Phase 1 – Big Bend CBC RDC pushes K-12 Report Card information to FSFN Reports
FERPA Amended Uninterrupted Scholars Act In January 2013, Congress passed the Uninterrupted Scholars Act, which amends the Family Educational Rights and Privacy Act (FERPA) to allow child welfare agencies to obtain individual student education records when the agency is legally responsible for the child.
FSFN Workgroup Objectives 1.What questions do we want answered? 2.Management Reports 3.Display to Case Management
Objectives – what do we want to know from the data we collect? Is it measureable? 1.Did the child score “ready” on kindergarten readiness testing? 2.Were the child's special needs identified in a timely manner early? Are the child’s IEP goals/objectives resulting in successful outcomes? 3.Do children experience successful transitions and school success? 4.Is there is a decline in post secondary the need for remedial course requirements? for post secondary matriculation? children 5.Is there is a decline in grade-level retention? repeats
6.Have the child's grades / school performance changed since coming into care? 7.Do placement changes affect school performance? 8.To what extent, if any, do school changes affect School Grades? Has school performance been negatively impacted by changes in school? 9.How many absences can a child have before their academics start to decline? Have excessive absences and/or tardies been a factor in school performance of children in care? 10.What steps interventions were taken implemented to address the child’s absence from school absences/tardies? Objectives
11.How much tardiness can a child incur until academics start to decline? 12.Is there the caregiver actively involvedment in educational factors concerns, including absences, tardiness, school grades, etc.? 13.Does Is the child need an evaluation for an IEP suspected of having a disability? 14.If school detention is imposed, what impact does it have on school performance? To what extent, if any, do "detentions" cause a decline in school grades? 15.What type of Do mentors, if any, by type, have an effect on school grades performance? Objectives
16.Does school educational stability mitigate a decline in grades school performance when a child changes [foster care] placement? 17.Are children are performing on grade level? 18.What interventions have been attempted to get gap children (children who have just aged out, not in post-secondary education, still getting support) to re-enter school or get a GED? 19.Do children experience successful transitions and school success? 20.Did youth advance to college, military, apprenticeship, technical training, or a living wage job?
Present Day DCF contracted with CMA Enterprises – Subcontracted to Mindshare Technology Contract includes 8 Pilot Sites – Miami-Dade, Broward, Alachua, Hernando, Clay, Nassau, Leon, Pinellas Load data into FSFN BOE Report from Contractor – How did you do it?
Future Steps FSFN Change Request Remaining 59 School Districts Use Data to drive Outcomes