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

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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

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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)

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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

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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).

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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).

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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)

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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).

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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.

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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.

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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

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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

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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.

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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.

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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.

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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 [phone] 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