1. Child Welfare Education Liaisons and Advocate Training
Rebecca Cranston, Executive Director of FosterShip
Sheree Wheeler, State Coordinator of Foster Care Education

2. Agenda CDE Resources Guidance Transfer of Credits Colorado Legislation
Context
Behavior
and
Discipline
Mobility
&
Absenteeism Link
Impact of Educational Instability on Children
History and Background 3

3. History and Background
CDE Resources and Guidance
Transfer of
Credits
Colorado Legislation
Colorado Context
Behavior and Discipline
Mobility
And
Absenteeism Link
Impact of Educational Instability on Children
History and Background 4

4. Fostering Connections to Success and Increasing Adoptions Act of 2008
Fostering Connections Act
Fostering Connections to Success and Increasing Adoptions Act of 2008
Sweeping federal legislation that affects many areas of child welfare law and school stability!
Stay in same school if in best interest of students.
If moving schools is in best interests of the student, immediate and appropriate enrollment in a new school should occur.
When a student's residence changes, there is often pressure to move the child to a new school.
42 U.S.C. § 675(1)(G)
Signed into law:
10/07/2008
Amended: 03/23/2010
5 Source:

5. Why is this important? National research shows:
500,000 children or youth are in foster care through no fault of their own.
About 200,000 exit or “age out” by 18.
Four years after “aging out” of the system:
25% have been homeless;
less than half have graduated from high school;
42% have become parents themselves; and
more than 80% are unable to support themselves.
Source: from Discussion Guide: Helping Children Aging out of Foster Care Prepare for Independence • April 2008

6. 11/28/2018
Data Sharing
A major step in this work was establishing a baseline of how students in foster care are faring in Colorado.
This action is occurring at the state level because students in foster care are not typically identified in district or school level datasets.
CDE’s role in facilitating data sharing?
Note to Sheree: the feedback said to add Faring in Colorado—I’m not sure what this means! 7

7. Colorado Foster Care Data
Total Children In Out of Home
Average Daily Population
Total Children
and Youth
5,243
12,481
Foster Care Homes
2,326
4,737
Kinship Care/Kinship Foster Care
1,744
4,539
All Residential Programs
1,063
2,741
Other (Runaway, Transition, Independent Living)
108
464
Source: The CDHS DATA Book for 2013

8. Colorado Graduation Facts
11/28/2018
Colorado Graduation Facts
The following statistics are provided by the Colorado Department of Education for the school year:
The graduation rate for foster care youth is 27.5 percent.
This is far lower than the graduation rate in the general population (students not in foster care), which is 77.3 percent.
This result indicates that 72.5 percent of Colorado students in foster care did not graduate in 4-years with their class.
In notes section, add what the grad stats are if students in foster care are given more time – year to graduate.
5 year graduation rate (rate of students who graduate within 5 years): 33.1%
6 year graduation rate: 39.6
7 year graduate rate: 42.8
Source: (Foster Care Legislative Report)

9. Colorado Mobility
A student is considered mobile any time he or she enters or exits a school or district in a manner that is not part of the normal educational progression.
The state mobility rate for was 16.2 percent.
Students in foster care had a mobility rate of 42.8 percent.
Source: (Foster Care Legislative Report)

10. 2013-2014 Mobility Rates Across Unique Student Populations
11/28/2018
Mobility Rates Across Unique Student Populations
The school mobility rate is an unduplicated count of students who changed school during the academic year. The foster care school mobility rate (in blue) was nearly 3 times the state average rate (in green).
This is a substantive area of focus for CO and we are currently diving deeper into the data to understand where these moves are occurring (e.g., county/school district) and how that relates to availability of foster homes.
Colorado is a local control state. We have 178 school districts, with varying curriculums, course offerings, and graduation requirements, so changing schools makes it difficult for students in foster care to progress successfully through the K-12 system. 11

11. Impact of Educational Instability on Children
CDE Resources and Guidance
Transfer of
Credits
Colorado Legislation
Colorado Context
Foster Children, Behavior, and Discipline
Mobility
And
Absenteeism Link
History and Background
Impact of Educational Instability on Children 12

12. Academic Impact on Children
11/28/2018
Academic Impact on Children
Children are estimated to lose four to six months of academic progress per move, which puts foster children years behind their peers. 
Youth who had even one fewer change in living arrangement per year were almost twice as likely to graduate from high school before leaving foster care.
Children who are highly mobile perform significantly worse on standardized tests than students in stable housing.
Students in foster care move schools at least once or twice a year, and by the time they age out of the system, over one third will have experienced five or more school moves. Children are estimated to lose four to six months of academic progress per move, which puts most foster care children years behind their peers. Falling behind isn’t the only problem with frequent school moves: School transfers also decrease the chances a foster care student will ever graduate from high school. A national study of 1,087 foster care alumni found that “youth who had even one fewer change in living arrangement per year were almost twice as likely to graduate from high school before leaving foster care.” Right now, the United States’ more than 400,000 foster care children complete high school at much lower rates than their non-foster peers; decreasing the number of school moves for foster care students could translate to substantially more high school diplomas. 
Source: (American Bar Association and Casey Family Programs Legal Center for Foster Care and Education)

13. Educational Outcomes for Foster Children
11/28/2018
Educational Outcomes for Foster Children
66 percent
Foster youth who change schools when first entering care
34 percent
17-18 year olds in care who have experienced 5+ school changes
84 percent
17-18 year old foster youth who want to go to college
2.5 percent
Former foster youth who graduate college
7th grade
Average reading level of year olds in foster care
3.5x that of other students
Likelihood of foster youth receiving special education
Source: (Fostering Success in Education)

14. Mobility And Absenteeism Link
11/28/2018
CDE Resources and Guidance
Transfer of
Credits
Colorado Legislation
Colorado Context
Behavior
and
Discipline
Impact of Educational Instability on Children
History and Background
Mobility
And
Absenteeism Link 15

15. Foster Children and Absenteeism
11/28/2018
Foster Children and Absenteeism
Chronic absence in kindergarten is associated with lower academic performance in first grade.
Researchers found a strong correlation between sixth-grade attendance and the rate at which students graduated from high school on time.
about one-third (30.2%) of the 6- to 10-year old children entering foster care missed more than 10 days of school during the past semester or grading period. Some had missed as many as 40 days. Family problems were the principal reasons that children of this age group missed school
The principal reasons for school absences were family problems, running away and hospitalizations
On average, youth in care move one or two times each year. When youth in care move schools, they often experience delays in enrollment, inappropriate school placements, lack of educational support services, and difficulties in transferring course credits. Youth in care often lack a strong advocate to help navigate the obstacles associated with changing schools. Moreover, studies have shown youth in out-of-home care lose approximately 4 to 6 months of academic progress with each change in school placement.
About one third of 6 to 10 year old children entering foster care missed more than 10 days of school during the past semester.
Some had missed as many as 40 days. 16

16. Foster Children and Attendance
11/28/2018
Foster Children and Attendance
Foster children are twice as likely than other students to be absent from school.
Foster youth who are years old are twice as likely than other students to have an out-of-school suspension.
Foster youth who are years old are three times more likely than other students to be expelled.
Source: (Fostering Success in Education)

17. Foster Children, Behavior, and Discipline
CDE Resources and Guidance
Transfer of
Credits
Colorado Legislation
Colorado Context
Mobility
And
Absenteeism Link
Impact of Educational Instability on Children
History and Background
Foster Children, Behavior, and Discipline 18

18. Foster Children and Disciplinary Issues
11/28/2018
Foster Children and Disciplinary Issues
A history of child abuse or neglect and removal from the home can traumatize children and negatively affect their school behavior.
Children encounter frequent disruptive school and placement changes, social stigma and isolation in school, and often do not receive needed educational supports such as special education.
Youth in the child welfare system are disproportionately suspended, expelled, and placed in separate disciplinary school or programs. This occurs for many reasons. A history of child abuse or neglect and removal from the home can traumatize children and negatively affect their school behavior. Many of these children encounter frequent disruptive school and placement changes, social stigma and isolation in school, and do not receive needed educational supports such as special education. Disciplinary actions taken against children in care can often have far more significant consequences than intended for other students—impacting their permanency goals. In contrast non-exclusionary and supportive approaches to dealing with disruptive behavior can benefit all students. But these approaches are especially important for these youth and can help them stay in school and improve their educational outcomes
Youth in the child welfare system are disproportionately suspended, expelled, and placed in separate disciplinary school or programs.
Source: (School Discipline & Youth in Foster Care)

19. 11/28/2018
Consequences
Disciplinary actions taken against children in care can often have far more significant consequences than intended for other students.
Permanency goals can be impacted—as children become stigmatized by “bad behavior”, placement becomes more difficult.
This can lead to a cycle of even more mobility issues and disciplinary problems.
Youth in the child welfare system are disproportionately suspended, expelled, and placed in separate disciplinary school or programs. This occurs for many reasons. A history of child abuse or neglect and removal from the home can traumatize children and negatively affect their school behavior. Many of these children encounter frequent disruptive school and placement changes, social stigma and isolation in school, and do not receive needed educational supports such as special education. Disciplinary actions taken against children in care can often have far more significant consequences than intended for other students—impacting their permanency goals. In contrast non-exclusionary and supportive approaches to dealing with disruptive behavior can benefit all students. But these approaches are especially important for these youth and can help them stay in school and improve their educational outcomes 20
Source: (School Discipline & Youth in Foster Care)

20. US Department of Education
11/28/2018
Federal Recommendations
US Department of Education
In January 2014, the Departments of Justice and Education issued new guidance to urge school districts to make changes to their discipline policies to eliminate disparities in disciplinary measures.
Recommendations include:
Use exclusionary discipline only as a last resort. If students are removed from class, they should receive “meaningful instruction, and their return to the classroom should be prioritized.”
Reduce the number of suspensions, expulsions, and arrests by providing targeted supports and interventions with a proven track record of success (like restorative practices and Positive Behavioral Interventions and Supports).
Provide students with enhanced/increased access to counselors, school psychologists, and school nurses.
Establish clear parameters for school and local police; they should not be involved in “routine” school discipline matters.
Guiding Principles: A Resource Guide for improving School Climate and Discipline
Released in 2014
Youth in the child welfare system are disproportionately suspended, expelled, and placed in separate disciplinary school or programs. This occurs for many reasons. A history of child abuse or neglect and removal from the home can traumatize children and negatively affect their school behavior. Many of these children encounter frequent disruptive school and placement changes, social stigma and isolation in school, and do not receive needed educational supports such as special education. Disciplinary actions taken against children in care can often have far more significant consequences than intended for other students—impacting their permanency goals. In contrast non-exclusionary and supportive approaches to dealing with disruptive behavior can benefit all students. But these approaches are especially important for these youth and can help them stay in school and improve their educational outcomes
Source: (School Discipline & Youth in Foster Care)

21. CDE Resources and Guidance Transfer of Credits Colorado Legislation
Foster Children, Behavior, and Discipline
Mobility
And
Absenteeism Link
Impact of Educational Instability on Children
History and Background
Colorado Context 22

22. CDE Foster Care Education Program
This program is dedicated to ensuring that all students in foster care achieve academically and reach their full potential.
This program was launched at the Colorado Department of Education in 2012 with funding through public and private dollars. 23

23. Framework for Success
Annually work with 178 School Districts and 64 Counties to bridge communication and collaboration for students in foster care.
Strengthen awareness and understanding of foster care education issues.
Data tracking and analysis of annual graduation, completion, dropout, and school mobility rates of students in foster care. 24

24. CDE Resources and Guidance Transfer of Credits Colorado Context
Foster Children, Behavior, and Discipline
Mobility
And
Absenteeism Link
Impact of Educational Instability on Children
History and Background
Colorado Legislation 25

25. Colorado House Bill 08-1019 HB 08-1019, 2008 Colo.
11/28/2018
Colorado House Bill
HB , 2008 Colo.
Each of the 178 school district and State Charter School Institute must designate a Child Welfare Education Liaison (CWEL).
They ensures proper school placement, transfer, and enrollment of foster children.
The sending school transfers the school records to the receiving school within 5 days.
The receiving school must enroll the student within 5 days of receiving the records.
Signed into law:
04/17/2008
C.R.S Education
Out-of-home placement-
Students
Transfer procedures-
Absences and
Exemptions
Source:

26. 11/28/2018
HB Rationale
HB was passed because delays in school enrollment have often occurred when a child’s initial entry into foster care, or a subsequent change in living arrangement while in foster care, involves changing schools.
These delays have often been caused by failure to transfer records in a timely manner. 27

27. HB 08-1019 Significance These delays negatively impact attendance;
11/28/2018
HB Significance
These delays negatively impact attendance;
lead to students having to repeat courses previously taken;
to schools failing to address the special education needs of students;
and students being enrolled in inappropriate classes.
It can also lead to low morale and motivation, and ultimately to a child failing to graduate.
Source: (Fostering Success in Education)

28. CWELs
The liaisons work with all parties to ensure a foster child remains in an educational situation that promotes stability and advancement. 29

29. CDE Resources and Guidance Colorado Legislation Colorado Context
Foster Children, Behavior, and Discipline
Mobility
And
Absenteeism Link
Impact of Educational Instability on Children
History and Background
Transfer of
Credits 30

30. Local Control of Instruction
11/28/2018
Local Control of Instruction
Unlike most states, the public school system in Colorado grew out of an intentional commitment to local control (one of only six states in the country).
The intention is to grant the community the freedom to educate in accordance with local funding and priorities.
Even within the same state, schools in different districts can offer different classes, employ different methods of calculating full and partial course credits, and require students to take different types of core classes to graduate.
Source: ©2008 American Bar Association and Casey Family Programs Legal Center for Foster Care and Education
Why do youth in out-of-home care experience difficulties obtaining full or partial credits for coursework previously completed at a different school? A: Even within the same state, schools in different districts can offer different classes, employ different methods of calculating full and partial course credits, and require students to take different types of core classes to graduate. Thus, when youth in care switch schools, they often cannot obtain full or partial credit for the coursework they completed at previous schools. Even when youth in care obtain credit for courses they took at previous schools, these credits may not count toward core graduation requirements, but instead may count only as electives.
Why do difficulties with transferring credits or coursework lead to higher drop out rates for youth in care? A: Like most students, youth in care aspire to graduate from high school and attend college or other post secondary education programs. Unfortunately, school mobility often causes them to lag behind their peers. When foster youth are not able to obtain credit for classes or coursework they have already completed, they fall behind on graduation requirements and may be held back one or more grades. As a result of such frustrating experiences, foster youth often lose the motivation to continue with school. 31
Source: ©2008 American Bar Association and Casey Family Programs Legal Center for Foster Care and Education

31. 11/28/2018
Transfer of Credits
Foster children experience difficulties obtaining full or partial credits for coursework previously completed at a different school.
Even when youth in care obtain credit for courses they took at previous schools, these credits may not count toward core graduation requirements, but instead may count only as electives.
Source: ©2008 American Bar Association and Casey Family Programs Legal Center for Foster Care and Education
Why do youth in out-of-home care experience difficulties obtaining full or partial credits for coursework previously completed at a different school? A: Even within the same state, schools in different districts can offer different classes, employ different methods of calculating full and partial course credits, and require students to take different types of core classes to graduate. Thus, when youth in care switch schools, they often cannot obtain full or partial credit for the coursework they completed at previous schools. Even when youth in care obtain credit for courses they took at previous schools, these credits may not count toward core graduation requirements, but instead may count only as electives.
Why do difficulties with transferring credits or coursework lead to higher drop out rates for youth in care? A: Like most students, youth in care aspire to graduate from high school and attend college or other post secondary education programs. Unfortunately, school mobility often causes them to lag behind their peers. When foster youth are not able to obtain credit for classes or coursework they have already completed, they fall behind on graduation requirements and may be held back one or more grades. As a result of such frustrating experiences, foster youth often lose the motivation to continue with school. 32
Source: ©2008 American Bar Association and Casey Family Programs Legal Center for Foster Care and Education

32. Increased Dropout Rates
11/28/2018
Increased Dropout Rates
Like most students, youth in care aspire to graduate from high school and attend college or other post secondary education programs.
When foster youth are not able to obtain credit for classes or coursework they have already completed, they fall behind on graduation requirements and may be held back one or more grades.
As a result of such frustrating experiences, foster youth often lose the motivation to continue with school.
Source: ©2008 American Bar Association and Casey Family Programs Legal Center for Foster Care and Education
Why do youth in out-of-home care experience difficulties obtaining full or partial credits for coursework previously completed at a different school? A: Even within the same state, schools in different districts can offer different classes, employ different methods of calculating full and partial course credits, and require students to take different types of core classes to graduate. Thus, when youth in care switch schools, they often cannot obtain full or partial credit for the coursework they completed at previous schools. Even when youth in care obtain credit for courses they took at previous schools, these credits may not count toward core graduation requirements, but instead may count only as electives.
Why do difficulties with transferring credits or coursework lead to higher drop out rates for youth in care? A: Like most students, youth in care aspire to graduate from high school and attend college or other post secondary education programs. Unfortunately, school mobility often causes them to lag behind their peers. When foster youth are not able to obtain credit for classes or coursework they have already completed, they fall behind on graduation requirements and may be held back one or more grades. As a result of such frustrating experiences, foster youth often lose the motivation to continue with school. 33
Source: ©2008 American Bar Association and Casey Family Programs Legal Center for Foster Care and Education

33. CDE Resources and Guidance
Transfer of
Credits
Colorado Legislation
Colorado Context
Foster Children, Behavior, and Discipline
Mobility
And
Absenteeism Link
Impact of Educational Instability on Children
History and Background
CDE Resources and Guidance 34

34. Local Capacity Building
11/28/2018
Local Capacity Building
Recommendations for CWELs
Enrollment guidance
Transfer of credits
Access to educational support services
Early intervention for young children
Reduce stigma
Reconsider harsh punitive measures
non-exclusionary and supportive approaches to dealing with disruptive behavior can benefit all students. But these approaches are especially important for these youth and can help them stay in school and improve their educational outcomes 35

35. Resources and Guidance
Regular Communication
Technical Assistance
Regional Trainings
Best Practices for Barriers 36

36. Webpage Screen Shots
Source:

37. 38 Source: http://www. cde. state. co

38. 39 Source: http://www. cde. state. co

39. 40 Source: http://www. cde. state. co

40. 41

41. Sheree Wheeler, State Coordinator
Foster Care Education
Phone
Cell

42. References American Bar Association American Federation of Teachers
11/28/2018
References
American Bar Association
American Federation of Teachers
Absenteeism Epidemic Hinders Academic Achievement
American Bar Association and Casey Family Programs Legal Center for Foster Care and Education
Casey Family Services
Discussion Guide: Helping Children Aging out of Foster Care Prepare for Independence
The CDHS DATA Book for 2013
Colorado Department of Education: Foster Care Education
Foster Care Legislative Report
Foster care and Education
Fostering Success in Education
School Discipline and Youth in Foster Care