fys 2013-14 year end report - foster youth services (ca ... · section 42923 requires the sspi to...

California Department of Education Foster Youth Services Programs

Year-End Report July 1, 2014–June 30, 2015

Name of County/District: San Diego

Name of Foster Youth Services or Juvenile Detention Program Coordinator: Michelle Lustig, Ed.D., MSW, PPSC

Year of Initial Foster Youth Services Program Grant Award: 2000

The Foster Youth Services (FYS) Program Grant specifies that grantees are to submit a report to the State Superintendent of Public Instruction (SSPI) at the end of each school year that addresses the coordination and delivery of services, collaboration between partners, and quantitative data on program activities and services. California Education Code (EC) Section 42923 requires the SSPI to submit a report to the Governor and the Legislature on the effectiveness of services provided to foster youth through the FYS programs. To comply with these requirements, all FYS programs are asked to complete and return this Year-End Report by August 31, 2015, to:

Lisa Guillen, Foster Youth Services Consultant Coordinated School Health and Safety Office

California Department of Education 1430 N Street, Suite 6408

Sacramento, CA 95814-5901

Note: If a question does not apply to your program or you do not have the data, please answer the question with N/A (Not Applicable).

PART I: GENERAL PROGRAM DESCRIPTION

A. Specify the grant program components applicable to your FYS Program Year-End Report. One report must be completed for each program that received funding. Check all that apply:

Core Countywide Juvenile Detention

B. Describe the guiding principles used to establish a priority, or hierarchy, for services to foster youth as specified in EC Section 42921(d). Your description should include the process by which your FYS Program’s 2014–15 guiding principles and hierarchy of services were developed and identify the collaborative partners who participated in the process.

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The San Diego County Office of Education Foster Youth and Homeless Education Services Program (SDCOE, FY&HES), formerly Foster Youth Services, continued the commitment to the guiding principle determined in collaboration with all community stakeholders and in compliance with EC Section 42921 (d). This guiding principal was to continue our commitment to provide a broad range of direct services, trainings, and supports to as many students in foster care (including tribal youth) as possible throughout all six (6) regions (and Residential Services) covered by San Diego County Health and Human Services Agency-Child Welfare Services (HHSA-CWS). There were a total of 2,213 school aged children in foster care in the 2014/2015 fiscal year placed in non-relative placements (also excluding those students served in family maintenance and family reunification)

Our strategy to ensure seamless identification and service provision includes having Education Liaisons out-stationed and co-located in each Child Welfare office. These staff members are co-funded by SDCOE, FY&HES and HHSA-CWS. The HHSA-CWS regions include North Coastal, North Inland, East, South, Central, and North Central. An additional specialized “region” office is Residential Services for children placed in Foster Family Agency homes (FFA) and Licensed Children’s Institutions (LCI’s). This regional office also contains the Independent Living Skills Program as well as the Extended Foster Care Units. CWS Adoptions Units are managed by Centralized Child Welfare Services and are housed within North Coastal, North Central, North Inland and South regions. In addition, a countywide Medically Fragile Unit is housed in the North Central location. Within these regions, specific emphasis is placed on serving those youth with the greatest academic needs and those facing educational challenges as identified by the adults in their lives: social workers, attorneys, CASAs, mentors, education representatives, caregivers, and judges.

The Indian Specialty Unit (ISU) is comprised of Child Welfare Services (CWS) social workers who provide culturally-appropriate case management services in conjunction with tribal services to families that have been identified as Native American Indian. All services are in compliance with the Indian Child Welfare Act (ICWA). The unit is managed by North Inland region but provides countywide services.

SDCOE, FY&HES determined that due to our size and the vast variety of needs, our hierarchy and methodology would be determined as follows: All students in need of any assistance will be referred to an Educational Liaison out-stationed in a HHSA-CWS region office. More information on these staff positions and their funding is included below. A referral will be opened and the Educational Liaison will investigate and provide support in all identified areas of need. The referral will remain open until all concerns have been addressed or resolved. Referrals are generally made by social workers, but can be made by any stakeholder in the student’s life. All calls that come into the main FY&HES office will be routed to an Educational Liaison in the region where the child’s case is carried. All services identified and delivered will be tracked on the monthly tracking form (see Attachment 1). This ensures that all services are accounted for and all numbers of services provided are unduplicated.

The community need aligned well with the mandates of EC 42921 with a strong emphasis on tutoring services and other types of academic supports. These supports include remediation services as well as academic tutoring, transportation assistance, and educational case management. In order to increase the focus on school stability, an area identified as in need of attention, SDCOE, FY&HES applied for and received a grant from the Administration of Children and Families (ACF) which allowed us to pilot different transportation options. Additionally, we continue to participate in Team Decision Making Meetings (TDM's) which are used in San Diego County, primarily when a child is removed from the home or when a placement change is imminent. This effort has helped sustain an increased awareness of the need for school stability and continues to influence the conversations around change of placement issues. In addition, we

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continue to focus on school stability (among other goals) in the School Success Project. This collaborative effort allows SDCOE, FY&HES to place ten (10) specialized Educational Liaisons in HHSA-CWS offices. This collaborative effort, which grew out of San Diego’s participation in the Ready to Succeed Initiative funded by The Stuart Foundation, involves HHSA- CWS utilizing our FYS funding to draw down Title IV-E match funding. As we enter our fifth year on this five (5) year contract (for 45% of the cost of our staff salary and benefits) we have begun negotiations to continue this effort for an additional 5 (five) years. Due to the significant shifts in our programming due to legislative mandate changes, these conversations are on-going. We have solid evidence that this effort continues to improve academic and educational outcomes for our students’ countywide while producing lasting systems change. One significant example of this impact is that 80% of all children changing placements that were referred to our Educational Liaison remained in their school of origin when it was determined to be in their best interest to do so during the 2014/2015 fiscal year.

SDCOE, FY&HES continues to address the community’s need for preparation to post-secondary education by facilitating the College Connection Advisory Council and events which provide exposure to college campuses for high school aged youth. In addition, SDCOE, FY&HES staff have been welcomed into the tribal community, remaining an active member of Tribal Successful Transitions for Adult Readiness (Tribal STAR), a collaborative that brings together HHSA-CWS and the community which focuses on successful transitions for tribal youth.

All decisions regarding programming for the SDCOE, FY&HES programs are made through the Foster Youth Services Advisory Committee (FYSAC) which is chaired by the Presiding Judge of the San Diego County Juvenile Court. The agencies represented in the committee include:

• San Diego County Superior Court - Juvenile Division • San Diego County Office of Education, Foster Youth and Homeless Education Services • San Diego County Office of Education, Juvenile Court and Community Schools • County of San Diego Health and Human Services Agency, Child Welfare Services • County of San Diego County Probation Department • Dependency Legal Group • San Diego Volunteer Lawyers Program, Inc. • San Diego Unified School District • Grossmont Union High School District • Sweetwater Union High School District • Casey Family Programs • Voices for Children-CASA • Promises 2 Kids (formerly Child Abuse Prevention Foundation) • Vista Unified School District • Rady Children’s Hospital – San Diego • San Diego School Board Association • Grossmont Community College

The Foster Youth Student Information System (FY-SIS©) continues to be the mechanism used to house and securely share the educational records for all children under the supervision of the Juvenile Court. Enhancements are being made to this database utilizing both FYS funding as well as funding received from the Administration of Children and Families through the Education Collaboration Grant. More information on this grant and its goals, as they align with FYS mandates, will be discussed below.

San Diego County continues to view transition services as those services provided to youth as they move between home placements and school placements. With our School Success effort, out-stationed liaisons continue to provide support for children as they move home placements. In

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addition, we continue to explore ways to support transportation needs of our students and the stakeholders who serve them.

1. Identify the services to be provided through your FYS Program, as

specified in EC Section 42921(d) and check all that apply:

Tutoring

Mentoring

Counseling

Transition

Emancipation

2. Please provide a brief description of each service that has been provided

by your FYS Program (Not to exceed one page per description.) Tutoring Foster Youth and Homeless Education Services strives to develop efficient, accessible, and cost-effective coordination of educational support services with collaborative partners to achieve increased academic outcomes. SDCOE, FY&HES offers tutoring services in core subject areas for students in K-12 living in non-relative foster care placements. Current available tutoring programs include:

• The Tutor Connection Program: The goals are two-fold: (1) To assist students in foster care in overcoming educational obstacles. (2) To inform future teachers about the unique needs of students in foster care by partnering pre-service teachers as tutors with current students in foster care. We are currently working with California State University San Marcos and San Diego State University with this program. All tutorial services were provided in-home and coordinated with classroom teachers.

• Strategic Tutoring Model: This tutor model is used by San Diego State University students who are participating with the Tutor Connection Program. The tutors provide in-home tutoring services which use the Strategic Tutoring model helping students learn techniques that successful learners employ as they acquire new knowledge.

• The Ed Ladder: This service provided intensive in-home tutorial services through qualified, certificated and experienced teachers. Each student worked with the teacher to set personalized academic goals and created a learning plan for service delivery. All services were provided in-home and coordinated with classroom teachers.

• Summer Academic Enrichment Services: FY&HES provided fourteen scholarships to the Strong Minds-Strong Bodies Summer Camp and seven scholarships to the Kindergarten Prep program offered by Oxford Tutoring. Strong Minds-Strong Bodies Summer Camp supported academic growth and learning through specific activities including the Bernoulli Principle, discovering air and movement, sea and water life, all about San Diego, and all about science. In the Kindergarten Prep program students entering kindergarten in the fall were introduced to foundational skills for early school success. Curriculum included number sense, letters, sounds, blending, and phonics skills.

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• Title I-Neglected and Delinquent: SDCOE, FY&HES provides support to all districts in San Diego for the identification of eligible students and facilitates survey distribution and collection to enable our school districts to add students in foster care to their Consolidated Application.

Through our coordination of services, we are able to refer students who are not covered under SDCOE, FY&HES services to community programs such as: local school districts, Turning the Hearts, Everyone a Reader Program, DASH & REACH programs through Chula Vista Library, and also live online homework help through San Diego City Libraries.

Mentoring Our office continues to provide referrals and support to the County of San Diego, HHSA-CWS Foster Youth Mentor Program. Often, tutors under the Tutor Connection Program go through the process to become official mentors via the HHSA, CWS Foster Youth Mentor Program. Since all tutors are trained by our staff and live scanned by HHSA, CWS, the transition is seamless and truly provides consistency for the students in foster care. Educational Case Management Services One of our Education Liaisons is co-located at Polinsky Children’s Center (PCC), San Diego County’s receiving home. Educational Case Management Services were provided to a wide array of students as they passed through PCC, either as they entered foster care or as they changed placements. AB490 Case Opening and Case Closure Notification During the 2013/2014 fiscal year AB 490 Foster Care Liaisons identified a need for schools to be notified when children were entering foster care and when their cases were closed at reunification, guardianship or adoption. This need was heightened as schools needed to identify children in foster care appropriately under LCFF and the reports from CALPADS were not yet available. FYSAC determined that we could create a process of notification that is generated at the court hearing. Minor’s attorneys (Dependency Legal Group) complete an AB 490 Notification or Case Closure form (See Attachment 2). This form is either scanned or faxed to our FY&HES office and is then forwarded directly to the AB 490 School District Liaison who notifies the school site of the status change. We believe this is an important service that allows students in foster care to be immediately identified as eligible for all available services outlined in the school districts LCAP. In addition, case closure information provides the information necessary to facilitate a student accessing their rights granted under EC 48853.5 (e) (3) which allows a high school student to remain through graduation in their school of origin if the court’s jurisdiction is terminated. While it is hoped that the statewide disaggregated data match will allow school districts to access similar information, some of the data we include on these forms will not be readily available, such as current educational right holder, relationship of educational rights holder to the child, attorney’s name and phone number, etc. We intend to continue this process as long as it provides valued information to our school districts and ensures identification and access to services of our students.

Transition/Emancipation Services College Connection College Connection is an effort that began in 2002 when FY&HES met with a small group of former youth in foster care to discuss their difficulties navigating the higher

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education system. Since that initial meeting, the College Connection Advisory Council (CCAC) was formed by San Diego universities, community colleges, Child Welfare Services, Independent Living Skills contracted providers, and other agencies to motivate and encourage students in foster care to seek higher education. Members of CCAC are aware of the obstacles faced by youth in foster care in accessing higher education and they are committed to breaking down the barriers that impede the youth’s overall success. Events are hosted at different colleges throughout the year to give students the opportunity to visit and tour individual campuses and to participate in workshops. Workshops cover topics such as financial aid, housing, and student support services. Former students in foster care who are attending the hosting college or have graduated from college participate as ambassadors to youth visiting the campus. In addition, students have an opportunity to meet with campus representatives to learn about different certificated programs, various trades, short-term careers, on-the-job training, and entry level positions. Pre-Employment Traineeship Program (PET) The Pre-Employment Traineeship program (PET) is a four (4) week traineeship that gives students in foster care, ages 13-15, an opportunity to develop employment “soft skills” while onsite with an employer in their community. This enables youth to develop skills in a “real world” environment, allowing for learning to be transferred from one setting to another. “Soft skills” development focuses on how the youth relate to other people and perform on the job rather than on the specific, teachable abilities that may be required for a specific job. PET focuses on “5 Behaviors” that employers have identified as key attributes for employees to demonstrate in the workplace. These are: attendance and punctuality; workplace appearance; following directions and accepting feedback; taking initiative and being accountable; and interacting positively with supervisor and co-workers. Youth earn a stipend based on their performance in the five (5) areas, which they receive upon completion. Before beginning the traineeship, youth participate in work readiness training. During their training, students learn introductory skills in business etiquette, grooming, completing a job application, interviewing, and understanding program components. Once the assignment begins, a PET coach visits the training site each week to meet with the youth and site supervisor to discuss behaviors and performance of foundational work skills. Youth are placed throughout San Diego County in local businesses, universities, colleges, and libraries during the summer in order to gain enriching pre-employment skills. Promoting Increased School Stability and Permanence (Administration of Children and Families (ACF) Grant: In 2012, FY&HES was granted a two-year $500,000 federal grant from the federal Administration of Children and Families ($488,750 after mandatory Federal cuts). Over the course of the two years, the grant focused on four primary areas to increase the educational stability of students in foster care: transportation, information sharing, supporting students with mental health issues, and training Voices for Children - Court Appointed Special Advocates on the educational needs and rights of students in foster care. In 2014, we requested and received a one year, no-cost extension in order to expend remaining funds. The one year extension went through July 30, 2015 and was solely for continuation of the transportation efforts of the project. The three transportation providers had their contracts extended and continued to provide services to students coordinated

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through our office. Students were eligible when they had experienced a placement change and it was determined to be in their best interest to remain in their school of origin. School Success Project: This project is a joint effort of the SDCOE, FY&HES and San Diego County HHSA-CWS utilizing match funding from Title IV-E. This effort has provided San Diego the opportunity to fund 10 (Ten) Educational Liaisons to be co-located with HHSA-CWS staff in nine (9) of the county’s regional offices. SDCOE, FY&HES Educational Liaisons serve as subject matter experts. They support social workers in the educational placement and services for students in foster care. The School Success Project helps identify the educational needs of children and youth in foster care early while affording these students access to the full array of academic supports, services, and resources available to all students. In particular, through the referral process, the Educational Liaison ensures that youth are connected to any SDCOE, FY&HES provided services that may be needed, and connect youth to community-based services in their areas. Goals of the project include increased school stability, increased high school graduation rates, increased identification for service provision to students needing special education, and increase in HHSA-CWS worker knowledge of educational issues and advocacy. Not only is the identified issue addressed, but additional work is done to ensure that the students’ needs in all educational areas are identified and addressed. This year the liaisons also tracked the number of “other consultations” for services they provided that do not appear on the tracking form. The total this year was 1964. The most common services included (but were not limited to) the following:

• Consultations with School District Foster Care Liaison or other school personnel regarding foster youth and/or education laws

• Consultations with post-secondary institutions regarding the college enrollment process, financial aid, and/or resources at campus for alumni of foster care

• Consultation with community advocates for services related to education • Consultation with care providers regarding the education of youth in their care

All SDCOE, FY&HES out-stationed Educational Liaisons utilize the school of origin best interest methodology to consider school placement during a placement change. A Best Interest Determination form (Attachment 3) is utilized for this purpose. This methodology and information was looked at from the perspective of the student, educational rights holder, CWS workers and school district. The baseline data for this content area showed youth were remaining in school of origin at a rate of 50% for the start of the 2011-12 school year. The rate increased to 84% in the 2013/2014 school year. At the close of the 2014-15 school year youth remained in their school of origin at a rate of 80%.

FY&HES staff works vigorously to provide the very best services and support to youth. The hard work of our staff does not go unnoticed by school district personnel and social workers. FY&HES staff has been recognized by school districts for being helpful, responsive, and dedicated to students in foster care. They help problem solve on numerous occasions to reduce or eliminate barriers to children getting to school and being ready to learn. FY&HES staff has been recognized for their hard work and dedication to support social workers with ensuring the education of foster youth be a priority when making critical decisions.

3. Please provide a brief description of your program activities, collaborative structures or technical support for your school districts related to Local

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Control Funding Formula implementation for foster youth. (Not to exceed one page per description.)

• Case open and closure notification: Dependency Legal Group sends a notification (Attachment 4) to FY&HES each time a child is detained (case opening) and when a case is closed either thru reunification, adoption, or guardianship. This notification is sent to the school district AB 490 Liaison where the child is enrolled and allows for immediate awareness of the students status which then can be updated in the LEA’s student information system.

• FY-SIS and data clean up: FY&HES assisted our LEA’s with data tracking and clean of the CALPADS lists via our FY-SIS system. This process also helped us to identify problems with the statewide data match which we shared with CDE.

• CALPADS meeting: FY&HES hosted a meeting for all of our LEA’s and invited Paula Mishima from CDE to present information on the statewide data match and available reports. We invited AB 490 Liaison and CALPADS Administrators, providing the opportunity for collaboration within and across our LEAs. We recorded this training and have it available on our website. We have shared it with other COEs across the state as well.

• LCAP meeting: As a follow up to the Stakeholder Engagement meeting we convened last year, FY&HES in collaboration with Learning and Leadership facilitated a LCAP Stakeholder Panel. The Panel consisted of Judge Carolyn Caietti, Presiding Judge of Juvenile Court, Debra Zanders –Willis, Child Welfare Director San Diego County Health and Human Services Agency, Candi Mayes, Executive Director and CEO of Dependency Legal Group of San Diego, Stephen Moore, Senior Program Manager, Voices for Children, Marian Plunkett, Ph.D., Retired Scientist, Foster Parent, Special Families Foster Care, Stewart Holzman, Program Manager, Special Families Foster Care and Chair of AFFA (Association of Foster Family Agencies), and Sarah Pauter, MPPA, Executive Youth Partner of Family & Youth Roundtable and California Youth Ambassador with FosterClub. The panel responded to three questions:

o Question 1: What services and supports currently being offered are effective? o Question 2: What is not working/problematic or harmful? o Question 3: What do we need?

Representatives from 21 districts attended. The districts were: Alpine, Cajon Valley, Chula Vista, Coronado, Escondido HS, Grossmont, Jamul-Dulzura, La Mesa-Spring Valley, Lakeside, Lemon Grove, Mountain Empire, National, Oceanside, SDCOE, SDUSD, San Marcos, San Ysidro, Santee, South Bay, Sweetwater HS, and Vista. In addition, Imperial COE was also in attendance.

• Endless Dreams-California: FY&HES spearheaded the update and revamp of Endless Dreams with Casey Family Programs. This 5 module curriculum is designed to help schools understand and address the needs of students in foster care. We provided this training to multiple stakeholders in San Diego and across the state. The 5 modules are:

o Introduction to the Educational Needs of Youth in Foster Care o Child Welfare 101-Understanding the System o Trauma Sensitive Schools o Promoting School Stability & Academic Success: Roles and Responsibilities o Preparing Youth to Enter Into & Complete Postsecondary Education

• Trauma Informed Practices for Schools: FY&HES led SDCOE in its effort to inform schools about Trauma Informed Practices. We worked collaboratively to create the

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Trauma Informed Practices for Schools (TIPS) curriculum and are responsible for helping to implement it at COE and County wide level.

• LCAP review: Michelle Lustig reviewed each school district LCAP and found places where the services and supports we offered could complement and supplement the efforts our school districts were under taking.

PART II: PROGRAM DATA


1. How many total foster youth are eligible for FYS Program services in your program area (district/county)? (Eligible foster youth [both in-county and out-of-county] include those ages four through twenty-one residing in licensed foster homes, as defined by EC Section 42921(e), or county-operated juvenile detention facilities.)

Note: Only current FYS Juvenile Detention Program (JDP) grantees are

required to provide information on foster youth in juvenile detention facilities and camps and/or ranches. This information is optional for programs that are not grantees of the JDP.

Licensed Foster Homes

2213 Juvenile Detention Facilities

341 Camps and/or Ranches

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2. How many eligible foster youth received services through your FYS Program? Include the number of unduplicated individual foster youth that received services directly from your FYS Program; indirectly through FYS collaboration with child welfare, juvenile courts, local educational agencies (LEA), etc., (refer to EC Section 42921[c]); or through referral to a collaborative partner or LEA.

Total Number: Please indicate the total number of individual students served

directly, indirectly, and through referral.

Direct Services: Please indicate the number of students who received services provided by the FYS Program directly. Example: FYS staff or contractors were directly involved in tutoring, advocating, or doing educational case management for 25 students.

Indirect Services: Please indicate the number of students who received services provided by the FYS Program in collaboration with local partners. Example: FYS staff participated in a school-based case management process in partnership with school site staff and/or other partners.

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Referred Services: Please indicate the number of students who were referred to other agencies or departments for services. Example: FYS staff referred 25 students for mentoring services through the partner collaborative structure.

Total Number of Youth Served:___1411**

Direct 1031

Indirect 320

Referral 60

** A total of 4871 individual services were provided to duplicated students. Of

those, 3585 were direct, 950 were indirect, and 362 were referrals.

3. Provide the following information for each of the four FYS Program outcomes. All boxes should be completed. Use the “Further comments relevant to your FYS Program” section in A.5 below to explain anything unique about your FYS Program relative to the requested data.

A. Timely and Appropriate School Placement (Aligns with EC Section 42921[c][1], [2], [8], and [d][5])

A.1

Does Your FYS Program Use a Data-Sharing

System with Other Agencies and/or

Local School Districts? (Yes/No)

A.2 Number of

Foster Youth Records

Transferred to Other Schools

A.3 Average Number of Days for Transfer of

Records (EC Section

48853.5[d][4][c]) (Sum of Days for Transfer/Sum of

Records)

A.4 Type of Records Transfer:

Electronic or Paper

Yes 3,359 1 Electronic

A.5 Total Number of Foster Youth Receiving Support Services for Appropriate Placement: ____428_______ (Specify below)

Specify the type and number of support services provided to ensure appropriate school placement: Note: The sum of information below should be shown in A.5. Special Education Support

262 Team Decision Making (TDM) 124

Section 504 Accommodation 6 Student Study

Team (SST) 36

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Identify other services here:

Enrollment 418 School of Origin 652 Ed rights 346 Discipline 44 School Placement 417 AB 490 Notification-

Case open 306

Ed Rights/FYSIS 241 AB 490 Notification-Case Closure

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Ed Rights/JV-535 73 Dual Jurisdiction 243

Further comments relevant to your FYS Program:

• SDCOE, FY&HES has a longstanding history of working collaboratively with all school district AB 490 Foster Care Liaisons to ensure compliance with all legislative mandates including but not limited to: AB 490, AB 1858, AB 1353, AB 1573, AB 1909, AB 2060, AB 167/216, as well as all legislative entitlements including the Fostering Connections to Success Act. We actively work to ensure immediate and appropriate enrollment for all students in foster care including those who are considered homeless under McKinney Vento. SDCOE, FY&HES facilitates and/or participates in regional collaborative meetings, which include HHSA-CWS social workers and supervisors and school site and district personnel including AB 490 Foster Care Liaisons. SDCOE, FY&HES hosts quarterly Joint AB 490/McKinney Vento Liaison meetings and often include other community stakeholders in these forums. These meetings began in 2006 and have created a community of concerned, informed and dedicated professionals working together to address the educational needs of students in foster care. Although budget constraints have often challenged our goal of best proactive policies, these engaged leaders from our community work diligently to address needs and close the achievement gap. Each year representatives from community based organizations present information increase awareness of resources and supports. The focus is on problem solving, increasing communication, information sharing, cross systems collaboration and coordinated support. In addition, SDCOE, FY&HES participates in tribal-led meetings which focus is on successful transition for tribal youth. The dramatic changes in public education regarding the Local Control Funding Formula (LCFF) and Local Control Accountability Plans (LCAP) provided a unique opportunity for us to test the level of collaboration and engagement in our county.

• When a dependent child commits a crime or a delinquent ward appears to be the

victim of abuse and/or neglect, the Probation Department, Child Welfare Services, and the Juvenile Court work together to determine which system (delinquency or dependency) can best serve the child. This process is accomplished through the Dual Jurisdiction Hearing (also known as Meet and Confer). Some children on the Dual Jurisdiction Hearing calendar will move from the dependency system to the delinquency system. Additionally, some youth who are detained or on probation as a result of their delinquent conduct may move into the dependency system. SDCOE, FY&HES attempts to serve these two populations of students as they transition to community and comprehensive school sites by attending the Dual Calendar Hearing. SDCOE, FY&HES Educational Liaisons rotate their attendance at these hearings to

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provide the court with information on educational related questions and to provide follow-up services to youth heard on the calendar. In 2014-15, SDCOE, FY&HES Educational Liaisons attended 50 Dual Calendar Hearings at which 444 cases were heard.

B. Self-Advocacy Support Services

(Aligns with EC Section 42921[c][5] and [d][2][C][D])

Number of Foster Youth Receiving

Self-Advocacy Materials or Training

Number of Foster Youth Participating in

Leadership/Youth Development Activities

Direct _228_ Indirect _1___ Referral _0___ Total _229_

Direct _228_ Indirect _59__ Referral _0___ Total _287_

Direct Services: Please indicate the number of students who received services provided by the FYS Program directly. Example: FYS staff or contractors trained 25 students on self-advocacy.

Indirect Services: Please indicate the number of students who received services provided by the FYS Program in collaboration with local partners. Example: FYS staff actively participated in collaborative meetings to discuss leadership camp opportunities for 22 students.

Referred Services: Please indicate the number of students who were referred to other agencies or departments for services. Example: FYS staff referred 30 students to the local Independent Living Program.

Total Number: Please indicate the total number of individual students served

directly, indirectly, and through referral.

• Specify the type of self-advocacy materials or training:

The following self-advocacy materials and trainings were provided directly and indirectly to students in foster care by SDCOE, FY&HES as well as community and partnering agencies serving students in foster care:

o 4th Annual San Diego Foster Care Education Summit-Youth Engagement training o 4th Annual San Diego Foster Care Education Summit o 4th Annual San Diego Foster Care Education Youth Ambassador training

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o AB 490 wallet cards o AB 167/216 informational material o “What Students Need To Know About Their Education” pamphlet o Financial-aid and scholarship information specific to students in foster care o University and college admissions and prerequisites o Adult education options o Vocational, technical, and certificated programs o Career options o Student support services and programs (on-campus and off-campus) o California College Pathways Educational Planning Guide o Know your Rights brochure

• Specify the type of leadership or youth development activities:

SDCOE, FY&HES hosted a variety of events at local post-secondary institutions, licensed care facilities and detention facilities including the 4th Annual San Diego Foster Care Education Summit- and Youth Engagement training (2 day event) and 4th Annual San Diego Foster Care Education Youth Ambassador training. Topics included: o Understanding the value of education o Using your voice to explain why education/school matters o How to use your message to help other youth o Leadership and team building skills o Looking at how your past may be impacting your current school experience o On-campus and off-campus support services to increase retention rates o Educational Rights o Promises2Kids-support programs o California Youth Connection opportunities o California College Pathways o Transfer requirements o Student life o Campus organizations o Money management and budget planning o Campus tours o General education requirements o Academic and vocational training options o Financial aid, scholarships and grants o Admission requirements o College athletics o Career development o Career assessments o Human resources

• Include further comments relevant to your FYS Program:

This year SDCOE, FY&HES hosted the Fourth Annual San Diego Foster Youth Education Summit, a two-day, two part conference. For the first time this event was held at San Diego State University (SDSU) and hosted by EOPS. The first day of the conference was led by Jaiya John, Dee Hankins, and 11 Youth Ambassadors (alumni of foster care). Youth Ambassadors spent 3 days in training learning the skills needed to lead the larger group of

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young people at the Summit. On the first day of the event, 17 youth attendees participated in activities such as team building, strategic sharing, leadership development, empowerment activities, learning how to use their voice effectively, and networking activities. On the second day of the conference, youth incorporated all these skills to create a youth-focused environment. During the second day, over 298 stakeholders from San Diego County attended a full day conference. Opening welcomes were provided by SDSU Guardian Scholars Director, Josephine Mojica, San Diego County Superintendent of Schools, Dr. Randolph Ward, Presiding Juvenile Court Judge, Carolyn Caietti, and Assistant Director of HHSA-CWS, Cathy Palatella. Youth voice was infused throughout the day, from the opening plenary, through each workshop session. Feedback from this event was again, overwhelmingly positive (Attachment 5). We look forward to having this be an annual event, and have already begun planning for 2016 with SDSU hosting us once again. We are also going to engage more community partners to co-fund next year’s event.

C. Completion of Educational Programs (Optional for Juvenile Detention Program

Grant)

C.1 Number of

Grade Nine–Twelve

Foster Youth Served by

FYS Program

C.2 Number of

Foster Youth Passing the

Entire California High School Exit

Examination (CAHSEE)1

(Also see below.)

C.3 Number of

Grade Twelve Foster Youth

Eligible to Complete High

School Program2

C.4 Number of Foster

Youth Projected to Complete High

School Program3 by September 1, 2015

C.5 Number of Foster Youth Completing

High School Program4 by

September 1, 2015

546 73 183 138 137

Identify the number of foster youth passing only the math section of the CAHSEE:

Identify the number of foster youth passing only the reading section of the CAHSEE:

CAHSEE - Passed 73 CAHSEE - Waived 9 CAHSEE - NOT Passed 1

1 For the purpose of these counts, please only count students who have passed both the math and reading parts of the CAHSEE. 2 For this purpose, completion of the high school program means attaining a high school diploma, certificate of completion, or General Educational Development (GED®) Test, or passage of the California High School Proficiency Examination. 3 For this purpose, please count the number of youth who were on target to graduate after summer session. 4 For this purpose, please count the number of youth who actually completed programs after summer session.

19

For the foster youth identified above as projected to complete their high school program, specify the number and method of completion:

The total of the numbers below needs to equal the number in C.5

High School Diploma 129 Certificate of

Completion 6

Graduation Equivalency Diploma

2

California High School Proficiency Examination

0

Further comments relevant to your FYS Program:

Data regarding CAHSEE passage and graduation rates provided to SDCOE, FY&HES by HHSA, CWS and includes all students in foster care under Child Welfare’s authority.

D. Transition to Independent Living or Higher Education (Aligns with EC Section 42921[d][2][C][D])


Independent Living Related Services


Vocational/Career Technical Education

Support Services

Number of Foster Youth Receiving Post-Secondary Preparation and

Support Services

Direct 236 Indirect 58 Referral 0 Total 294



Specify the type of independent living services provided through your FYS Program.

San Diego County continues to have unique and innovative methods for delivery of Independent Living Skills (ILS) services to current and former foster youth. All ILS contractors have specific requirements that relate to education, employment, and vocational outcomes. FY&HES supports these efforts and collaborates with all of the ILS contractors.

Additionally, we provide on-site informational sessions for those unable to attend the events described above (i.e. incarcerated youth).

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Identify the collaborative partner(s) that provide independent living related activities for foster youth referred by your FYS Program.

• ACCESS, Inc. • Cal State University San Marcos • Promises2Kids (formerly Child Abuse Prevention Foundation) • Casey Family Programs • Cuyamaca College • Grossmont College • Mira Costa College • Miramar College • Palomar College • San Diego City College • San Diego Community College District • San Diego County Probation Department • San Diego County HHSA, CWS. ILS • San Diego Mesa College • San Diego State University • San Diego Unified • San Diego Youth Services (SDYS) • SDCOE JCCS • South Bay Community Services (SBCS) • Southwestern College • University of California, San Diego • Voices for Children • YMCA • New Haven

Specify the type of vocational/career technical education support services provided through your FYS Program.9

SDCOE, FY&HES College Connection Advisory Council and other community partners collaborated to host the All College and Career Day/I Can Go To College event at Southwestern College. The purpose of this event is to encourage the participants to plan for college enrollment and/or consider career options upon high school graduation by providing them opportunities to meet with representatives from local community colleges, universities, apprenticeship programs and community agencies to help them learn about educational and career options available to them as they transition from the foster care system into independence. The day included a student life tour to learn about the different opportunities offered at a community college campus like athletics, health sciences, child development, and the arts. Youth learned about the different services and help available at a community college and university campus and how to be successful college students wherever they decide to attend school. Students also learned about the academic and career programs available through community colleges that will prepare them for the 21st century workforce.

SDCOE, FY&HES partnered with Cuyamaca College, Southwestern College, and Promises2Kids to present a financial aid workshop for foster youth adult supporters that will be assisting youth in applying to post-secondary institutions. Social workers, ILS contractors, attorneys, group home providers, mentors, and school representatives

21

attended this workshop. The workshop provided information on financial aid guidelines, financial aid process, financial aid timelines, and scholarship and grant opportunities available to foster youth.

Specify the type of post-secondary preparation support services provided through your FYS Program.

SDCOE, FY&HES continues to receive active support, participation, and contribution from the College Connection Advisory Council members in providing and implementing transitional and emancipation services through College Connection events.

College Connection events bring groups of current and former foster youth to local colleges or universities for a day of exposure to campus life, admission requirements, campus support programs and services, financial aid requirements, housing, student organization, and general campus expectations. Students are also exposed to many aspects of career options and opportunities provided on-campus and off-campus. Other activities include workshops, classes, lectures, and youth panels. SDCOE, FY&HES College Connection Advisory Council and other community partners collaborated to host the All College and Career Day/I Can Go To College event at Southwestern College. The purpose of this event is to encourage the participants to plan for college enrollment and/or consider career options upon high school graduation by providing them opportunities to meet with representatives from local community colleges, universities, apprenticeship programs and community agencies to help them learn about educational and career options that are available to them as they transition from the foster care system into independence. The day included a student life tour to learn about the different opportunities offered at a community college campus like athletics, health sciences, child development, and the arts. Youth learned about the different services and help available at a community college and university campus and how to be successful college students wherever they decide to attend school. Students also learned about the academic and career programs available through community colleges that will prepare them for the 21st century workforce.

Additionally, SDCOE, FY&HES provided on-site informational sessions for those youth unable to attend the events described above (i.e. incarcerated youth) by attending the JCCS Resource Fairs. Community partners were brought together to provide resources to 60 high school juniors and seniors from the JCCS work-readiness program at Camp Barrett and JCCS community day schools. The students were able to obtain information on job placement, housing, college, career-technical education and certification, internships, and more.

Provide any further comments relevant to your FYS Program.

In recent years, SDCOE, FY&HES College Connection Advisory Council collaborated with San Diego’s Juvenile Court “I Can Go To College” Advisory Committee to organize one effort to leverage resources and capitalize on our joint effort to co-host the All College and Career Day/I Can Go To College event. Details of the last event were mentioned above.

22

3. Identify the number of foster youth receiving additional services through your FYS Program.

Services Provided Direct

Services to Foster Youth

Indirect Services to

Foster Youth

Referral for Services to Foster Youth

Academic Counseling 240 9 0

Academic Tutoring 175 4 265

Advocacy and Consultation 1017 311 1

Educational Assessment 34 88 0

Link to Community Services 115 31 32

Mentoring 0 0 0

School-Based Behavioral Support Services 29 15 0

Other (please specify) – Credit Recovery Assistance 12 7 0

Educational Summer Camp 15 0 1

Enrollment assistance 354 64 0

Transportation Assistance 251 46 7 Training provided by the FYS Program to LEAs, care providers, child welfare, and other agencies on the educational rights and/or unique needs of foster youth. Specify the number of trainings provided, the target population, and the number of those in attendance. Identify “Other” agencies in the last column.

Number of

Trainings Number of Attendees Specify Other Here

LEAs

17

LEAs

402

Colleges & Universities – 3 Community Partners - 6

Providers

3

Providers

31

LEAs – 9 Community Providers - 6 Voices for Children-CASA - 4

Child Welfare

14

Child Welfare

240

Community Partners - 15

Other

30

Other

854

LEAs 282 Attorneys/Judges/Court Staff 25 Community Partners 509

Child Welfare 14 Voices for Children - CASA 24

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PART III: PROGRAMMATIC INFORMATION A. Local Advisory Group/Collaborative Partners What local advisory group representatives/collaborative partners does your FYS Program work with in determining the

direction of program services and provision of services? Please include multidisciplinary team (MDT) and health and education passport (HEP) activities. If your FYS Program is party to an Interagency Agreement, Memorandum of Understanding, or court order, submit a copy with this report. Check all that apply. (Aligns with EC Section 42921[d][4].)

Collaborative Partner Participates

in FYS Advisory Activities

Co-located

with FYS Staff

Involved in

HEP

Provides Student

Referrals to FYS

FYS Participates in MDT Case

Planning

Party to Formal

Interagency Agreement with FYS

Alcohol and Other Drug Programs Colleges/Universities Community-Based Organizations County Departments of Mental Health County Employment Development Offices County Probation County Public Health County Social Services Courts Faith-Based Organizations Former and Current Foster Youth Foster Youth Advocacy Groups Group Home Providers Independent Living Skills Programs Private Industry Schools and District Offices Tribal Organizations Other (Please List): Dependency Legal Group (Minor’s Counsel) Voices for Children (CASA)

24

2014-2015 Foster Youth Services Programs Year-End Report


1. Is there anything else you would like to add regarding the local advisory

group’s role in effective service provision for foster youth?

Not at this time

2. If you have or are developing a formal Interagency Agreement (i.e., Memorandum of Understanding, Court Orders, etc.), please summarize your efforts, role, the list of participating agencies, and the purpose of the Interagency Agreement below.

The revised agreement includes all current legislation including AB 167/216, AB 81, AB 1853, SB 1353, AB 1933 and The Fostering Connections to Success Act, again suggesting best practices to meet these mandates. The agreement covers all stakeholders’ responsibilities under AB 490, allows for the automated exchange of health and education data, and suggests procedures for compliance with the mandates and requirements of AB 490. The combined efforts of FYSAC/ED Committee, community stakeholders, the Interagency Agreement, Memorandum of Agreements and FY-SIS© increase communication, expedite the transfer of records in a timely manner, ensure appropriate school placement, and address educational issues. While SDCOE, FY&HES administers FY-SIS©, this could not be accomplished without the weekly downloads from Child Welfare Services-Case Management System (CWS,CMS), Probation’s PCMS system, daily downloads from juvenile court, probation, and our school districts. The availability of this information allows our authorized users to access educational information in a timely manner and increases accountability on all levels. FYSAC/ED Committee is an active participant in all decisions made regarding FY-SIS©. The following agreements are in place: A. Interagency Agreement- Between: SDCOE, HHSA-CWS, Probation, Juvenile Court,

CASA, Public Defenders, Alternate Public Defender, and 41 of 42 school districts.

IAA available online at: http://www.sdcoe.net/student-services/student-support/Pages/foster-youth-forms-and-brochures.aspx

B. FY-SIS© MOU- Between: SDCOE, Juvenile Court, HHSA-CWS, and Probation. Standing Court Order for information sharing and data collection.

B. Non-Public Schools (Optional for the Juvenile Detention Program Grant) Provide the following information for foster youth attending a non-public school

(NPS) and residing in an attached licensed children’s institution (LCI). Include both foster youth placed in your county and those placed out of county. In responding to this question, use a 30-day “point-in-time” period and specify the period used (i.e., October 1–31, 2014).

25

http://www.sdcoe.net/student-services/student-support/Pages/foster-youth-forms-and-brochures.aspx

http://www.sdcoe.net/student-services/student-support/Pages/foster-youth-forms-and-brochures.aspx


Number of Foster Youth in NPS/LCI

In County

Number of Foster Youth in NPS/LCI

Out of County

30-Day Point-in-Time

Period

6

12

5/1/2015-5/31/2015

C. Educational Liaisons (Not required when reporting for the Juvenile Detention

Program Grant)

1. What efforts have been made in the last year to ensure that the district educational liaisons in your county are aware of their responsibilities pursuant to Assembly Bill 490 and EC Section 48853.5? Include in your response the number of AB 490 trainings that were conducted and the number and percent of districts in attendance.

Number of AB 490

Trainings Number of

Districts Trained Percent of Total Districts Trained

8

31

72%

Describe other efforts here:

In addition to the trainings listed above, the District Liaisons are brought up-to-date on current legislation and education codes at the quarterly School District Liaison meetings. At these meetings the average district attendance is greater than 50%, which consistently includes the districts with the largest in care populations. Participation tends to be weakest in those districts with little or no students in foster care.

2. Please provide the name and contact information for the educational liaison for your county office of education/district.

Name: Dr. Michelle Lustig Phone: (619) 683-9340 ext 31 E-mail: [email protected] Fax: (619) 293-3496 Address: Mailing Address:

6401 Linda Vista Road San Diego, CA. 92111 Physical Address: 3878 Old Town Avenue Suite 200 San Diego, CA. 92110

26

mailto:[email protected]


D. Significant Achievements Identify significant achievements for your FYS Program in 2014–15.

Fourth Annual San Diego Foster Care Education Summit: This year SDCOE, FY&HES hosted the Fourth Annual San Diego Foster Youth Education Summit, a two-day, two part conference. For the first time this event was held at San Diego State University (SDSU) and hosted by EOPS. The first day of the conference was led by Jaiya John, Dee Hankins, and 11 Youth Ambassadors (alumni of foster care). Youth Ambassadors spent 3 days in training learning the skills needed to lead the larger group of young people at the Summit. On the first day of the event, 17 youth attendees participated in activities such as team building, strategic sharing, leadership development, empowerment activities, learning how to use their voice effectively, and networking activities. On the second day of the conference, youth incorporated all these skills to create a youth-focused environment. During the second day, over 298 stakeholders from San Diego County attended a full day conference. Opening welcomes were provided by SDSU Guardian Scholars Director, Josephine Mojica, San Diego County Superintendent of Schools, Dr. Randolph Ward, Presiding Juvenile Court Judge, Carolyn Caietti, and Assistant Director of HHSA-CWS, Cathy Palatella. Youth voice was infused throughout the day, from the opening plenary, through each workshop session. Feedback from this event was again, overwhelmingly positive (Attachment 5). We look forward to having this be an annual event, and have already begun planning for 2016 with SDSU hosting us once again. We are also going to engage more community partners to co-fund next year’s event.

School Success Project: This effort, which is a true collaboration between SDCOE, FY&HES and HHSA-CWS has yielded significant outcomes for both the students we serve and all stakeholders responsible for the educational outcomes of students in foster care. We continue to sustain and make change with 10 full-time Educational Liaisons out stationed with HHSA, CWS. HHSA, CWS utilizes our FYS grant to draw down Title IV-E match funds offsetting our cost for 10 full time Education Liaisons. In order to focus on school stability, a Best Interest Determination Form was created in 2012 and has been in use throughout this fiscal year (See Attachment 3). In FY 2014-2015, 80% of students who changed home placements remained in their school of origin, when it was determined in their best interest to do so. Collaborative and relationship building practices continue with the annual East Region School Year Kick-Off Event that brings school site and child welfare staff together for a meet and greet. On this particular day, following this time for relationship building and collaboration, all HHSA, CWS social workers are required to stay in their offices and update the Education Notebooks for their clients. Social workers are more aware and being proactive when it comes to education. The best interest of school of origin has positively evolved since 2008. The social workers have grown to understand AB490 while most importantly putting the law into practice. Also, the social workers are proactive in contacting the educational liaison with any questions and concerns, which shows education is a priority when they complete investigations, risk assessment, and the overall well-being of the student. The placement unit works cohesively in locating a foster home/placement near the school of origin. These examples demonstrate the role of an educational liaison is increasing capacity and systemic change. FY&HES educational liaisons collaborate with the case carrying social workers to ensure youth’s progress toward graduation; whether it is reviewing transcripts to identify missing/recovering credits and/or explaining high school graduation requirements.

27


College Connection: The networking opportunities offered through College Connections Advisory Council (CCAC) fostered a greater relationship between post-secondary education and the foster youth serving community. CCAC members openly share their struggles and they work together to problem solve and share important resources to assist this vulnerable population as they emancipate from the foster care system. Pre-Employment Traineeship Program (PET): SDCOE, FY&HES continued its partnership with Casey Family Programs to implement the PET program. This program provides soft employment skills to young people ages 13-15 and 16 if they are returning PET students in good standing. This involves mandatory training for caregivers, job coaches, site supervisors, and youth. Youth are placed in traineeships that include libraries, community college financial aid offices, community centers, YMCA, Boys and Girls Clubs, child development/preschool centers, family resource centers, university social work program offices, retail businesses, non-profit organizations, faith –based organizations, county department offices, and foster family agencies. SDCOE, FY&HES is currently serving young people who are placed throughout the county for 4 weeks during the summer months. The Tutor Connection Program: The Tutor Connection Program continues to be a nationally recognized model. We continue to see tremendous academic gains for the students who receive tutoring. Of the 128 participants for the 2014-15 academic year, all students either maintained their GPA, improved their GPA, or improved in one subject area. The program maintained a large volume of participating students at Cal State San Marcos during the school year 2014-15. The Program’s impact on future teachers is evident in the CSUSM student reflections which show the dramatic growth these students make in one semester. Dedicated staff ensures the needs of university staff, professors, and college students are met. Overall, the program provided training to 128 university students regarding the unique educational needs of youth in foster care and ways to improve the youth’s educational outcomes. The Tutor Connection program received the outstanding Service Learning Community Partner award given by CSUSM for its ongoing commitment and support to their future teachers and providing education on the academic needs of youth in foster care. SDCOE FY&HES created a comprehensive manual designed as a resource for other programs seeking to replicate the Tutor Connection Program. In addition to the resource manual, a comprehensive student manual for the college participants was also developed. Promoting Increased School Stability and Permanence - Administration of Children and Families (ACF) Grant: In 2012, SDCOE FY&HES was granted a two-year $500,000 grant from the Administration of Children and Families ($488,750 after mandatory Federal cuts). In 2014, we received a one year extension to the grant to expend remaining funds. The extension was solely for the continuation of the transportation portion of the project. This project has provided transportation to and from school for those youth ages 10-17, who have experienced a placement change. And where it has been determined that it is in their best interest to remain in their school of origin, but where transportation is a barrier to their continued attendance. We have agreements and protocols in place with CWS in order to provide this service, and have notified our advisory committee, FYSAC, and all CWS workers, minor’s attorneys, and courts, of the availability of this service. Contracts for transportation providers (3) were extended to continue service through the extension year. During the past reporting year, we have successfully transported 36 children, which allowed them to maintain stability at critical times. In some cases, this allowed more time for children

28


to adjust to a new placement, even if it was eventually determined that a neighborhood school was in their best interest, allowing for fewer disruptions in these children’s lives. It also allowed for transitions to occur during a natural break in school, and in some cases assisted into transitioning to relative care. In many cases we found that the opportunity to get transportation services was a crucial factor in a student being placed and moved out of the shelter. In many cases, the court had ordered the student remain in school of origin which limited placement options without the assistance of transportation. Additionally, we had a number of cases where students were in need of transportation on a very temporary basis while a new placement was found for them. These students were able to remain in school while moves were made and placements uncertain. The service has been seen as extremely valuable to our CWS partners. The grant will end as of July 30, 2015 but because of the program’s value to our youth, CWS has agreed to enter into a contract with our office to continue the service into the coming school year, beyond the funding of the original grant.

USD Kinship Project SDCOE, FY&HES assisted the Nonprofit Leadership Alliance Student Association of the University of San Diego (USD) in the 19th Annual Easter “Basket” Drive. SDCOE, FY&HES identified kinship families, developed a referral form for the project, developed a referral process, and coordinated the distribution process between USD and YMCA. YMCA Kinship Families were selected as recipients of this project. USD provided 199 children in kinship foster care in San Diego County Easter backpacks filled with toys, clothes, candy and school supplies. Children had the opportunity to provide a “wish list” and the USD students provided a gift that was approximately $20 per child.

E. Greatest Challenges and Strategies to Address Them Identify two or three of the greatest challenges for your FYS Program in 2014–15

and two or three of the most successful strategies to address them.

1. SDCOE, FY&HES faced several challenges during the 2014/2015 school year. First was identifying ways to support our school districts through the transition brought about by LCFF and LCAP due to the mis-alignment of FYS mandates and population served with the definition of a students in foster care now contained in LCFF. We continue to be challenged by the limitations of EC 42921, which prevents our program from serving students placed with relative caregivers, those in family maintenance or family reunification.

a. A remedy for this disconnect is contained in AB 854 (Weber) which is currently before the legislature and will align the definition of a student in foster care so that the entire population is eligible for FYS services and supports.

2. San Diego County is one of the largest geographic counties in the state of CA. Supporting school stability during placement changes has historically been extremely challenging. A student can be moved as far as 50 or 60 miles from his previous school. Transportation issues and coordination continue to be one of the largest hurdles for schools, caretakers, CWS workers and SDCOE-FY&HES. While funding via The Fostering Connections to Success Act allows for transportation costs to caregivers to be offset there are still many obstacles to these funds being utilized

29


and this continues to impact school stability. Many caregivers cannot transport due to work schedule conflicts, Limitations with multiple students with multiple start times, as well as caregivers who either do not drive or provide in- home day care, etc.

a. We will continue to utilize FYS grant funds to continue our efforts to transport students to their school of origin as our ACF grant ended in July 2015. In addition, we are in discussions with HHSA, CWS about providing us additional funding for transportation to school of origin as well. We hope to have this in place by the start of the 15/16 school year. This will allow continuity of services and ensure school stability when no other transportation option is available and providing transportation would ensure school stability.

30

PART IV: ADDITIONAL CORE PROGRAMMATIC INFORMATION (OPTIONAL FOR FOSTER YOUTH SERVICES COUNTYWIDE AND

JUVENILE DETENTION PROGRAMS) Note: If a question does not apply to your program or you do not have the data, please answer the question with N/A (Not Applicable). Provide the following information pursuant to EC Section 42923: A. Academic Achievement

(Aligns with EC Section 42923[b][4][A])

Desired Outcome: Sixty percent of foster youth students will gain at least one month of academic growth for every one month of tutoring received.

Grade Level Number of

Students Tested5

Number of Students Who Achieved

Desired Outcome

Percent Achieving Desired

Outcome

Average Rate of

Academic Growth6

K 1 2 3 4 5 6 7 8 9 10 11 12

Total

5 Kindergarten through twelfth grade students who received at least three months of tutoring and were pre- and post-tested. 6 Calculate by dividing the total difference between pre- and post-test scores by the total number of months tutored.

31

B. Pupil Discipline/Juvenile Delinquency (Aligns with EC Section 42923[b][4][B]) Desired Outcome: Fewer than 5 percent of the foster youth population will be expelled.

Total Number of Foster Youth Students

Total Number of Expulsions

Percent of Population Expelled

C. Dropout/Truancy Rates

(Aligns with EC Section 42923[b][4][C])

In responding to this question use a 30-day “point-in-time” period and specify the period used here, (i.e., October 1–31, 2014): Desired Outcome: Foster youth will achieve an average of 90 percent attendance rate.

Comprehensive School Students

Grade Level Number of Students

Total Days Enrolled

Total Days Attended

Percent Attendance

Rate K 1 2 3 4 5 6 7 8 9

10 11 12

Total

Alternative Education Attendance

Number of Students

Total Days Enrolled

Total Days Attended

Percent Attendance

Rate Totals

32

2013–14 Foster Youth Services Programs Year-End Report

PART V: PROGRAM RECOMMENDATIONS In compliance with EC Section 42923, please provide the following recommendations:

• Recommendations regarding the continuation of services:

SDCOE, FY&HES recommends that Foster Youth Services programs continue to be funded and that the mandates, requirements and services/supports they provide align with the Local Control Funding Formula and our LEA’s Local Control Accountability Plans.

• Recommendations regarding the effectiveness of services:

SDCOE, FY&HES recommends that programs be encouraged to conduct an ongoing assessment of their own community needs to determine what programs are needed. In addition, we recommend that an outside evaluation be required to evaluate successful interventions. Interventions that have not been proven to improve the academic functioning of students in foster care should be closely monitored and if they continue to be ineffective, that they be discontinued or modified as appropriate.

• Recommendations regarding the broadening of services:

SDCOE, FY&HES recommends that EC 42921 be amended to include all children in out of home care with a priority given to those with the greatest academic need. This would align the population serviced by FYS programs with those identified as being in foster care under LCFF. It is imperative that all students in foster care be able to access the services and supports provided by FYS. This can best be accomplished by the passage of AB 854 (Weber) currently before the legislature.

33


PART VI: GOALS FOR 2014–15 Identify your FYS Program benchmarks for the 2014–15 program year and report on the progress made toward reaching the benchmarks.

Measuring and Reporting Outcomes SDCOE, FY&HES contracts with Child and Adolescent Research Services Center (CASRC) to provide an independent evaluation of our program efficacy. The following are the areas we intended to evaluate as part of our ongoing efforts to monitor the impact our services have on the students in our county. Tutoring (all programs): • Outcome Measure: Increase in academic achievement and stability among participants. • Variables:

o Wide Range Achievement Test IVR pre/post scores for grades K-8 o GPA grades 9-12 o Stability of home placement o Stability of school placement o School discipline-if available o Attendance-if available

Emancipation Services (all programs): • Outcome Measure: Increased preparation for transition to adulthood • Variables:

o Number of events attended o Completion of college/vocational application o Completion of FAFSA o Completion of scholarship applications o Participant survey results o School attendance/absences in high school-if available o Enrollment in college-if available

Co-Located Educational Liaison Services: • Outcome Measure: Increase in utilization of services by HHSA Social Workers, providers,

caregivers, and the schools. Increased awareness of education as a health and well-being indicator.

• Variables: o Number of referrals in all service categories o Results of social worker knowledge survey o Impact of services provided

Summer Interventions Pilot: • Outcome Measure: Increased academic success and achievement. • Variables:

o Academic success based on progress in school o Achievement o Matriculation o Graduation o School attendance-if available o School disciplinary-if available o Truancy/dropout rate-if available

34


Pre-Employment Traineeship (PET): • Outcome Measure: Successful completion of program and increased school success.• Variables:

o Academic success based on progress in school Achievement Matriculation TDM’s regarding placement change

o Increased school attendanceo Decrease in school disciple issueso Youth report of applying for employmento Youth report becoming employed

Youth Engagement: • Outcome Measure: Increased involvement of youth who are or have been in foster care in

all phases of SDCOE, FY&HES programming. • Variables:

o Summary of Leadership Empowers All Possibilities Board meeting includingagenda when SDCOE, FY&HES programming is discussed

o Number of youth empowerment eventso Number of youth attending empowerment eventso Survey results

In addition, as referenced in Content Area 7, we will track our impact and measure our progress in meeting the following program goals:

• Students in foster care will experience timely and appropriate school placement.• Youth who are or have been in foster care will receive self-advocacy materials and

training.• Students in foster care will successfully complete their educational programs.• Students in foster care will receive support for successful transition to post-secondary or

vocational programs.

Please see Attachment 6 for our evaluation.

35

Please indicate with the #1 Transition/ILS/Post 2nd GPA

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"D" Direct Service | "I" Indirect Service | "R" Referral

Monthly Tracking Form 2014-15

Attachement 1 - Monthly Tracking Form -Page 1 of 1

Attachment 2 - AB 490 Notification or Case Closure Form Page 1 of 2

Attachment 2 - AB 490 Notification or Case Closure Form Page 2 of 2

Attachment 3 - Best Interest Determination Form Page 1 of 2

Best Interest In School of Origin Decisions: A Checklist for Decision Making (Adapted from the San Diego County Interagency Agreement for Providing Educational Support to Students in Foster Care And the Texas Homeless Education Office)

Decisions regarding school selection should be make on a case by case basis, giving attention to the circumstances of each student. The following information and checklist may help Child Welfare Services staff in discussing the advantages and disadvantages of each option.

Background and Law: Studies consistently show that school stability is critical for academic achievement. Therefore, the law allows a youth to remain in their school of origin, if the youth, the person holding educational rights and the school district foster care liaison determine that remaining in the school of origin is in the best interest of the child.

When a child is going to change residences, whether this is due to initial entry into the foster care system or a placement change afterwards, the first key decision is whether or not the child will remain in the same school. The federal Fostering Connections legislation states that the child’s case plan must contain the following assurances:

• The placement takes into account the appropriateness of the current educationalsetting and the proximity to the school in which the child is enrolled at the time of placement.

• The placement agency has coordinated with the person holding the right to makeeducational decisions for the child and appropriate local educational agencies to ensure that the child remains in the school in which the child is enrolled at the time of placement or, if remaining in that school is not in the best interests of the child, assurances by the placement agency and the local educational agency to provide immediate and appropriate enrollment in a new school and to provide all of the child's educational records to the new school. WIC §16501.1(f).

The authority to determine which school the youth will attend rests with the school district foster care liaison, the person holding educational rights and the youth, in consultation with the placing agency. The recommendation must be based on the best interest of the child and the placing agency shall be informed of school placement decisions. EC§48853.5

Key Considerations: • How long is the placement expected to last and what is the permanent plan?• How many schools has the child attended this year? How many over the past few

years?• How strong is the child academically?• Which school does the child prefer? Why?• Would the timing of a transfer coincide with a logical juncture such as after testing, end

of a semester, or end of a school year?• How would the length of commute impact the child?• Does the youth have any anxieties about upcoming moves or changes in his/her life?• Are there any safety issues to consider?• Is the current school in Program Improvement (PI)

Attachment 3 - Best Interest Determination Form Page 2 of 2

Student Name: Date:

Remaining in the Same School (School of Origin) Considerations

Transferring to a New School Considerations

� Continuity of Instruction Student is best served at the same school due to prior history.

� Continuity of Instruction Student is best served at a different school due to his or her future.

� Age and grade placement of the student Maintaining friends and contacts with peers is critical to the student’s meaningful school experience and participation. The student has been in this environment for an extended period of time.

� Age and grade placement of the student Maintaining friends and contacts with peers is not critical to the student’s meaningful school experience and participation. The student has attended the school of origin for only a brief time

� Academic Strength The child’s academic performance is weak, and the child would fall further behind if he/she transferred to another school.

� Academic Strength The child’s academic performance is strong and at grade level and the child would likely recover academically from a school transfer.

� Social and emotional state The child is suffering from the effects of mobility, has developed strong ties to the current school, does not want to leave, or involved in school related or extra-curricular activities.

� Social and emotional state The child seems to be coping adequately with mobility, does not feel strong ties to the current school, does not mind transferring to another school, or is not involved in school related or extra-curricular activities.

� Distance of the commute and its impact on the student’s education and/or special needs The advantage of remaining in the school of origin outweighs any potential disadvantages presented by the length of the commute.

� Distance of the commute and its impact on the student’s education and/or special needs Shorter commute may help the student’s concentration, attitude, or readiness for school. The new school can meet all of the necessary educational and special needs of the student.

� Personal safety of the student The school of origin has advantages for the safety of the student.

� Personal safety of the student The new school has advantages for the safety of the student.

� Student’s need for special instruction The student’s need for special instruction, such as Section 504 or special education and related services, can be met better at the school of origin.

� Student’s need for special instruction The student’s need for special instruction, such as Section 504 or special education and related services, can be met better at the new school.

� Length of anticipated stay in a temporary or permanent location The student’s current living situation is outside the school of origin attendance area, but his/her living situation or location continues to be uncertain. The student will benefit from the continuity offered by remaining in the school of origin.

� Length of anticipated stay in a temporary or permanent location The student’s current living situation appears to be stable and unlikely to change suddenly. The student will benefit from developing relationships with school peers who live in his or her community.

� Academic Performance Ranking The school in program improvement, but the student is connected (academically or socially) to the school which outweighs transferring to a new school or higher performing school.

� Academic Performance Ranking The school of origin is in Program Improvement and the new potential school will meet the educational needs of the student. The new school can provide more academic support services and greater opportunities than the school of origin.

Attachment 4 - DLG Case Open and Case Closure Notification Page 1 of 2

Attachment 4 - DLG Case Open and Case Closure Notification Page 2 of 2

Attachment 5 – Feedback on 2015 Education Summit Page 1 of 3

San Diego County Office of Education Student Services and Programs Division

Evaluation Summary Student Support Services

Presentation Title: 2015 Foster Care Education Summit Date: June 24, 2015 Location: San Diego State University

1. The goals and/or objectives of the workshop were addressed:Strongly Disagree Disagree Somewhat Agree Agree Strongly Agree No Response

2% 1% 6% 30% 60% 1%

2. The Presenter/facilitator was knowledgeable about the topic:Strongly Disagree Disagree Somewhat Agree Agree Strongly Agree No Response

2% 2% 24% 72%

3. The information was presented in a clear, concise manner:Strongly Disagree Disagree Somewhat Agree Agree Strongly Agree No Response

2% 1% 6% 29%% 61% 1%

4. The information presented was useful:Strongly Disagree Disagree Somewhat Agree Agree Strongly Agree No Response

2% 1% 6% 28% 62% 1%

5. The handouts and materials were useful:Strongly Disagree Disagree Somewhat Agree Agree Strongly Agree No Response

3% 2% 4% 23% 57% 11%

6. Prior to this training, my level of usable knowledge regarding the topic(s) presented was:Low High No Response 12% 11% 28% 26% 22% 1%

7. Now my level of usable knowledge regarding the topic(s) presented is:

Low High No Response 2% 15% 42% 39% 1%

8. The overall rating of the training is:Low High No Response

1% 9% 28% 61% 1%


The highlights of this workshop were?

Left feeling inspired Enjoy all of it Hearing the youth’s voice and watching their passion to make things better for others Audience input Both informative and applicable Community building circles Connection with other educators/community Decision-making for students following path to grad school Description of educational laws available to foster youth Enjoyable to hear the stories of presenters Enthusiasm of presenters Examples, resources, videos Feeling empowered to create change Financial information and programs Getting audience ideas and input Good discussion on topics Good information Good resources Good tips about services Great knowledge of presenters Hands outs and resources Hearing from former foster youth and sharing ideas/discussion with others Hearing personal testimonials about college and PhD IEP breakdown – legal perspective Knowledge of presenters, their candor, their time management of the session Learning about alternatives to traditional college for students not interested in university Learning from a lawyer Learning that college campuses have a foster liaison Opportunities Positive awareness Sample LCAP ideas/examples Sharing needs and resources Testimonials Topics chosen were great Trauma impact/ trauma informed care, info on ERMHS Using real life scenarios to describe how/why things occur

Suggested topics for future presentations?

Additional LGBTQ topics – cultural competency in this area is really needed Breakdown of the actual process of enrolling for college step by step explore the stories of younger students in foster care Foster parent recruitment


How to empower youth

How to find and select graduate students. Good to highlight this level of achievement (foster youth) How to get rid of Ed label. Implications of being diagnosed as ED. How to penetrate barriers based on religion How to start a support group/how to teach “allies” How to support a smooth transition from high school to college Identification of foster youth – who qualifies under LCFF and AB490 – the difference between the two Information about current laws protecting LGBTQ youth and adults Understanding assessments in great detail

Other comments?

Awesome! Enjoyed the statistics Excellent Fabulous! Good discussions Good job Good training Great information Great presenters and presentations! Great student presentations! They were knowledgeable, helpful and articulate! It was fun Loved it! Presenters were excellent!! Thanks for the information

fys 2013-14 year end report - foster youth services (ca ... · section 42923 requires the sspi to...

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