Powerful Partnerships: How Local Systems Can Work Together to Create Educational Stability for Kids Presented at: “Child Welfare, Education and the Courts: A Collaboration to Strengthen Educational Successes of Children and Youth in Foster Care” November 4, 2011

Workshop Learning Objectives: Participants will learn strategies to: develop partnerships between schools, courts and child protection agencies to enable “win-win” working relationships recruit and engage a diverse collaborative of multi- disciplinary representatives to create school stability for youth in out-of-home placements implement creative cross training approaches improve school connections and achievement for children and youth in the child welfare system.

Our Panel Anne Comstock (Moderator), Associate Director, National Child Welfare Resource Center for Organizational Improvement The Honorable Suzanna Cuneo, Commissioner, Pima County Juvenile Court Carol Punske, Assistant Program Manager, Pima County Juvenile Court Child Protective Services Elaine E. Fink, Managing Attorney, Children’s Advocacy Legal Aid Society of Southwest Ohio Carla Guenthner, Administrative Magistrate, Hamilton County Juvenile Court

Pima County Juvenile Court Committee to Improve Education Outcomes for Court-Involved Youth Established January 2003 as Established January 2003 as Model Dependency Court Subcommittee Model Dependency Court Subcommittee Began with 12 members representing Child Began with 12 members representing Child Protective Services, several school districts, Protective Services, several school districts, Casey Family Programs, Juvenile Court Staff, Casey Family Programs, Juvenile Court Staff, CASA Program and the Attorney General’s Office. CASA Program and the Attorney General’s Office.

Pima County Juvenile Court Committee to Improve Education Outcomes for Court-Involved Youth Initial focus was education issues affecting youth Initial focus was education issues affecting youth in foster care primarily in the areas of education in foster care primarily in the areas of education records, enrollment and school stability. records, enrollment and school stability. Committee expanded its focus in 2005 to include Committee expanded its focus in 2005 to include all court-involved youth, including delinquencies. all court-involved youth, including delinquencies.

Pima County Juvenile Court Committee to Improve Education Outcomes for Court-Involved Youth Currently has approximately 100 participants representing numerous school districts, Pima Community Superintendent’s Office, Pima Community College, County Attorney’s Office, Public Defender’s Office, group care facilities, attorneys, Child Protective Services, CASA, Attorney General’s Office, Probation and Detention. Currently has approximately 100 participants representing numerous school districts, Pima Community Superintendent’s Office, Pima Community College, County Attorney’s Office, Public Defender’s Office, group care facilities, attorneys, Child Protective Services, CASA, Attorney General’s Office, Probation and Detention.

Pima County Juvenile Court Committee to Improve Education Outcomes for Court-Involved Youth Following a community-wide education summit in October 2007, the committee converted its format to an education forum which meets 3-4 times per year and focuses on cross training and collaboration in two areas: Keeping kids in school and alternatives to suspension/expulsion/arrest. Following a community-wide education summit in October 2007, the committee converted its format to an education forum which meets 3-4 times per year and focuses on cross training and collaboration in two areas: Keeping kids in school and alternatives to suspension/expulsion/arrest.

Past Projects Addressing School Stability and Continuity School records: Created court order for release of school records to child welfare case managers. Order signed by dependency judge same day dependency petition is filed. School records: Created court order for release of school records to child welfare case managers. Order signed by dependency judge same day dependency petition is filed. Linking with McKinney-Vento: Ensure school-aged children placed out of home remain in their home schools when appropriate. Linking with McKinney-Vento: Ensure school-aged children placed out of home remain in their home schools when appropriate.

Past Projects Addressing School Stability and Continuity Training community educators focusing on McKinney- Vento liaisons and unique educational issues affecting children in out-of-home care (Endless Dreams). Training community educators focusing on McKinney- Vento liaisons and unique educational issues affecting children in out-of-home care (Endless Dreams). Training child welfare case managers on the rights of children in out-of-home care to remain in their home schools or to immediate enrollment if there is a change in school placement (McKinney-Vento). Training child welfare case managers on the rights of children in out-of-home care to remain in their home schools or to immediate enrollment if there is a change in school placement (McKinney-Vento). Development of an Education Advocacy Manual. Development of an Education Advocacy Manual.

Past Projects Addressing School Stability and Continuity “Accountability Conferencing” as alternative to suspension and expulsion. “Accountability Conferencing” as alternative to suspension and expulsion. Training on modified version of “Judicial Checklist” in dependency cases commencing with first Preliminary Protective Hearing. Training on modified version of “Judicial Checklist” in dependency cases commencing with first Preliminary Protective Hearing. Training out-of-home placement units to locate emergency placements for children within their home school district or as close geographically to that district whenever possible at the time of the child’s removal. Training out-of-home placement units to locate emergency placements for children within their home school district or as close geographically to that district whenever possible at the time of the child’s removal.

Past Projects Addressing School Stability and Continuity Development of the position of Juvenile Court Education Programs Coordinator within the Juvenile Court to assist both Child Protective Services case managers and Probation Officers on education issues primarily in the area of enrollment and school records. Development of the position of Juvenile Court Education Programs Coordinator within the Juvenile Court to assist both Child Protective Services case managers and Probation Officers on education issues primarily in the area of enrollment and school records.

Child Protective Services Working Collaboratively with the School Develop relationships Develop relationships Recognize the expertise of each system partner Recognize the expertise of each system partner Meet regularly Meet regularly CPS staff meet quarterly with the School District Homeless Liaisons and periodically conduct trainings together. CPS staff meet quarterly with the School District Homeless Liaisons and periodically conduct trainings together.

Key Partners for Collaboration School staff, teachers,principals, social workers, nurses, etc. CPS case workers Foster parents Relative caregivers Attorneys, guardians ad litem, CASAs, surrogate parents, juvenile judges and court personnel, post secondary educators and administrators

Talk About Education from Day One Team Decision Making Team Decision Making is a strength based process addressing the safety and placement of children. Team Decision Making is a strength based process addressing the safety and placement of children. Meetings include: Meetings include: a)Family, CPS staff, family support, community members, partnering agencies and, as applicable, tribal representatives b)If children/youth are attending school, a teacher, counselor or school representative may be invited to the meeting.

Talk About Education from Day One Team Decision Making Meetings Emergency removal or Emergency removal or Considered removal Considered removal A report is given to participants at the conclusion of TDM meeting and includes the name of the school that the child attends. A report is given to participants at the conclusion of TDM meeting and includes the name of the school that the child attends. Report identifies if the child is receiving exceptional education services. Report identifies if the child is receiving exceptional education services. CPS can work to keep the child in same school and identify special needs. CPS can work to keep the child in same school and identify special needs.

Critical Issues: Provide School Placement Stability Critical Issues: Provide School Placement Stability Allow youth placed in out-of-home care to attend home school when it is safe to do so and in the child’s best interest.

Critical Issues Critical Issues  Records and School Enrollment Ensure youth in out of home care are not denied school enrollment because their records are not immediately available (including immunization records and birth certificates) Ensure youth in out of home care are not denied school enrollment because their records are not immediately available (including immunization records and birth certificates) Ensure that records and information are promptly obtained/exchanged between CPS and the schools, whether case is still under investigation or child is already receiving CPS services Ensure that records and information are promptly obtained/exchanged between CPS and the schools, whether case is still under investigation or child is already receiving CPS services

Challenges Challenges faced by foster when changing schools Challenges faced by foster when changing schools All youth face challenges in adjusting to different curricula, teacher, peers, and expectations, yet… All youth face challenges in adjusting to different curricula, teacher, peers, and expectations, yet…

Foster Youth Challenges Foster Youth Challenges Missed school days due to enrollment delays because of lack of information/records (some students may initially be denied enrollment) Missed school days due to enrollment delays because of lack of information/records (some students may initially be denied enrollment) Missed school days due to appointments for social or medical services or even court Missed school days due to appointments for social or medical services or even court Lack of consistent advocacy for education needs, including special education Lack of consistent advocacy for education needs, including special education Simultaneously dealing with significant personal and familial issues Simultaneously dealing with significant personal and familial issues

Successes Successes Agree that children removed form their homes will generally qualify under the McKinney- Vento Act for the remainder of that school year Agree that children removed form their homes will generally qualify under the McKinney- Vento Act for the remainder of that school year Agree that the Homeless Liaison will consider children to be eligible for transportation if there is a planned placement move during the current school year Agree that the Homeless Liaison will consider children to be eligible for transportation if there is a planned placement move during the current school year Exploring how Title 4-E funds can be used to provide transportation for children after the first year following removal, with a focus on older youth Exploring how Title 4-E funds can be used to provide transportation for children after the first year following removal, with a focus on older youth

Successes Successes School Districts are providing school supplies for the children/youth who are living in shelters and group homes School Districts are providing school supplies for the children/youth who are living in shelters and group homes CPS staff are trained and periodically reminded to contact the School District Homeless Liaison as soon as a dependency petition is filed, even if transportation is not immediately needed CPS staff are trained and periodically reminded to contact the School District Homeless Liaison as soon as a dependency petition is filed, even if transportation is not immediately needed Developed a collaborative relationship with the School District Homeless Liaison and the staff at the state Department of Education for problem solving and education Developed a collaborative relationship with the School District Homeless Liaison and the staff at the state Department of Education for problem solving and education

Education = future Their future is in our hands. It is imperative that CPS continues to work collaboratively with schools and the court system to promote the educational well-being of all the youth in our care.

Resources Casey Family Programs Casey Family Programs National Council of Juvenile and Family Court Judges National Council of Juvenile and Family Court Judges Office of Juvenile Justice and Delinquency Prevention Office of Juvenile Justice and Delinquency Prevention

Contacts Judge Suzanna Cuneo Pima County Juvenile Court Commissioner Pima County Juvenile Court Commissioner CPS: Carol Punske Assistant Program Manager Court: Cathleen Fitzgerald Education Programs Coordinator

Questions and Comments?

IMPROVING EDUCATIONAL OUTCOMES FOR STUDENTS IN FOSTER CARE Elaine E. Fink Carla Guenthner Hamilton County Cincinnati, Ohio

Cincinnati Public Schools 57 schools High Schools: 16 Elementary Schools: 38 Combined: 3 Race African American: 68.8% Caucasian: 23.7% Multi-racial: 4.6% Hispanic: 1.9% Free lunch: 68.7%

Cincinnati Public Schools Special Education Work Group A grassroots and multi- disciplinary community group Works collaboratively to address systemic gaps and barriers Focus is on students with special needs A sub-committee was created to examine and improve foster care outcomes

Key Stakeholders Hamilton Co. Dept. of Job & Family Services Cincinnati Public Schools Hamilton Co. Juvenile Court Legal Aid Society of SW Ohio Public Defender: GAL Office ProKids: CASA Agency

Traveling Road Show A Multi-Disciplinary Team delivers information about the child welfare system to teachers and administrators through participation in staff meetings at individual schools

Two Way Process is Required SCHOOLS CHILD WELFARE

Why did Cincinnati Public Schools Participate? Involved from the beginning School district input and feedback was valued All parties remained flexible Had little to lose Willing to take a risk

Role for the Project Champion Understands both systems Demonstrates fairness Defends each system to the other Holds each system accountable Identifies problems without blaming Suggests solutions

Building a Collaboration Staged Process for Creating Systemic Change Establish a sense of urgency Develop and communicate a vision for change Create a guiding coalition Agree upon shared priorities and strategies Generate short term wins Consolidate gains and work toward long term goals and outcomes Don’t let perfect be the enemy of good

Hamilton County Child Protection Report Card Children in Care or Under Agency Supervision: 1732 Placements: 60% experience one or more placements Grade Level: 32% at appropriate grade level Mental/Behavioral Health: 48% diagnosed

Target Population Kindergarten through 12 th grade Children in agency custody Children attending one of the 22 participating schools (identified through mapping) Minimum of 100 children in the pilot

Prioritize Education Steering Committee Execution of a MOU Inclusion of Schools/Education Representatives on Model Court Team Cross-Training Judicial Checklist Court Reports on Education Youth Engagement

Improve Communication and Systems Coordination Immediate School Enrollment 2 child protection caseworkers serve as Education Specialists to the participating schools One representative at each school serves as the School Liaison to Children’s Services Access to Power School: a web- based parent communication tool

Create School Stability Development of strategies for maintaining stability in school and substitute care placements (e.g. prioritization within UM/UR; trauma informed services) Creation of plans for maintaining school stability if agency placement disrupts (e.g. Project Connect-McKinney Vento liaisons) Development of seamless transition plans when change in school placement cannot be avoided

Reform Policies and Practices Create visitation plans/policies that avoid school disruption Implement case plan services during non-traditional hours or access school-based services to minimize school disruption

Enhance Supportive Services Education Advocacy and Legal Representation Interventions and Supports to Promote Academic Success and Achievement Tutoring Mentoring Higher Education Mentoring Initiative Extracurricular Activities Summer Reading Program

Collect Data and Measure Program Outcomes Key Outcome Measures: 1. Youth in foster care will experience increased stability in their placement and at school. 2. Youth in foster care will demonstrate improved school attendance. 3. Youth in foster care will achieve school promotion and grade advancement. 4. Youth in foster care with identified special needs will receive appropriate and supportive educational services. 5. The public and private partners will create a collaborative structure that enhances the coordination and implementation of plans designed to achieve education success for youth in foster care.

Data/Evaluation (continued) Critical but often elusive Persevere Document small successes You can do it!

Looking Ahead…. Staged Expansion All Cincinnati Public Schools (district-wide) Youth in custody AND under agency supervision Inclusion of Dually Involved Youth Crisis Intervention Services and Consultation Local Training and On-Site TA regarding Fostering Connections Enhanced data collection and exchange Program Evaluation Supported by HHS funding

Nine tenths of education is encouragement. Anatole France, writer He who opens a school door, closes a prison. Victor Hugo, poet

Contact Information Elaine E. Fink Managing Attorney, Children’s Advocacy Legal Aid Society of Southwest Ohio, LLC 215 E. 9 th Street, Suite 500 Cincinnati, Ohio Carla Guenthner Chief Magistrate Hamilton County Juvenile Court 800 Broadway Cincinnati, Ohio

Questions and Comments?