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Integrated Training for School Homeless and Keeping Maines Children Connected Liaisons

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A Point in Time Survey Taken. During 5 Days in. March, 2005 and March, 2006 ... Based on Keeping Maine's Children Connected Youth Survey and Focus Groups ... – PowerPoint PPT presentation

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Title: Integrated Training for School Homeless and Keeping Maines Children Connected Liaisons


1
Integrated Training for School Homeless and
Keeping Maines Children Connected Liaisons
  • A Training For Liaisons
  • Fall, 2009

2
Goal Of Training
  • To enhance communication among all those involved
    with children and youth
  • who are homeless or
  • who are experiencing school disruption due to
    homelessness, foster care placement, correctional
    facility placement, high mobility and in-patient
    psychiatric care placement.

3
Outcomes for Participants
  • Increased understanding of the roles of School
    Homeless and Keeping Maines Children Connected
    Liaisons
  • Knowledge of the roles and responsibilities of
    local school districts under the McKinney-Vento
    Law
  • Increased understanding of the different
    agencies working with children and youth who
    experience school disruption and/or homelessness
  • Identification of the common issues and barriers
    affecting children, youth and families who
    experience school disruption and/or homelessness
  • Increased awareness of strategies and resources
    to help children and youth who experience school
    disruption and/or homelessness

4
Outcomes for Children and Youth
  • Continuation and completion of educational
    program
  • Increased sense of belonging in the school and
    community
  • Active involvement in the development of his/her
    own re-integration plan
  • Increased attendance at school
  • Participation in extra curricular school or
    community activities
  • Reduced number of school transitions

5
Todays Agenda
  • Welcome! Goals and Outcomes for Training
  • Defining the Issues Nationally and in Maine
  • McKinney-Vento Overview Law and Liaison
    Responsibilities
  • Keeping Maines Children Connected Overview and
    Liaison Role
  • Overview of Agencies and Policies Panel
    Discussion
  • Scenarios
  • Barriers, Strategies and Resources
  • Evaluation and Final Comments

6
LiaisonsWhat Are They?
  • School Homeless Liaison
  • The School Homeless Liaison ensures that homeless
    children and youth are identified, enrolled, and
    receive educational services for which they are
    eligible. Based on the McKinney-Vento Homeless
    Education Assistance Act, there is a homeless
    liaison in every school district
  • Keeping Maines Children Connected (KMCC)
    Liaison
  • The KMCC Liaison facilitates communication among
    those involved with the youth to determine who
    are the best people to assist in a plan to
    support the youth in transition. There is a
    liaison in every school district, regional state
    agency office, in-patient psychiatric facility,
    residential facility and correctional facility.

7
Defining The Issues Nationally and In
MaineState of Maine.
8
School Disruption A National Epidemic
  • There are 1.5 million children experiencing
    homelessness during a year in the US (NCFH,
    2009).
  • More than 500,000 children live outside of
    their homes due to child welfare concerns across
    the country (American Academy of Pediatrics,
    2000).
  • More than 106,000 teens are in U.S. juvenile
    facilities on an average day (Crown, 2002).
  • State of Maine and Education Development Center,
    Inc

9
  • School Disruption Spiraling Out of Control, US
    Figures
  • 1990s the number of children and youth
    experiencing homelessness in the US increased
    nearly 3.5 fold (NCFH, 2002).
  • 1989 to 1998 the number of adjudicated
    delinquency cases resulting in residential
    placement increased 37 (OJJDP 1998)
  • 1989 to 2004the number of recipients receiving
    foster care assistance payments will increase
    from 156,871 per month to 386,300 per month, an
    increase by almost 2.5 fold. (Moyer, 2002).
  • State of Maine and Education Development Center,
    Inc

10
School Disruption Spiraling Out of Control, US
Figures
  • 15 to 18 of school-aged children changed
    residence from the previous year.
  • Nearly 12 million children changed their place of
    residence from 1999 to 2000
  • Approximately 30 of children in low-income
    families change schools annually versus 8 of
    children in families well above poverty level.
    (2004 U.S. Census)

11
School Disruption Spiraling Out of Control, US
Figures on Poverty and Housing
  • The 2008 Federal Poverty Level (FPL) is 21,200
    for a family of four, 17,600 for a family of
    three, and 14,000 for a family of two. (US
    Federal Register, 2008. Volume 23, 15)
  • On average, families need an income twice as high
    as the Federal Poverty Level to meet their most
    basic needs. (Cauthen, 2006).
  • One in seven US households 37.3 million has
    severe housing cost burdens. Most of these
    households (78) are in the bottom quarter of the
    income distribution (earning 23,000 or less
    annually). (Joint Center for Housing Studies of
    Harvard University, 2007).

12
Most Common Reasons For Homelessness According to
Unaccompanied Youth in Shelters
  • Males reported substance abuse as a primary
    contributor at over twice the rate as females,
    while females reported family conflict as a
    primary contributor at a 50 higher rate than
    males.
  • Primary Reason Youth are Homeless
  • Female Male
    Unknown Percent
  • Health or Safety 121 136
    0 24
  • Substance Abuse 12 39
    0 5
  • Underemployment or
  • Low Income 17 32
    0 5
  • No Affordable Housing 18
    23 0 4
  • Family Conflict 21
    20 0 4
  • All Other Reasons 77 95
    0 16
  • No Response 167 269
    1 42
  • Total 433
    614 1 100
  • Source 2007 Maine Housing Authority point in time
    survey

13
School DisruptionHomeless Youth
  • Primary Nighttime Residence of 773,832
  • Homeless Children and Youth in US,
  • 2007-08

Shelters 164,982 Doubled Up 502,082
Unsheltered 50,445 Hotels/Motels 56,323
National Center for Homeless Education, 2009
14
Out-of Home Placements in Maine
  • 2,566 were children and youth (birth to 19) were
    discharged from a hospital with a mental health
    diagnosis in 2004 (Maine Kids Count, 2006)
  • 41 increase in hospitalizations for mental
    health diagnosis since 2000 (Maine Kids Count,
    2006)
  • 1718 children in care and 138 on V9 for a total
    of 1856 as of August, 2009.
  • There were a total of 2089 children and youth in
    DHHS care in August, 2008
  • 4,913 children and youth in shelters in 2000,
    plus unknown numbers in motels, doubled-up
    situations, and other temporary nighttime
    residences due to economic hardships. Nationally,
    approximately 35 of homeless children and youth
    stay in shelters. (US Department of Education,
    2000)

15
Primary Night Time Residence of 1,336 Homeless
Children and Youth in Public Schools in Maine
2007-2008
  • Shelters
  • 564 children and youth
  • Doubled-up
  • -597 children and youth
  • Unsheltered
  • -47 children and youth
  • Hotels/Motels
  • -83 children and youth
  • Unknown
  • -35 children and youth

16
Mobility and Foster Care in Maine
  • 1048 children and youth entered care since
    10/31/04. The mobility rate for these children
    and youth who were still in care as of 11/1/06
    is
  • 37.9 (399) have had 1 placement
  • 28.5 (300) have had 2 placements
  • 17 (179) have had 3 placements and,
  • 16.1 (170) have had 4 or more placements

17
A Point in Time Survey Taken During 5 Days in
March, 2005 and March, 2006
  • Psychiatric Hospitals
  • 178 school aged youth in 2005
  • 181 school aged youth in 2006
  • Correctional Facilities
  • 178 school aged youth in 2005
  • 83 detained and 97 committed
  • 197 school aged youth in 2006
  • 115 detained and 121 committed

18
Out-of Home Placements in Maine
  • 110 committals to juvenile correctional
    facilities in FY 2009 (99 males and 11
    females)
  • 716 youth were detained in secure detention
    centers pending court hearing in FY 2009 (571
    males and 244 females) .
  • There were a total of 1,187 admissions to the
    detention centers (943 males and 244 females).
    Some male youth had multiple admissions.
  • (Maine Department of Corrections, 2009)

19
Mountainview Youth Development Center Residents,
Charleston, Maine
  • Psychiatric hospitalization, 30 (McKay and Burk,
    2003).
  • History of foster care placement, 29 (McKay and
    Burk, 2003).
  • History of group home placement, 27 (McKay and
    Burk, 2003).

20
Homelessness and Psychiatric Disorders
  • 47 of children who are homeless have problems
    such as anxiety, depression or withdrawal,
    compared to 18 for other children (Better Homes
    Fund, 1999)
  • Children who are homeless have 4 times the rate
    of developmental delays and double the number of
    learning disabilities (Better Homes Fund, 1999).

21
Impact on Education
  • 26 to 40 of youth in foster care repeated one
    or more grades nationally (Muskie Institute)
  • Homeless children are twice as likely to repeat a
    grade, because of frequent absences (Better Homes
    Fund, 1999). Within a year
  • 41 attend two different schools
  • 28 attend three or more different schools
  • 20 of homeless children do not attend school
    (Better Homes Fund, 1999).

22
Impact on Community
  • A ninth grader with just one of the following
    characteristics had at least a 75 probability of
    dropping out of school
  • attended less than 80 of the time
  • earned fewer than 2 credits, and/or
  • was not promoted to the 10th grade on time
  • (R. Neld and R. Balfanz, (2006) Unfulfilled
    Promise The Dimensions and Characteristics of
    Philadephias Dropout Crisis)

23
Impact on Education in Maine
  • Following 76 youth from 5 school districts over a
    16 month period, 84 disruptions occurred.
  • Only 66 of these youth were promoted to the next
    grade----compared to a promotion rate of 97 for
    secondary youth in Maine. (Keeping Maines
    Children Connected study, Muskie, 2006)

24
Impact on Education
  • 36-53 of juvenile offenders have learning
    disorders (McKay and Burk, 2003).
  • Mountain View Youth Development Center
  • Special education for academics, 36 (McKay and
    Burk, 2003).
  • Special education for behavior, 52 (McKay and
    Burk, 2003).

25
Impact on Education
  • Out-of-home students have gaps in their learning.
  • For example, they may not be able to learn
    division in math class because they missed
    classes in multiplication.

26
Impact on the Youth
  • Every school change has a significant impact on a
    students education as they adapt to
  • different curricula
  • different expectations
  • new friends and
  • new teachers.

27
Youth VoiceWe need..
Based on Keeping Maines Children Connected
Youth Survey and Focus Groups
28
LEA Roles and Responsibilities under the
McKinney-Vento Act
  • Source of information National Center for
    Homeless Education at SERVE,
  • Local Homeless Education Liaison Toolkit, 2002

29
Who is Homeless?
  • An individual who lacks a fixed, regular, and
    adequate nighttime residence, including children
    and youth
  • sharing housing due to loss of housing or
    economic hardship
  • living in motels, hotels, trailer parks, or
    camping grounds due to lack of alternative
    adequate housing
  • living in emergency or transitional housing
  • Slide copied from the SERVE Powerpoint
    Presentation Welcome to Exploring the Local
    Homeless Education Liaison Toolkit

30
Who is Homeless?
  • Including children and youth
  • abandoned in hospitals
  • awaiting foster care
  • having a primary nighttime residence that is a
    public or private place not designed for, or
    ordinarily used as, regular sleeping
    accommodations
  • living in cars, parks, public spaces, abandoned
    buildings, substandard housing, bus or train
    stations
  • migratory students meeting the descriptions above
  • Slide copied from the SERVE Powerpoint
    Presentation Welcome to Exploring the Local
    Homeless Education Liaison Toolkit

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Keeping Maines Children Connected
  • A Maine Childrens Cabinet Initiative

57
An Integrated Approach to Help Children and Youth
Who Experience School Disruption Due To
  • Homelessness
  • Foster Care/Group Home Placement
  • Placement in a Correctional Facility
  • In-patient Psychiatric Care
  • High Mobility

58
True Story of 14-Year-Old Girl Who Experiences
Six Transitions Over A Two Month Period
59
True Success StoryContinuity of School and
Supports
60
Benefits to Integrated Approach
  • Establish links across systems by streamlining
    communication
  • Standardize system of communication among school
    districts, state agencies, correctional
    facilities, and in-patient psychiatric facilities
  • More effective use of staff resources
  • Stability and continuity of educational
    programming for students
  • A more supported transition for the students

61
Challenge for Youth and Children Experiencing
School Disruption
  • Stability in schooling is one of the major
    predictors of academic success.
  • In Maine, an unprecedented number of children and
    youth are experiencing transitions into or out of
    home, school, and communityresulting in
    disruptions in education
  • These children may have physical, developmental,
    mental health, and behavioral problems.

62
Keeping Maines Children Connected 4 State
Initiatives Working Together
  • Integrated 4 Maine initiatives to better support
    out-of-home children and youth
  • Reintegration of Youth from Correctional
    Facilities
  • Improving Educational Outcomes of Youth in Foster
    Care
  • Psychiatric Facility and School Transition
    Initiative
  • McKinney-Vento Homeless Assistance Act to help
    the education of children and youth experiencing
    homelessness

63
Liaisons
64
Making Connections How Do You Spend Your Time?
65
Role of Liaison
  •  Identifies the best person/team within the
    agency to assist with the students support
    plan.
  • Encourages use of natural communication channels
    that already exist in their own agency
  • Assists with the process if there is a breakdown
    in communication, i.e., can work with staff
    within own agency or among agencies to
    facilitate communication and support of children
    and youth.
  • Agency is used to describe facilities, school
    districts, state agencies, and hospitals

66
Role of Liaison(Contd)
  • Reviews internal protocol of own agency to
    enhance communication among staff who can assist
    youth
  • Attends (or sends designee to) regional liaison
    meetings that are held 2 to 3 times a year.
  • Informs own staff of new policies or programs or
    resources regarding these children and youth.

67
The Person in This Capacity Should
  • Have knowledge of confidentiality laws
  • Have knowledge of protocols and agency staffing
  • Have ability to work with administrative and
    general staff to review internal protocols
  • Have ability to communicate information from
    regional liaison meetings with appropriate staff
    from own agency

68
The person in this capacity should (contd)
  • Have general understanding of policies and issues
    affecting these children and youth and is willing
    to participate in ongoing professional
    development when appropriate
  • Be willing to participate in ongoing professional
    development for carrying out this role

69
KMCC Website
  • Website address httpwww.maine.gov/education/spec
    ed/kmcc/index.htm
  • Database of liaisons
  • Link to statewide trainings
  • Information on Keeping Children Connected Model
    and Associated Initiatives
  • Link to other child-serving state agencies,
    facilities and schools

70
Database
  • Statewide list of liaisons
  • Updated regularly
  • Information in database includes
  • Agency Name
  • Liaison Name and Title
  • Mailing Address
  • E-Mail, Telephone Number or Cell Number

71
Successful School Completion for Students
Experiencing Education DisruptionPublic Law 451
  • Key Components of Public Law 451
  • Definition of Educational Disruption
  • 5 day Transmittal of Education Records
  • School work Recognition Plan
  • Academic Programming Waiver
  • Statewide Review Team
  • Department of Education Diploma

72
PL 451 For students experiencing educational
disruption
  • Definition for this statute
  • Elementary or secondary student who experiences
    interruption for 10 or more days resulting from
    homelessness, psychiatric hospitalization, foster
    care placement, youth development center
    placement.
  • Records Sending school must send or e-transfer
    to the interim placement pertinent records with 5
    school days.

73
Public Law 451
  • School Work Recognition Plan The plan defines
    what work is to be done for work to be counted
    towards completion by the sending and interim
    placement.
  • Academic Programming Waiver A waiver that states
    that the work done in the interim placement will
    be recognized for completion.

74
Public Law 451
  • Statewide Review Team The team designated by the
    Commissioner which will review compiled evidence
    of a students work when the local high school
    recommends that process to the student.
  • Department of Education Diploma Diploma
    recommended by the review team and authorized by
    the Commissioner upon satisfactory completion of
    the content standards of the learning results for
    students who have experienced educational
    disruption.

75
Overview of Agencies
  • Mission of Agency
  • Target Population
  • Role of Agencys Personnel
  • Delivery of Service

76
Department of CorrectionsMission Statement
77
Department of CorrectionsTarget Population
  • Youth arrested or charged with a juvenile
    offense youth adjudicated and placed under
    supervision by the Juvenile Court and youth
    committed to the Department of Corrections for an
    indeterminant term, or a period of secure
    detention.

78
Department of CorrectionsRole/Primary
Responsibility of State Agency Personnel
  • Juvenile Community Correction Officers (JCCO)
    Complete intake following reported juvenile
    offenses, criminal risk and needs assessments as
    well as provide offender supervision and case
    management of offender case plans. Partner in
    coordination of family system team meetings.
  • Regional Resource Coordinator Identify,
    develop, monitor and consult on the need,
    appropriateness and effectiveness of
    community-based resources for the juvenile
    offender population. Monitors DOC contracts with
    providers.

79
Department of CorrectionsDelivery of Services
  • Contracted community services for additional
    supports and resources targeting criminogenic
    risk areas. Some of these services include
    intensive case management services that work from
    the Juvenile Community Corrections Officers
    (JCCOs) case plan, family intervention and
    support programs, family systems work, and
    substance abuse treatment networks

80
Department of Corrections
81
Department Of CorrectionsCorrectional
FacilitiesServes both committed and detained
populations
  • LongCreek Youth Development Center in South
    Portland
  • Serves youth in the southern half of the state
  • Serves girls committed to the correctional
    facility
  • Mountainview Youth Development Center in
    Charleston
  • Serves youth in the northern half of the state

82
Department of Corrections Correctional
FacilitiesRoles and Responsibilities
  • Facility Psychiatric Social Workers Provide
    direct instruction in increasing cognitive skills
    and social skills (anger management, problem
    solving, victim empathy, thinking errors), as
    well as monitor the residents individual case
    plans and coordinate unit treatment team
    meetings. (funded by the Department of Health and
    Human Services, Childrens Behavioral Health
    Services)
  • Project IMPACT Coordinators Provide critical
    link between the juvenile facilities and school
    systems to enhance both the committed and
    detention populations chance for successful
    reintegration into mainstream society and school
    (2 positions funded under Department of
    Education)

83
Department of Health Human ServicesMission
Statement
  • 202.Mission P.L.2004 Chapter 689 is
  • to provide health and human services to the
    people of Maine so that all persons may achieve
    and maintain their optimal level of health and
    their full potential for economic independence
    and personal development. Within available funds,
    the department shall provide supportive,
    preventive, protective, public health and
    intervention services to çhi1dren, families and
    adults, including the elderly and adults with
    disabilities. The department shall endeavor to
    assist individuals in meeting their needs and
    families in providing for the developmental,
    health and safety needs of their children, while
    respecting the rights and preferences of the
    individual or family.

84
Department of Health Human ServicesOffice Of
Child and Family Services Childrens Behavioral
Health Services (CBHS)Mission Statement
  • Join with individuals, families and communities
    to encourage and assist people with developmental
    disabilities, mental health disorders and
    substance abuse disorders to achieve good health
    and meaningful living, through resources that
  • build on the strengths and accomplishments of the
    past
  • are local and regional
  • encourage widespread participation in policy
    decisions and planning
  • have no barriers in serving all disabilities
  • are measured in terms of efficiency, outcomes and
    impact on quality of life.

85
Department of Health Human ServicesOffice Of
Child and Family Services (OCFS) Childrens
Behavioral Health Services (CBHS) Target
Population
  • Children birth to 5 with developmental delays or
    disabilities
  • Children up through 20th year with mental
    retardation or autism
  • Children up through 20th year who have emotional
    or behavioral disorders.

86
Department of Health Human ServicesOffice of
Child and Family Services/CBHS Role of State
Agency Personnel
  • Mental Health Program Coordinators Address
    specific child and family issues and work with
    community providers to ensure access to services
  • Utilization Review Nurses (UR Nurse) Track
    utilization of services
  • Enrollment Specialists (ES) Document individual
    access to community services, manage and track
    information Quality Improvement Specialist (QIS)
    Participate in site visits to review agency
    operations and services
  • Family Information Specialists (FIS)
    Communicate with parents who seek access to
    services for their child, provider information
    about community services

87
Department of Health Human Services Office of
Child and Family Services/CBHS Delivery of
Services
  • Staff in the Regional Office oversee contracts
    with many community providers for services to
    children. Such as
  • Information Referral
  • Respite Care
  • Crisis Services
  • Case Management
  • Outpatient Services
  • Behavioral Health and Community Support Services
  • Residential Services

88
Department of Health Human SvsOffice of Child
and Family Services (OCFS)Child Welfare Services
Mission Statement
  • The mission. is to promote the safety and
    well-being of children and families through the
    provision of social, regulatory and purchased
    services on a continuum from prevention to
    protection with professional integrity and
    respect.

89
Department of Health Human Svs Office of Child
and Family Services (OCFS)Child Welfare Services
Four Priority Populations
  • Children for whom the state has the greatest
    responsibility - those in the legal custody or
    voluntary care of the Department of Human
    Services. The objective for these children is
    return to parents, or, if that is not possible,
    placement in another family with a permanent
    legal relationship through adoption or custody
  • 2) Children who are suspected to be or who are
    found to be abused and neglected. The primary
    goal for them is to reduce or remove abuse and/or
    neglect so that the children can safely remain in
    their own homes with appropriate services and
    then without the need for them. 

90
Department of Health Human Svs Office of Child
and Family Services (OCFS)Child Welfare Services
Target Population (contd)
  • 3) Children who are at risk of abuse and neglect,
    for whom, to the extent resources are available,
    supportive services are aimed at removing the
    risk of abuse and neglect.
  • 4) The general population where primary
    prevention and incidental service needs are the
    responsibility of the family and community
    agencies and programs.

91
Department of Health Human Svs Office of Child
and Family Services (OCFS)Child Welfare Services
Role of State Agency Personnel
  • As mandated through Title 22-State Law
  • Intake of child abuse and neglect reports
    statewide
  • Assess reports of child abuse and neglect
  • Make determinations related to legally-defined
    jeopardy
  • Provide care delivery for children who are the
    states legal responsibility
  • Develop and manage services to meet the needs of
    these target populations. 
  •  

92
Department of Health Human Svs Office of Child
and Family Services (OCFS)Child Welfare Services
Role of State Agency Personnel (contd)
  • DHHS caseworkers perform professional social work
    in the areas of child protection, substitute
    care, and adoption. 
  • Work includes assessing the threat of harm and/or
    risk from abuse or neglect client capability and
    family functioning case planning and counseling
    and petitioning for protective custody and
    placement.

93
Department of Health Human Svs Office of Child
and Family Services (OCFS)Child Welfare Services
Role of State Agency Personnel (contd)
  • Child Protective Caseworker (CPS) Works with
    children and youth and families (some children
    and youth still live in their homes) to assess,
    investigate and provide ongoing social services
    to families where abuse and neglect of youth has
    been reported.
  • Children Services Caseworker (CS) Works with
    youth in state custody and their families to
    provide services and support with the goal of
    permanent placement for the youth.
  • Adoption Caseworker Work with youth whose
    permanency plan calls for securing an adoptive
    placement

94
Department of Health Human ServicesOffice of
Substance Abuse Services (OSA)Role and Target
Population
  • The Maine Office of Substance Abuse is the single
    state administrative authority responsible for
    the planning, development, implementation,
    regulation, and evaluation of substance abuse
    services
  • The Office provides leadership in substance abuse
    prevention, intervention, and treatment. Its goal
    is to enhance the health and safety of Maine
    citizens through the reduction of the overall
    impact of substance use, abuse, and dependency.

95
Department of Health Human SvsOffice of
Substance Abuse Delivery Of Services
  • OSA works with schools, coalitions and
    community-based organizations to provide
    prevention programs to parents and youth. Youth
    and adults are provided services through the
    impaired driver programs and/or treatment
    services.
  • OSA personnel are responsible for awarding
    services through the Request For Proposal
    process, contract management and technical
    assistance. Staff also participate in
    interdisciplinary initiatives to expand the reach
    and understanding of substance abuse and
    addiction.
  • Services are delivered in schools, after-school
    programs, treatment agencies and residential
    programs.

96
Judicial BranchMission Statement
  •  
  • "To administer justice by providing an
    accessible, efficient and impartial system of
    dispute resolution that serves the public
    interest, protects individual rights and instills
    respect for the law."

97
Judicial BranchTarget Population
  • The Judicial Branch is a statewide court system
    serving all of Maine. It handles civil, criminal
    and family matters. Of particular interest to
    this project are the case types involving
    children and families. These are heard in the
    District Court and include
  • child protection proceedings,
  • juvenile proceedings,
  • divorce and other domestic relations proceedings,
  • protection from abuse actions.

98
Judicial BranchRole of Personnel
  •  
  • District Court judges preside over all the case
    types involving children and families.
  • Case management officers (judicial officers with
    limited jurisdiction) preside in domestic
    relations proceedings involving minor children.
  • Court clerks and their staff schedule court cases
    and manage the paperwork associated with them.

99
Judicial BranchThe Family Division
OfficeSubdivision of Administrative Office of
the Courts
  • Supports trial operations by
  • developing and implementing case management
    systems,
  • drafting or revising procedures, forms and
    manuals,
  • providing training,
  • scheduling case management officers statewide,
  • identifying or developing resources and services
    to assist families in crisis,
  • assisting with the rostering and training of
    guardians ad litem,
  • overseeing grant projects, and
  • supporting problem-solving court models currently
    in existence.

100
Judicial BranchThe Family Division Office
  • Projects are now supported by the office include
  • Family treatment drug court in the mid-coast
    area,
  • 6 juvenile drug courts, parent education programs
    for divorcing and separating families,
  • Programs involving the safe exchange of children
    for visitation,
  • The Court Improvement Program, which focuses on
    improving child abuse and neglect proceedings,
    and
  • The Child Abuse Neglect Evaluators Program
    (CANEP).

101
Department of LaborMission Statement
  • Maines CareerCenters will be the resource of
    choice for all job seekers, workers and employers
    who seek workforce development information,
    products and services.

102
Department of Labor Youth Target Population
  • CareerCenters provide employment and training
    services to youth ages 14 21. Every
    CareerCenter networks with area provider
    organizations and resources to help young people
    develop the skills necessary to access training
    and resources leading toward employment.
  • Everyone of any age is welcome to visit and
    utilize CareerCenter resources at no cost. They
    offer career assessment and planning,
    computerized job matching, job search assistance,
    employment counseling, access to education
    information, use of computers, fax machines,
    copiers and telephones, assistance with meeting
    educational goals, and other services.

103
Department of LaborService Delivery
  • Universal Services
  • Provide a host of services to everyone including
  • Facilitate workshops on career decision making,
    finding jobs, interviewing, and hot jobs in
    Maine
  • Offer career development assessments and
  • Provide access to resources and information in
    the Information Centers within each CareerCenter.
  • Specialized Services
  • Many customers can work one-on-one with
    CareerCenter staff to develop and carry out
    employment and educational goals. Eligibility
    for participation in intensive employment and
    training services is based on
  • income
  • barriers to employment and
  • level of commitment to your employment/education
    goals

104
Department of Labor
  • For more information contact any CareerCenter
    through the website - www.mainecareercenter.com
    or the Hotline 1-888-457-8883 or TTY
    1-888-313-9400.

105
Department of EducationVision and Mission
Statement
  • Vision
  • Maine's people will be among the best educated in
    the world.
  • Mission Statement
  • To provide leadership, focus, support and
    information to assist Maine school systems and
    the greater community in achieving high
    performance for all students.

106
Department of EducationTarget Population
  • The Department of Education is authorized to
    supervise, guide and plan a coordinated system of
    public education for all Maine people to
    interrelate public education to other social,
    economic, physical and governmental activities,
    programs and services, to encourage and stimulate
    public interest in the advancement of education
    to encourage in-service education and staff
    development for teachers in cooperation with
    local school officials.

107
Department of EducationRole Of Agency Personnel
  • Office of the Commissioner has broad
    responsibilities for both supporting the work of
    all other organizational units in the department
    and representing the Department within these
    areas of responsibility.
  • Federal Program Services supports Maine learners
    and provides assistance to staff in the
    implementation related to the No Child Left
    Behind requirements, Bilingual/Migrant Education,
    Alternative Education and Dropout Prevention,
    Homeless Youth, Career and Technical Education,
    Adult Education and School Approval Services.
  • Management Information Services provides General
    Purpose Aid Support Services and administers the
    School Finance Act, controls distribution of
    state subsidies to local units, and does data
    processing and computer services for the
    Department.

108
Department of EducationRole of Agency Personnel
  • Special Services encompasses Special Education,
    Children's Cabinet, Comprehensive System of
    Personnel Development, Child Development
    Services, Due Process, Program Review, Prevention
    Services-Health Education/Safe and Drug Free
    Schools Act
  • Standards, Assessment and Regional Services
    provides content expertise and linkages to the
    nine superintendents regions. The team develops
    the comprehensive state and local assessment
    system that measures student progress in Maine.
  • School Support Services handles Education
    Certification, Finance Services, Higher
    Education, School Facilities and Pupil
    Transportation, and School Nutrition.
  • Instructional Technology Services is comprised
    of various groups which support technology in the
    schools.

109
Department of EducationRole of Agency Personnel
(contd)
  • The Department of Education
  • compiles and distributes copies of school laws to
    municipal school officers
  • acts upon applications for additions to and
    dissolution of school administrative districts
  • prescribes the studies to be taught in schools
  • furnishes record books to school officers of each
    administrative unit for recording all matters
    relating to monies appropriated
  • controls and manages all public schools
    established and maintained by gifts or bequests
  • performs all duties imposed by any charter
    granted by the Legislature to educational
    institutions in the state
  • reports annually to the Governor the facts
    obtained from school returns, with
    recommendations to promote the improvement of
    public schools.

110
Local School System
School Board Committee responsible for district
policy, hiring and firing of staff
Superintendent Responsible for running daily
operation of school system
Special Education Director, Federal Programs
Manager, Business Manager, Technology
Coordinator, Building Principals
School Administrative Team
School Staff Teachers, School Counselors,
School Social Workers, Education Technicians,
Aides, School Lunch Staff, Custodians
111
Types of School Administrative Units
  • Cities or Towns with Individual Supervision A
    school committee administers the education of all
    grades in the city or town through a
    superintendent of schools. Town charter
    determines budget approval
  • Regional School Unit (RSU) A combination of two
    or more municipalities who pool all their
    educational resources to educate all students.
    One school committee with representatives from
    all communities.
  • Regional School Units Doing Business as School
    Administrative Districts (RSU/SAD) A
    combination of municipalities who pool
    educational resources to educate all students.
    One school committee administers education
    through superintendent of schools and budget is
    approved through district referendum.
  • Community School Districts (CSD) Combination of
    2 or more municipalities and/or districts formed
    to build, maintain and operate school building to
    educate any or all grades.
  • Alternative Organizational Structure (AOS) A
    combination of two or more school administrative
    units joined together for the purpose of
    providing administrative and sometimes
    educational services. Each unit maintains its own
    budget.
  • Unions of Towns (School Union) A combination of
    two or more school administrative units joined
    together to share costs of superintendent and
    their office. Each member school administrative
    unit maintains its own budget, has its own
    school board, and operates in every way as a
    separate unit except for the cost of sharing
    superintendent services
  • Maine Indian Education The 3 reservations are
    organized exactly as a union of towns.

112
Psychiatric HospitalsTarget Population and
In-Patient Bed Capacity
  • Acadia Hospital, Bangor, Maine
  • Adolescent/Young Adult Treatment Program 18-bed
    unit providing acute care for adolescents and
    young adults up to 20 years old.
  • Childrens Treatment Program 18-bed unit
    providing acute care for children ages 5 to 15
    years old.
  • Educational Program Coordinated through
    Bangor Schools.  
  •  
  • These educational programs are officially
    approved through the Maine Department of
    Education.

113
Psychiatric Hospitals (contd)
  • Hampstead Hospital, Hampstead, New Hampshire
  • Children and Adolescent Treatment Program (CAP
    Unit) 23-bed unit that provides services to both
    acute and extended care for youth ages 10-17
    years old
  • Developmental Disabilities Program for Youth
    16-bed unit that provides services to both acute
    and extended care for youth ages 4 - 16 years
    old.
  • Developmental Disabilities Program for Young
    Adults and Adults 10 bed unit that provides
    services to both acute and extended care for
    young adults and adults ages 16 - 26 years old. 
  • Educational Program Coordinated through
    Hampstead Hospital
  • Maine Medical Center P6, Portland
  • Treatment Program 26-bed unit serving
    gero-psychiatric and med-psychiatric patients.
    The only adolescents served are those with acute
    medical needs co-occurring with their psychiatric
    illness.
  • Educational Program There is no formal
    educational program offered on the unit.

114
Psychiatric Hospitals(Contd)
  • Mercy Hospital Eating Disorder Program, Portland
  • Treatment Program 6-inpatient beds, partial
    hospitalization and intensive outpatient program.
  • Educational Program Individual arrangements are
    made for each youth admitted to the program.
  • Northern Maine Medical Center, Fort Kent, Maine
  • Treatment Program 7-bed unit that provides acute
    care for youth ages 4-to-18 years old. 
  • Educational Program Coordinated through MSAD
    27.

115
Psychiatric Hospitals(Contd)
  • Portsmouth Hospital, Portsmouth, New Hampshire
  • Portsmouth Behavioral Health, Multi-Generational
    Unit 4-bed capacity for adolescents ages 16-17
    on a 22 bed-unit that primarily serves adults.
  • St Marys Hospital, Lewiston, Maine
  • Child and Adolescent Treatment Unit 20-bed
    capacity providing acute care for children and
    adolescents up to and including 18 years old
    provided they are still in school. 
  • Educational Program Coordinated through
    Renaissance School.

116
Psychiatric Hospitals(Contd)
  • Spring Harbor Hospital, South Portland, Maine
  • Adolescent Treatment Unit Co-ed, 14-bed unit
    serving adolescents ages 14-19.
  • Childrens Treatment Unit Co-ed, 14-bed unit
    serving children
  • ages 4 14 years old. 
  • Educational Program Currently in Transition.
  • Developmental Disabilities Program Co-ed,
    12-bed unit servicing children/adolescents with a
    mental health diagnosis as well as a diagnosis on
    the Autism Spectrum ages 4 21 years old.
  • Educational Program Spring Harbor Academy in
    conjunction with Westbrook School System

117
How Does It Work?
  • Breakout Session Different Scenarios
  • Additional Guiding Questions
  • What information do you need from the caller to
    problem solve in your role as the KMCC liaison?
  • What would be your next step as the KMCC liaison?
    How would you use the information gained from
    this call for future planning within your
    agency?
  • How will this help the youth and his/her family?
  • How would you use the resources from this
    training to help support the youth and family as
    well as your staff?

118
What Happens
  • Exchange of information (based on permission
    granted by youth and/or person legally
    responsible)
  • Notification of the transition
  • Communication/discussion of relevant and
    pertinent information among parties involved
  • A plan to support youths entry to school and the
    community that can be shared among those
    involved with the youth
  • Exchange of pertinent records
  • Review of own agencies staff protocol and
    outreach

119
Things You Can Do
  • Review internal protocol
  • How is information shared within your agency?
  • Who should be involved?
  • If you have part-time staff or staff working out
    of two offices or schools, is it clear to
    outsiders how to reach them? (Is there a message
    on their voice mail or a secretary that knows
    staff schedules?)
  • Is there a resource manual available and
    accessible to staff?

120
Spread The Word! This Is Not A Covert Activity!
  • You have just been asked to give a 30 minute
    presentation on your role as School Homeless
    Liaison and/or KMCC Liaison as well as on how
    your agency/school/facility will support youth
    who are
  • homeless and/or
  • experiencing school disruption due to
    homelessness, foster care placement, correctional
    facility placement and in-patient psychiatric
    care placement.
  • 1) What will be the high points you want to get
    across?
  • 2) What materials and resources can you share?

121
Barriers to Educational Achievement
State of Maine and Education Development Center,
Inc
122
Isolation
  • Because students are frequently embarrassed by
    their situation, they are reluctant to make
    friends or participate in class discussions or
    other activities. In short, they do not want to
    call attention to themselves or their living
    arrangements.
  • State of Maine and Education Development Center,
    Inc

123
Fear of Closeness
  • Often, children and youth in these situations
    become close to someone, such as a peer or a
    teacher, only to be yanked away from that person
    at a moments notice. They become reluctant to
    make friends or develop relationships with
    others.
  • The result is problems with trust, attachment,
    and closeness.
  • State of Maine and Education Development Center,
    Inc

124
Feeling Stigmatized
  • Some students in Out-of-Home situations may not
    be able to afford to purchase basic school
    supplies, such as paper, notebooks, crayons,
    scissors, physical education clothing, etc.
  • Students may be embarrassed or feel stigmatized
    if they are given a standard packet of supplies
    and materials that can be recognized as that
    given to students who are economically
    disadvantaged.
  • State of Maine and Education Development Center,
    Inc

125
Lack of Learning Environment
  • Students in these situations may not have had the
    opportunity to develop basic study skills.
  • Students who are in out-of-home situations often
    have little or no exposure to activities that
    stimulate and expand their physical and
    intellectual development
  • State of Maine and Education Development Center,
    Inc

126
Assessment and Referrals
  • The high mobility rate prevents out-of-home
    children and youth from receiving appropriate and
    necessary assessment and referrals to educational
    programs and services such as Title I, Special
    Education, and gifted and talented programs.
  • These children and youth may not easily adapt to
    traditional classroom settings and may need
    special attention.
  • Many children are retained in grade or drop out
    because schools do not provide them the
    opportunity to make up missed work or regain lost
    credit as a result of excessive absences.
  • State of Maine and Education Development Center,
    Inc

127
Strategies
  • Framework for Action

128
Five PrinciplesA framework to address the needs
and challenges of children and youth who
experience school disruption
  • Treat all children with respect do not
    stigmatize
  • Make all children feel safe in their schools and
    community
  • Think of the needs of the whole child
  • Work with parents/guardians/family to develop
    concrete goals and programs
  • Reach out to the community
  • State of Maine and Education Development Center,
    Inc

129
What are two new ideas or strategies you will use
this school year?
1._______________ 2._______________
130
Treat All Children with RespectDo Not Stigmatize
  • In an effort to identify children who have
    experienced school disruption, you risk isolating
    and stigmatizing them
  • Do not label children, i.e., DHHS children, DOC
    children, homeless children, mentally ill
    children, etc.
  • These are children who experience a complex set
    of circumstances. They may feel ashamed of their
    plight and of being called hurtful names.
  • They need your sensitivity, understanding and
    recognition of their individual strengths as well
    as needs.
  • State of Maine and Education Development Center,
    Inc

131
Create a Safe Haven
  • All children need an opportunity to experience
    acceptance, stability, consistency and a sense of
    belonging
  • These children are often worrying about
    situations unimaginable to most people which
    includes separation and abrupt end of friendships
    and other relationships.
  • Life in a correctional facility, foster home,
    psychiatric facility or shelter happens in a
    public space. There may be little privacy or
    space for doing homework and learning.
  • In the midst of the confusion, a caring adult can
    be a source of hope, encouragement and positive
    support.
  • State of Maine and Education Development Center,
    Inc

132
Create a Safe Haven
  • Create asset-rich schools and communities that
    promote caring peer and student /adult
    relationships. Children who experience these
    transitions often are victims of bullying at
    school, in facilities, group homes and in their
    community. It can take many forms such as
    physically being hit or kicked socially being
    excluded or isolated or verbally being teased,
    threatened or called names. Youth need to feel
    safe and need help establishing themselves in
    their community.
  • State of Maine and Education Development Center,
    Inc

133
Think of the Needs of the Whole Child
  • Work with school and community resources to
    improve each childs physical health, mental
    health, food and nutritional needs. Help meet
    basic needs so that youth are in a position to
    learn.
  • Have high expectations for all children to
    succeed.
  • Mobilize school and community resources

134
Work with the Child and Family/Guardian to
Develop Concrete Goals and Programs
  • Communicate with parents/guardians about their
    goals and aspirations for their children.
  • Find out the strengths of the child and family as
    well as any stresses and constraints they are
    facing. Together find ways to utilize the
    strengths to ameliorate these stresses and
    constraints on their children in order to support
    them in pursuing their education.
  • Be supportive of the esteem and dignity of these
    children and families, just as you would with any
    family.

135
Reach Out to Your Community
  • Many communities and services are not organized
    to meet the needs of children who experience
    school disruption.
  • Building a formal referral and collaborative
    network is critical to mounting a comprehensive
    program to help children.
  • Meeting with service providers outside your
    agency to coordinate activities can help
    maintain open communication.
  • Offer training for staff from other agencies to
    help others better understand the work you and
    your colleagues do.

136
Strategies That Can Be Effective with Children
  • Children who experience school disruption due to
    homelessness, a psychiatric placement, foster
    care placement or correctional facility placement
    should not be singled out as the sole recipients
    of these supports.
  • All children, new or returning, can benefit from
    the following strategies

137
Strategies
  • Where to Start
  • Contact school liaison on KMCC database to inform
    them of new student in advance of child entering
    the school
  • Arrange for the student to visit the school prior
    to entering or returning
  • Arrange a meeting between the youth and school
    staff who can support the transition, i.e., a
    teacher, social worker, or guidance counselor.
  • .

138
Strategies
  • Ensure that the new school has contacted the old
    school to request transfer of records and/or
    Individualized Educational Plans (IEP)
  • Make special efforts to meet with the childs
    parents and/or primary caregiver as soon as
    possible. Families under stress tend to isolate
    themselves (Popafotis, Wolverton, and Levy,
    1997). Parents/primary caregivers can provide
    information on the childs educational history,
    socio-emotional development and other important
    information

139
Strategies
  • Before Student Starts School
  • Work on a Plan with the Youth
  • Ask the child/youth what they want to share with
    their peers about their transition to school and
    the community
  • If needed, develop a safety plan for the youth
    while at school and in the community. This plan
    should be developed with youth, family, and
    others previously or presently involved . The
    plan can include a safe place for the youth to go
    when feeling vulnerable or could be a plan for
    the youth and adults to use when the youth is
    feeling agitated.
  • Make sure the child or youth is provided with a
    contact person at the school to check in with on
    their first day as well as first month.

140
Strategies
  • What School Staff Can Do Before the Youth Begins
    Classes
  • Prepare several packets of classroom supplies and
    have them readily available. Packets should
    include material that are part of the
    daily/weekly routine.
  • Have information packets prepared (school
    calendar, schedules, informational letters to
    parents, etc.) Many of these items are sent home
    at the beginning of the year. Place extra copies
    of all such material into your packets.
  • Assist youth with adjustment to different
    teaching methods and expectations of new school
    and teacher(s)

141
Strategies
  • What School Staff Can Do Before The Youth Begins
    Classes (contd)
  • Discuss with team about sharing relevant
    information concerning the student among teachers
    and staff members.
  • Pair the student with a carefully selected
    buddy, especially for free periods when new or
    returning students are particularly vulnerable.
    The buddy can help the student feel more at ease.
    The buddy can also teach the student about the
    rules and routines of the school and classroom.
    (Popfotis, Wolverton, and Levy, 1997)

142
Strategies
  • Support to Staff
  • Offer general training to staff on topics that
    affect youth who experience school disruption.
    These topics could include homelessness, mental
    illness, basic operation of schools, and special
    education.
  • Make a resource notebook/guide available in a
    common area.

143
Strategies
  • Strategies in the classroom
  • Do not expect new or returning students to make
    up missed assignments or to complete all current
    assignments. For the first week or two, it is
    helpful to let these children finish part of the
    assigned work. Keep in mind that children who
    have moved recently are directing a significant
    amount of their mental energy into dealing with
    feelings of insecurity, anxiety, and sadness.
    (Popfotis, Wolverton, and Levy, 1997)

144
Strategies
  • Strategies in the classroom (contd)
  • Be aware that children have been taught
    differently in previous schools. Correct them
    but do not tell them that they are wrong. Help
    them recognize in a positive way that styles
    expectations and daily routines vary from school
    to school. (Popafotis, Wolverton, and Levy,
    1997)
  • For the younger child, putting his name on his
    desk or coat hanger will give him a sense of his
    own space. (Popafotis, Wolverton and Levy, 1997)

145
Strategies
  • Addressing Bullying at School or in the Community
  • Educate and empower the bystanders (non-bullying
    peers and staff) to speak out against bullying
    and to reach out in friendship to the target.
  • Support the targets of bullying by dealing with
    loss issues and enhancing their friendship and
    social skills.
  • Increase awareness of what constitutes bullying
    intentionally hurtful actions, repeated actions
    and imbalance of power

146
Strategies
  • For those doing the bullying, the most effective
    strategy is to address the problem individually
    and environmentally
  • Individual Level Correct thinking errors, and
    develop a sense of responsibility for actions
  • Environmental level Set clear limits and
    consistently enforced consequences
  • Strategic Alternatives in Prevention Education
    (SAPE) Association of Michigan

147
Strategies
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