1. + NASP 2014 Diversity Dialogue Special Session Wednesday, February 19, 2014 De'Amont ā Casey, MFT-I Ed.S. School Psychology Graduate Student San Diego State University 1

2. + AGENDA Who I am and why I CARE What is Project CARES Foster care statistics and outcomes (national & local) Project goals CARES Training My hopes for the future

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4. + WHAT IS CARES Culturally Affirming Responsive Education Specialist Federally funded personnel preparation grant at SDSU from the U.S. Department of Education, Office of Special Education Programs 1.25 million dollar grant over 5 years Focus: Improve outcomes for CLD children in foster care with disabilities (at risk) Interdisciplinary: School Psychology, School Counseling, & School Social Work graduate students 4

5. + ROSES THAT GROW FROM CONCRETE 400,000 children in foster care (68% are school-aged) 60% enter through reports of abuse 78% of students in foster care attend low achieving schools 30-40% receive special education services Score 16-20% lower on the statewide standardized achievement measures 35% have experienced four or more school changes (each school move results in a six-month loss of educational progress) 46% fail to complete high school and only 44% who graduate read at a high school level or higher (U.S. Department of Health and Human Services, 2012) 5

6. + CALIFORNIA FOSTER YOUTH 56,315 Foster Youth in California (largest) 83% repeat a grade 75% working below grade levels 24% special education (compared to 9% of the general population) 30% graduate high school Less than 3% attend college Higher percentage of unemployment (50%), incarceration (25%), homelessness (20%), and college degree (3%) (California College Pathways, 2012; Children’s Bureau, 2013; Stuart Foundation, At Greater Risk, 2013; U.S. Department of Health and Human Services, 2012) 6

7. + TRIPLE WHAMMY Triple Whammy: CLD FYD – (1) culturally and linguistically diverse (2) foster youth (3) with a disability Longer lengths of stay (Children of Color at a Glance, 1994). Lower rates of reunification (Center for Study of Social Policy, 2010; U.S. Department of Health and Human Services, 2013) Higher rates of re-entry into the system, (Department of Health and Human Services, 2006; Kimberlin, Anthony, & Austin, 2008). Less placement stability and achieve permanency less often or not as quickly (U.S. Department of Health and Human Services, 2012) 7

8. + NOT ENOUGH PROFESSIONALS TO MEET THE NEED 8 Related Services Personnel Maximum RatioActual Ratio School Counselor 1: 2501:966 School Psychologist 1:1000/ 1:5001:1251 School Social Worker 1:4001:15256

9. + Project CARES 4 MAJOR GOALS 1. To respond to the shortages of School Psychologists, School Counselors, and School Social Workers. 2. To increase the number of SP, SC, and SSW who are trained to provide high quality academic and mental health services known to be effective for CLD students in foster care with, or at risk of, disabilities. 3. To enhance the capacity of the programs to prepare professionals to work collaboratively to serve and advocate for these youth. 4. To disseminate our learning at conferences and workshops, in classrooms (e.g., case studies), and in our professional disciplines (e.g., professional papers). 9

10. 10 CARES Seminar & Institute CASA Training Course Conference Attendance and Presentations Practicum In Schools CARES Training

11. + MY HOPES FOR THE FUTURE Link to Foster care Liaison Invisible Population Program Implementation and Integration Learn More Share More! 11

12. + Questions Who I am and Why I CARE What is Project CARES and Goals Statistics and Outcomes CARES Training