram Implications Strategies

Forming new student support groups.Take one on one time to meet and encourage students

and welcome them to the school.Mentoring focused on helping students solve problems.

ComponentsGive choices.Construct opportunities to succeed.Foster responsibility for self and others.

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Bernard, 1998; Brown, et al., 2001;DeCivita, 2006; Henderson & Milstein, 2003; Jozefowicz-Simbeni & Israel, 2006; Masten & Coatsworth, 1998; McMillan & Reed, 1993; McMillan & Reed, 1994; Morrison, et al., 2006; Wang, et al., 1996; Wang, et al., 1998


ResiliencyProgram Component Ideas for Creating Caring Environments

Cinderella’s closet for prom Food pantry at school- each

family gets to take home food every week- delivered to site

Partnering with local food bank Take photos of kids- staff

activity- every staff adopts a student- data driven

Ruby Payne – Professional Development

Buddy Programs Providing a place to do

homework Increase access and awareness

to resources in the community Providing school supplies Sensitive to student needs

(understanding the negative connection with term homeless)

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ResiliencyA Sense of Belonging Positive school climate - encourages one to one connections with

students, teachers and administration Peer programs designed to help students feel like they are a part of

the school. Teacher training

Policy Procedures to facilitate prompt school enrollment, support for

transportation, dispute resolution process Providing shelters with school items (school spirit t-shirts, prom dress,

memory books, graduation invitations) and school communication Welcome the parents

Resource center for parents

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ResiliencyProgram Ideas for Creating a Sense of Belonging

Holiday helpers - parents volunteer and get gift cards to shop for kids - parents feel involved and kids feel connected to school and parents mentor families going through other situations

Positive school climate - encourages one to one connections with students, teachers and administration Peer programs designed to

help students feel like they are a part of the school.

Teacher training

Policy Procedures to facilitate

prompt school enrollment, support for transportation, dispute resolution process

Providing shelters with school items (school spirit t-shirts, prom dress, memory books, graduation invitations) and school communication

Welcome the parents Resource center for parents

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ResiliencyCommunity InvolvementCoordinated school-linked services

Shared decision-makingCollaboration to provide integrated services

geared towards facilitating academic success: housing, health, mental health

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ResiliencyProgram Ideas for Community Involvement

After school programs service learning partnerships with community and colleges

After school tutoring at churches. School buses will transport to site.

Partnerships with local thrift stores, backpacks,

Costco will often donate backpacks and fill backpacks

Walmart - donation drive Collaboration with staff to provide

for extracurricular activities Social networking with churches,

rotary- Facebook page where teachers can share needs

Swift resource.com

Coordinated school-linked services Shared decision making Collaboration to provide

integrated services geared towards facilitating academic success: housing, health, mental health

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ResiliencyDeveloping Positive Family Relationships

Programs that promote self-efficacy and student successResources that improve parent-child relationships: how to talk

with kids about school, budgeting, nutrition, discipline strategies, finding resources within school and community that help with school.

Family resource centers where parents feel connected to their school.

Connect parents to the teacher.Parent conference to celebrate success and increase awareness

about resources in the community.Knowing the parents’ native language. Focus on family strengths.

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ResiliencyAlthough some of the activities described are

allowable with McKinney-Vento grant funds or Title I, Part A homeless set-aside funds, many are not; thus, the need for the strategic collaboration of community agencies, advocacy groups, businesses and other stakeholders is vital to provide the type of integrated wrap-around services that can positivity affect resiliency in students.

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Questions

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Resources National Center for Homeless Education (NCHE) Web site:

www.serve.org/nche NCHE helpline: (800) 308-2145 or [email protected] NCHE products: www.serve.org/nche/products/php National Association for the Education of Homeless Children and

Youth: www.naehcy.org JUSTGeorgia http://www.justga.org/ Voices for Georgia’s Children http://georgiavoices.org/ Georgia Department of Corrections http://www.dcor.state.ga.us/ Georgia Department of Juvenile Justice http://www.djj.state.ga.us/ Georgia Department of Education Homeless Web site: www.gadoe.org

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http://www.serve.org/nche

mailto:[email protected]

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

http://www.naehcy.org/

http://www.justga.org/

http://www.justga.org/

http://georgiavoices.org/

http://georgiavoices.org/

http://www.dcor.state.ga.us/

http://www.dcor.state.ga.us/

http://www.djj.state.ga.us/

http://www.djj.state.ga.us/

http://www.gadoe.org/


Contact Information

Eric McGheeGrants Program Manager

Homeless Education205 Jesse Hill Jr. Drive SE

Atlanta, GA 30334(404) 651-7555 – Office

[email protected]

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mailto:[email protected]

Documents

Resilience : Turning Tragedy to Triumph Education for Homeless Children and Youth (EHCY)