Ensuring Educational Stability for Our Nations Youth
ENSURING EDUCATIONAL STABILITY FOR OUR NATION’S YOUTH FRANCES FROST, FAMILY AMBASSADOR MARCH 2018
OBJECTIVES • Provide an overview of federal law and Department of Education guidance (regulatory and non-regulatory) pertaining to ensuring equitable access to education and providing for educational stability for all children • Discuss tips for supporting all children • Discuss principles and examples of engaging marginalized families and youth
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PROVIDING EDUCATIONAL STABILITY • Provide opportunity for children to achieve at same level as peers by limiting disruptions in school experience • Allow child to remain in school of origin when in his/her best interest – Appropriateness of the current educational setting – Proximity to the school in which the child is enrolled at the time of placement
• Provide transportation to/from school • Designate a point of contact in school/district to support and advocate for child and family
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IMPORTANCE OF SCHOOL STABILITY • Students lose 4-6 months of academic progress per school change • Studies found that school stability led to increased graduation rates • School can be a positive counterweight to abuse, neglect & separation
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CHRONIC ABSENCE See site for information about consequences of chronic absence, tips and resources to work with families in improving school attendance.
Ensuring Educational Stability for our Nation’s Youth
CHILDREN IN FOSTER CARE
WHO IS IN FOSTER CARE? DEFINITION OF “FOSTER CARE” “Foster care” means 24-hour substitute care for children placed away from their parents or guardians and for whom the child welfare agency has placement and care responsibility. The Title I foster care provisions apply to ALL children in foster care who are 21 or younger and who are entitled to a free public education through grade 12 in that SEA In 2014 - 415,000 children were in foster care; 270,000 of those children were in elementary & secondary schools
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KEY ESSA PROVISIONS FOR CHILDREN IN FOSTER CARE • ESSA requires that children: – Remain in the school of origin unless there is a determination that it is not in his or her best interest. – Are immediately enrolled in the new school even if they don’t have the required documentation, if it is determined to be in the best interest of the child to leave the school of origin. The enrolling school shall immediately contact the school last attended to obtain the child’s records.
• Local education agencies (LEAs) must collaborate with child welfare agencies (CWAs) to develop and implement clear written procedures for how transportation will be provided, arranged, and funded for the duration of a child’s time in foster care. • Non-regulatory guidancehttps://www2.ed.gov/policy/elsec/leg/essa/edhhsfostercarenonregulat orguide.pdf • ED – Students in Foster Care https://www2.ed.gov/about/inits/ed/foster-care/index.html
SUPPORTIVE STATE & LOCAL LAWS • Support education of children in foster care • Increase collaboration between child welfare agencies & school systems • Ensure school stability – Allow children to stay in school of origin – Clarify how to determine if staying in school of origin is in best interest of the child – Address enrollment and transfer of data procedures – Address provision of & funding for transportation to school – Appoint liaison to support children
FOSTER CARE TRANSITION TOOLKIT Provides information for youth currently in foster care; young adults who have aged out of foster care; caring and supportive adults. Transition plan must be developed during 90 day period prior to 18th birthday. • Transition planning • Finding job & Career support • Money management • Obtaining Essential Documents • Building a Support Network • Securing Housing • Physical and Mental Health care • Foster Youth Serving Organizations • State Tuition Waivers & Vouchers Available online: https://www2.ed.gov/about/inits/ed/foster -care/youth-transition-toolkit.pdf
Ensuring Educational Stability for our Nation’s Youth
HOMELESS CHILDREN
WHO IS CONSIDERED “HOMELESS”? “Homeless children and youths,” under the McKinney-Vento Act, means individuals who lack a fixed, regular, and adequate nighttime residence. • More than 1.3 million homeless children enrolled in public school in 2013-14 • Nearly100,000 students are unaccompanied homeless youth Sources: ED Education for Homeless Children and Youths (EHCY) Fact Sheet https://www2.ed.gov/policy/elsec/leg/essa/160315ehcyfactsheet072716.pdf
MCKINNEY-VENTO ACT FOR HOMELESS CHILDREN
The Education for Homeless Children and Youths (EHCY) program, authorized under the McKinney-Vento Homeless Assistance Act (McKinney-Vento Act), is designed to address the needs of homeless children and youths and ensure educational rights and protections for these children and youths. Homeless students: • have the right to remain in their schools of origin, if in the student’s best interest; or • must be immediately enrolled in a new school, even if they do not have the records normally required for enrollment, if changing schools is determined to be in student’s best interest.
INTERSECTIONS IN HOMELESSNESS • Unaccompanied youth (not in the physical custody of a parent or guardian) – rural districts - 9.3% – suburban districts - 6.9%
• English language learners – urban districts - 16.8% – rural districts - 5.9%
• Migrant students – town districts - 3.4% – urban districts - 1.0% https://nces.ed.gov/blogs/nces/post/student-homelessness-in-urban-suburban-town-and-rural-districts
TIPS FOR SUPPORTING HOMELESS YOUTH • Create a welcoming environment for homeless children and their families – Work to building a trusting relationship • Help to identify and support homeless students – Don’t make assumptions about who is homeless – Don’t make assumptions about reasons for their homelessness
• Be sensitive and understanding of their situations • Ensure school policies & procedures do not negatively impact students • Learn more about McKinney-Vento Act and know school liaisons • Connect students and families with community resources
RESOURCES: HOMELESS YOUTH • Fact sheet (2016) https://www2.ed.gov/policy/elsec/leg/essa/160315ehcyfa ctsheet072716.pdf • ED guidance- https://www.ed.gov/news/pressreleases/education-department-releases-guidance-homelesschildren-and-youth • National Center for Homeless Education http://nche.ed.gov/
Ensuring Educational Stability for our Nation’s Youth
LGBTQ CHILDREN
TITLE IX PROTECTION FOR LGBT YOUTH • Protects all students, including transgender and gendernonconforming students, from sex discrimination. • Encompasses discrimination based on a student’s nonconformity with sex stereotypes and gender identity, and transgender status. • Requires that a school must begin treating the student consistent with the student’s gender identity, once it has been notified that a student will begin asserting a gender identity that differs from previous representations or records. • Requires that transgender students be allowed to participate in sex-segregated activities or access facilities consistent with their gender identity. • Protects students’ privacy of education records (also protected by Family Educational Rights and Privacy Act (FERPA).) Source: https://www2.ed.gov/about/offices/list/ocr/lgbt.html
TIPS FOR SUPPORTING LGBTQ STUDENTS • Establish standards that protect LGBT youth from bullying & harassment in schools • Support initiatives that strengthen families w LGBT children and that promote acceptance and understanding between parents and children • Disassemble the school-to-prison pipeline • Respect their preferred gender pronouns, names, and identity
RESOURCES: LGBTQ STUDENTS • Dept of ED (OCR) – Resources for Transgender & gender Nonconforming Students • Center for the Study of Social Policy – A Blueprint for Progress: A Policy Guide for Advocates Supporting LGBTQ Youth of Color in Child Welfare Systems • ED Student Voices (Blogpost)
Ensuring Educational Stability for our Nation’s Youth
IMMIGRANT CHILDREN & FAMILIES
SCHOOL ENROLLMENT Under Federal law, State and local educational agencies (“school districts”) are required to provide all children with equal access to public education. A State may not deny access to a basic public education at elementary and secondary levels to any child residing in the State, whether present in the U.S. legally or otherwise
RIGHT TO EDUCATION Title VI of the Civil Rights Act of 1964 (Title VI) and the Equal Educational Opportunities Act of 1974 (EEOA) • Public schools must ensure that English Learner (EL) students can participate meaningfully and equally in educational programs. • Federal civil rights laws requires that SEAs and school districts ensure meaningful communications with Limited English Proficient (LEP) parents ESSA - Title III, English Learners (ELs) • Addresses how Title III funds may be used to provide supplemental services that improve the English language proficiency and academic achievement of ELs, including activities that increase the knowledge and skills of teachers who serve ELs. For more information, refer to U.S. Department of Education and U.S. Department of Justice joint Dear Colleague Letter, English Learner Students and Limited English Proficient Parents, January 7, 2015. http://www.ed.gov/ocr/letters/colleague-el-201501.pdf
SCHOOL ENROLLMENT • Schools must not discriminate on the basis of race, color, or national origin (Federal civil rights laws, including Title IV and VI of the Civil Rights Act of 1964, and mandates of the Supreme Court) – May not use information collected regarding race, ethnicity, national origin, English proficiency, or parents’ refusal to provide such information, to discriminate against students
• Schools may not bar a student from enrolling in public school on the basis of: – Race, color, or national origin – Student lacks a birth certificate or has records that indicate foreign birth – Student’s or parents’ immigration status – Student or parents/guardians choose not to provide a Social Security number
UNDOCUMENTED YOUTH • Federal civil rights law & Supreme Court precedent require States to provide equal access to public education to all children – including undocumented youth • Estimated 80,000 undocumented youth turn 18; approx. 65,000 graduate from high school each year – 54% have at least a high school diploma (v. 82% U.S. born peers) – Only 5-10% continue education after high school – Ineligible for Title IV Federal financial aid
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TIPS FOR SUPPORTING IMMIGRANT STUDENTS • Create open & welcoming environment • • •
Embrace and value diversity and cultural background of all students Withhold judgement and biases on immigration status Establish safe spaces for undocumented youth to share freely, engage with and lead their peers
• Build staff capacity and knowledge about undocumented youth •
Learn about DACA, state and local legislation, challenges faced by students
• Share information and resources with youth & families • •
Highlight opportunities to access postsecondary education Connect to community resources and stakeholder organization
• Actively engage families and community organizations • Provide additional academic support, if needed •
Include the family (ex. ESL, GED or literacy, trade/work skills)
IMMIGRANT FAMILIES • Homeroom Blog - Ensuring Education for All Children – https://blog.ed.gov/2017/01/ensuring-education-children/
• Resource Guide: Early Learning (Jan 2017) – https://www2.ed.gov/about/overview/focus/early-learning-teacherand-parent-resource-guide.pdf
• Resource Guide: Supporting Undocumented Youth (October 2015) – https://www2.ed.gov/about/overview/focus/supportingundocumented-youth.pdf
• ED/DOJ School Enrollment Procedures, May 8 2014 - Factsheet – English: http://www.ed.gov/ocr/docs/dcl-factsheet-201405.pdf – Spanish : http://www.ed.gov/ocr/docs/dcl-factsheet-201405-sp.pdf
• Consideration of Deferred Action for Childhood Arrivals (DACA) – https://www.uscis.gov/humanitarian/consideration-deferred-actionchildhood-arrivals-daca
Ensuring Educational Stability for our Nation’s Youth
ENGAGING YOUTH & FAMILIES
WHAT IS FAMILY ENGAGEMENT? Using post-it notes provided, write a brief response for each of the posters on the walls. • • • •
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What is family engagement? How do you/your school engage with families? What are barriers to greater family engagement? What can you/your school do to increase family engagement?
“FAMILY ENGAGEMENT” DEFINED “Family engagement refers to the systematic inclusion of families in activities and programs that promote children’s development, learning, and wellness, including in the planning, development, and evaluation of such activities, programs, and systems.” U.S. Dept. of Education, U.S. Dept. of Health & Human Services Policy Statement On Family Engagement From The Early Years To The Early Grades, 2016
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“INVOLVEMENT” TO “ENGAGEMENT” Individual Responsibility
• Shared Responsibility in Partnership
Deficit-Based/Adversarial • Strength-Based and Collaborative Random Acts Add-on and one-time project Events Driven Compliance
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• Systemic • Integrated and Sustained with Purposeful Connections to Learning • Learning and Outcomes Driven • Ownership and Continuous Improvement
IMPORTANCE OF FAMILY ENGAGEMENT Strong family engagement is central in promoting children's healthy development and wellness, including: • social-emotional and behavioral development; • preparing children for school; • seamlessly transitioning them to kindergarten; and • supporting academic achievement in elementary school and beyond.
Source: ED/HHS Joint Policy Statement On Family Engagement From The Early Years To The Early Grades, 2016
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IMPORTANCE OF FAMILY ENGAGEMENT When families and the institutions where children learn partner in meaningful ways, children: • have more positive attitudes toward school • stay in school longer • have better attendance • experience more school success
Source: ED/HHS Joint Policy Statement On Family Engagement From The Early Years To The Early Grades, 2016
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BUILD ON FAMILIES’ STRENGTHS • Acknowledge the family wants to help their children succeed • Ask family how they want to be involved • Create opportunities for families to be involved, based on their strengths, skills, knowledge • Families & schools work together as partners in setting goals for children’s education
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BUILD TRUSTING RELATIONSHIPS • Trust: an individual’s or group’s willingness to be vulnerable to another party based on the confidence that the latter party is benevolent, reliable, competent, honest, and open • Families must believe that school personnel are: – – – –
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Qualified Fair Dependable Have their child’s best interest at heart
OPPORTUNITY FOR FAMILY ENGAGEMENT AT SEA & LEA LEVELS
In order to establish and foster sustained, trusting relationships it is important to:
• Always provide information within the context of why family engagement is important for the child and how it will help him/her. • Identify and address needs of the school, the students, and the families. • Think of engagement as an opportunity to build relationships and partnerships, not an isolated event. • Listen to parents and families and incorporate feedback.
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EDUCATION STARTS AT HOME EMPHASIZE HOW PARENTS CAN PLAY IMPORTANT ROLE IN EDUCATION
• Understand brain development activities from birth to early years • Encourage early language development • Talk about the value of education with children; including plans for college and/or in a career after high school • Plan for regular school attendance • Support reading & math development at all age levels; include cultural materials & family interests • Support learning through family activities – cultural & religious events, trips, organizations
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IMPORTANCE OF CULTURE Culture is: • a system of beliefs, customs and behaviors • an integrated pattern of human behavior that includes the language, thoughts, communications, actions, customs, beliefs, values, and institutions of racial, ethnic, religious, or social groups • Positive effects on children’s learning & family engagement when school staff understand and honor their culture
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Source: Toolkit of Resources for Engaging Parents and Community as Partners in Education
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PRINCIPLES OF FAMILY ENGAGEMENT SUPPORTS EQUITY TO ENSURE GOOD OUTCOMES FOR ALL CHILDREN
Welcoming all families Empowers families
Effective 2-way communication
Builds capacity of school staff and families
Linked to student achievement and development Builds community
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TIPS FOR SUPPORTING MIGRANT STUDENTS
• Consider parents/family work schedule when planning family events or school meetings • Hold informational meetings at common work sites
• Provide support in transitioning to new school • Provide additional academic support, if needed • Include the family (ex. ESL, GED or literacy, trade/work skills)
• Provide additional support in relocating to new area, as needed • Information about housing, health resources, etc.
ENGAGING MARGINALIZED FAMILIES EXAMPLES OF SUPPORTING & ENGAGING FAMILIES & STUDENTS
Create an environment where are all families feel welcome and part of the community. • • • • • • •
Reflect culture of families in the school building Work to building a trusting relationship Help to identify and support impacted students Seek to understand the issues and current environment Be open to learn more about all families Be sensitive and understanding of their situations Ensure school policies & procedures do not negatively impact students
ENGAGING MARGINALIZED FAMILIES EXAMPLES OF SUPPORTING & ENGAGING FAMILIES & STUDENTS
Engage in 2-way communication with families and schools • Share information & listen to their concerns/questions • Establish multiple options of communication – online, emails, phone calls • Provide face-to-face opportunities to meet with school leaders and teachers • Do not over-rely on technology for communication • Provide language interpreters and translation, as needed
ENGAGING MARGINALIZED FAMILIES EXAMPLES OF SUPPORTING & ENGAGING FAMILIES & STUDENTS
Support positive student outcomes – child’s health, wellness, development, and education • Provide needed academic support and encouragement • Support children and families’ mental health through crisis • Educate families about and encourage physical health, proper nutrition • Identify needs of families (food, clothing, health) and solutions to meet those needs
ENGAGING MARGINALIZED FAMILIES EXAMPLES OF SUPPORTING & ENGAGING FAMILIES & STUDENTS
Build community of support • Connect families and students to each other and to school • Build social capital of families - Include school administrators, local elected officials, community resources • Enlist support of professionals (psychologists, trauma counselors, interpreters, health care providers, etc.), as needed • Work with community faith-based organizations/places of worship
ENGAGING MARGINALIZED FAMILIES EXAMPLES OF SUPPORTING & ENGAGING FAMILIES & STUDENTS
Build capacity of school staff, parent, community partners • Educate school staff on the relevant issues (ex: trauma, immigration policy, cultural competency) • Learn how to be an ally and support for families • Collaborate with experts /professionals & people knowledgeable about affected populations • Educate parents on school structure, curriculum, policies
ENGAGING MARGINALIZED FAMILIES EXAMPLES OF SUPPORTING & ENGAGING FAMILIES & STUDENTS
Empower families • Include in decision-making about programs and policies that effect their children • Allow space for children & families to speak up for themselves • Provide families with accurate information that they need to advocate for and protect themselves and their children • Act upon concerns of families presented to school/LEA/SEA or provide explanation of why requested action cannot be taken
BUILD YOUR KNOWLEDGE SCHOOL, LEA, SEA POLICY
• What are your school’s policies specific to special populations? • Did/does the school include affected families in developing these policies? • What are school’s, LEA’s or SEA’s policies related to inclusion, diversity, and bullying? • How do schools, LEAs and your SEA support families who are homeless, raising foster children, immigrants, migrant workers. or have LGBTQ children or parents?
BUILD YOUR KNOWLEDGE CITY/COUNTY, STATE & FEDERAL LAWS
• Know the policies, regulations & laws that currently impact special populations. – Consider local, district & state level school policies, as well as city/county, state, federal laws. – What laws & regulations should be in place, but are not? – What laws & regulations are in place that create barriers or inequities for this population of students? – What legislators and decision makers are key contacts?
BUILD YOUR KNOWLEDGE SUPPORTING CHILDREN & YOUTH
• Know what agencies & organizations support and advocate for special populations – How can your school collaborate with them to support families and students? – What is your school, LEA or SEA policy for referrals to services for families?
• What translation/interpretation services are available for families who need this service? • What support structures and resources are available in the schools, LEAs and SEA for families?
OBJECTIVES • Provide an overview of federal law and Department of Education guidance (regulatory and non-regulatory) pertaining to ensuring equitable access to education and providing for educational stability for all children • Discuss tips for supporting all children • Discuss principles and examples of engaging marginalized families and youth
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PROVIDING EDUCATIONAL STABILITY • Provide opportunity for children to achieve at same level as peers by limiting disruptions in school experience • Allow child to remain in school of origin when in his/her best interest – Appropriateness of the current educational setting – Proximity to the school in which the child is enrolled at the time of placement
• Provide transportation to/from school • Designate a point of contact in school/district to support and advocate for child and family
3
IMPORTANCE OF SCHOOL STABILITY • Students lose 4-6 months of academic progress per school change • Studies found that school stability led to increased graduation rates • School can be a positive counterweight to abuse, neglect & separation
4
CHRONIC ABSENCE See site for information about consequences of chronic absence, tips and resources to work with families in improving school attendance.
Ensuring Educational Stability for our Nation’s Youth
CHILDREN IN FOSTER CARE
WHO IS IN FOSTER CARE? DEFINITION OF “FOSTER CARE” “Foster care” means 24-hour substitute care for children placed away from their parents or guardians and for whom the child welfare agency has placement and care responsibility. The Title I foster care provisions apply to ALL children in foster care who are 21 or younger and who are entitled to a free public education through grade 12 in that SEA In 2014 - 415,000 children were in foster care; 270,000 of those children were in elementary & secondary schools
7
KEY ESSA PROVISIONS FOR CHILDREN IN FOSTER CARE • ESSA requires that children: – Remain in the school of origin unless there is a determination that it is not in his or her best interest. – Are immediately enrolled in the new school even if they don’t have the required documentation, if it is determined to be in the best interest of the child to leave the school of origin. The enrolling school shall immediately contact the school last attended to obtain the child’s records.
• Local education agencies (LEAs) must collaborate with child welfare agencies (CWAs) to develop and implement clear written procedures for how transportation will be provided, arranged, and funded for the duration of a child’s time in foster care. • Non-regulatory guidancehttps://www2.ed.gov/policy/elsec/leg/essa/edhhsfostercarenonregulat orguide.pdf • ED – Students in Foster Care https://www2.ed.gov/about/inits/ed/foster-care/index.html
SUPPORTIVE STATE & LOCAL LAWS • Support education of children in foster care • Increase collaboration between child welfare agencies & school systems • Ensure school stability – Allow children to stay in school of origin – Clarify how to determine if staying in school of origin is in best interest of the child – Address enrollment and transfer of data procedures – Address provision of & funding for transportation to school – Appoint liaison to support children
FOSTER CARE TRANSITION TOOLKIT Provides information for youth currently in foster care; young adults who have aged out of foster care; caring and supportive adults. Transition plan must be developed during 90 day period prior to 18th birthday. • Transition planning • Finding job & Career support • Money management • Obtaining Essential Documents • Building a Support Network • Securing Housing • Physical and Mental Health care • Foster Youth Serving Organizations • State Tuition Waivers & Vouchers Available online: https://www2.ed.gov/about/inits/ed/foster -care/youth-transition-toolkit.pdf
Ensuring Educational Stability for our Nation’s Youth
HOMELESS CHILDREN
WHO IS CONSIDERED “HOMELESS”? “Homeless children and youths,” under the McKinney-Vento Act, means individuals who lack a fixed, regular, and adequate nighttime residence. • More than 1.3 million homeless children enrolled in public school in 2013-14 • Nearly100,000 students are unaccompanied homeless youth Sources: ED Education for Homeless Children and Youths (EHCY) Fact Sheet https://www2.ed.gov/policy/elsec/leg/essa/160315ehcyfactsheet072716.pdf
MCKINNEY-VENTO ACT FOR HOMELESS CHILDREN
The Education for Homeless Children and Youths (EHCY) program, authorized under the McKinney-Vento Homeless Assistance Act (McKinney-Vento Act), is designed to address the needs of homeless children and youths and ensure educational rights and protections for these children and youths. Homeless students: • have the right to remain in their schools of origin, if in the student’s best interest; or • must be immediately enrolled in a new school, even if they do not have the records normally required for enrollment, if changing schools is determined to be in student’s best interest.
INTERSECTIONS IN HOMELESSNESS • Unaccompanied youth (not in the physical custody of a parent or guardian) – rural districts - 9.3% – suburban districts - 6.9%
• English language learners – urban districts - 16.8% – rural districts - 5.9%
• Migrant students – town districts - 3.4% – urban districts - 1.0% https://nces.ed.gov/blogs/nces/post/student-homelessness-in-urban-suburban-town-and-rural-districts
TIPS FOR SUPPORTING HOMELESS YOUTH • Create a welcoming environment for homeless children and their families – Work to building a trusting relationship • Help to identify and support homeless students – Don’t make assumptions about who is homeless – Don’t make assumptions about reasons for their homelessness
• Be sensitive and understanding of their situations • Ensure school policies & procedures do not negatively impact students • Learn more about McKinney-Vento Act and know school liaisons • Connect students and families with community resources
RESOURCES: HOMELESS YOUTH • Fact sheet (2016) https://www2.ed.gov/policy/elsec/leg/essa/160315ehcyfa ctsheet072716.pdf • ED guidance- https://www.ed.gov/news/pressreleases/education-department-releases-guidance-homelesschildren-and-youth • National Center for Homeless Education http://nche.ed.gov/
Ensuring Educational Stability for our Nation’s Youth
LGBTQ CHILDREN
TITLE IX PROTECTION FOR LGBT YOUTH • Protects all students, including transgender and gendernonconforming students, from sex discrimination. • Encompasses discrimination based on a student’s nonconformity with sex stereotypes and gender identity, and transgender status. • Requires that a school must begin treating the student consistent with the student’s gender identity, once it has been notified that a student will begin asserting a gender identity that differs from previous representations or records. • Requires that transgender students be allowed to participate in sex-segregated activities or access facilities consistent with their gender identity. • Protects students’ privacy of education records (also protected by Family Educational Rights and Privacy Act (FERPA).) Source: https://www2.ed.gov/about/offices/list/ocr/lgbt.html
TIPS FOR SUPPORTING LGBTQ STUDENTS • Establish standards that protect LGBT youth from bullying & harassment in schools • Support initiatives that strengthen families w LGBT children and that promote acceptance and understanding between parents and children • Disassemble the school-to-prison pipeline • Respect their preferred gender pronouns, names, and identity
RESOURCES: LGBTQ STUDENTS • Dept of ED (OCR) – Resources for Transgender & gender Nonconforming Students • Center for the Study of Social Policy – A Blueprint for Progress: A Policy Guide for Advocates Supporting LGBTQ Youth of Color in Child Welfare Systems • ED Student Voices (Blogpost)
Ensuring Educational Stability for our Nation’s Youth
IMMIGRANT CHILDREN & FAMILIES
SCHOOL ENROLLMENT Under Federal law, State and local educational agencies (“school districts”) are required to provide all children with equal access to public education. A State may not deny access to a basic public education at elementary and secondary levels to any child residing in the State, whether present in the U.S. legally or otherwise
RIGHT TO EDUCATION Title VI of the Civil Rights Act of 1964 (Title VI) and the Equal Educational Opportunities Act of 1974 (EEOA) • Public schools must ensure that English Learner (EL) students can participate meaningfully and equally in educational programs. • Federal civil rights laws requires that SEAs and school districts ensure meaningful communications with Limited English Proficient (LEP) parents ESSA - Title III, English Learners (ELs) • Addresses how Title III funds may be used to provide supplemental services that improve the English language proficiency and academic achievement of ELs, including activities that increase the knowledge and skills of teachers who serve ELs. For more information, refer to U.S. Department of Education and U.S. Department of Justice joint Dear Colleague Letter, English Learner Students and Limited English Proficient Parents, January 7, 2015. http://www.ed.gov/ocr/letters/colleague-el-201501.pdf
SCHOOL ENROLLMENT • Schools must not discriminate on the basis of race, color, or national origin (Federal civil rights laws, including Title IV and VI of the Civil Rights Act of 1964, and mandates of the Supreme Court) – May not use information collected regarding race, ethnicity, national origin, English proficiency, or parents’ refusal to provide such information, to discriminate against students
• Schools may not bar a student from enrolling in public school on the basis of: – Race, color, or national origin – Student lacks a birth certificate or has records that indicate foreign birth – Student’s or parents’ immigration status – Student or parents/guardians choose not to provide a Social Security number
UNDOCUMENTED YOUTH • Federal civil rights law & Supreme Court precedent require States to provide equal access to public education to all children – including undocumented youth • Estimated 80,000 undocumented youth turn 18; approx. 65,000 graduate from high school each year – 54% have at least a high school diploma (v. 82% U.S. born peers) – Only 5-10% continue education after high school – Ineligible for Title IV Federal financial aid
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TIPS FOR SUPPORTING IMMIGRANT STUDENTS • Create open & welcoming environment • • •
Embrace and value diversity and cultural background of all students Withhold judgement and biases on immigration status Establish safe spaces for undocumented youth to share freely, engage with and lead their peers
• Build staff capacity and knowledge about undocumented youth •
Learn about DACA, state and local legislation, challenges faced by students
• Share information and resources with youth & families • •
Highlight opportunities to access postsecondary education Connect to community resources and stakeholder organization
• Actively engage families and community organizations • Provide additional academic support, if needed •
Include the family (ex. ESL, GED or literacy, trade/work skills)
IMMIGRANT FAMILIES • Homeroom Blog - Ensuring Education for All Children – https://blog.ed.gov/2017/01/ensuring-education-children/
• Resource Guide: Early Learning (Jan 2017) – https://www2.ed.gov/about/overview/focus/early-learning-teacherand-parent-resource-guide.pdf
• Resource Guide: Supporting Undocumented Youth (October 2015) – https://www2.ed.gov/about/overview/focus/supportingundocumented-youth.pdf
• ED/DOJ School Enrollment Procedures, May 8 2014 - Factsheet – English: http://www.ed.gov/ocr/docs/dcl-factsheet-201405.pdf – Spanish : http://www.ed.gov/ocr/docs/dcl-factsheet-201405-sp.pdf
• Consideration of Deferred Action for Childhood Arrivals (DACA) – https://www.uscis.gov/humanitarian/consideration-deferred-actionchildhood-arrivals-daca
Ensuring Educational Stability for our Nation’s Youth
ENGAGING YOUTH & FAMILIES
WHAT IS FAMILY ENGAGEMENT? Using post-it notes provided, write a brief response for each of the posters on the walls. • • • •
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What is family engagement? How do you/your school engage with families? What are barriers to greater family engagement? What can you/your school do to increase family engagement?
“FAMILY ENGAGEMENT” DEFINED “Family engagement refers to the systematic inclusion of families in activities and programs that promote children’s development, learning, and wellness, including in the planning, development, and evaluation of such activities, programs, and systems.” U.S. Dept. of Education, U.S. Dept. of Health & Human Services Policy Statement On Family Engagement From The Early Years To The Early Grades, 2016
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“INVOLVEMENT” TO “ENGAGEMENT” Individual Responsibility
• Shared Responsibility in Partnership
Deficit-Based/Adversarial • Strength-Based and Collaborative Random Acts Add-on and one-time project Events Driven Compliance
33
• Systemic • Integrated and Sustained with Purposeful Connections to Learning • Learning and Outcomes Driven • Ownership and Continuous Improvement
IMPORTANCE OF FAMILY ENGAGEMENT Strong family engagement is central in promoting children's healthy development and wellness, including: • social-emotional and behavioral development; • preparing children for school; • seamlessly transitioning them to kindergarten; and • supporting academic achievement in elementary school and beyond.
Source: ED/HHS Joint Policy Statement On Family Engagement From The Early Years To The Early Grades, 2016
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IMPORTANCE OF FAMILY ENGAGEMENT When families and the institutions where children learn partner in meaningful ways, children: • have more positive attitudes toward school • stay in school longer • have better attendance • experience more school success
Source: ED/HHS Joint Policy Statement On Family Engagement From The Early Years To The Early Grades, 2016
35
BUILD ON FAMILIES’ STRENGTHS • Acknowledge the family wants to help their children succeed • Ask family how they want to be involved • Create opportunities for families to be involved, based on their strengths, skills, knowledge • Families & schools work together as partners in setting goals for children’s education
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BUILD TRUSTING RELATIONSHIPS • Trust: an individual’s or group’s willingness to be vulnerable to another party based on the confidence that the latter party is benevolent, reliable, competent, honest, and open • Families must believe that school personnel are: – – – –
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Qualified Fair Dependable Have their child’s best interest at heart
OPPORTUNITY FOR FAMILY ENGAGEMENT AT SEA & LEA LEVELS
In order to establish and foster sustained, trusting relationships it is important to:
• Always provide information within the context of why family engagement is important for the child and how it will help him/her. • Identify and address needs of the school, the students, and the families. • Think of engagement as an opportunity to build relationships and partnerships, not an isolated event. • Listen to parents and families and incorporate feedback.
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EDUCATION STARTS AT HOME EMPHASIZE HOW PARENTS CAN PLAY IMPORTANT ROLE IN EDUCATION
• Understand brain development activities from birth to early years • Encourage early language development • Talk about the value of education with children; including plans for college and/or in a career after high school • Plan for regular school attendance • Support reading & math development at all age levels; include cultural materials & family interests • Support learning through family activities – cultural & religious events, trips, organizations
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IMPORTANCE OF CULTURE Culture is: • a system of beliefs, customs and behaviors • an integrated pattern of human behavior that includes the language, thoughts, communications, actions, customs, beliefs, values, and institutions of racial, ethnic, religious, or social groups • Positive effects on children’s learning & family engagement when school staff understand and honor their culture
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Source: Toolkit of Resources for Engaging Parents and Community as Partners in Education
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PRINCIPLES OF FAMILY ENGAGEMENT SUPPORTS EQUITY TO ENSURE GOOD OUTCOMES FOR ALL CHILDREN
Welcoming all families Empowers families
Effective 2-way communication
Builds capacity of school staff and families
Linked to student achievement and development Builds community
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TIPS FOR SUPPORTING MIGRANT STUDENTS
• Consider parents/family work schedule when planning family events or school meetings • Hold informational meetings at common work sites
• Provide support in transitioning to new school • Provide additional academic support, if needed • Include the family (ex. ESL, GED or literacy, trade/work skills)
• Provide additional support in relocating to new area, as needed • Information about housing, health resources, etc.
ENGAGING MARGINALIZED FAMILIES EXAMPLES OF SUPPORTING & ENGAGING FAMILIES & STUDENTS
Create an environment where are all families feel welcome and part of the community. • • • • • • •
Reflect culture of families in the school building Work to building a trusting relationship Help to identify and support impacted students Seek to understand the issues and current environment Be open to learn more about all families Be sensitive and understanding of their situations Ensure school policies & procedures do not negatively impact students
ENGAGING MARGINALIZED FAMILIES EXAMPLES OF SUPPORTING & ENGAGING FAMILIES & STUDENTS
Engage in 2-way communication with families and schools • Share information & listen to their concerns/questions • Establish multiple options of communication – online, emails, phone calls • Provide face-to-face opportunities to meet with school leaders and teachers • Do not over-rely on technology for communication • Provide language interpreters and translation, as needed
ENGAGING MARGINALIZED FAMILIES EXAMPLES OF SUPPORTING & ENGAGING FAMILIES & STUDENTS
Support positive student outcomes – child’s health, wellness, development, and education • Provide needed academic support and encouragement • Support children and families’ mental health through crisis • Educate families about and encourage physical health, proper nutrition • Identify needs of families (food, clothing, health) and solutions to meet those needs
ENGAGING MARGINALIZED FAMILIES EXAMPLES OF SUPPORTING & ENGAGING FAMILIES & STUDENTS
Build community of support • Connect families and students to each other and to school • Build social capital of families - Include school administrators, local elected officials, community resources • Enlist support of professionals (psychologists, trauma counselors, interpreters, health care providers, etc.), as needed • Work with community faith-based organizations/places of worship
ENGAGING MARGINALIZED FAMILIES EXAMPLES OF SUPPORTING & ENGAGING FAMILIES & STUDENTS
Build capacity of school staff, parent, community partners • Educate school staff on the relevant issues (ex: trauma, immigration policy, cultural competency) • Learn how to be an ally and support for families • Collaborate with experts /professionals & people knowledgeable about affected populations • Educate parents on school structure, curriculum, policies
ENGAGING MARGINALIZED FAMILIES EXAMPLES OF SUPPORTING & ENGAGING FAMILIES & STUDENTS
Empower families • Include in decision-making about programs and policies that effect their children • Allow space for children & families to speak up for themselves • Provide families with accurate information that they need to advocate for and protect themselves and their children • Act upon concerns of families presented to school/LEA/SEA or provide explanation of why requested action cannot be taken
BUILD YOUR KNOWLEDGE SCHOOL, LEA, SEA POLICY
• What are your school’s policies specific to special populations? • Did/does the school include affected families in developing these policies? • What are school’s, LEA’s or SEA’s policies related to inclusion, diversity, and bullying? • How do schools, LEAs and your SEA support families who are homeless, raising foster children, immigrants, migrant workers. or have LGBTQ children or parents?
BUILD YOUR KNOWLEDGE CITY/COUNTY, STATE & FEDERAL LAWS
• Know the policies, regulations & laws that currently impact special populations. – Consider local, district & state level school policies, as well as city/county, state, federal laws. – What laws & regulations should be in place, but are not? – What laws & regulations are in place that create barriers or inequities for this population of students? – What legislators and decision makers are key contacts?
BUILD YOUR KNOWLEDGE SUPPORTING CHILDREN & YOUTH
• Know what agencies & organizations support and advocate for special populations – How can your school collaborate with them to support families and students? – What is your school, LEA or SEA policy for referrals to services for families?
• What translation/interpretation services are available for families who need this service? • What support structures and resources are available in the schools, LEAs and SEA for families?
