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 relationships

Learning 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 consistently

Regular school attendance matters

Children 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

ch

all

en

ge

support

(fru

stra

tion

)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 action

Provide 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