Working with the Education System

1. Working with the Education
System
Helping Your Child Enroll and Be Successful in School

2. Training Topics
Introduction:
• Why Focus on Foster Care and Education?
• Who is Responsible and What is being Reviewed?
Working With the Education System
• Communicating with the School
• Supporting Education in the Home
Challenges
• Enrollment problems
• Confidentiality
• State Testing
• GED/HiSET
• Discipline
• Excessive School Absences

3. Section I
Why Focus on Foster Care and Education?

4. Why school success has long-term effects for
children/youth in foster care?
Because school offers …
• A positive balance to abuse, neglect, and family
family separation (for some children school provides
provides a feeling of normalcy).
• A successful transition into adulthood
• Economic self-sufficiency
Foster Care and Education, Tools and Resources for Improving the Education Success of Children and Youth in Foster
and Youth in Foster Care, National Working Group on Foster Care and Education (2008)

5. Children in Foster Care experience…
Frequent school changes
• The educational and emotional impact is
significant.
• Each time a student enters a new school he/she
must adjust to different lessons, different
expectations, new friends, and new teachers.
Addressing the Educational Needs of Children in Foster Care, A Guide for
Judges, Advocates and Child Welfare Professionals (2010)

6. Studies have found a relationship between
Frequent school changes and ….
• Increased risk of failing a grade
• Lower reading and math scores.
• Increased risk of dropping out of school
• Behavior issues in school
Addressing the Educational Needs of Children in Foster Care, A Guide for
Judges, Advocates and Child Welfare Professionals (2010)

7. Early Learning/School Readiness Skills are
Critical
Students who don’t read proficiently by third
grade are four times more likely to leave school
without a diploma than proficient readers.
Hernandez, Donald J., Double Jeopardy, The Annie Casey Foundation; Center for Demographic
Analysis, University at Albany, State of New York; Foundation for Child Development, 2012

8. Special Education Needs
Children in foster care receive special
education services at a rate higher than
the national average.
Addressing the Educational Needs of Children in Foster Care, A Guide for Judges,
Advocates and Child Welfare Professionals (2010)
Research Highlights of Education and Foster Care (2011)

9. Children in foster care often lack consistent…
Children in foster care often lack consistent advocacy
and support from parents or other adults to help them
meet the challenges of school.
• A study of middle school-age children in foster care
found that adults in their lives often lacked a picture
of their needs and that no one acknowledged
responsibility for their educational progress.
Addressing the Educational Needs of Children in Foster Care, A Guide for Judges,
Professionals (2010)

10. Children in foster care often lack consistent…
In a study of foster youth, 65% of high school seniors
reported that no parent or guardian had ever attended a
teacher conference on their behalf and that adults in their
lives were less likely to monitor homework or attend
school functions.
Addressing the Educational Needs of Children in Foster Care, A Guide for Judges,
Professionals (2010)

11. Children in Foster Care have often had Problems with
School Records Transfer
School records of children in foster care are often
lost, misplaced, or inaccessible, hindering timely
school enrollment and appropriate school
placement.
Addressing the Educational Needs of Children in Foster Care, A Guide for Judges,
Professionals (2010)

12. Section I (continued)
Who is responsible for promoting
and evaluating the educational
progress of Foster Children?

13. Promoting Educational Success
Child and Family Teams (includes biological
parents and FSWs)
Juvenile Courts/Foster Care Review Board,
Specialized Foster Care Review Boards
Foster Parents
Educators, School Personnel

14. Child and Family Teams
(CFTs)
CFTs provide guidance for addressing
educational issues.
Protocol for Addressing School Stability
Family Educational Rights and Privacy Act (FERPA)

15. Juvenile Courts:
• Judges: Will ask about school attendance, progress, school
progress, school records, special education services, preschool
program involvement, youth transition plans (for graduation and
beyond), and if the youth is involved in extra curricular activities
(school engagement).
• Foster Care Review Boards, arms of the Juvenile Court, are
Court, are increasing their efforts to review, evaluate, and make
recommendations to the Department regarding the education of
foster children/youth.
• Specialized Foster Care Review Boards will review transition
transition plans for older youth .
Questions to Ensure That the Educational Needs of Children in Foster Care are being addressed.
Specialized Foster Care Review Board checklist

16. Foster Parents and Education
You are our most important link!
Four (4) DCS Policies apply to Foster Parents and
the education of youth in their care.
• Policy 16.8 Responsibilities of Approved foster homes
• Policy 21.14 Serving the Educational Needs of the
Child/Youth
• Policy 21.16 Rights of Foster Children with Disabilities
• Policy 21.19 The Education Passport

17. Foster Parents
DCS Policy 16.8 Responsibilities of Approved foster
home – Education Section D.
D. Education
• 1. All school-age children must:
a) Be enrolled in an accredited school setting;
b) Attend school daily;
c) Have their attendance monitored; and,
d) Have their education needs met in accordance with
DCS Policy 21.14, Serving the Educational Needs of the
Child/Youth in DCS Custody.

18. Foster Parent Policy 16.8
Continued
• 2. Any problems regarding the child/youth’s schoolwork will be
discussed with the school personnel and the FSW.
• 3. Foster Parents are encouraged to attend all Individual Education
Individual Education Program (IEP) team meetings as well as other
well as other school-related meetings for the children in their care.
in their care.

19. DCS Policy 16.8 continued
• 4. Non-traditional school program enrollment may only
be approved as outlined in DCS Policy 21.19 Non
Traditional Education Settings
• 5. Children/youth in DCS custody who have earned a
high school diploma or GED/HiSET must have their
vocational and/or post-secondary educational interest
addressed as in the Independent Living and Transition
Planning Guide.

20. Policy 21.14 Serving the Education Needs of
Children and Youth
All children and youth of compulsory school attendance age will
be enrolled in an educational program with appropriate services
in the least restrictive environment . Children under the age of 5
will receive educational services based on need.
Compulsory School Attendance Defined: TCA § 49-6-3001 c(1) reads in
pertinent part:
• “Every parent, guardian or other legal custodian residing within this state
having control or charge of any child or children between six (6) years of age
and seventeen (17) years of age, both inclusive, shall cause such child or
children to attend public or non-public school, and in event of failure to do
so, shall be subject to the penalties hereinafter provided.” By law, if your
child has 5 or more unexcused absences, your child’s name will be reported
to an attendance officer. The attendance officer has a duty to investigate to
determine why the child has been absent from school.”

21. Age Requirements for Kindergarten
• The public schools shall be free to all persons residing
within the state who are above five (5) years of age or
who will become five (5) years of age on or before
August 31 for the 2013-2014 school year and on or
before August 15 for all school years thereafter:
• http://state.tn.us/sos/acts/107/pub/pc0991.pdf

22. Policy 21.16 Rights of Children with Disabilities
• Schools cannot refuse to provide services to students with disabilities
under the Individuals with Disabilities Education Act (IDEA).
• DCS shall not change a student’s placement because a school refused to
provide appropriate special education services.

23. PIECES OF THE EDUCATIONAL ADVOCACY
PUZZLE

24. ROLES OF EDUCATIONAL ADVOCATE
• Key Decision Maker
• Request Evaluations and Reevaluations
• Learn About IDEA and Section 504
• Know the Disabilities Categories Under IDEA
• Observe for Less Obvious Disabilities
• Obtain Available Family Medical History
• Maintain Current Records and Keep New Records
• Organize Documents in a Binder
• Seek Support From Advocacy Allies
• Research Resources Specific to the Child’s Disability
• Know What a Disability “Is or Is Not”
• Attend School Conferences and IEP Meetings
• Watch for Signs of School Difficulties

25. Policy 21.19 The Education Passport
All children in DCS custody as well as those receiving
probation services shall have an education passport.
Purpose:
• To establish child/youth’s education status and to
ensure a quick transfer of records, information and
individual support when children change schools or
educational services.

26. The Role of Public Schools:
• Tennessee Code Annotated, Section 37-1-130(a)(2)(B)(i),
(i) Any child placed in the custody of the department of
children's services shall become a resident of the county in
which such child is placed by the department. The board of
education of each local school system shall assign the student
to a public school pursuant to § 49-6-3102;
• Tennessee Code Annotated, Section 49-6-3102 (c) Pursuant to
42 U.S.C. § 675, any student placed in the custody of the
department of children's services shall remain enrolled in the
same public school the student attended prior to entering
custody. The department of children's services shall decide if
the student's school is in the student's best interest. If the
department of children's services determines that enrollment in
the public school, which the student attended prior to entering
care, is not in the student's best interest, the student shall be
enrolled in the local school system where the student is placed
or where the parent resides.

27. Section 2:
Working with the Education System
Communicating with the School:
• Enrollment Issues
• Confidentiality
• Creating Positive Relationships
• Free and Reduced Lunch
Supporting Education in your home
• Homework tips
• Read !
• Promote early childhood education
• Monitor Progress
• Helping Students who are experiencing school/special

28. Communicating with the school:
Enrollment or Getting off to a good start
Tips Provided by DCS Education Specialists
• Before you go to enroll your student, call the school
first to make an appointment with the enrollment
secretary or guidance counselor. This way the child
gets to meet his counselor, discuss the class schedule,
and the staff does not feel rushed and frustrated due
to previously scheduled school events.
• Break the student in slowly perhaps visiting the school
before the first day. Try to help them feel as
comfortable as possible which is tough when things are
chaotic and new!
• Privately, you will want to ask to the Principal to refrain
from using corporal punishment.

29. Enrollment continued
Have the right papers. Immunization form is a must!
Do you have the Education Passport?
• The school will need this information in order to place
the student in the correct classes.
• Know your student’s past education history. Where did
he last attend school? What is his academic
performance, past and present? What is his disciplinary
status?

30. Tips for School Success
Provided by DCS Education Specialists
Confidentiality
Know what personal information you can share with the school. You
don’t want the child’s family problems to become gossip in the
teacher’s lounge.
Share only information the school needs to best serve the
educational needs of your student.

31. Tips for School Success
Provided by DCS Education Specialists
Create Positive Relationships with Schools
• Establish a personal relationship with school personnel. Especially make
friends with the school secretary. Visit the school. Don’t be a stranger.
Volunteer, attend PTO meetings etc. Ask for help from the school AND
offer to help the school as you are able.
• Let the school know you are interested in the child’s progress. Attend
parent teacher conferences.
• Communicate with the school even when there is no problem.

32. Tips for School Success
Provided By DCS Education Specialists
Communicating in the midst of a problem
Develop positive non-adversarial relationships, even
if there is a problem.
Listen to the school’s side of a problem even if you
are in disagreement.
It’s okay to be assertive but be respectful. You will
get a better response.
Follow-up with the school on reported problems.

33. Free and Reduced Lunch and School Fees
Can foster children get free meals?
• Yes, foster children who are under the legal responsibility of a
foster care agency or court, are eligible for free meals.
• Any foster child in the household is eligible for free lunch
regardless of income and remains eligible for the entire school
year regardless of whether they move or exit custody.
• This can include biological children in the home once approved.
Check with the local school system.

34. Supporting Education in the Home:
Homework
Tips for School Success Provided by DCS Education
Specialists
• Have a designated homework time. Teach child how to
manage their time scheduling events, homework time,
and tasks at home.
• Have a designated work space – quiet and free of
distractions.
• Encourage independence.
• Tackle a challenge (do hard ones first, save easy for later).

35. Supporting Education in the Home:
Reading increases your chances for
success!
• Read to younger children and let them read to you
everyday.
• Have reading materials in the home.
• Practice with phonics
• Read out loud
• Read fun stuff
• Have child re-tell what is read
• Read a lot
• Get your child a library card? Visit the library.

36. Supporting Education in the Home:
Early Childhood Education
• Developmental Milestones:
http://www.cdc.gov/ncbddd/actearly/milestones
http://www.tennessee.gov/education/ci/earlychildhood
• TEIS – Tennessee Early Intervention Services (for children age birth
through 2 year with developmental problems)
http://www.tn.gov/education/teis
• Head Start http://www.tnheadstart.org
• Tennessee Pre-K programs
http://www.tn.gov/education/headstart/doc/faq.pdf
• Daycare centers (*note-consult with your DCS caseworker)
http://www.tn.gov/accweb

37. School Child Safety Issues
• Make sure your foster child knows your name, phone
number, and address.
• Discuss safe rides.
• Practice skills such as crossing the street, yielding to
traffic, stopping at stop signs. Don’t assume they
know.
• Make sure the child knows his bus number.

38. Monitor Progress:
Helping Elementary and Middle School
• Ask for report cards. Make sure his/her DCS family service worker
has a copy also.
• Schools are attempting to identify and assist academically below
grade level through a process called RTI (Response to
Intervention). This process will be tried prior to referral to special
education for students who are suspected of having a learning
disability.
• Schools offer academic support activities due to an increased
focus on raising academic test scores
• Meet with his teachers to discuss these programs. Ask the school
for additional support.

39. Monitor Progress:
Older Youth/Monitor Progress
• Success in the 9th grade is a good predictor of high
school graduation.
• For older youth, understand the requirements for
graduation. Help prepare the youth to make the
transition from high school to postsecondary
education or employment.
http://tennessee.gov/education/gradreg.shtml
• Strengthen student’s understanding of the
connection between education and job
opportunities.
• Tour colleges. Attend an “Open House.”

40. Helping in the Home:
How you can help support the student
with school problems?
How you can help support the student with school problems?
1. Understand the particular challenges that foster youth may face
in schools (bullying, school project problems like “create your
family tree”, or bring a baby picture to class). Help children
come up with cover stories to personal questions like, “Why
aren’t you with your real Mom?”
http://www.stopbullying.gov/what-you-can-do/parents/index.html
http://www.pacer.org/parent/php/PHP-c109.pdf
https://www.stopbullying.gov/

41. Helping in the Home…
(continued)
School Engagement
2. Ask the child about what is happening in the
classroom. Does the child feel like he is
welcome in the school or isolated? Does the
student participate in extra-curricular
activities?
Note: Schools discourage talking during classes
so being involved in extra-curricular activities
encourages social connections.

42. Helping in the Home…
(continued)
How you can help support the student
with school problems?
3. Look for chances to help the young person better
communicate his thoughts and feelings to teachers,
school staff, and other students. Children must have
support to prevent serious behavior problems at
school.

43. Navigating Special Education:
Key Terms
1. Free and Appropriate Education is provided to child
in the Least Restrictive Environment that will meet their
needs alongside their nondisabled peers to the extent
possible.
2. Comprehensive Evaluation – psycho-educational
evaluation
3. Parental Participation in the planning and decision
making process
4. IEP – Individualized Education Program - Includes
educational performance and needs, program and
services.

44. Special Education: Key Terms (cont.)
5. Due Process Safeguards and Procedures- Right to an
impartial hearing to challenge the school district’s decisions
regarding the child’s special education program.
6. Functional Behavior Assessment (FBA) - A professional
will identify what is “triggering” negative behaviors.
7. Behavior Intervention Plan (BIP) – A plan for addressing
the triggers noted in functional behavior plan.
8. New Referrals: If you suspect a disability, ask for an
evaluation in writing and provide it to the school.

45. IEP Process
• 1. Referral
• 2. Child is Evaluated (Psycho-educational evaluation)
• 3. Eligibility is determined in an IEP meeting and if
child is found to be eligible for services, an IEP
(Individualized Education Plan) is then developed.
• 4. Implementation of IEP (by school)
• 5. Annual Review
• 6. Re-evaluation every three (3) years.
• Steps in the Special Education Process

46. Section 3: Challenges: Resolving
Issues at School

47. Help!
They won’t enroll my foster child.
• Do you have child’s Immunization form?
• Do you have any school records? Do they know
where to place him (grade or high school classes)?
• If the school is refusing to enroll or you do not
have the appropriate records, contact your DCS
worker. We have Education Specialists who will
assist you.

48. Help!
When I went to enroll my student, the school secretary
wanted a list of medications the child was taking…
• Unless the student takes his meds at school, there is no
need for the school to know. This is HIPPA protected
information.
• If the student must take meds during school hours,
contact the school nurse for the appropriate forms to
complete and the process to follow.

49. Help!
The School is asking me for child’s mental health
treatment notes and/or the clinical psychological
assessment…
• If this is the case, the school is likely concerned about
safety issues. Would your student likely do anything to
hurt another student or himself? They are wanting
reassurances. School administrators are responsible
for the safety of all students.
• Response – I am sorry but that is HIPPA protected
information. Just what specifically are you looking for?
I can ask the case manager and we can get back with
you.

50. Help!
They won’t enroll my foster child…
• Do you have a 17 year old youth with few credits?
Individual schools (Principals) are held accountable for
graduation rates. A 17 year old who enrolls and does not
graduate will negatively affect the school’s graduation rate
and maybe the Principal’s job.
• Urban school districts have more school programs to
address this problem than rural districts.
• If the school is refusing, contact your DCS worker. We have
Education Specialists who will assist.

51. Help!
They won’t enroll my foster child
(State Mandated Testing)
• What time of the year is it? If a student enters your home near the time of state
mandated student testing dates (December and late April/early May), the school
may be reluctant to enroll. There will be no instruction going on during this time.
• Why won’t they let my student take the statewide tests upon his enrollment?
These tests are ordered months in advance. The school did not order one for you
child since he was not there.
• Schools take these tests very seriously since teacher and administrator job
advancement depend on these scores.
• If the school refuses to enroll your student during this time, contact your DCS
worker. We have Education Specialists who may be able to assist.

52. Help!
My Foster Youth needs the GED and the school is refusing.
• The HiSET has now replaced the GED in Tennessee testing centers.
The HiSET is considered a “High School Equivalency Exam.”
• If your child is enrolled in the public school system, the school will
need to sign a “Recommendation to Test” form. This will count as
a “drop out” for their graduation rate. For this reason some may
be reluctant to do this.

53. School Discipline
Help! My child has been suspended!
• Suspension – Short term removal from school. If this
happens often, ask if the child needs some type of
support that he is not getting?
• Expulsion: Long term removal from school. If the
expulsion is for possession of firearms, drugs, or
aggravated assault on school staff, the youth may
receive a “zero tolerance” expulsion. Some expulsions
result in a student assignment to an alternative school.
Transportation may be a problem.
• Disciplinary Meetings: Usually at the Board of
Education. Each student has the right to due process to
argue his case. Sometimes the expulsion is reduced or
reversed.

54. Discipline and Children/Youth Eligible to Receive
Special Education Services
• 10 days - A school can only suspend a special education student for 10 days
during a school year. Suspension on the 11th day triggers a “Manifestation
Determination Hearing” to determine if the behavior is a due to the child’s
disability.
• If Yes, then the school cannot punish the student and must let him back in school
• If No, the school can discipline the child as they would a regular education student
BUT the school has to continue to provide educational services.
• Questions to ask at the manifestation hearing: Has the school been following the
IEP? Has the school conducted a functional behavior assessment? Is there a
Behavior Intervention Plan. If so, was the behavior intervention plan being
followed?

55. Help!
The school doesn’t understand when I have to take my child out of
school regularly for family visitations, court hearings, therapy,
family therapy, dentists, and doctor appointments.
• Remember – Schools focus on regular attendance to meet state
academic standards. If your child misses often, it may effect
his/her academic progress. This is their concern.
Also, schools are focusing on improving state mandated test scores
that affect the jobs of educators and the school’s standing.
• Meet with the school administrators to address this issue. Ask
for understanding if it is necessary for student to miss. Ask what
you can do to make sure the child continues to make progress.

56. What we Would like Schools to Know
• Children and youth in care want to be treated like other
students. They may be embarrassed by the “Foster
Child” label and don’t want the school to know.
• Foster youth have experienced tremendous loss.
• Foster youth have many strengths.
• Foster youth want to be involved in the decision
making.
• Many children come into care through no fault of their
own.
• Trauma and adverse experiences may impact learning,
behavior and socialization.

57. When to Call Your Child’s Case Manager about
School Problems…
• When the student is being denied enrollment.
• Is having significant behavior problems at school.
• Is struggling academically in school.
• Has multiple suspensions or has been expelled
(even if it is just one).

58. ACT PREP
• Please visit our website for information on ACT prep
http://www.tn.gov/dcs/topic/training-resources
• There are free practice test in English, Math, and Science that are timed.
This is a great resource for juniors and seniors.

59. Fostering Success in Education
Facts on Children in foster care

60. Facts on Children in Foster Care
• Foster children are 2x more likely to be absent from school
• 34% of 17-18 year olds in care have experience 5+ school changes
• 17-18 year olds in foster care are 3x more likely to be expelled
• Likelihood of foster children receiving special education is 2.5x-3.5x more
than that of others
• Average reading level of 17-18 year olds in foster care is 7th grade
• Only 50% of foster youth complete high school by 18
• Only 20% of foster youth who graduated high school attend college.

62. Importance of Reading
Reading aloud to young children is not only
one of the best activities to stimulate
language and cognitive skills, it also builds
motivation, curiosity and memory.
Bardige B. Talk to Me Baby (2009)

63. Read aloud to your child
• Reading aloud helps
children acquire early
language skills.
• Reading aloud helps
children develop
positive associations
with books and
reading.
• Reading aloud helps
children build a better
foundation for school
success.

64. • Begin reading as soon as possible to your
children
• Vary the length and subject matter of your
reading
• Allow time for discussion after the story
• Read slowly enough for your child to build
mental pictures of what he just heard
• Lead by example. Make sure your children see
you reading
• Consider the intellectual, social and emotional
level of your child.
The Do’s of Reading

65. School Attendance
One of the most important things you child
can do to achieve academic success is also
one of the most basic: going to school
every day. In fact, research has shown that
your child’s attendance record may be the
biggest factor influencing her academic
success.

66. Importance of School Attendance
• Better Reading scores
• Learn social skills and
group dynamics
• Follow routines and
procedures
• Lowers the risk of
dropout in the future
• Learns the value of
education

67. Remember Every Day Counts

68. What You Can Do
• Help your child get to school every day
• Follow school guidelines and attendance
policy
• Check homework
• Take an active role
• Locate potential sources of anxiety
• Keep updated on school events and
announcements
• Plan ahead
• Promote good health
• Ensure your child gets enough sleep

69. Special Education
• Referrals can be done by
anyone
• Testing will be completed
by highly qualified school
personnel
• RTI process
• IEP
• Rights of Children with
special education needs

70. Special Education – Surrogate Parents
• Are able to attend
meetings as parents
and sign IEP
• Only when the
parental rights have
been severed
• Have a right to see
all the child’s file

71. Every Child Succeeds Act
• Recently put into place by the Obama
administration
• Makes sure that foster children are given all the
opportunities that they need
• Foster children should be able to attend their
school of origin if in their best interest.
• DCS and the school system will work out any
transportation issues
• Children in DCS custody should be registered
whether or not they have the appropriate
paperwork

72. When to contact your Education Specialist
• When serious school discipline issues arise
(suspensions, expulsions and zero-tolerance
offenses)
• The student is 17 and has few credits
• When considering home schooling
• When you anticipate problematic IEP meetings
• When considering placement changes in the
last few weeks of the semester or if the child is
a senior

73. NEXT STEPS
• Next, you will need to complete the online quiz following this presentation.
• You will need to participate in a conference call with your regional
Education Specialist within in 90 days of completing the online course.
The schedule for these calls can be found on your regional calendar.
• Please note that roll calls for this conference call will happen before and
at the end of the call.
• On this call you will be able to ask questions, hear updates and tips, and
new trainings that are upcoming.
• THIS CALL IS CONFIDENTAL SO PLEASE DO NOT SHARE ANY
ANY IDENTIFYING INFORMATION REGARDING ANY CHILDREN THAT
CHILDREN THAT YOU HAVE FOSTERED (including their name,
name, school, bio parents information, etc).

74. THANK YOU

75. Resources
Addressing the Educational Needs of Children in Foster Care: A Guide for Judges,
Advocates and Child Welfare Professionals, New York State Permanent Judicial
Commission on Justice for Children
Education is the Lifeline for Youth in Foster Care: Research Highlights on Education
and Foster Care, (2011). National Working Group on Foster Care and Education
Foster Care and Education: Tools and Resources for Improving the Educational
Success for Children and Youth in Foster Care, (2008). National Working Group on
Foster Care and Education
Hernandez, D. (2012). Double Jeopardy: How Third –Grade Reading Skills and
Poverty Influence High School Graduation
Technical Assistance Brief: Asking the Right Questions II: Judicial Checklists to Meet
the Educational Needs of Children and Youth in Foster Care