Promoting Education Stability Through State Legislation: Promoting Education Stability Through State Legislation: Voices of Legislators and Youth Christopher Lyddy, MSW State Representative

The Process Identification of Problems and Stakeholders Brainstorm Possible Solutions (Federally Required) (State Centered) Mobilization of Support Introduction of Legislation Lobby

What do Foster Youth Need? A Permanent Family A Stable Education Opportunities to Achieve Economic Success A Place to Live Access to Health Care Opportunities to Engage Jim Casey Youth Opportunities Initiative, Policy and Practice Recommendations

Problem Identification Problem Identification Educational Instability “In her seven years in state foster care, Cheniece O'Neal lived in seven different foster homes, three residential centers and a shelter. She had five different social workers, three different lawyers and attended seven different schools. Being a foster kid and trying to get good grades in school is tough enough, O'Neal told a panel of state legislators Thursday. Having to adjust to a new school, new classes and new friends every few months brings a whole new dimension to the struggle.” Poitras, C., (2008, February 29). Bill would limit school changes for foster children, Hartford Courant.

Problem Identification Problem Identification Educational Instability 1.Foster children in Connecticut are frequently uprooted from their schools 2.Frequent school changes are traumatic for foster children 3.School disruptions have devastating effects on the educational outcomes of foster children 4.School stability is better for foster children’s classmates, educators, schools and communities Connecticut Voices for Children. (February 2009). Fostering School Stability for Children in Connecticut’s Care.

Stakeholders Educational Stability Foster Youth School Systems State Agencies AdvocatesLegislators Federal Government Foster Parents Local Education Agencies Towns & Cities Judges Supportive Uncertain

Solutions Solutions Educational Instability What has been done to address school instability? –McKinney-Vento Act (1986) provided federal funding to the national shelter program. Homeless children be allowed to attend any school they choose, with transportation provided by the school district A definition of “homeless children” was determined to be: individuals who lack a fixed, regular, and adequate nighttime residence. –2003 Connecticut Legislation Compliance with McKinney-Vento Act Extended educational stability to youth who fall in identified categories –Collaboration between Department of Children and Families and the State Department of Education Agreed that children in DCF custody who are placed in emergency or transitional shelter placements are entitled to school stability 2005 MOU – Departments of Education and Children and Families

Solutions Solutions Educational Instability What has been done to address school instability? –Fostering Connections to Success and Increasing Adoptions Act (2008) Require states to adopt an educational stability system by July 1, 2010 Requires coordination between child welfare agencies and local educational agencies Requires the agencies’ act in the child’s best interest –Select Committee on Children (CT) 2008 Proposal Driven by a group of stakeholders Require the Department of Children and Families to provide and pay for transportation to a child’s school of origin when it was in the child’s best interest Cost Concerns: The bill limited school stability to children whose schools of origin were within 25 miles of the child’s new residential placement Passed the Children’s Committee, Education Committee, and the Appropriations Committee Failed to reach the House or Senate –2008 Task Force DCF, SDE, Child Advocates Legislative, policy, and practice changes necessary for school stability –2009 Connecticut Proposals Two legislative proposals introduced One with the 25 mile limit and one without Both bills died in the Appropriations Committee –2010 Victory Public Act , allows young people to remain in the same school any time their home placement changes unless not in their best interest!

Mobilization of Support Foster Youth Connecticut Center for Children’s Advocacy, University of Connecticut Law School Connecticut Voices for Children Connecticut Legal Services Chief Child Protective Attorney, Commission on Child Protection Connecticut Association of Boards of Education State’s Child Advocate Department of Children and Families State Department of Education Connecticut Conference of Municipalities Fifteen Other States who had passed similar legislation

CT Voices for Children Forum October 3, 2011 Legislative Office Building Attendees: –Lt. Governor –Deputy Secretary of the State –DCF Commissioner –State Comptroller –Advocates –Chairs of Appropriations and Human Services Committees –Foster Youth –Social Workers –Foster Parents

CT Voices for Children Forum CT Voices for Children Forum What did we learn this time? 1.Transitioning Out of Foster Care –Permanent Family –Child Welfare Support –Higher Education 2.Sibling Reunification and Preservation Perhaps the most basic need of a foster child is feeling the sense of connectedness

MEMORANDUM To:All Staff From:Joette Katz, Commissioner Date:Tuesday, October 04, 2011 Subject:Special Training for Workers Serving Adolescents 1.Work with foster youth and school administrators to track academic records. 2.Ensure coordination and monitoring of individual Education Plans (IEPs) among case workers for youth with disabilities. 3.Educate foster youth while in middle school and high school about postsecondary education or job training options. 4.Provide assistance with college application process. 5.Help facilitate tuition waivers for foster youth at state higher educational institutions and offer scholarships that cover all costs (e.g., books, room and board, and clothing). 6.Give youth transitioning out of foster care opportunities to learn about career options and develop the habits, attitudes, and skills they need to find and retain employment. 7.Connect youth to employment opportunities through partnerships with the public workforce system and employers. 8.Structure opportunities for youth to learn about money management and asset development.

Contact Information Representative Christopher Lyddy, MSW (860)