Structuring practices to support

educational resilience of foster youth Presentation for 2016 Upbring Thought Leadership Conference on Prevention of

Child Maltreatment

April 4, 2016

Beth Gerlach, PhD, LCSW

Catherine LaBrenz, MSW

Educational Outcomes for Foster Youth

According to national studies, when

compared to the general student

population, foster youth:

o were more likely to be suspended

or expelled

o scored lower on statewide

standardized tests

o were more likely to repeat a grade

o were less likely to graduate and

o were more likely to drop out

Foster Youth and Education Data for Texas

Counts and Percentages of Foster Children by Program: 2011-2012

Category Counts of Foster Children

% of Foster Children

Statewide Counts

Statewide %

At Risk 16,307 67.9 2,267,995 45.4

Career and Technology 2,540 10.6 1,072,893 21.5

Economically Disadvantaged 21,669 90.2 3,013,442 60.3

Gifted and Talented 225 0.9 381,744 7.6

Immigrant 20 0.1 71,754 1.4

Limited English Proficient (LEP) 1,480 6.2 838,418 16.8

PK Military 18 0.1 6,033 0.1

Special Education 5,884 24.5 440,744 8.8

4

Exit Status of Students Who Left Texas Public Schools, Grades 7-12

2010-2011

Counts of Foster

Children

% of Foster Children

Statewide Counts

Statewide %

Graduated 631 40.7 290,581 70.7

Dropped Out 445 28.7 34,389 8.4

Left for non-graduate, non-dropout reasons:

School outside Texas 149 9.6 36,356 8.8

Homeschooling 86 5.5 20,876 5.1

Removed by Child Protective Services

157 10.1 702 0.2

All other non-graduate, non-dropout reasons

88 5.3 28,236 6.9

5

Foster Children Compared to the State Population Drop-outs by Grade

6

0

5

10

15

20

25

30

35

40

Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

Foster Children %

Statewide %

Counts and Percentages of Special Education Foster Children by Primary Disability: 2011-2012

Counts of Special Education Foster

Children

% of Special Education

Foster Children

Statewide Counts of

Special Education Children

Statewide % of Special

Education Children

Emotional Disturbance 2,055 34.9 26,303 6.0

Learning Disability 1,152 19.6 172,560 39.2

Intellectual Disability 806 13.7 35,992 8.2

Other Health Impairment 748 12.7 56,426 12.8

Speech Impairment 598 10.2 89,646 20.3

7

Counts and Percentages of Foster Children by Discipline Action Group

2011-2012

Counts of Foster

Children

% of Foster Children

Statewide Counts

Statewide %

In-school suspension 5,493 21.3 579,670 11.3

Out-of-school suspension 3,941 15.3 263,322 5.1

DAEP 1,237 4.8 85,450 1.7

JJAEP 55 0.2 3,459 0.1

Expulsion 16 0.1 1,054 0.02

Truancy Charges Filed 329 1.3 49,934 1.0

8

Why Education Matters for Foster Youth • Clear connection between education

and life outcomes

• Potential for continuity of relationships and activities through transitions in placements

• Impact of continuity of school-based services like academic and behavioral supports, especially for those with special needs

• Education as a protective factor

Resilience

Resilience is defined as “a dynamic process encompassing positive adaptation within the context of significant adversity” (Luthar, Cicchetti, & Becker, 2000). Essentially, resilience is comprised of two main phenomena: Exposure to adversity Positive adaptation in response to the adversity

Resilience is of particular interest for youth in the foster system, considering multiple forms of adversity over multiple dimensions of their lives.

What is educational resilience?

• Emerges from resilience and strengths-based perspective

• Focuses on building academic success in students who are vulnerable

• Takes into consideration intersectionality between personal, family, school and community factors that influence outcomes

Educational

Resilience

Family Factors

School Factors

Community Factors

Personal Factors

Educational Resilience

Multisystem involvement in

supporting educational resilience

for youth in care

Personal Level

• Protective Factors include: • Self-confidence

• Motivation

• Academic ability

• Risk factors include: • Mental health problems

• Learning disabilities

• Behavioral problems

Practice strategies to foster resiliency

Referrals to mental health services

Early intervention and enrollment in early childhood programs

IEP transfer

Trauma-informed classrooms

Confidentiality

Family Factors • Protective factors include:

• Emotional support

• Economic support

• Role models

• Risk factors include: • Removal from home

• Changes in caregivers

• Instability in home

Practice strategies to foster resiliency • Include relevant family members

(foster and biological if possible) in school activities and as part of the student’s educational process

• Provide resources to help families participate in the educational experience of their children

• Sensitivity toward students coming from non-traditional family environments (class activities for mother’s day/father’s day)

School Factors • Protective factors include:

• Social recognition / Peers • Extra-curricular involvement • Student-teacher relationship • Mentors

• Risk factors include: • School changes • Disrupted relationships with

teacher and peers • Incomplete or slow transfer of

records

Practice strategies to foster resiliency: • Trauma-informed classrooms • Coordination with other

agencies/professionals to meet students’ needs

• Mentors • Academic support for child • Extra-curriculars/activities focused on

child’s interests • Strategies to recover credits made

incomplete due to school change

Community Factors

• Protective factors include: • Values the importance of

education for youth

• Infrastructure

• Community resources

• Risk factors include: • Early parenthood

• Criminal justice involvement

• Lack of coordination between agencies

Practice strategies to foster resiliency: • Help coordinate learning activities in

the community that might be beneficial for the child.

• Clubs/activities outside of school that may be of interest to the child.

• Mentorship (ex: Big Brothers, Big Sisters)

• Advocacy and stability (ex: CASA)

• Trauma-informed sexual health

Federal Law Responds

Fostering Connections to Success and Increasing Adoptions Act of 2008

Emphasizes the importance of school stability, maintaining school of origin and the need for coordination between child welfare and education agencies.

Assurance that the placement take into account appropriateness of current education setting & proximity to the school in which the child is enrolled at the time of placement (school of origin).

If not in the best interest – state & local education agency provide immediate and appropriate enrollment in new school with ALL of the education records of the child provided to new school.

The Texas Response

Children’s Commission Education Committee

The Texas Blueprint: Transforming Education Outcomes for Children and Youth in Foster Care

Texas Blueprint Implementation Task Force

Texas Trio Project

8 Guiding Principles from Children’s Commission (revised for Texas from National Working Group on Foster Care and Education)

# 1: Children and Youth in Care Remain in the Same School When Feasible

# 2: Children and Youth in Care Experience Seamless Transitions between

Schools

# 3: Young Children in Care Receive Services and Interventions to Be Ready to

Learn (age 0-5)

# 4: Children and Youth in Care Have the Opportunity and Support to Fully

Participate in All Developmentally Appropriate Activities and All Aspects of the

Education Experience

8 Guiding Principles from Children’s Commission

# 5: Children and Youth in Care Have Supports to Prevent School Dropout,

Truancy, and Disciplinary Actions and Reengage in the Education Experience

# 6: Children and Youth in Care Are Involved and empowered and prepared to

self-advocate in all aspects of their education

# 7: Children and Youth in Care have Consistent Adult Support to advocate for

and make education decisions

# 8: Children and Youth in Care Have Support to Enter into and Complete

Post-secondary Education

A project example: The Massachusetts School and Community Support Project

• Pilot project over five years, aimed at increasing positive educational outcomes for foster youth.

• Involved coordination with other agencies within the community, welcoming procedures and support at the school, training for teachers/staff, family support , and ongoing consultation for teachers with children presenting difficulties.

• 74% of children maintained their educational placement (not requiring more intensive services at school) throughout the school year.

• 90% were enrolled at same school throughout the year

• 86% maintained the same residence

• Significant decrease in child externalizing behaviors reported by teachers

Practical Strategies in Texas

• Texas is currently undergoing an initiative to change its foster care system (Foster Care Redesign); one of its objectives is to place children closer to home to avoid disruptions with schools and communities.

• DFPS employs Educational Specialists for foster children and youth

• TEA mandated the creation of a foster care liaison position within each school district to support students in care and educate school staff.

• Data sharing team to continue to address educational outcomes for children and youth in care

• Foster Care and Student Success: Texas Systems Working Together to Transform Educaitonal Outcomes of Students in Foster Care: Resource Guide for educators and child welfare.

• Comprehensive resource guide.

• Co-written with TEA, DFPS and Children’s Commission.

• Research based: Codifies foster care education practice, policy, laws and resources in one central location.

• Foundational resource for education community and all who support the education of students in foster care.

• Excellent resource for trainings and staff development on education and foster care.

What recommendations do you have to promote educational attainment for foster youth? What promising practices have you seen that could enhance educational resilience for students in foster care?

Links of interest

• Massachusetts Project: http://www.doe.mass.edu/sped/advisories/promisingpractices.pdf

• Child & Family Research Institute: http://sites.utexas.edu/cfri/#.Vv7Jz_krKUk