Supporting Educational Success for Youth in Foster Care
Research highlights the challenges faced by students in foster care, such as frequent school changes impacting academic achievement. Federal and state statutes aim to address these issues and improve educational outcomes for these vulnerable youth through collaboration between agencies and mandated educational support programs.
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Collaborating for the Education of Youth in Care
Overview of Foster Care Liaison Program SHANNON MCBRIDE, EDUCATION PROGRAM MANAGER, DSHS/CA PEGGY CARLSON, FOSTER CARE PROGRAM SUPERVISOR, OSPI
Educational Outcomes for Children and Youth in Foster Care Research shows that frequent school moves have a negative impact on the academic achievement of highly mobile students. A youth in foster care loses approximately six months of academic progress per school change and is twice as likely to repeat a grade and change schools midyear, relative to peers not in foster care. Students who change schools frequently suffer the loss of important emotional and social connections. Additionally, when students in foster care change schools, they may lose course credits, repeat courses they have already taken, be placed in inappropriate classes or grade levels, or not be allowed to participate in extracurricular activities. Delays in transferring school records may result in serious disruptions in a student s learning and academic progress. The result: fewer than half of students in foster care in the U.S. successfully graduate from high school on time. https://www.americanbar.org/content/dam/aba/migrated/child/education/QA_2_Credits_FINAL.authch eckdam.pdf 3 12/6/2024 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Federal Statutes Supporting the Education of Children in Foster Care Fostering Connections to Success and Increasing Adoptions Act of 2008. Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act of 2015 (ESSA). Family Education Rights and Privacy Act (FERPA), as amended by the Uninterrupted Scholar s Act (USA). 4 12/6/2024
State Statutes Facilitating Collaboration RCW 28A.300.590: Educational outcomes Program of education for dependent youth Responsibilities of department of social and health services, superintendent of public instruction, and nongovernmental entity Reports. RCW 74.13.1051: Foster youth education and plans for the future Memoranda of understanding among agencies Transfer of responsibilities from the department Indicators relating to education outcomes Reports. (Effective July 1, 2018.) RCW 74.13.560: Educational continuity Protocol development RCW 74.13.580: Educational stability during shelter care hearing Protocol development. RCW 74.13.632: School-aged youth in out-of-home care Educational experiences and progress Reports. ESHB 2684: AN ACT Relating to defining best practices for the process and people involved in best interest determination of students in out-of-home care. 5 12/6/2024
State Statutes Facilitating Collaboration RCW 28A.150.510: Transmittal of education records to department of social and health services/department of children, youth, and families Disclosure of education records Data- sharing agreements Comprehensive needs requirement document - Report. RCW 74.13.631: School-aged youth in out-of-home care School placement options. RCW 28A.225.330: Enrolling students from other districts Requests for information and permanent records Withheld transcripts Immunity from liability Notification to teachers and security personnel Rules. 6 12/6/2024
ESEA, as amended by ESSA Requires state educational agency (OSPI) to collaborate with CA to ensure the educational stability of children in foster care and assure that The child enrolls or remains in the school of origin unless contrary to the child s best interest; The child is immediately enrolled in and records are transferred to a new school if remaining in the school of origin is not in the child s best interest; The enrolling school will immediately contact the school last attended to obtain records; and OSPI to designate an employee to serve as a point of contact for CA and to oversee implementation of OSPI s responsibilities under this Act. 7 12/6/2024
ESEA, as amended by ESSA Requires collaboration between school districts and CA to designate points of contact. 8 12/6/2024
Regional Education Agreements The agreement emphasizes collaboration and coordination between 45 local child welfare offices and 295 school districts; addresses enrollment, record transfers, transportation, and joint education planning. The agreements are signed by the individual school districts and their local CA office. 9 12/6/2024
School District Foster Care Liaison: Suggested Duties Serve as the primary contact person for DSHS/CA and case workers Facilitate the transfer of records and immediate enrollment Facilitate data sharing with child welfare agencies, consistent with FERPA and CA protocols Develop and coordinate local transportation procedures Manage best-interest determinations and transportation cost disputes Ensure that children in foster care are enrolled in, and regularly attending, school Attend training and professional development opportunities to improve district implementation efforts 10 12/6/2024 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Best-Interest Decision-Making Decisions regarding what is in a child s best interest should involve the school, child welfare, student, foster parents, biological parents, education decision- makers. Such decisions should be made using child-centered criteria. The school district must ensure that a child remains in his or her school of origin while this determination is being made, to the extent feasible and appropriate. 11 12/6/2024 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Immediate Enrollment A child removed from his or her family must be immediately enrolled in, attending, and participating fully in school activities. Enrollment must not be denied or delayed because documents normally required for enrollment have not been provided. 12 12/6/2024 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Highlights from Kent LORI MADEO CATEGORICAL PROGRAMS SUPPORT/MCKINNEY-VENTO SPECIALIST, KENT SCHOOL DISTRICT
Highlights from Bethel ALLYSEN SWINNEY FOSTER CARE LIAISON, BETHEL SCHOOL DISTRICT
Highlights from Vancouver SELENA SELENA DEER DEER CFWS CFWS SOCIAL WORKER SOCIAL WORKER
Highlights from Region 3 SANDY DURON EDUCATION PROGRAM CONSULTANT, CHILDREN S ADMINISTRATION
Resources School District Foster Care Liaisons http://www.k12.wa.us/FosterCare/ContactInformation.aspx CA/DSHS Regional Education Leads http://www.k12.wa.us/FosterCare/ContactInformation.aspx?printable=true#regional Treehouse Educational Advocates/Specialists http://www.treehouseforkids.org/our-services/academic-resource-center/ AHCC Liaisons https://www.coordinatedcarehealth.com/members/foster-care.html OSPI Foster Care http://www.k12.wa.us/FosterCare/default.aspx Guide to Supporting Students in Foster Care bit.ly/treehouse-guide 17 12/6/2024 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Questions? Peggy Carlson, Program Supervisor Shanna McBride, Education Program Manager Foster Care Education, OSPI DSHS/Children s Administration 360.725.6050 360.902.8474 fostercare@k12.wa.us Shanna.McBride@dshs.wa.gov This presentation may contain or reference links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any affiliation, endorsement, sponsorship, approval, verification, or monitoring by OSPI, CA, or the WA Attorney General s Office of any product, service, or content offered on the third party websites. In no event will OSPI, CA, or the WA Attorney General s Office be responsible for the information or content in linked third party websites or for your use of or inability to use such websites. Please confirm the license status of any third-party resources and understand their terms of use before reusing them. 18 12/6/2024 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
