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Title I, Part D (Neglected or Delinquent Education) Programs and Special Education CoordinationJohn McLaughlinFederal Program Manager, Title I, Part DU.S. Department of Education (OESE, SASA)
1
SIMON GONSOULINDirector, NDTAC
AIR
Framing the Issue
Who is NDTAC?
The National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At-Risk (NDTAC) is a national resource center funded by ED providing direct assistance to state and local educational agencies, juvenile justice facilities, and community schools in the implementation of Title I, Part D (TIPD).NDTAC provides technical assistance through:
• Direct communication with State coordinators and colleagues • Peer-to-peer community calls• Webinars and other virtual events• NDTAC National Conferences• Briefs, fact sheets, toolkits, and guides• National, State, and local conference presentations• www.neglected-delinquent.org
Education for Youth in Child Welfare
Question: Who is responsible for the education of youth engaged in the child welfare system?
Answer: Everyone responsible for the well being of a child is inherently responsible for his or her academic achievement.
Characteristics of Youth in Child Welfare
As compared to their non-system-involved peers, youth involved with the foster care system more often face:Higher rates of educational failureUnemploymentPovertySingle parentingMental health concernsHousing instabilityVictimization
(Osgood, Foster, Flanagan, Ruth, 2005)
Collaboration is Key
Unfortunately, many agency policies, practices, and services intended to help youth involved in the child welfare system are often limited, duplicative , and/or fragmented.
Collaboration is the key to achieving practice, policy, and cultural changes that support educational stability and achievement for children and youth in care and for those responsible for their well-being.
(Casey Family Programs, 2011)
Barriers to Collaboration
Philosophical barriers between systems: different goals and missions
Structural barriers: separate agencies with separate funding streams and management structures, information-sharing challenges, desire to protect one’s turf
Language and communication barriers: lots of jargon in all agencies, different ways of speaking about youth and families, lack of mechanism to allow systems to routinely communicate with one another
Staff resistance barriers: collaboration can be threatening to staff, staff may feel out of their element if forced to think and act differently, reluctant to work with young adult offenders
Source: NCMHJJ
Possible Solutions
Establishing and solidifying strong collaborations between child welfare and education
Establishing and implementing formalized information sharing agreements
Convening cross-agency training and meetings Addressing challenges through strategic
problem solvingActing as advocates for the promotion of
youth’s educational stability and success
(Christian, 2003)
Introduction to the Panel
Panel Format:David Osher
American Institutes for ResearchPeter Leone
University of MarylandMaura McInerney, Esq.
Education Law Center
David OsherVice President, American Institutes for Research
Co-Director, Human and Social Development Program
The Connection Between School Climate, The Conditions for Learning, and Academic
Success
Outline
OutcomesChallenge posed by trauma and mental
health needs
Dismal Long Term Outcomes
On Your Own without a Net (McArthur Foundation study of Transition to Adulthood of Vulnerable Populations) homelessness, mental health issues, disabilities special health care needs (Osgood, Foster, Flanagan, &
Ruth, 2005)3/10 of homeless adults former foster children (Casey
Family Programs, 2001)1/3 former Foster children need public assistance
after 18 (Cournteny, Grogan-Taylor, Nesmith, 1998) Education Key to Success (Cook, 1992; National Council of Juvenile
and Family Court Judges, 2002)
Education and Children in the Child Welfare System
Poorer Education Outcomes AIR California Study (Parrish et al., 2005) Chicago Example Graduation Rates: 1998-2003:
All Students – 59% Children in Forster Care – 32%
More identification as special education classification or an emotional or behavioral disturbance (Smithgall, Gladden, Yang, Goerge, 2005)
Poorer Education Placements (Allensworth, Bryk, Easton, Luppescu & Sebring, Forthcoming)
More mobility (COURTNEY, RODERICK, SMITHGALL,GLADDEN, & NAGAOKA, 2004)
National Working Group on Foster Care and Education: Long Term Goals
Educational stability for children and youth in foster care
Seamless educational transitions for children and youth when education changes do occur
High quality educational experiences, expectations and aspirations for young people in foster care
Greater national attention to the disparate educational outcomes for young people in foster care, particularly children and youth of color
What is our Standard of Success?
Is Being On Track Sufficient?Northwest Foster Alumni Study (Washington &
Oregon) Alumni obtained a high school diploma or passed the
general education development (GED) test at the same rates as 25-to-34-year-olds generally 84.5% versus 87.3%
But , they were much less likely to have a bachelor’s degree 1.8% versus 22.5%.
The Particular Challenges of Trauma and Mental Health Needs
Removal from a family – no matter how dangerous the situation – is emotionally traumatizing for the child.
What precedes OR follows removal, may also cause trauma or retraumatization Over 54% of foster care alumni had at least one mental health
problem (depression, social phobia, panic disorder, and post-traumatic stress disorder, among others) compared with 22.1% of the general population
About one quarter of the alumni experienced post-traumatic stress disorder (PTSD). This figure is greater than the prevalence of PTSD among
Vietnam or Iraq war veterans — about 15%.
Impact of Trauma
Increased DepressionAnxietyAngerBehavioral ProblemsGreater alcohol and substance abuseLower Academic AchievementThe altered neural systems can shape
behavioral that affect learning and subject to adult counter-aggression
Trauma and Mental Health Needs
Relational issues are particularly important for children in the child welfare system due to the likelihood of exposure to trauma or the existence of mental health issues.
Responding to Trauma
EVERY system involved needs to be addressing the feelings and fears that result and not retraumatize
Some (maybe a lot) of the “troubling” behaviors children exhibit in foster care and “special schools” is due to: system ignorance of this trauma, and failure to provide the essential emotional supports to
overcome the anxieties.
Placement Instability
Mobility is a risk factor (Osher, Morrison, & Bailey, 2002)
Children experience frequent moves from one placement to another due to: A STUDY OF PLACEMENT STABILITY IN ILLINOIS challenges in meeting the emotional and
developmental needs of foster children, often without adequate resources (Zinn, DeCoursey, Goerge, and Courtney, 2006)
Placement Instability
Children experience frequent moves from one placement to another due to: challenges in meeting the emotional and developmental
needs of foster children, often without adequate resources three-quarters (75.9%) of children's most recent placement moves were due, at least in part, to foster parents' inability or unwillingness to continue fostering
the reason most commonly cited was foster parent's inability to tolerate children's behavioral or emotional problems (27.6%).
Zinn, DeCoursey, Goerge, and Courtney, 2006
Implications for Schools: Background
Emotions and social emotional capacities affect learning and teaching
Relationships and social and emotional capacity provide a foundation for learning and transition planning
Contexts affect emotions and relationshipsLearning is social process that depends upon
the ability of the student to attend and the teacher to personalize
There are measurable conditions for learning that affect the ability of students to attend and teachers to personalize
There are measureable social emotional capacities that affect the conditions for learning
Conditions and capacities can be improved through intervention.
Implications for Schools: Background
What Affects Learning Outcomes?
Conditions
Conditions for Learning (CFL)
Safety
•Physically safe•Emotionally safe•Treated fairly and equitably•Avoid risky behaviors•School is safe and orderly
Support , Care, & Connection
•Meaningful connection to adults•Experience of Care & Respect•Strong bonds to school•Positive peer relationships•Effective and available support
Challenge & Engagement
•High expectations•School is connected to life goals•Strong personal motivation•Academic Engagement •Rigorous academic opportunities
Social Emotional Competency
•Emotional intelligence•Self Regulation•Culturally competence•Responsible and persistent•Cooperative team players•Contribute to school community
Osher et al., 2008
Safety and Statewide Tests
Implications for Children in Foster Care: National Working Group on Foster Care and Education
Research Findings:Changing schools hinders academic achievement Students must be enrolled in school quickly and
consistentlyRegular school attendance mattersChildren must have support to prevent serious
behavior problems at school Multiple moves often mean lower test scores
Research Highlights on Education and Foster Care (July 2011)
Implications for Children in Foster Care: National Working Group on Foster Care and Education
Research Findings (cont.):Holding students back can lead to dropping out of
school Children’s special education needs must be met
with quality services Support is needed to ensure students graduate Financial aid, scholarships and housing support
lead to college success A strong start is especially important for young
children in foster care Research Highlights on Education and Foster Care (July 2011)
Children in Foster Care Can Be Negatively Affected by
Low Teacher and Staff SupportNegative Peer RelationshipsChaotic & Reactive EnvironmentsPoor Instructional and Behavioral Practices
Social and Emotional Conditions for Being Off Track
CFL by Ethnicity
African American students provided the lowest ratings on the Safety Scales and the Social Emotional Scales.
Both Supportive Relationships Between Teachers and Students and Social Emotional Learning Promote:
Student engagementPositive attitudes towards learningA sense of belonging toward schoolAcademic motivation Academic achievement
(Barber & Oson, 1997; Begin & Begin, 2009; Birch & Ladd, 1997, Christenson & Anderson, 2002; Connell Halpern-Felsher, Clifford, Crichlow, & Usinger, 1995; Durlak, Weissberg, Dymnicki, & Taylor, 2011; Hamre & Pianta, 2001; Osterman, 2000; Zins, Weissberg, Wang, Walberg, 2004 Wentzel, 1997; Wentzel & Wigfield, 1998)
Why Are Conditions for Learning Important?
Maximizing the amount of time that students really attend to learning working memory (Davidson, 2002) chemical changes (e.g., cortisol)
Maximizing the opportunity for the teacher to: Concentrate and differentiate Teach in the Zone of Proximal Development (Vygotsky,
1978) Personalizing instruction Scaffolding learning and support
The Zone of Proximal Development for Learning and Development
chal
leng
e
support
(frus
tratio
n
)ZPD
(bor
edom
)
Adapted from: Nakkula, & Toshalis, 2006
Teaching and developing behaviors, habits, and social problem-solving skills that are important for success in school, work, and life
(Social Emotional Learning)
Self-Awareness (e.g., identifying and recognizing own emotions, recognizing strengths)
Social Awareness (e.g., empathy, respect for others)
Responsible Decision Making (e.g., evaluation and reflection, personal responsibility)
Self-Management (e.g., impulse control, stress management)
Relationship Skills (e.g., working cooperatively, help seeking and providing)
Evidence of Success with SEL
23% increase in skills9% improvement in attitudes about self,
others, and school9% improvement in prosocial behavior9% reduction in problem behaviors10% reduction in emotional distress11% increase in standardized achievement
test scores (math and reading)Source: Durlak, J.A., Weissberg, R.P., Taylor, R.D., & Dymnicki, A.B. (in press, Child Development). The effects of school-based social and emotional learning: A meta-analytic review
SEL & Attitudes
Higher sense of self-efficacyBetter sense of community (bonding)
and view of school as caringMore positive attitudes toward
school and learningHigher academic motivation and
educational aspirationsGreater trust and respect for
teachers Improved coping with school
stressors Increased understanding of
consequences of behavior
What Youth Say Teachers Can Do
Demonstrate Caring and RespectMake a serious effort to know every student well so they feel supported
and motivated to learnPlanProvide students with the information they need to do their work
Be clear about expectations and concepts.Create opportunities for students really learn about classmates’
cultures to help reduce negative peer interactionsDon’t do things that embarrass individual studentsDon’t write them off.
What Former Foster Care Youth Say Works
The most important things to be successful:
Caring, motivated mentors Role models Adults who listen to them Encouragement and high expectations from
others Boundaries and structure from adults
What Former Foster Care Youth Say Works
The most important things to be successful:
Having basic needs met (e.g., housing, nutrition, clothing)
A stable living situation Supportive friends who are a positive
influence; avoidance of peers who are a negative influence
Support to develop good mental and emotional health
What Former Foster Care Youth Say Works
The most important things to be successful:
Adequate educational support (e.g., financial aid for higher education, assistance transitioning to college, help learning how higher education systems work)
Hope, self-confidence, a sense of responsibility, and personal goals
Faith, a belief in something
What Former Foster Care Youth Say Works
The most important things to be successful:
Opportunities to develop and model healthy relationships (e.g., with younger siblings)
Opportunities to develop talents and participate in enrichment activities (e.g., sports)
Opportunities to develop skills for leadership and professionalism (e.g., presenting self well, being articulate)
Bottom Line
Cannot Improve Foster Care Outcomes Without Addressing Mental Health and Social Emotional Learning
Cannot Address Mental Health Outcomes Without Addressing Schools
Cannot Succeed Without Addressing the Social Relationships Between and Among Youth and Adults
Cannot Address Either Without Addressing Need For Capacity & Support
Cannot Succeed At Everything Without a Three-tiered Approach that Addresses Promotion, Prevention, as Well As Treatment
Bottom Line
Need to be: Strengths Based Youth Driven Family Driven Culturally Competent
Minimize Risk, Build Protective FactorsFocus on Thriving Build Settings that Develop and Support
Resilience
Bottom Line
Race & Ethnicity MatterCulture and Language Matter Poverty MattersLocal Context MattersFamilies MatterYouth Voice MatterCapacity Matters
Safeguarding Our Children: An Action Guide, Revised and Expanded (Sopris West)
Teaching and Working with Children with Emotional and Behavioral Challenges (Sopris West)
Addressing Student Problem Behavior (Parts 1, 2, 3) (CECP)
“Schools Make a Difference,” in Racial Inequity in Special Education, The Civil Rights Project at Harvard University and the Harvard Education Press
Resources
References
Bryk, A. S., Sebring, P. B., Allensworth, E., Luppescu, S. & Easton, J. Q. (2010)0. Organizing schools for improvement: Lessons from Chicago. Chicago: University of Chicago Press.
Davidson, R. (2002). Anxiety and affective style: Role of prefrontal cortex and amygdala. Biological Psychiatry, 51(1), 68-80.
Durlak, J.A., Weissberg, R.P., Taylor, R.D., & Dymnicki, A.B. (2011). The effects of school-based social and emotional learning: A meta-analytic review, Child Development, 82 (1), 405-432.
Greenberg, E., Skidmore, D., & Rhodes, D. (2004, April). Climates for learning: mathematics achievement and its relationship to schoolwide student behavior, schoolwide parental involvement, and school morale. Paper presented at the annual meeting of the American Educational Researchers Association, San Diego, CA.
Gregory, A., & Weinstein, R. S. (2004). Connection and regulation at home and in school: Predicting growth in achievement for adolescents. Journal of Adolescent Research, 19, 405–427.
Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.
Muller, C. (2001). The role of caring in the teacher-student relationship for at-risk students. Sociological Inquiry, 71, 241–255.
Nakkula, M. J., & Toshalis, E. (2006). Understanding youth: Adolescent development for educators. Cambridge: Harvard Education Press.
National Working Group on Foster Care Education. (July 2011). Research Highlights on Education and Foster Care. Seattle, WA: Casey Family Programs. Retrieved from http://www.casey.org/Resources/Publications/pdf/EducationalOutcomesFactSheet.pdf.
References
Osher, D., Bear, G., Sprague, J., & Doyle, W. (January-February, 2010). How we can improve school discipline. Educational Researcher, 39 (1), 48-58.
Osher, D. & Kendziora, K. (2010). Building Conditions for Learning and Healthy Adolescent Development: Strategic Approaches in B. Doll, W. Pfohl, & J. Yoon (Eds.) Handbook of Youth Prevention Science. New York: Routledge.
Spier, E., Osher, D., Kendziora, K., Cai.,C. (2009). Alaska Ice Summative Report. Washington, DC: American Institutes for Research.
Osher, D., Sidana, A., & Kelly, P. (2008) Improving conditions for learning for youth who are neglected or delinquent. Washington, D.C.: National Evaluation and Technical Assistance Center for the Education of Children and Youth who are Delinquent, Neglected, or at Risk.
Osher, D., Poirier, J. A., Dwyer, K. P., Hicks, R., Brown, L. J. Lampron, S., & Rodrigquez, C. (2008). Cleveland Metropolitan School District Human Ware Audit: Findings and recommendations. Washington, DC: American Institutes for Research.
Osher, D., Sprague, J., Weissberg, R. P., Axelrod, J., Keenan, S., Kendziora, K., & Zins, J. E. (2008). A comprehensive approach to promoting social, emotional, and academic growth in contemporary schools. In A. Thomas & J. Grimes (Eds.) Best practices in school psychology V, Vol. 4 (pp. 1263–1278). Bethesda, MD: National Association of School Psychologists.
Ryan, A. M., & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Educational Research Journal, 38, 437–460.
Vygotsky, L. (1978). Mind in society. Cambridge, MA : Harvard University Press.
Best Practices, Evidence-Based Practices, and Evaluating Programs
Peter LeoneUniversity of Maryland
Children in Out-of-Home Care
Meeting the Educational Needs of Youth in the Foster Care and Delinquency Systems
Shared Responsibility,Collaboration,
Leadership
Improved Education Outcomes
Communication & Collaboration Across Agencies that Serve Children52
Key Elements•Decision making•Targeted services•Shared resources•Shared expertise•Leadership
Outcomes•Minimize disruptions to students’ education •Ensure all students receive timely services
53
PRINCIPLES
Quality Education Services are Critical
Early Education is Essential
Measuring Outcomes that
Matter
Individually-Tailored Support
Services
Interagency Communication &
Collaboration
Improved
Education
Outcomes
Change Requires within Agency and Cross-agency
Leadership
Strategy: Increase Student Engagement
54
Provide multiple opportunities for academic engagement and opportunity to respond
Increase social engagementGive students a piece of the actionProvide alternative ways to respond
Strategy: Provide Educational Stability
55
Enhance transportation support Improve out of home placement stability Reduce the use of suspension and
expulsion (revise zero tolerance policies) Enhance transition support when
placement and/or school changes occur Ensure educational rights are honored Engage the youth’s family
Strategy: Collaboration Cross Systems Workgroups Shared Databases
Timely transfer of records Cross-Agency Training Multi-Disciplinary Teams Education Liaisons Family Group Conferencing
Strategies: Program Evaluation Measuring what matters – student
performance Observing and listening to our students Creating accountability
Foster care, group home, juvenile justice Engaging state department of education
in supporting programs and holding them accountable
Source: Leone, Peter and Lois Weinberg (2010). Addressing the Unmet Educational Needs of Children and Youth in the Juvenile Justice and Child Welfare Systems. Washington, DC: Center for Juvenile Justice Reform, Georgetown University.
Collaborating To Meet the Educational Needs of Children in Care:
Strategies to Improve Outcomes for Children With Disabilities
Maura McInerney, Esq.Education Law Center
1315 Walnut StreetPhiladelphia, PA 19107
www.elc-pa.org
Legal Center for Foster Care & Education A collaboration between the ABA, the Juvenile
Law Center and Education Law Center, Casey Family Programs and the Annie E. Casey Foundation.
A national technical assistance resource and information clearinghouse on legal and policy matters affecting the education of children and youth in out-of-home care
Website: www.abanet.org/child/education Listserv, Conference Calls, Publications,
Searchable Database
Overview Understanding the Special Education
Barriers for Children in Care
How Child Welfare & Education Can Collaborate to Address These Needs
What Courts Can Do For You
Strategies & Tips
The Special Education Landscape Special education is parent driven systemChildren in care often lack an active involved special
education decisionmaker. Child-find = knowledge of a student Because children in care are highly mobile, special
education needs may remain unidentified and unknown to current caretakers.
Time is of the essence Frequent school moves result in delayed evaluations,
lost IEPs and mean that appropriate services are not provided in a timely manner.
The Special Education Landscape IEPs are not reviewed or progress
monitored based on consistent standards and assessments.
Specially designed instruction, resources & services are unknown.
Schools & parents usually do not engage in ongoing communication.
Transition plans are not detailed and youth-driven. Future plans: unclear.
Child Welfare’s Role: The Linchpin Communicate with school and
relevant personnel Provide needed records & background Ensure active involved decisionmaker Attend school-based informal &
official meetings (e.g., IEP, manifestation determinations etc.)
Know the special education system.
Role of Education: The Door Understand the barriers. Know the players, even when they
change or are new to the system. Welcome visitors who provide insight
& can help develop better IEPs Explain the process and the options Ask questions = know the student Integrate pre-existing services.
Role of Courts: The Key Education records Appoint Education Decisionmaker Identify a child who may need to be
evaluated and order DHS to act Ask the questions:
Educational placement (alt ed, LRE etc.) Is child making progress? School discipline issues
Courts As Monitor Role of courts in ensuring the “well being” of
child includes addressing educational needs: Well-being outcome: tracking through court system Link between addressing education needs and
achieving permanency Specific issues to consider at every hearing:
Is a court order needed to access to IEP, ed records? Does the child have an active, involved Special
Education Decisionmaker (Surrogate Parent)? Is child in least restrictive environment? Is child making progress? Is IEP Team coordinating transition planning?
Resources for Judges
Technical Assistance Brief: Asking the Right Questions II: Judicial Checklists to Meet the Educational Needs of Children and Youth in Foster Care- NCJFCJ Outlines questions that should be asked in a courtroom with respect to the educational needs of children and youth in foster care.http://www.ncjfcj.org/content/blogcategory/363/432/
Blueprint For Change: Detailed framework is structured around eight concrete goals for youth and include benchmarks that demonstrate progress toward achieving Education Success for children in foster care. www.abanet.org/child/education/blueprint
Judicial Guide to Implementing the Fostering Connections to Success and Increasing Adoptions Act of 2008 available at http://www.grandfamilies.org/images/pdf/Judicial%20Guide%20to%20Fostering%20Connections%202011.pdf
SPECIAL EDUCATION: TIPS & BEST PRACTICES
Child Welfare & Education:Collaboration is KEY
Caseworkers and school staff must collaborate: School placement School stability Attendance issues Development of IEP Maintenance and tuning of IEP Integrate and collaborate provision of services Ensure progress towards IEP goals Address school discipline issues Identify Special Education Decision Maker Transition planning & services
Effective Collaborations Relationship building:
Understand the “other” perspective: recognize common goals of different systems
Communicate often and regularly: Talk about the good things not just the bad.
Know what you don’t know and respect the other system’s expertise.
Respect the process. Document Learn more. “Know-it-all” less.
Tips for Collaborating in theSpecial Education Context Identifying children: Expedite evaluations Ensure consents are available, signed and
provided to school district. Document. Attend & share “appropriate” information at
IEP meetings. Communicate in between. Address behaviors don’t’ deny them. Attend
school discipline meetings Conduct funct’l behavioral assessment AND
revision IEPs re disability-related conduct. Consider a child’s need for 504 Plan. Coordinate transition planning.
Resources for Educators & Caseworkers
Blueprint For Change: Detailed framework is structured around eight concrete goals for youth and include benchmarks that demonstrate progress toward achieving Education Success for children in foster care. www.abanet.org/child/education/blueprint
State Implemention Toolkit: Guide to Fostering Connections to Success and Increasing Adoptions Act of 2008
Casey Family Programs: Endless Dreams Curriculum
Educator Screen
Court’s Special Ed Checklist Consider issues at EVERY stage of process:
Is the child in the right school placement and least restrictive environment in accordance with the special ed process?
Does the youth need an eval or re-eval? Does child need different or additional supports or
services to make progress? Does child have an ACTIVE involved special
education decisionmaker? Does the youth need accommodations in school for
a physical or behavioral issue?
Checklist (Cont’d) Is the youth on track to graduate? What is the graduation plan: What
school will issue a diploma? Does the youth have sufficient credits?
Does the youth’s transition plan address education goals and issues in sufficient detail?
Who will assist the youth to access postsecondary opportunities?
Contact Information
Education Law Centerwww.elc-pa.org
Maura McInerneyEducation Law Center1315 Walnut Street
Philadelphia, PA 19107215-238-6970 Ext. 31
mmcinerney@elc-pa.org