+ nasp 2014 diversity dialogue special session wednesday, february 19, 2014 de'amont ā casey,...
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NASP 2014 Diversity Dialogue Special SessionWednesday, February 19, 2014
De'Amontā Casey, MFT-IEd.S. School Psychology Graduate StudentSan Diego State University
1
+AGENDA
Who I am and why I CARE
What is Project CARES
Foster care statistics and outcomes (national & local)
Project goals
CARES Training
My hopes for the future
4+WHAT IS CARES
Culturally Affirming Responsive Education Specialist
Federally funded personnel preparation grant at SDSU from the U.S. Department of Education, Office of Special Education Programs
1.25 million dollar grant over 5 years
Focus: Improve outcomes for CLD children in foster care with disabilities (at risk)
Interdisciplinary: School Psychology, School Counseling, & School Social Work graduate students
+ 5
ROSES THAT GROW FROM CONCRETE 400,000 children in foster care (68% are school-
aged)
60% enter through reports of abuse
78% of students in foster care attend low achieving schools
30-40% receive special education services
Score 16-20% lower on the statewide standardized achievement measures
35% have experienced four or more school changes (each school move results in a six-month loss of educational progress)
46% fail to complete high school and only 44% who graduate read at a high school level or higher
(U.S. Department of Health and Human Services, 2012)
6+CALIFORNIA FOSTER YOUTH
56,315 Foster Youth in California (largest)
83% repeat a grade
75% working below grade levels
24% special education (compared to 9% of the general population)
30% graduate high school
Less than 3% attend college
Higher percentage of unemployment (50%), incarceration (25%), homelessness (20%), and college degree (3%)
(California College Pathways, 2012; Children’s Bureau, 2013; Stuart Foundation, At Greater Risk, 2013; U.S. Department of Health and Human Services, 2012)
7+TRIPLE WHAMMY
Triple Whammy: CLD FYD – (1) culturally and linguistically diverse (2) foster youth (3) with a disability
Longer lengths of stay (Children of Color at a Glance, 1994).
Lower rates of reunification (Center for Study of Social Policy, 2010; U.S. Department of Health and Human Services, 2013)
Higher rates of re-entry into the system, (Department of Health and Human Services, 2006; Kimberlin, Anthony, & Austin, 2008).
Less placement stability and achieve permanency less often or not as quickly (U.S. Department of Health and Human Services, 2012)
8+NOT ENOUGH PROFESSIONALS TO MEET THE NEED
Related Services Personnel
Maximum Ratio Actual Ratio
School Counselor
1: 250 1:966
School Psychologist
1:1000/ 1:500
1:1251
School Social Worker
1:400 1:15256
9+Project CARES 4 MAJOR GOALS
1. To respond to the shortages of School Psychologists, School Counselors, and School Social Workers.
2. To increase the number of SP, SC, and SSW who are trained to provide high quality academic and mental health services known to be effective for CLD students in foster care with, or at risk of, disabilities.
3. To enhance the capacity of the programs to prepare professionals to work collaboratively to serve and advocate for these youth.
4. To disseminate our learning at conferences and workshops, in classrooms (e.g., case studies), and in our professional disciplines (e.g., professional papers).
10
CARES Seminar
& Institute
CASA Training Course
Conference Attendance
and Presentatio
ns
PracticumIn
Schools
CARES Training
11+MY HOPES FOR THE FUTURE
Link to Foster care
Liaison
Program Implementati
on and Integration
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