revised foster parent training 1.24.17

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Working with the Education System Helping Your Child Enroll and Be Successful in School

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Page 1: Revised Foster Parent Training 1.24.17

Working with the EducationSystem

Helping Your Child Enroll and Be Successful in School

Page 2: Revised Foster Parent Training 1.24.17

Training TopicsIntroduction: • Why Focus on Foster Care and Education?• Who is Responsible and What is being Reviewed?

Working With the Education System• Communicating with the School• Supporting Education in the Home

Challenges• Enrollment problems• Confidentiality• State Testing• GED/HiSET• Discipline• Excessive School Absences

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Section IWhy Focus on Foster Care and Education?

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Why school success has long-term effects for children/youth in foster care?

Because school offers …

• A positive balance to abuse, neglect, and family separation (for some children school provides a feeling of normalcy).

• A successful transition into adulthood

• Economic self-sufficiency

Foster Care and Education, Tools and Resources for Improving the Education Success of Children and Youth in Foster Care, National Working Group on Foster Care and Education (2008)

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Children in Foster Care experience…

Frequent school changes

• The educational and emotional impact is significant.

• Each time a student enters a new school he/she must adjust to different lessons, different expectations, new friends, and new teachers.

Addressing the Educational Needs of Children in Foster Care, A Guide for Judges, Advocates and Child Welfare Professionals (2010)

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Studies have found a relationship between

Frequent school changes and ….

• Increased risk of failing a grade

• Lower reading and math scores.

• Increased risk of dropping out of school

• Behavior issues in school

Addressing the Educational Needs of Children in Foster Care, A Guide for Judges, Advocates and Child Welfare Professionals (2010)

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Early Learning/School Readiness Skills are Critical

Students who don’t read proficiently by third

grade are four times more likely to leave

school without a diploma than proficient

readers.

Hernandez, Donald J., Double Jeopardy, The Annie Casey Foundation; Center for Demographic Analysis, University at Albany, State of New York; Foundation for Child Development, 2012

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Special Education Needs

Children in foster care receive

special education services at a rate

higher than the national average.

Addressing the Educational Needs of Children in Foster Care, A Guide for Judges, Advocates and Child Welfare Professionals (2010)Research Highlights of Education and Foster Care (2011)

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Children in foster care often lack consistent…

Children in foster care often lack consistent advocacy and support from parents or other

adults to help them meet the challenges of school.

• A study of middle school-age children in foster care found that adults in their lives often lacked a picture of their needs and that no one acknowledged responsibility for their educational progress.

Addressing the Educational Needs of Children in Foster Care, A Guide for Judges, Advocates and Child Welfare Professionals (2010)

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Children in foster care often lack consistent…

In a study of foster youth, 65% of high school seniors

reported that no parent or guardian had ever

attended a teacher conference on their behalf and

that adults in their lives were less likely to monitor

homework or attend school functions.

Addressing the Educational Needs of Children in Foster Care, A Guide for Judges, Advocates and Child Welfare Professionals (2010)

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Children in Foster Care have often had Problems with School Records Transfer

School records of children in foster care

are often lost, misplaced, or inaccessible,

hindering timely school enrollment and

appropriate school placement.

Addressing the Educational Needs of Children in Foster Care, A Guide for Judges, Advocates and Child Welfare Professionals (2010)

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Section I (continued)

Who is responsible for promoting and evaluating the educational progress of Foster Children?

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Promoting Educational Success

Child and Family Teams (includes biological parents and FSWs)

Juvenile Courts/Foster Care Review Board, Specialized Foster Care Review Boards

Foster Parents

Educators, School Personnel

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Child and Family Teams

(CFTs)

CFTs provide guidance for addressing educational issues.

Protocol for Addressing School Stability Family Educational Rights and Privacy Act (FERPA)

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Juvenile Courts: • Judges: Will ask about school attendance, progress, school

records, special education services, preschool program involvement, youth transition plans (for graduation and beyond), and if the youth is involved in extra curricular activities (school engagement).

• Foster Care Review Boards, arms of the Juvenile Court, are increasing their efforts to review, evaluate, and make recommendations to the Department regarding the education of foster children/youth.

• Specialized Foster Care Review Boards will review transition plans for older youth .

Questions to Ensure That the Educational Needs of Children in Foster Care are being addressed.Specialized Foster Care Review Board checklist

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Foster Parents and Education You are our most important link!

Four (4) DCS Policies apply to Foster Parents and the education of youth in their care.

• Policy 16.8 Responsibilities of Approved foster homes

• Policy 21.14 Serving the Educational Needs of the Child/Youth

• Policy 21.16 Rights of Foster Children with Disabilities

• Policy 21.19 The Education Passport

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Foster Parents

DCS Policy 16.8 Responsibilities of Approved foster home – Education Section D.

D. Education • 1. All school-age children must:

a) Be enrolled in an accredited school setting; b) Attend school daily; c) Have their attendance monitored; and, d) Have their education needs met in accordance with DCS Policy 21.14, Serving the Educational Needs of the Child/Youth in DCS Custody.

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Foster Parent Policy 16.8Continued

• 2. Any problems regarding the child/youth’s schoolwork will be discussed with the school personnel and the FSW.

• 3. Foster Parents are encouraged to attend all Individual Education Program (IEP) team meetings as well as other school-related meetings for the children in their care.

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DCS Policy 16.8 continued

• 4. Non-traditional school program enrollment may only be approved as outlined in DCS Policy 21.19 Non Traditional Education Settings

• 5. Children/youth in DCS custody who have earned a high school diploma or GED/HiSET must have their vocational and/or post-secondary educational interest addressed as in the Independent Living and Transition Planning Guide.

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Policy 21.14 Serving the Education Needs of Children and Youth

All children and youth of compulsory school attendance age will be enrolled in an educational program with appropriate services in the least restrictive environment . Children under the age of 5 will receive educational services based on need.

Compulsory School Attendance Defined: TCA § 49-6-3001 c(1) reads in pertinent part: • “Every parent, guardian or other legal custodian residing within this state

having control or charge of any child or children between six (6) years of age and seventeen (17) years of age, both inclusive, shall cause such child or children to attend public or non-public school, and in event of failure to do so, shall be subject to the penalties hereinafter provided.” By law, if your child has 5 or more unexcused absences, your child’s name will be reported to an attendance officer. The attendance officer has a duty to investigate to determine why the child has been absent from school.”

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Age Requirements for Kindergarten • The public schools shall be free to all persons

residing within the state who are above five (5) years of age or who will become five (5) years of age on or before August 31 for the 2013-2014 school year and on or before August 15 for all school years thereafter:

• http://state.tn.us/sos/acts/107/pub/pc0991.pdf

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Policy 21.16 Rights of Children with Disabilities

• Schools cannot refuse to provide services to students with disabilities under the Individuals with Disabilities Education Act (IDEA).

• DCS shall not change a student’s placement because a school refused to provide appropriate special education services.

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PIECES OF THE EDUCATIONAL ADVOCACY PUZZLE

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ROLES OF EDUCATIONAL ADVOCATE

• Key Decision Maker• Request Evaluations and Reevaluations• Learn About IDEA and Section 504• Know the Disabilities Categories Under IDEA• Observe for Less Obvious Disabilities• Obtain Available Family Medical History• Maintain Current Records and Keep New Records• Organize Documents in a Binder• Seek Support From Advocacy Allies• Research Resources Specific to the Child’s Disability• Know What a Disability “Is or Is Not”• Attend School Conferences and IEP Meetings• Watch for Signs of School Difficulties

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Policy 21.19 The Education Passport All children in DCS custody as well as those receiving probation services shall have an education passport.

Purpose: • To establish child/youth’s education status and

to ensure a quick transfer of records, information and individual support when children change schools or educational services.

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The Role of Public Schools:• Tennessee Code Annotated, Section 37-1-130(a)(2)(B)

(i), (i) Any child placed in the custody of the department of children's services shall become a resident of the county in which such child is placed by the department. The board of education of each local school system shall assign the student to a public school pursuant to § 49-6-3102;

• Tennessee Code Annotated, Section 49-6-3102 (c) Pursuant to 42 U.S.C. § 675, any student placed in the custody of the department of children's services shall remain enrolled in the same public school the student attended prior to entering custody. The department of children's services shall decide if the student's school is in the student's best interest. If the department of children's services determines that enrollment in the public school, which the student attended prior to entering care, is not in the student's best interest, the student shall be enrolled in the local school system where the student is placed or where the parent resides.

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Section 2: Working with the Education System

Communicating with the School:• Enrollment Issues• Confidentiality• Creating Positive Relationships• Free and Reduced Lunch

Supporting Education in your home • Homework tips• Read !• Promote early childhood education• Monitor Progress• Helping Students who are experiencing school/special

problems

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Communicating with the school:

Enrollment or Getting off to a good startTips Provided by DCS Education Specialists

• Before you go to enroll your student, call the school first to make an appointment with the enrollment secretary or guidance counselor. This way the child gets to meet his counselor, discuss the class schedule, and the staff does not feel rushed and frustrated due to previously scheduled school events.

• Break the student in slowly perhaps visiting the school before the first day. Try to help them feel as comfortable as possible which is tough when things are chaotic and new!

• Privately, you will want to ask to the Principal to refrain from using corporal punishment.

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Enrollment continuedHave the right papers. Immunization form is a must!

Do you have the Education Passport?

• The school will need this information in order to place the student in the correct classes.

• Know your student’s past education history. Where did he last attend school? What is his academic performance, past and present? What is his disciplinary status?

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Tips for School Success Provided by DCS Education Specialists

Confidentiality

Know what personal information you can share with the

school. You don’t want the child’s family problems to

become gossip in the teacher’s lounge.

Share only information the school needs to best serve the

educational needs of your student.

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Tips for School Success Provided by DCS Education Specialists

Create Positive Relationships with Schools

• Establish a personal relationship with school personnel. Especially

make friends with the school secretary. Visit the school. Don’t be a

stranger. Volunteer, attend PTO meetings etc. Ask for help from the

school AND offer to help the school as you are able.

• Let the school know you are interested in the child’s progress.

Attend parent teacher conferences.

• Communicate with the school even when there is no problem.

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Tips for School Success Provided By DCS Education Specialists

Communicating in the midst of a problem

Develop positive non-adversarial relationships, even if there is a problem.

Listen to the school’s side of a problem even if you are in disagreement.

It’s okay to be assertive but be respectful. You will get a better response.

Follow-up with the school on reported problems.

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Free and Reduced Lunch and School Fees

Can foster children get free meals?

• Yes, foster children who are under the legal responsibility of a

foster care agency or court, are eligible for free meals. 

• Any foster child in the household is eligible for free lunch

regardless of income and remains eligible for the entire

school year regardless of whether they move or exit custody.  

• This can include biological children in the home once

approved. Check with the local school system.

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Supporting Education in the Home:

HomeworkTips for School Success Provided by DCS Education Specialists

• Have a designated homework time. Teach child how to manage their time scheduling events, homework time, and tasks at home.

• Have a designated work space – quiet and free of distractions.

• Encourage independence.

• Tackle a challenge (do hard ones first, save easy for later).

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Supporting Education in the Home:

Reading increases your chances for success!

• Read to younger children and let them read to you everyday.

• Have reading materials in the home.• Practice with phonics• Read out loud • Read fun stuff• Have child re-tell what is read• Read a lot• Get your child a library card? Visit the library.

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Supporting Education in the Home: Early Childhood Education

• Developmental Milestones: http://www.cdc.gov/ncbddd/actearly/milestones http://www.tennessee.gov/education/ci/earlychildhood

• TEIS – Tennessee Early Intervention Services (for children age birth through 2 year with developmental problems) http://www.tn.gov/education/teis

• Head Start http://www.tnheadstart.org• Tennessee Pre-K programs

http://www.tn.gov/education/headstart/doc/faq.pdf• Daycare centers (*note-consult with your DCS

caseworker) http://www.tn.gov/accweb

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School Child Safety Issues• Make sure your foster child knows your name,

phone number, and address.• Discuss safe rides.• Practice skills such as crossing the street,

yielding to traffic, stopping at stop signs. Don’t assume they know.

• Make sure the child knows his bus number.

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Monitor Progress: Helping Elementary and Middle School

• Ask for report cards. Make sure his/her DCS family service worker has a copy also.

• Schools are attempting to identify and assist academically below grade level through a process called RTI (Response to Intervention). This process will be tried prior to referral to special education for students who are suspected of having a learning disability.

• Schools offer academic support activities due to an increased focus on raising academic test scores

• Meet with his teachers to discuss these programs. Ask the school for additional support.

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Monitor Progress:Older Youth/Monitor Progress

• Success in the 9th grade is a good predictor of high school graduation.

• For older youth, understand the requirements for graduation. Help prepare the youth to make the transition from high school to postsecondary education or employment. http://tennessee.gov/education/gradreg.shtml

• Strengthen student’s understanding of the connection between education and job opportunities.

• Tour colleges. Attend an “Open House.”

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Helping in the Home:

How you can help support the student with school problems?

How you can help support the student with school problems?

1. Understand the particular challenges that foster youth may face in schools (bullying, school project problems like “create your family tree”, or bring a baby picture to class). Help children come up with cover stories to personal questions like, “Why aren’t you with your real Mom?”

http://www.stopbullying.gov/what-you-can-do/parents/index.html

http://www.pacer.org/parent/php/PHP-c109.pdf

https://www.stopbullying.gov/

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Helping in the Home…(continued)

School Engagement

2. Ask the child about what is happening in the classroom. Does the child feel like he is welcome in the school or isolated? Does the student participate in extra-curricular activities?

Note: Schools discourage talking during classes so being involved in extra-curricular activities encourages social connections.

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Helping in the Home…(continued)

How you can help support the student with school problems?

3. Look for chances to help the young person better communicate his thoughts and feelings to teachers, school staff, and other students. Children must have support to prevent serious behavior problems at school.

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Navigating Special Education:Key Terms

1. Free and Appropriate Education is provided to child in the Least Restrictive Environment that will meet their needs alongside their nondisabled peers to the extent possible.

2. Comprehensive Evaluation – psycho-educational evaluation

3. Parental Participation in the planning and decision making process

4. IEP – Individualized Education Program - Includes educational performance and needs, program and services.

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Special Education: Key Terms (cont.)

5. Due Process Safeguards and Procedures- Right to an impartial hearing to challenge the school district’s decisions regarding the child’s special education program.

6. Functional Behavior Assessment (FBA) - A professional will identify what is “triggering” negative behaviors.

7. Behavior Intervention Plan (BIP) – A plan for addressing the triggers noted in functional behavior plan.

8. New Referrals: If you suspect a disability, ask for an evaluation in writing and provide it to the school.

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IEP Process

• 1. Referral

• 2. Child is Evaluated (Psycho-educational evaluation)

• 3. Eligibility is determined in an IEP meeting and if child is found to be eligible for services, an IEP (Individualized Education Plan) is then developed.

• 4. Implementation of IEP (by school)

• 5. Annual Review

• 6. Re-evaluation every three (3) years.

• Steps in the Special Education Process

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Section 3: Challenges: Resolving Issues at School

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Help! They won’t enroll my foster child.

• Do you have child’s Immunization form?

• Do you have any school records? Do they know where to place him (grade or high school classes)?

• If the school is refusing to enroll or you do not have the appropriate records, contact your DCS worker. We have Education Specialists who will assist you.

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Help!

When I went to enroll my student, the school secretary wanted a list of medications the child

was taking…

• Unless the student takes his meds at school, there is no need for the school to know. This is HIPPA protected information.

• If the student must take meds during school hours, contact the school nurse for the appropriate forms to complete and the process to follow.

Page 49: Revised Foster Parent Training 1.24.17

Help! The School is asking me for child’s mental health treatment notes and/or the clinical psychological

assessment…

• If this is the case, the school is likely concerned about safety issues. Would your student likely do anything to hurt another student or himself? They are wanting reassurances. School administrators are responsible for the safety of all students.

• Response – I am sorry but that is HIPPA protected information. Just what specifically are you looking for? I can ask the case manager and we can get back with you.

Page 50: Revised Foster Parent Training 1.24.17

Help!

They won’t enroll my foster child…

• Do you have a 17 year old youth with few credits? Individual schools (Principals) are held accountable for graduation rates. A 17 year old who enrolls and does not graduate will negatively affect the school’s graduation rate and maybe the Principal’s job.

• Urban school districts have more school programs to address this problem than rural districts.

• If the school is refusing, contact your DCS worker. We have Education Specialists who will assist.

Page 51: Revised Foster Parent Training 1.24.17

Help! They won’t enroll my foster child

(State Mandated Testing)

• What time of the year is it? If a student enters your home near the time of state

mandated student testing dates (December and late April/early May), the school may be

reluctant to enroll. There will be no instruction going on during this time.

• Why won’t they let my student take the statewide tests upon his enrollment? These

tests are ordered months in advance. The school did not order one for you child since he

was not there.

• Schools take these tests very seriously since teacher and administrator job advancement

depend on these scores.

• If the school refuses to enroll your student during this time, contact your DCS worker.

We have Education Specialists who may be able to assist.

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Help!

My Foster Youth needs the GED and the school is refusing.

• The HiSET has now replaced the GED in Tennessee testing centers.

The HiSET is considered a “High School Equivalency Exam.”

• If your child is enrolled in the public school system, the school will

need to sign a “Recommendation to Test” form. This will count as

a “drop out” for their graduation rate. For this reason some may

be reluctant to do this.

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School DisciplineHelp! My child has been suspended!

• Suspension – Short term removal from school. If this happens often, ask if the child needs some type of support that he is not getting?

• Expulsion: Long term removal from school. If the expulsion is for possession of firearms, drugs, or aggravated assault on school staff, the youth may receive a “zero tolerance” expulsion. Some expulsions result in a student assignment to an alternative school. Transportation may be a problem.

• Disciplinary Meetings: Usually at the Board of Education. Each student has the right to due process to argue his case. Sometimes the expulsion is reduced or reversed.

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Discipline and Children/Youth Eligible to Receive Special Education Services

• 10 days - A school can only suspend a special education student for 10

days during a school year. Suspension on the 11th day triggers a

“Manifestation Determination Hearing” to determine if the behavior is a

due to the child’s disability.

• If Yes, then the school cannot punish the student and must let him back in

school

• If No, the school can discipline the child as they would a regular education

student BUT the school has to continue to provide educational services.

• Questions to ask at the manifestation hearing: Has the school been

following the IEP? Has the school conducted a functional behavior

assessment? Is there a Behavior Intervention Plan. If so, was the

behavior intervention plan being followed?

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Help! The school doesn’t understand when I have to take my child out of school regularly for family visitations, court hearings, therapy, family therapy, dentists, and doctor appointments.

• Remember – Schools focus on regular attendance to meet state academic standards. If your child misses often, it may effect his/her academic progress. This is their concern.

Also, schools are focusing on improving state mandated test scores that affect the jobs of educators and the school’s standing.

• Meet with the school administrators to address this issue. Ask for understanding if it is necessary for student to miss. Ask what you can do to make sure the child continues to make progress.

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What we Would like Schools to Know

• Children and youth in care want to be treated like other students. They may be embarrassed by the “Foster Child” label and don’t want the school to know.

• Foster youth have experienced tremendous loss.

• Foster youth have many strengths.• Foster youth want to be involved in the decision

making.• Many children come into care through no fault

of their own.• Trauma and adverse experiences may impact

learning, behavior and socialization.

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When to Call Your Child’s Case Manager about School Problems…

• When the student is being denied enrollment.

• Is having significant behavior problems at

school.

• Is struggling academically in school.

• Has multiple suspensions or has been

expelled (even if it is just one).

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ACT PREP• Please visit our website for information on ACT prephttp://www.tn.gov/dcs/topic/training-resources

• There are free practice test in English, Math, and Science that are timed. This is a great resource for juniors and seniors.

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Fostering Success in Education

Facts on Children in foster care

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Facts on Children in Foster Care• Foster children are 2x more likely to be absent from

school• 34% of 17-18 year olds in care have experience 5+

school changes• 17-18 year olds in foster care are 3x more likely to be

expelled• Likelihood of foster children receiving special

education is 2.5x-3.5x more than that of others• Average reading level of 17-18 year olds in foster

care is 7th grade• Only 50% of foster youth complete high school by 18• Only 20% of foster youth who graduated high school

attend college.

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Importance of Reading

Reading aloud to young children is not only one of the best activities to stimulate language and cognitive skills, it also builds motivation, curiosity and memory.

Bardige B. Talk to Me Baby (2009)

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Read aloud to your child• Reading aloud helps

children acquire early language skills.

• Reading aloud helps children develop positive associations with books and reading.

• Reading aloud helps children build a better foundation for school success.

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• Begin reading as soon as possible to your children

• Vary the length and subject matter of your reading

• Allow time for discussion after the story• Read slowly enough for your child to

build mental pictures of what he just heard

• Lead by example. Make sure your children see you reading

• Consider the intellectual, social and emotional level of your child.

The Do’s of Reading

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School Attendance

One of the most important things you child can do to achieve academic success is also one of the most basic: going to school every day. In fact, research has shown that your child’s attendance record may be the biggest factor influencing her academic success.

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Importance of School Attendance• Better Reading

scores

• Learn social skills and group dynamics

• Follow routines and procedures

• Lowers the risk of dropout in the future

• Learns the value of education

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Remember Every Day Counts

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What You Can Do• Help your child get to school every

day• Follow school guidelines and

attendance policy• Check homework• Take an active role• Locate potential sources of anxiety• Keep updated on school events and

announcements • Plan ahead• Promote good health• Ensure your child gets enough sleep

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Special Education

• Referrals can be done by anyone

• Testing will be completed by highly qualified school personnel

• RTI process• IEP• Rights of Children

with special education needs

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Special Education – Surrogate Parents• Are able to attend

meetings as parents and sign IEP

• Only when the parental rights have been severed

• Have a right to see all the child’s file

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Every Child Succeeds Act• Recently put into place by the Obama

administration• Makes sure that foster children are given

all the opportunities that they need• Foster children should be able to attend

their school of origin if in their best interest.

• DCS and the school system will work out any transportation issues

• Children in DCS custody should be registered whether or not they have the appropriate paperwork

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When to contact your Education Specialist

• When serious school discipline issues arise (suspensions, expulsions and zero-tolerance offenses)

• The student is 17 and has few credits• When considering home schooling• When you anticipate problematic IEP

meetings• When considering placement changes in

the last few weeks of the semester or if the child is a senior

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NEXT STEPS • Next, you will need to complete the online quiz

following this presentation.• You will need to participate in a conference call with

your regional Education Specialist within in 90 days of completing the online course. The schedule for these calls can be found on your regional calendar.

• Please note that roll calls for this conference call will happen before and at the end of the call.

• On this call you will be able to ask questions, hear updates and tips, and new trainings that are upcoming.

• THIS CALL IS CONFIDENTAL SO PLEASE DO NOT SHARE ANY IDENTIFYING INFORMATION REGARDING ANY CHILDREN THAT YOU HAVE FOSTERED (including their name, school, bio parents information, etc).

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THANK YOU

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ResourcesAddressing the Educational Needs of Children in Foster Care: A Guide for Judges, Advocates and Child Welfare Professionals, New York State Permanent Judicial Commission on Justice for Children

Education is the Lifeline for Youth in Foster Care: Research Highlights on Education and Foster Care, (2011). National Working Group on Foster Care and Education

Foster Care and Education: Tools and Resources for Improving the Educational Success for Children and Youth in Foster Care, (2008). National Working Group on Foster Care and Education

Hernandez, D. (2012). Double Jeopardy: How Third –Grade Reading Skills and Poverty Influence High School Graduation

Technical Assistance Brief: Asking the Right Questions II: Judicial Checklists to Meet the Educational Needs of Children and Youth in Foster Care