improving educational continuity and school stability for children in out of home care: a...

Improving Educational Continuity and School Stability for Children in Out of Home Care: A

Breakthrough Series Collaborative (BSC)

The BSC methodology is adapted from the health care field; it originated with the Institute for Healthcare Improvement (IHI) and the Associates in Process Improvement (API) in 1995;

It is a model of quality improvement that brings together teams from across the country focused on a prevailing issue – in this case educational continuity and school stability;

Teams are committed to making small-scale, rapid tests of change that can lead to dramatic systems-wide improvements.


Breakthrough Series Collaborative (BSC) In this BSC, nine selected jurisdictions are working together to initiate

and implement strategies and tests of change that target improving educational outcomes for children in out-of-home care.

Teams accomplish this by:

– Engaging with a group of other jurisdictions in critical change activities;

– Creating environments in which strategies can be developed and tested;

– Developing a cadre of leaders across the country who are working toward solutions;

– Creating and sustaining partnerships to advance the work; and

– Disseminating lessons learned


Breakthrough Series Collaborative (BSC)

Four of the teams from this BSC are from California. You will hear from representatives from each about the innovative things their teams are doing in their jurisdictions to address this issue:

– Howard Himes, Deputy Director, DCFS, Fresno– Lilia Fuentes, Principal, Pomona Unified School District– Linda Zall, Foster Youth Services (FYS), Sacramento

County of Education– Dennis Leggett, Foster Youth Services Liaison, San Diego

BSC on EducationPomona Unified School District

& DCFS Pomona

Lilia Fuentes/Education Partner

BSC on Education

Why San Jose Elementary School became involved with BSC and The DCFS/Pomona Office

Ronnie’s Story

BSC on Education

School Stability and Seamless Transitions

School Site Checklist

DCFS School Stability Checklist

Training for Office Managers/Registrars

Before School Site Checklist

Incorrect Placement

SST paperwork left behind

Lack of communication between school and CSW

Holds because of textbooks not returned

Students not enrolled immediately at sites

School Site ChecklistFront office staff/registrar are aware of DCFS

educational policies and procedures.School is aware of the assigned CSW.Schools are able to access school records from

previous school to ensure proper placement and identify appropriate services.

Building relationship with CSW, alerting CSW of issues and concerns before they escalate.

Contact number has been established when forms are missing.

Building Relationships with CSW’s

.Providing report cards on a quarterly basis.Referral and Suspension notificationsDiscussing interventions - before an IEP

becomes an automatic request


Prepare a checklist to remind staff of the important steps so that child remains in school of origin or facilitate timely transfer of the child’s education records using DCFS forms.


Quick reference for CSW to maintain school stability (AB 490)

Ensures that appropriate forms are processed to facilitate seamless transitions for children

Reminds staff of the importance of DCFS education policies concerning education.

PACE Sessions

Conducted 4 trainings sessions with Pomona Unified School District Office Managers, Principal’s, and Registrars.

Assisted PUSD employees to better understand the needs of children in out-of-home care.

Core Academy Training Module

Understanding the role of the CSW in the Child’s education.

Understanding the benefits of the education forms to communicate effectively with the school districts.

Understanding of AB490 and the child’s right to remain in the school of origin and the department’s obligation to facilitate.

Instructing the CSW’s about the importance of the Holder of Educational Rights.

Successful Stories

Student placed in the right placement within three weeks. All parties part of IEP. Holder of educational rights was present.

Parent obtained custody of student with only 5 weeks of school left. Student was failing and was going to be retained before entering our school at the end of the school year (2007). Student is now getting B’s and is still attending San Jose Elementary.

San Diego

San Diego Project Goals Increase placement stability Foster emotional readiness to

learn Increase awareness of foster

children as a distinct culture Increase quality and quantity

of inter/intra-agency communication

PDSA

Sm

all T

ests

Wid

e-S

cale

Tests

Testin

g

Com

ple

ted

Imp

lem

en

ted

Sp

read

Formal and consistent process

for the identification of students

X X X X X

Smooth 8th to 9th grade

articulation

X X X

Foster care community aware of

resources, liaisons, services

X X X X

Attention to educational stability

by CWS and school staff

X X X X

Perceived needs of students X X

WHATEVER IT TAKES,

UNTIL IT TAKES,

ONE KID AT A TIME!

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