1. Collaborating for the Education of Youth in Care

2. Overview of Foster Care Liaison Program
Shannon mcbride, Education Program Manager, DSHS/CA
Peggy Carlson, Foster Care Program Supervisor, OSPI

3. 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.
eckdam.pdf
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4. 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).
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5. State Statutes Facilitating Collaboration
RCW 28A : 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 : 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 : Educational continuity—Protocol development
RCW : Educational stability during shelter care hearing—Protocol development.
RCW : 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.
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6. State Statutes Facilitating Collaboration
RCW 28A : 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 : School-aged youth in out-of-home care – School placement options.
RCW 28A : Enrolling students from other districts – Requests for information and permanent records – Withheld transcripts – Immunity from liability – Notification to teachers and security personnel – Rules.
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7. 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.
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8. ESEA, as amended by ESSA
Requires collaboration between school districts and CA to designate points of contact.
Sect. 1112, 20 U.S.C. 6312
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9. 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.
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10. 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
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
Provide professional development and training to school staff on the Title I, Part A provisions and educational needs of children in foster care, as needed
Coordinate with the SEA Foster Care Point of Contact
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11. 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.
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12. 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.
The enrolling school must immediately contact a child’s school of origin to obtain the relevant records and documentation (ESEA Section 1111(g)(1)(E)(iii)), and the school of origin should immediately transfer those records (q. 33).
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13. Highlights from Kent Lori madeo
Categorical Programs Support/McKinney-Vento Specialist, Kent School District

14. Highlights from Bethel
Allysen Swinney
Foster Care Liaison, Bethel School District

15. Highlights from Vancouver
Selena Deer
CFWS Social Worker

16. Highlights from Region 3
Sandy Duron
Education Program Consultant, Children’s Administration

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Resources
School District Foster Care Liaisons
CA/DSHS Regional Education Leads
Treehouse Educational Advocates/Specialists
AHCC Liaisons
OSPI Foster Care
Guide to Supporting Students in Foster Care bit.ly/treehouse-guide
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18. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
Questions?
Peggy Carlson, Program Supervisor Shanna McBride, Education Program Manager Foster Care Education, OSPI DSHS/Children’s Administration
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.
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