Neglected & Delinquent (N&D) Foster Care Program School Mental Health Component Javier Zuniga License Clinical Social Worker 13+ years LAUSD 5TH. year.

Slides:



Advertisements
Similar presentations
School & Community Collaboration Through McKinney-Vento.
Advertisements

Guideposts --Quality Work-Based Learning Programs
STEP Transition Workshop Memphis November 8, 2008 STEP Transition Workshop Memphis November 8, 2008 Secondary Transition Update Secondary Transition Update.
College of the Redwoods Special Programs Extended Opportunity Programs & Services (EOPS) Disabled Students Programs & Services (DSPS) Helping Students.
Educating Youth in Foster Care. The Experience of Youth in Foster Care The link between foster care and low academic performance has been documented nationwide.
Agenda My Background Homeless and Highly Mobile Children and Families McKinney-Vento Homeless Assistance Act Our Research What we all can do Website.
Prevention & Intervention Programs for Children & Youth Who Are Neglected, Delinquent, or At-Risk PROGRAM OVERVIEW APPLICATION REQUIREMENTS ANNUAL REPORTS.
Educational Access Project for DCFS An Overview of a Partnership Between Northern Illinois University and the Illinois Department of Children and Family.
CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction Title I, Part D—Prevention and Intervention Programs for Children.
Education Partnership for Academic Student Success (Ed PASS) Defining the Problem Reviewing Federal Directives Looking at Specific Details of Ed PASS Discussing.
Foster Youth Education
Educational Champion Training MODULE 5: Enrollment in Appropriate Schools and Classes © National Center for Youth Law, April This document does not.
Supporting At-Risk Youth in the Development of Programs of Study The Facts About ALS’ Dropout Prevention and Recovery Programs Jan Spivak Director of Student.
Wraparound Milwaukee was created in 1994 to provide coordinated community-based services and supports to families of youth with complex emotional, behavioral.
The Role of the Guidance Counsellor in a High School.
Chicago Public Schools Office of High School Programs Department of Dropout Prevention and Recovery Dr. Darreyl M. Young, Manager ConfidentialNot for Publication.
New York City Department of Education Office of Special Education Initiatives Placement and Referral Center Transition Services: An Overview.
Promoting Increased School Stability & Permanence
Introductions Social Issues Historical Overview Purpose and Goals Program Eligibility Legislation Permanent Connections Resources to Promote Permanency.
Collaborating Across Systems– Working with Education and the Courts Michelle Lustig, MSW, Ed.D Coordinator, Foster Youth and Homeless Education Services.
Transition and the IEP Why is effective transition planning important?
What Is TRANSITION & Transition PLANNING?
Promoting Collaborative Work in Schools and Districts presentation for Princeton University conference on High Schools Friday, April 27, 2009 Naomi Housman.
DIVISION OF JUVENILE JUSTICE: WHAT WE DO AND HOW WE’RE DOING. March 10, 2014 Anchorage Youth Development Coalition JPO Lee Post.
California Bridges to Youth Self-Sufficiency An Overview.
TRANSITION School, Work, & Independence Learning Disability Association of Utah & Dyslexia Center of Utah, October 10, 2014.
City Partnership Los Angeles Unified School District and City of Los Angeles Economic and Workforce Development Department.
1 EDUCATION: Court Reports: What to include related to the Child’s Education.
ENCIRCLE: A COLLABORATIVE PARTNERSHIP FOR OUR YOUTH Led by Center for Learning & Development thanks to a grant from the Office of the Governor Criminal.
DALLAS Dallas Independent School District Parkland Health and Hospital System.
Examining Local Post-School Outcomes A guided dialog for using post- school outcomes for youth with disabilities to improve transition services and outcomes.
Best Counseling Practices for Addressing the Needs of Long Term English Learners June 28, 2013 New English Language Development and Common Core State Standards.
Prevention & Intervention Programs for Children & Youth Who are Neglected, Delinquent, or At Risk Title I, Part D, Subpart 2 What’s It All About?
State of Oregon Department of Human Services
B BEHAVIORAL S UPPORT S ERVICES Always Support. Mission To provide reliable and quality behavior analysis, mental health counseling and mentoring services.
Learning about from the school counselors! Mrs. Gutierrez, School Counselor April 21, 2015.
Neglected & Delinquent Support and Transition from Residential Placement 2015 ESEA Directors Institute August 27, 2015.
Council Rock High School North FreshmanSeminar. Introducing the School Counselor Services Provided The school counselor works collaboratively with students,
AB 490 and McKinney-Vento Bridging education for homeless families and foster youth Alameda County Office of Education Student Programs and Services Foster.
Virginia Department of Education Office of Program Administration and Accountability N or D Application.
CREATIVE USE OF FEDERAL TITLE 1D ASSISTING HIGH-RISK JUVENILE OFFENDERS.
Collaborative Practices: Transition Toolkit 2.0 – Meeting the Educational Needs of Youth Exposed to the Juvenile Justice System Simon Gonsoulin.
Child Welfare, Education, and The Courts: A Collaboration to Strengthen Educational Successes of Children and Youth in Foster Care Conference November.
San Francisco Unified School District Student Support Services Department Foster Youth Services Program FYS Liaison Orientation.
Consolidated State Performance Report & Survey to Generate Title I Neglected and Delinquent Funds for Subpart 2 LEAs and TACF Neglected,
Arizona Department of Education September
Title I, Part D and the Common Core Simon Gonsoulin.
School Counselor for At-Risk Youth. Services aimed at students identified as “Neglected or Delinquent” or otherwise “at-risk”
Oregon Department of Education March 10, 2005 Video Conference Title ID Subpart 2 Formal Agreements with Facilities to Provide Academic Programs.
Educating Youth in Foster Care Shanna McBride and Angela Griffin, M.Ed.
Cumberland County Schools Transition. Indicator 1 Graduation Percent of youth with IEPs graduating from high school with a regular diploma is.
1 READY BY 21 TASKFORCE Harford County Department of Community Services Local Management Board Employment Benchmark November 3, 2010.
MSIP 5 and You What it means for your student and the Kansas City Public Schools.
Transition Plan Writing for the School Year.
Helping High School Students with Disabilities Reach their full Potential.
Los angeles unified school district Pupil Services foster youth achievement program AB 216 Overview.
State Operated Programs: Family Engagement and Re-Enrollment
Session Outcomes Overview of Project STAY OUT
A GREAT PLACE TO BEGIN AGAIN...
Secondary Transition Shannon McVoy, Bureau of Services for Blind Persons (BSBP) Larry Stemple, Transition Coordinator, Wayne Regional Educational Service.
Comprehensive Academic Assessment & Other Forms
Educational Advocacy And The CASA Volunteer.
Bergen County Division of Family Guidance
COMPLETE REQUIRED STUDY/WORK-ABROAD EXPERIENCE
Transition: Preparing for Life after High School
Promoting Educational Stability, Continuity,
Using Data to Monitor Title I, Part D
California Bridges to Youth Self-Sufficiency
New English Language Development and Common Core State Standards Institute Best Counseling Practices for Addressing the Needs of Long Term English Learners.
California Bridges to Youth Self-Sufficiency
Presentation transcript:

Neglected & Delinquent (N&D) Foster Care Program School Mental Health Component Javier Zuniga License Clinical Social Worker 13+ years LAUSD 5TH. year N & D Counselor Panorama High School

FUNDING SOURCE Title 1 Neglected and Delinquent funds Delinquent dollars are provided to serve all probation youth kids either living in group homes or with their parents. Neglected dollars are provided to serve Licensed Community Institution residents or students living in group homes.

N & D Counselor main duties at a school site. Designated School-Site Foster Care (AB 490) Advocate Designated Advocate for Juveniles returning from Juvenile Justice Facilities and other Placements. (Bull. No. Z-27) Youth returning from correctional institutions are being provided with a support system to ensure continued education by the N & D School Site Counselor. N & D Counselor provides services to make a successful transition to further education and/or employment. N & Counselor provides drop out prevention services. Education services to youth are improved as a result of N & D Counselor intervention. N & D Counselor collaborates with families, parents, guardians, and/or caretakers of our youth.

Creating a Support System for returning Students that ensures further education. During the intake I introduce myself, my contact information and my services to the student, guardian/caretaker and when possible to the student’s parent. I review academic history with student (camps, continuation schools, high schools, middle school, Individual Education Plans, age, discipline records, credits, and deficits). I gather information on all juvenile agencies involved with the student (court, probation department, counseling, Department of Children and Family Services, and Los Angeles County Office of Education,) I give students an orientation on Panorama and walk them through enrollment (meets Counselor, AP, P, School Police, Security, Nurse, Special Ed Coordinator) I translate credits and set a plan for graduation (Skill Center, AEWC, Concurrent Enrollment, ) or employment.

N & D provides services to make a successful transition to further education and/or employment The student’s best interest guides the N & D Counselor. Student & guardian interview, data interpretation, (age, credits, academic history, family situations, probation conditions) and/or student’s future plans dictates placement. Full time student enrollment= Alleviate barriers to education by linking student to available services (Proper schedule, IEP, community agencies, sports, college & career center, teacher advocacy, monitor progress, advocacy). Concurrent Enrollment.= Link student to necessary services (enroll in after school or Saturday classes, CAHSEE Boot Camps, Counseling, ensure credit, tutoring, monitor progress, grades, and/or attendance) Student wants to work = Facilitate process to gain employment. (collaboration with guardian, probation officer, work permit, facilitate school schedule, Continuation Schools, Department of Transitional Services, First Break, Career Service, ) Student wants to or has to learn a trade. = Link student to alternate placements and ease transition (collaboration with parent, guardian, and/or probation officer, Independent Study, AEWC, Diploma Plus Program, GED, Skills Centers, Independent Living Program) by setting appointments and giving student and guardian a contact person with appointment.

Providing Drop Out Services. Educational Agencies are responsible for producing educated, responsible, viable citizens for our society. Our students come with a myriad of needs and not everyone wishes or is able to pursue higher education. I educate and link youth in foster care or returning from correctional facilities on all the non-traditional programs available to them. (Diploma Plus, GED, Skills Center, Internships, Scholarships, Community Day Schools, Continuation Schools, Independent Studies) When students are academically low I establish a plan to raise their level of academics so they can transfer to a skill center and pursue their chosen path. Our youth living situations tend to change rather quickly so I do a weekly check in to monitor present status, mood, and frustration level. (group home changes, visitations, court orders, DCFS, probation conditions) I establish a support system that alleviates barriers to pursuing education (peer mediation, adult connections that buffer positive and/or negative peer pressures) and I do Resiliency Focused Counseling Sessions as needed. I compile all credits into one comprehensive form that is easily understood anywhere youth transfers and I make sure the student knows my contact information. I identify and track students with District Level N & D Counselor when they are moved from Panorama and make sure all pertinent information (credits, requirements) follows them.

How are education services to youth improved because of said services? Foster kids & Camp Returnees come to school at various times of the year. Facilitating enrollment, linking students with the appropriate school resources, translations of credits, and orientation facilitates the transition and eliminates the waste of valuable instructional time which aids students with staying on track. These students come with wide gaps in their academic records and N & D services aids students, teachers, school counselors and credit clerks fill in these gaps by requesting all pertinent records expeditiously. (IEP’s, varying school districts, alternative educational settings and/or various county juvenile detention facilities) Due to their social situation this is a must for these students. The timely accumulation and translation of credits helps students accrue school credits that meet State requirements for grade promotion and stops students from repeating passed courses which aids with graduation rates. Students are introduced to postsecondary education and job training programs. They complete secondary school (or secondary school equivalency requirements) and obtain employment after leaving the correctional facility or custody of the foster care system. N & D youth often fall in the top 10% percent of the student population which are high maintenance. Due to the established connection between student and counselor the N & D counselor continuously buffers situations between students and other caretakers (teachers, Principals, AP, parents, guardians, juvenile courts, school police, and/or DCFS).