Improving Educational Continuity and School Stability for Children in Out of Home Care: A Breakthrough Series Collaborative (BSC) n The BSC methodology is adapted from the health care field; it originated with the Institute for Healthcare Improvement (IHI) and the Associates in Process Improvement (API) in 1995; n It is a model of quality improvement that brings together teams from across the country focused on a prevailing issue – in this case educational continuity and school stability; n Teams are committed to making small-scale, rapid tests of change that can lead to dramatic systems- wide improvements.

Improving Educational Continuity and School Stability for Children in Out of Home Care: A Breakthrough Series Collaborative (BSC) n In this BSC, nine selected jurisdictions are working together to initiate and implement strategies and tests of change that target improving educational outcomes for children in out-of-home care. n Teams accomplish this by: –Engaging with a group of other jurisdictions in critical change activities; –Creating environments in which strategies can be developed and tested; –Developing a cadre of leaders across the country who are working toward solutions; –Creating and sustaining partnerships to advance the work; and –Disseminating lessons learned

Improving Educational Continuity and School Stability for Children in Out of Home Care: A Breakthrough Series Collaborative (BSC) n Four of the teams from this BSC are from California. You will hear from representatives from each about the innovative things their teams are doing in their jurisdictions to address this issue: –Howard Himes, Deputy Director, DCFS, Fresno –Lilia Fuentes, Principal, Pomona Unified School District –Linda Zall, Foster Youth Services (FYS), Sacramento County of Education –Dennis Leggett, Foster Youth Services Liaison, San Diego

BSC on Education Pomona Unified School District & DCFS Pomona Lilia Fuentes/Education Partner

BSC on Education Why San Jose Elementary School became involved with BSC and The DCFS/Pomona Office Ronnie’s Story

BSC on Education School Stability and Seamless Transitions School Site Checklist DCFS School Stability Checklist Training for Office Managers/Registrars

Before School Site Checklist Incorrect Placement SST paperwork left behind Lack of communication between school and CSW Holds because of textbooks not returned Students not enrolled immediately at sites

School Site Checklist Front office staff/registrar are aware of DCFS educational policies and procedures. School is aware of the assigned CSW. Schools are able to access school records from previous school to ensure proper placement and identify appropriate services. Building relationship with CSW, alerting CSW of issues and concerns before they escalate. Contact number has been established when forms are missing.

Building Relationships with CSW’s. Providing report cards on a quarterly basis. Referral and Suspension notifications Discussing interventions - before an IEP becomes an automatic request

DCFS School Stability Checklist Prepare a checklist to remind staff of the important steps so that child remains in school of origin or facilitate timely transfer of the child’s education records using DCFS forms.

DCFS School Stability Checklist n Quick reference for CSW to maintain school stability (AB 490) n Ensures that appropriate forms are processed to facilitate seamless transitions for children n Reminds staff of the importance of DCFS education policies concerning education.

PACE Sessions Conducted 4 trainings sessions with Pomona Unified School District Office Managers, Principal’s, and Registrars. Assisted PUSD employees to better understand the needs of children in out- of-home care.

Core Academy Training Module n Understanding the role of the CSW in the Child’s education. n Understanding the benefits of the education forms to communicate effectively with the school districts. n Understanding of AB490 and the child’s right to remain in the school of origin and the department’s obligation to facilitate. n Instructing the CSW’s about the importance of the Holder of Educational Rights.

Successful Stories Student placed in the right placement within three weeks. All parties part of IEP. Holder of educational rights was present. Parent obtained custody of student with only 5 weeks of school left. Student was failing and was going to be retained before entering our school at the end of the school year (2007). Student is now getting B’s and is still attending San Jose Elementary.

San Diego

San Diego Project Goals n Increase placement stability n Foster emotional readiness to learn n Increase awareness of foster children as a distinct culture n Increase quality and quantity of inter/intra-agency communication

PDSA Small TestsWide-Scale TestsTestingCompletedImplementedSpread Formal and consistent process for the identification of students XXXXX Smooth 8 th to 9 th grade articulation XXX Foster care community aware of resources, liaisons, services XXXX Attention to educational stability by CWS and school staff XXXX Perceived needs of students XX

WHATEVER IT TAKES, UNTIL IT TAKES, ONE KID AT A TIME!