SAN FRANCISCO UNIFIED SCHOOL DISTRICT/STUDENT, FAMILY, AND COMMUNITY SUPPORT DEPARTMENT

FOSTER YOUTH SERVICES PROGRAM

FYS Liaison Elementary School Orientation

9.18.141

PART I: AGENDA

Introductions Foster Youth Services Liaison Role

Policy SupportStudent Support/OutreachFoster Youth Awareness ActivitiesAdministrative DutiesFYS Program ServicesTDMsFoster Focus

Review FYS Liaison MaterialsIntake and Exit FormsAwareness Activity Logs

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CULTUREA SIMPLE DEFINITION

Culture is a society’stotal way of living,much of which is learned.

3

SOME COMPONENTS OF CULTURE

• Language and communication style

• Health beliefs

• Family Relationships

• Sexuality

• Gender roles

• Religion

• Level of acculturation

• Immigration status

• Political power

• Racism

• Poverty and economic

concerns

• History of oppression

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CULTURE OF FOSTER CAREYOUR CHALLENGE

1. Describe the culture of foster care using the cultural “artifacts” represented at your table

2. List as many potential challenges and assets foster youth might have in promoting educational success 5

KEY FINDINGS: DEMOGRAPHIC & EDUCATIONAL CHARACTERISTICS OF STUDENTS IN FOSTER CARE

1. Students in foster care were three times more likely to be African American than low-SES (socio-economic status) students or the statewide student populations.

2. Students in foster care were classified with a disability at twice the rate of the comparison groups.

3. Among students with disabilities, students in foster care were about five times more likely to be classified with an emotional disturbance than other students.

4. 32% of students in foster care changed schools during the school year.

5. 15% of students in foster care were enrolled in the lowest-performing schools and 2% were enrolled in the highest performing schools.

Source: The Center for the Future of Teaching & Learning at WestEd, 2013

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KEY FINDINGS: ACADEMIC ACHIEVEMENT & EDUCATION OUTCOMES

1. Students in foster care had the lowest participation rate in California’s statewide testing program.

2. Statewide testing showed an achievement gap for students in foster care and other at-risk student groups.

3. High school students in foster care had the highest dropout rate and lowest graduation rate.

Source: The Center for the Future of Teaching & Learning at WestEd, 2013

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PERCENTAGE OF STUDENTS SCORING PROFICIENT OR ABOVE FOR CST ENGLISH/LANGUAGE ARTS (ELA), GRADES 2-11, 2009/10

21

49

30

20

57

29

0

10

20

30

40

50

60

SFUSD Foster Care

SFUSD Low SES

SFUSD English Learners

Students with Disabilites

All SFUSD Students

CA Foster Care

Source: The Center for the Future of Teaching & Learning at WestEd, 2013

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PERCENTAGE OF STUDENTS SCORING PROFICIENT OR ABOVE FOR CST MATHEMATICS, GRADES 2-7, 2009/10

Source: The Center for the Future of Teaching & Learning at WestEd, 2013

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PERCENTAGE BY PERFORMANCE LEVELS FOR ALGEBRA I, 2009/10

36

21

9

39

12

05

1015202530354045

Proficient or Above in Algebra 1

SFUSD Foster Care

SFUSD Low SES

SFUSD English Learners

Students with Disabilities

All SFUSD Students

CA Foster Care

Source: The Center for the Future of Teaching & Learning at WestEd, 2013

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PERCENTAGE BY PERFORMANCE LEVELS FOR ALGEBRA II, 2009/10

SFUSD

Fos

ter C

are

SFUSD

Low

SES

SFUSD

Eng

lish

Lear

ners

Stud

ents

with

Disab

ilitie

s

All S

FUSD

Stu

dent

s

CA Fo

ster

Car

e0

10

20

30

4041

27

42

13

Proficient or Above in Algebra II

Proficient or Above in Algebra II

Source: The Center for the Future of Teaching & Learning at WestEd, 2013

11

PERCENTAGE OF TESTED GRADE10 STUDENTS WHO PASSED CALIFORNIA HIGH SCHOOL EXIT EXAM (CAHSEE), 2009/10

Source: The Center for the Future of Teaching & Learning at WestEd, 2013

12

SINGLE-YEAR DROPOUT RATE, GRADES 9-12, 2009/10

Source: The Center for the Future of Teaching & Learning at WestEd, 2013

13

GRADE 12 GRADUATION RATE, 2009/10

SFUSD

Foste

r Care

SFUSD

Low SE

S

SFUSD

English

Learn

ers

Students

with Disa

bilites

All SFU

SD St

udents

CA Foste

r Care

0102030405060708090

10085

9382 81

94

58

SFUSD Foster CareSFUSD Low SESSFUSD English LearnersStudents with DisabilitesAll SFUSD StudentsCA Foster Care

Source: The Center for the Future of Teaching & Learning at WestEd, 2013

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SFUSD ATTENDANCE RATE FOR STUDENTS IN FOSTER CARE, 2013/14

95.6%

96.9%

92.2%

95.8%

89.00

90.00

91.00

92.00

93.00

94.00

95.00

96.00

97.00

98.00

ElementarySchool

Middle School High School AlternativeEducation

Elementary School

Middle School

High School

Alternative Education

Source: SFUSD & CMS/CWS Data Match, 2013

N=551 students

Time period Oct 1-31, 2013

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SFUSD EXPULSION RATES FOR STUDENTS IN FOSTER CARE

0 0 0

1

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

120.00%

2010-11(N=510)

2011-12(N=479)

2012-13(N=342)

2013-14(N=699)

# Expulsions

SFUSD Foster Youth Students

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ENHANCING SUPPORT: FOSTER YOUTH SERVICES LIAISONS

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FOSTER YOUTH SERVICES LIAISON

GOAL: Improve educational outcomes for foster youth students by providing on-site support and coordinated services.

Policy SupportStudent Support/OutreachFoster Youth Awareness ActivitiesAdministrative Duties

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POLICY SUPPORTASSEMBLY BILL (AB) 490, AB 1933 & SB1568

What do AB490, AB1933 & SB1568 require? Immediate enrollmentPrompt transfer of recordsPartial credit calculationParticipation in extracurricular activitiesNo penalization for absences due to court or placement

changesSchool of origin/least restrictive placementEducation placement decisions dictated by the best interests

of the childComprehensive public school shall be the first school

placement optionDesignated staff person as a foster care educational liaison

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SB 1568

Allows a former foster child to continue in his/her School of Origin through graduation if the jurisdiction of the court is terminated while the foster child is in high school.

School district is not required to provide transportation to a former foster child who has an IEP that does not require transportation as a related service and who changes residence but remains in his or her school of origin, unless the IEP team determines that transportation is a necessary related service.

EC 48853.5 20

WHAT IS THE “SCHOOL OF ORIGIN”?

The school of origin is either:

The school that the foster child attended when he/she was permanently housed

The school in which the foster child was last

enrolled while in foster care

Another school that the foster child is connected to and

attended in the last 15 months

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TRANSPORTATION ASSISTANCE TO THE SCHOOL OF ORIGIN• The county child welfare agency must reimburse

caregivers or otherwise provide funding for the reasonable costs of providing transportation to and from the school of origin.• This money can be given in bus passes, directly to the foster

parent (if they are driving), or to a transportation service• Protective Services Worker submits 1015 Form and submits an

educational stability plan

• A school district may help with transportation to the school of origin but is generally not required to do so, unless:• For a special education student, the IEP team determines that

the child requires transportation as a related service in the IEP; the district of origin will be responsible for providing transportation. Education Code § 48853.5(e)(3)(B)

• The child is homeless or is awaiting foster care placement.

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EDUCATION RIGHTS HOLDERS

• Parents or guardians hold educational rights for their children. These rights remain with the parent or guardian unless the Court specifically limits the educational rights of the parent or guardian.

• If the Court limits the educational rights of the parent, an educational representative must be appointed for the student. If the Court is unable to locate an educational representative for a dependent who has been referred to or is currently receiving special education services, the Court shall then refer the child to the Local Education Agency for appointment of a “surrogate parent.”

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EDUCATION RIGHTS HOLDERS

What sorts of educational decisions are we talking about? • Which school to attend• When to enroll • Whether to assess for special education• Signing IEP documents• Consent for services• Attendance• Response to disciplinary actions

When might it be appropriate to recommend to the Court that a parent’s educational rights be limited?

Who might be a good person to appoint as educational rights holder?

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ASSEMBLY BILL 1909: SCHOOL DISCIPLINE

Improves procedural protections for foster youth in school discipline (suspension and expulsion) proceedings.

Requires school districts to notify foster children’s attorneys and the county child welfare agency of pending expulsion and extended suspension proceedings.

Requires districts to invite foster children’s attorneys and child welfare agency representatives to meetings regarding extended suspension and manifestation determinations.

Requires districts to give foster children’s attorneys and child welfare agency representatives 10 days notice of expulsion hearings.

Amends Ed. Code §§ 48853.5, 48911, and 48915.5, adds § 48918.1, and amends Welf. & Inst. Code §§ 317 and 16010

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AB 1909: SCHOOL DISCIPLINE

In order to implement the new required notifications for school discipline proceedings, AB1909 also addressed contact information for minors’ attorneys.

The law allows foster children’s caregivers and education rights holders to give the school district contact information for the child’s attorney, and requires minors’ attorneys to provide their contact information on a yearly basis to each local education agency serving the attorney’s or firm’s clients.

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AB 643: SCHOOL RECORDS

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An agency caseworker or other representative of a state or localchild welfare agency that has legal responsibility, in accordance with state law, for the care and protection of the pupil.

The child welfare agency may disclose pupil records, or the personally identifiable information contained in those records, to an individual or entity engaged in addressing the pupil’s educational needs, if the individual or entity is authorized by the agency to receive the disclosure and the information requested is directly related to the assistance provided by that individual or entity. The records, or the personally identifiable information contained in those records, shall not otherwise be disclosed by that agency, except as provided under the federal Family Educational Rights and Privacy Act.

EC 49076 (L) (i) (ii)

STUDENT SUPPORT/OUTREACH

Facilitate “intake” and “exit” meetings with identified foster youth at your school site.

Assess student educational needs and interests. Coordinate and collaborate with care providers, social

workers, service providers, school counselors. Help connect youth to resources, services and opportunities. Involve students and care providers in school and community

activities. Discuss the student and any needs at Student Assistance

Program (SAP) meetings. Support school site representation at Team Decision Making

(TDM) and GOALS Meetings. Help identify permanent connections for students, including

foster/adoptive parents, mentors, respite providers, educational surrogates.

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ADMINISTRATIVE DUTIES

Complete and submit FYS student intake forms by November 17, 2014.

Complete and submit FYS student exit forms by May 15, 2015. Submit Health Awareness Activity logs by May 15, 2015. Distribute the FYS Census to site administrator and SAP team

members. Make a brief presentation each semester at a faculty meeting

regarding FYS Liaison role and responsibilities. Provide students, caregivers, and school site staff with FYS

materials and appropriate school based and community resources.

Attend FYSL mid-year professional development on January 14, 2015.

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FOSTER YOUTH AWARENESS ACTIVITIES

Coordinate two school-wide awareness events:

May is National Foster Care Month

&

Our Community, Our ChildrenFoster/Adopt Our SF Youth Campaign

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COMMUNITY COLLABORATION:TEAM DECISION MAKING (TDM) MEETINGSWhat is a TDM?

Imminent RiskEmergency ResponsePlacement MoveExit Placement

Preparing for a TDMNotification of TDM meetingsIdentifying school site staff for participationFYSL Intake Forms 31

COMMUNITY COLLABORATION:TEAM DECISION MAKING (TDM) MEETINGSYour contribution to TDM meetings

EducationStability and Permanency

TDM follow-up itemsSchool/Home transitional supportConsultation with FYS Permanency staff

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FOSTER YOUTH SERVICES PROGRAM

www.healthiersf.org/fys 33

FOSTER FOCUS

https://www.sacfys.org/index.cfm

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WHAT DOES ACTIVE REALLY MEAN?

The child has an open dependency case

AND The child appears on the list provided

by CPS (State FY ID# will appear on Foster Focus)

“Active-Other”- The Child has an open dependency case lives at home with a family (i.e. Family Maintenance or Family Reunification)

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COMMON REASONS FOR INACTIVE/MISSING STUDENTS

Dependency status closed Run Away Guardianship – no dependency Incarcerated Dependent of a non-Foster Focus

county Probation Status

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BEST PRACTICES TO SUPPORT A FOSTER YOUTH’S EDUCATION Ensure school staff and youth are aware of your role and

supports available Schedule collaborative meeting with care and service

providers to exchange information and strategize on educational supports

Encourage students and caregivers to use School Loop to monitor grades and assignments

Advocate for the student to remain in their school of origin if it is in the student’s best interest

Support mid-year school transitions with class closure and opportunities for goodbyes

Support campaign to recruit foster/adoptive parents, educational rights holders, mentors, and more

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PART II: AGENDA

FYS Program UpdatesEligibility for services

Foster Care Mental HealthIdentifying available mental health

services/resources (i.e. FCMH, Katie A., etc.)Understanding the process and timeline for

accessing services Collaborating effectively with mental health

providers

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MATERIAL DISTRIBUTED

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Section 1: Contact Information SF-JPD Directory

Section 2: Student Enrollment/Transfer Procedures SFUSD Foster Youth Enrollment Chart SFUSD Send/Receiving School Procedures 1144 and 1145 School Transfer Notification Forms Change of Address Form

Section 3: Foster Youth Services Liaison Documents FYS Liaison Job Description FYS Liaison Stipend Structure FYS Liaison Intake and Exit Forms FYS Liaison Foster Care Awareness Logs

Section 4: Foster Youth Services Program & Related Resources Foster Youth Services Programs Chart FYS Tutoring Request Form TDM Tip Sheet Foster Youth Support Services and Key Contacts

THANK YOU FOR YOUR SUPPORT!

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