S AN F RANCISCO U NIFIED S CHOOL D ISTRICT / S TUDENT, F AMILY, AND C OMMUNITY S UPPORT D EPARTMENT...
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Transcript of S AN F RANCISCO U NIFIED S CHOOL D ISTRICT / S TUDENT, F AMILY, AND C OMMUNITY S UPPORT D EPARTMENT...
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
2
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
4
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
6
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
7
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
8
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
9
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
10
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
14
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
15
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
16
ENHANCING SUPPORT: FOSTER YOUTH SERVICES LIAISONS
17
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
18
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
19
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
21
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.
22
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.”
23
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?
24
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
25
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.
26
AB 643: SCHOOL RECORDS
27
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.
28
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.
29
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
30
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
32
FOSTER FOCUS
https://www.sacfys.org/index.cfm
34
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)
35
COMMON REASONS FOR INACTIVE/MISSING STUDENTS
Dependency status closed Run Away Guardianship – no dependency Incarcerated Dependent of a non-Foster Focus
county Probation Status
36
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
37
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
38
MATERIAL DISTRIBUTED
39
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!
40