California Department of Education Foster Youth Services … Documents/Foster... · During the 2014/15 school year the PCOE conducted a survey to include, Child Welfare, Court Appointed

California Department of Education Foster Youth Services Coordinating Program Program Evaluation Tool Year 2015–16

Project Period Outcomes

Foster Youth Services Coordinating Program County _____PLACER_____________

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Goal 1: Needs Assessment and the Establishment of Baseline Data for Program

During the 2014/15 school year the PCOE conducted a survey to include, Child Welfare, Court Appointed Special Advocates, current and former foster youth, foster parents, community providers, educators and the court. Areas of strength were noted in levels of satisfaction with PCOE FYS service delivery, 77% of respondents were satisfied or somewhat satisfied with FYS services. Respondents rated, “When changing school placements foster youth are enrolled in a timely manner,” 68% agreed or strongly agreed. (1) An identified area of need was, “The current mechanism used in the transfer of health and education records for foster youth is optimal?” We found 35% of respondents strongly disagreed or disagreed, while 36% were neutral. (2) Another area of need identified was, “The system of sharing information between educational agencies and child welfare/court agencies regarding academic status is effective?” in which 29% of respondents strongly disagreed or disagreed, while 37% indicated being neutral. (3) Data collected by districts indicates that county wide, foster youth persist in their school placements at the rate of 72%. The PCOE demonstrates a strong FYS program, but not without areas for growth. The need to continue to develop and support strategies for school stability and increased effectiveness in collaboration and communication between agencies is vital.



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Objective 1.1: Description of progress toward established objective. The baseline data collected in 2014/15 was shared with school districts prior to the 2015/16 school. Though a survey has not been re-distributed since the 2014/15 survey, school districts have reported out on movement towards meeting the goals established. (1) The mechanism used to transfer health and education records continues to be an area of needed attention. The PCOE and CSOC have engaged in meetings to address the issue and extensive efforts to access Title IVE dollars to increase capacity have been discussed. A conversation, which now includes the Court is ongoing and the systems continue to collaborate to increase the timely transfer of health and education records. Our current systems in place continue to sustain appropriate but not optimal transfer of education and health information between systems. PCOE staff are co-located within the CSOC and have access to both CALPADS and CMS/CWS data base systems and act as a crosswalk between child welfare and education. The two system will continue to work to increase efficiency related to this goal. (2) At quarterly meetings with school districts, they have consistently reported that communication between the Children System of Care social workers has significantly increased. The communication has been positive overall, with many social workers increasing direct communication with school district liaisons and administrators. The PCOE continues to increase collaboration efforts and to facilitate and encourage direct communication between schools/districts and CSOC. (3) The PCOE and districts continued to collect data on the stability of foster youth in school. Two data points were collected. During the 2014/15 and 2015/16 school years’ persistency rates where gathered on two groups of foster youth, those who started and maintained their school placement from the first day of school to the last and those who transferred in to a school after the first day and maintained their school placement until the last day of school. Foster youth who started and ended the school year at the same school increased from 74% to 77%, while foster youth who entered school after the first day and ended at the same school decreased from 70% to 57%. Successes: Please check the appropriate box indicating the completion status of the objectives.

Met In Progress Not Met Modified Unfunded



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If Met, In Progress, or Modified was checked, please provide a brief narrative about that success. Please attach any evidence that supports progress toward the goal. (Example: Survey results, focus groups, etc.) Quarterly meetings with Foster Youth District Liaisons has been successful in developing and using a Multi-Tiered Systems of Support (attached) to best use data in decision making and available resources to meet the academic and social/emotional needs of youth in care. This group is also continually updated on significant legislation, best practices and information and discussion related to the LCFF/LCAP impact on foster youth. The FYSCP group has also been expanded to include representatives from the Children’s System of Care (CSOC), Sierra Community College, Koinonia Group Homes, CASA, Placer County Juvenile Probation and the Placer County Crisis Resolution Center. Challenges: Please describe any challenges that hindered completion of the objectives in the work plan through September 30, 2016. The current challenge to date is the size of the FYSCP meeting group and balancing the policy/procedure needs of multiple agencies while remaining focused on the daily needs of students. The group is in its infancy and appears to be developing cohesively and focused on collaboration to review and develop existing ways of working and making the necessary adjustments to keep student needs in the forefront. California Department of Education (CDE) Program Support: Please describe your support or technical assistance needs. Support in accessing Title IVE funding to enhance service to youth in care.



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Goal 2: Executive Advisory Council Composition and Governance An Executive Advisory Council as well as a FYSCP work group has been established, and regular meetings began at the beginning of the 2015/16 school year. The FYSCP workgroup is facilitated by the PCOE FYSCP Coordinator, Foster Youth District Liaisons (FYDL) and Assistant Director of the Children’s System of Care (CSOC). This initial work group will be expanded to include representation from probation, foster youth, foster parents, children’s mental health, Sierra Community College, Independent Living Program and Workability. This work group will meet every other month through the transition and report to the Executive Advisory Counsel. The Executive Advisory Council consists of Mike Lombardo, PCOE Executive Director, Prevention Supports and Services, Philip Williams, PCOE Associate Superintendent, Twyla Abrahamson, CSOC Director, Colleen Nichols, Judge (Chair Person), Marshall Hopper, Chief Probation Officer, Jeff Brown, Director Human Services, Francis Kearney, Judge, Christy Fey, Program Director/Family Advocate Mental Health America, and David McManus, Deputy Chief Probation Officer, and Cristy Fee, Director Family Advisors. 2015/16 school year the Executive Advisory Council expanded to include Superintendent Scott Leaman, Western Placer Unified School District. Objective 2.1: Description of progress toward established objective. The Placer County Systems Management Advocacy Resource Team, or SMART policy is well established in Placer County for over 20 years. The team functions at the highest levels of agency administration and has embraced the addition of a large school district Superintendent to the group. The agenda for the quarterly meeting will include a review of the FYSCP plan and updates as appropriate. The SMART will also make recommendations, as appropriate and those will be taken back to the FYSCP work group and used to inform best practice and to support youth in care. As well, if the FYSCP needs support in cohesive program policy development they may make suggestions to the SMART. Successes: Please check the appropriate box indicating the completion status of the objectives.




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If Met, In Progress, or Modified was checked, please provide a brief narrative about that success. Please attach any evidence that supports progress toward the goal. (Example: Meeting agendas, minutes, planning documents, etc.) The process has been seamless in that the existing capacity and flexibility of the Placer County SMART works to best serve the needs of youth and families in our communities. The SMART has reviewed and will use the Foster Youth Program Implementation Survey provided by CDE to help monitor progress of FYSCP. Challenges: Please describe any challenges that hindered completion of the objectives in the work plan through September 30, 2016. No challenges to meeting this goal have been identified. CDE Program Support: Please describe how CDE could assist you in overcoming any challenges. No support in meeting this goals is required.



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The collaborative relationships between the Placer County Office of Education and school districts within Placer County are strong. To ensure that the quality and level of service for foster youth remain at their current outcome level, the COE facilitate the following: A transition plan for direct services previously provided by the FYS program to districts Coordination and implementation of FosterEd including case coordination and interagency collaboration to ensure support for

foster youth academically, socially/emotionally and behaviorally. Coordination between the CSOC and CalPads to provide, as accurate as possible, foster student list to FYDLs. Coordination of collaborative opportunities for school district staff to participate in community resource events, i.e. “Passport to

Student Wellness” web-based resource directory “Network of Care” and an annual “Legislative Update” training facilitated by the Center for Youth Law.

Screening of current foster youth to determine continued identification as a Foster Youth as well as collaboration with the resident school district to provide a multi-tiered system of support academic, social/emotional and behavioral approach.

Updating LEAs regarding laws, regulations, credentialing, etc. with information to support staff in the assessment and support of Foster Youth, as well as mandated training for staff {Child Abuse Mandated Reporting}.

Facilitating the interagency collaboration between community providers, schools, public agencies and county office to better coordinate and facilitate service delivery system.

Using a Multi-Tiered System of Support (MTSS) the FYSCP will prioritize services for students in out-of-home care based on

survey, assessment and data-driven need. To best case manage and provide support to youth and districts, all known foster parents and group home agencies will be contacted twice a year by the COE to survey the needs of youth in their care. If needs are identified, a more thorough assessment, academic or social/emotional, will be conducted by their home district/school. If concerns arise regarding school success, the school/district, using an MTSS guideline, will initiate increased supports for youth in care. The COE will use the FosterEd model to provide facilitated support for youth in need of high levels of support.

Tier 1: Universal Screening of all foster youth in Placer County by PCOE FYS staff. PCOE will continue to provide community agency resource fairs approximately two (2) times per year to provide resources to connect students, families and educators to appropriate community agencies that provide support to Foster Youth.

The COE will continue to support school districts with referrals to the Family Resource Community Collaborative (FRCC) to



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identify supports and services to students identified as Foster Youth. Furthermore, the COE will create a matrix of supports for students who meet criteria under more than one subgroup or are experiencing more than one residential or educational situation. The Placer County Network of Care will be shared with all LEAs to support access to numerous community resources including medical, housing, and counseling services.

Tier 2: Referral to LEAs for social, emotional and behavioral and/or academic assessment to determine appropriate interventions; LEAs will provide identified students with direct intervention supports and services; ongoing collaboration with community agencies for connection to services.

Tier 2 & 3: PCOE FYSCP will continue to be available to provide contracted direct services for academic support/tutoring. Tier 3: LEAs will collaborate with the FYSCP for support with FosterEd case coordination and interagency collaboration.

As an FYSCP committee, the group will work collaboratively to build a multi-tiered system of support, a system of resources, and a continuum of Tier 2 and Tier 3 services available across all LEAs and within Placer County to support Foster Youth with the greatest academic and behavioral needs.



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Objective 3.1: Description of progress toward established objective. Progress toward meeting the plan outlined above has been positive overall. The majority of school districts have embraced the use of a MTSS approach to prioritizing service delivery to youth in care. This has assisted in a relatively smooth transition from the previous Foster Youth Services delivery model. Placer COE Student Support Practitioners continue to be co-located at the CSOC and participate in their team meetings and act as a conduit of information between schools/districts and CSOC. Throughout the 2015/16 school year PCOE staff acted with intention to bridge the gap in direct communication between school staff and CSOC social workers. At FYSCP meetings report out by FYDL’s included statements of increased direct communication and relationship development between systems. Collaboration at all levels of the MTSS has been fluid and the tier three work has proven to be more seamless and effective than initially anticipated. The tier three FosterEd process has proven time and time again to wrap caring adults, CASA workers, foster parents, school staff from administrator to aid, mentors, CSOC social workers and as appropriate, biological parents are all brought together with the youth. At FosterEd meetings, strengths are reviewed, needs are identified and resources and plans are implemented and over time monitored and adjusted to fit the youth. In one case a foster youth had committed an expellable offense on a high school campus. Early in the expulsion process it was suggested that FosterEd be tried in lieu of expulsion, a team was quickly assembled, the FosterEd process was implemented and the student continued in their school placement. It’s been several months, the start of a new school year and the youth continues to do well. Successes: Please check the appropriate box indicating the completion status of the objectives.

Met In Progress Not Met Modified Unfunded If Met, In Progress, or Modified was checked, please provide a brief narrative about that success. Please attach any evidence that supports progress toward the goal. (Example: Local educational agency [LEA] service planning documents, infrastructure, etc.) The work being done will continue in the direction initiated last school year. The case management of youth conducted by PCOE will be enhanced to increase communication across systems to a greater degree and while providing more information about student progress and engagement in services. Another success is one of our larger K-12 school districts has developed a foster youth LCAP task force work group to best support foster youth in the district. This district is incorporating the MTSS in their support of foster youth and service assessment and delivery.



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Challenges: Please describe any challenges that hindered completion of the objectives in the work plan through September 30, 2016. The transition from the PCOE as a direct service provider to a coordinating program continues to challenge existing resources for some school districts. The current process lends itself to infrastructure development and implementation that has proven positive for most districts and with continued supports will lead to a comprehensive county wide multi-tiered system of support for youth in care. CDE Program Support: Please describe how CDE could assist you in overcoming any challenges. Continued emphasis from CDE to school districts regarding the use of an MTSS approach as best practice in supporting students.



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Goal 4: Local Control and Accountability Plan (LCAP) Planning and Development

The Local Control and Accountability Plan (LCAP) will be coordinated through the use of the FYSCP Coordinating Team in development of FYSCP plan, as well as support to LEA LCAP Development. The first FYSCP Coordinating Team meeting was held on September 30, 2015 for overview of new FYSCP requirements and to preview SB854 and requirements for LCAP alignment. Follow-up was held on October 15, 2015 for development of FYSCP County Plan. Representative LEAs and PCOE Facilitation worked together to develop local FYSC plans that would support both outcomes of AB854 as well as LEA – LCAP’s and that services are needed and aligned with LCAP priorities. The PCOE will work with LEA’s FYDLs to establish draft LCAP language that cross walks between FYSCP and LCAP. This language will address elements of Education Code Section 42920.5 accomplished by Placer’s integrated System of Care. The PCOE staff serve as the education liaisons on multi-disciplinary teams co-located within the CSOC. The team utilizes a holistic approach in coordinating a comprehensive array of integrated services including on-going case planning and management for all children in out-of-home placement under the jurisdiction of the Juvenile Court pursuant to Section 300 and 602 of the Welfare and Institutions Code, and placed in a licensed foster home, licensed care institution, court-specified homes or juvenile detention facility. Staff have access to both the CalPAD and CMS/CWS data tracking and a monthly report is cross checked and provided to LEA’s. During the 2016/17 school year the PCOE FYSC Coordinator and Director will work with the LCAP Review Team to strenghter LCAP Development and create consistancy between LCAP and FYSC Plan. All foster families are contacted twice a year and assesed for supportive services. As needs are identified, the PCOE staff case manage and work with LEAs to ensure necessary services. The COE has retained a tutor and has developed a contractual MOU to facilitate tutoring services for LEAs who may lack resources. Placer County currently has a 72% persistency rate for school placements at the foster youth school of origin. The FYSCP works collaboratively with placing agencies and districts to maintain and increase stability of school placements. Through January 2017, the FYSCP works with the local receiving home to increase awareness of the need for Foster Youth placements and supporting

outreach programs to local schools and churches. After January 2017, Continuum of Care Reform will start to go into effect. FYSCP will work closely with Children System of Care, FYDLs and community providers to coordinate and maintain educational



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placements. Furthermore, the CSOC has secured at least three (3) beds at a local private non-profit agency to secure local placement of hard-to-place Foster Youth. The COE will work with the CSOC to maintain health and education passports and the accessibility of records to the court.

Objective 4.1: Description of progress toward established objective. The FYSCP facilitates quarterly meetings that include an invitation to all Foster Youth District/Charter Liaisons, Children’s System of Care, Koinonia Group Home, Juvenile Probation, SELPA, Sierra Community College and the Crisis Resolution Center. The impact of AB854 and alignment with LCFF/LCAP are standing agenda items. The FYSCP group discusses and shares current LCAP foster youth implementation strategies and examples from districts outside Placer County are shared and reviewed. The FYSCP coordinator will be a part of the PCOE team that will be reviewing district LCAPs. Successes: Please check the appropriate box indicating the completion status of the objectives.

Met In Progress Not Met Modified Unfunded If Met, In Progress, or Modified was checked, please provide a brief narrative about that success. Please attach any evidence that supports progress toward the goal. (Example: Evidence of FYSC Program involvement in LCAP development, copies of district LCAP.) The PCOE Foster Youth Coordinator consults with both county and district liaisons who consult with and provide input to their LCAP writers. The PCOE coordinator has provided example LCAP goals specific to foster youth provided through the CDE. Challenges: Please describe any challenges that hindered completion of the objectives in the work plan through September 30, 2016. N/A CDE Program Support: Please describe how CDE could assist you in overcoming any challenges. N/A



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Goal 5: Policy and Protocol Development

Working with the LEAs and other FYSCP partners, the COE will build on existing policies and protocols to ensure supports to youth outlined in AB490 and other key legislation is adhered to. Using the MTSS and FosterEd approach the COE will prioritize the needs of youth and case-manage individual education plans as student need indicates. The COE will hold annual Legislative Update trainings to review current legislation with specific attention on AB490 and LCAP. To address new legislation (AB2276), the PCOE is collaborating with Placer County Probation to ensure immediate school enrollment upon release from the Juvenile Detention Facility and increase communication between school staff and probation officers. The COE will provide individual training and consultation to school/districts related to AB490, AB167, AB1909, and other legislation relevant to youth in out-of-home placement.

Objective 5.1: Description of progress toward established objective. The Placer County FYSCP has well established process and supports for districts, systems and students in place. Written policies and protocols are in place for systems that support foster youth. Process supports and open communication between schools/districts and government agencies are progressing positively. Successes: Please check the appropriate box indicating the completion status of the objectives.

Met In Progress Not Met Modified Unfunded If Met, In Progress, or Modified was checked, please provide a brief narrative about that success. Please attach any evidence that supports progress toward the goal. (Example: Copies of established district policy or protocol intended to support local service for foster youth.) The Placer County FYSCP needs to increase efforts to assist and support the development of written protocols/MOUs between government agencies and districts to guide support for youth in care.

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Challenges: Please describe any challenges that hindered completion of the objectives in the work plan through September 30, 2016. Coordinating multiple agency agreement on policy and protocol. CDE Program Support: Please describe how CDE could assist you in overcoming any challenges. Providing sample policy and protocols, would be helpful.



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Goal 6: Coordinating Transition to College and Career Programs The COE has a pre-existing relationship with Sierra Community College. The College Transition Support Team (CTST) is a collaborative group made up of government agencies and community partners who provide support to youth in out-of-home placement. The CTST meets monthly at Sierra Community College to address issues related to barriers to postsecondary education. The group is made up of local community partners, and primary and secondary education. The FYSCP collaborates with CSU, Sacramento and UC, Davis to continue to build working relationships to best support youth interested in secondary education at the university level. An FYSCP subcommittee led by the FYSCP coordinator will be formed to support the transition to postsecondary education, provide advocacy and mentoring services to Foster Youth prior to graduation and into post-secondary education enrollment through ongoing coaching. Utilization of CASA workers to provide ongoing support will be explored, as well as private contract services that support student transition to postsecondary education. Objective 6.1: Description of progress toward established objective. PCOE staff consistently participate in the College Transition Support Team (CTST) meetings facilitated by Sierra Community College. An identified staff from Sierra College is also participating in the quarterly FYSCP meetings and provided updated information on supports to youth in care at the Community College level and updates on FAFSA requirements and on-campus housing. PCOE has met with pertinent staff from both CSU, Sacramento and UC, Davis to establish a working relationship and exchange if information and ideas. At this point in time there is no ongoing meetings at the University level. Successes: Please check the appropriate box indicating the completion status of the objectives.


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If Met, In Progress, or Modified was checked, please provide a brief narrative about that success. Please attach any evidence that supports progress toward the goal. (Example: Copies of established collaborative agreements and description of practices to assist foster youth transition into career or college programs.) The work toward this goal is going well and the relationship between the FYSCP and Sierra Community College is strong. More work will be done to increase consistent communication with the local CSU and UC colleges. Challenges: Please describe any challenges that hindered completion of the objectives in the work plan through September 30, 2016. Time and distance to the Universities is a challenge in participating in meetings. CDE Program Support: Please describe how CDE could assist you in overcoming any challenges. None at this time.



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Goal 7: Prioritizing Service Coordination

Using a Multi-Tiered System of Support (MTSS) the FYSCP will prioritize services for students in out-of-home care based on survey, assessment, and data-driven need. All known foster parents and group home agencies will be contacted twice a year by the COE to survey the needs of youth in care. If needs are identified, a more thorough assessment, academic or social/emotional, will be conducted by their home district/school. If concerns arise regarding school success, the school/district using an MTSS guideline will initiate increased supports for youth in care. The COE will use the FosterEd model to provide facilitated support for youth in need of high levels of support.

Objective 7.1: Description of progress toward established objective. The use of a MTSS approach has been welcomed by districts and strongly implemented by the FYSCP. The FYSCP is consistently evaluating its MTSS model and making modifications and enhancements as needed. When providing training to schools/districts PCOE staff have integrated the MTSS model into the its best practices to complying with code and implementing service to youth in care. Successes: Please check the appropriate box indicating the completion status of the objectives.

Met In Progress Not Met Modified Unfunded If Met, In Progress, or Modified was checked, please provide a brief narrative about that success. Please attach any evidence that supports progress toward the goal. (Example: Copies of established LEA protocol to determine the priority of service delivery.) The FYSCP continues to work with districts to implement a MTSS model. The FYSCP is currently working with one of our larger high school districts to develop and implement a fluid communication system included in monthly FYDL reports that include the MTSS indicators and interventions for each student. This will then be shared with specific school site counselors and/or intervention specialist who will follow-up with students and share back information on the same form, making it a living document to best inform all supports and drive intervention.



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Challenges: Please describe any challenges that hindered completion of the objectives in the work plan through September 30, 2016. The challenges are the number of LEA refusals to participate. The MTSS has been embraced as a case management and intervention system by school districts. There do not appear to be any challenges at this point in time. CDE Program Support: Please describe how CDE could assist you in overcoming any challenges. None.

Goal 8: Data Collection/Analysis and Reporting The FYSCP will gather data and compile documentation for reporting purposes to the CDE. The PCOE FYSCP will share information regarding the use of funding for COE Foster Youth support through transparent reporting of program expenditures. Objective 8.1: Description of progress toward established objective. The FYSCP is complying with this goal and will tighten up data collection processes and distribution of data to districts. Successes: Please check the appropriate box indicating the completion status of the objectives.




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If Met, In Progress, or Modified was checked, please provide a brief narrative about that success. Please attach any evidence that supports progress toward the goal. (Example: Qualitative and Quantitative data indicating funding is dedicated to practices resulting in improved educational outcomes, such as: achievement, attendance, or other measures of increased engagement or achievement.) Using CALPADS Data Quest Smarter Balance test results and other data provided by the CDE, the FYSCP will bring this data to the larger group for evaluation. The group will review data and monitor indicators and develop goals. Challenges: Please describe any challenges that hindered completion of the objectives in the work plan through September 30, 2016. The challenges are the number of LEA refusals to participate. This goal has been modified from last year given the use of Data Quest data to influence work with districts, will start this year. The previous goal will continue; the collection of data will be adjusted to include new data sets from CDE. CDE Program Support: Please describe how CDE could assist you in overcoming any challenges. Training on best use of data.

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Success Story for This Funding Period: Please submit one written success story for each Goal area in a separate Word document. A success story is encouraged, but is not required. The success in Placer County is our ongoing collaborative model. The agency, community and government, ability to co-mingle information and resources to best support youth in care is exemplary. Within our systems approach the PCOE has developed and implemented an MTSS approach to serving districts, schools, partner agencies and youth in care. The highlight of this MTSS approach is our case management systems, specifically our ability to provide the FosterEd model of a facilitated school based wrap around model for our most “at-risk” youth in care. Youth have reported feeling supported and motivated through this process and know that the adults in their life care about their success. FosterEd has also helped to bring agencies together at the line staff level to increase direct communication and coordinated supports for youth in care. Performance Measures through September 30, 2016, if applicable: Please provide a summary of any performance measures applied during the second six-month period of Year 1 in narrative format below. If you have no performance measures, please indicate “N/A” below. Placer County graduation rates for youth in care who are eligible to graduate is 82%. Attendance rates of youth in care averaged 95%. During the 15/16 school year, of districts reporting there were a total of 32 foster youth suspended, manifesting 92 total days of suspension. Throughout the school year one youth in care was expelled. PCOE tracks two different measures for mobility, students who start and finish the school year within the same school and students who start the school year after the first day and are there for the remainder of the school year. 77% of students who started the school year remained throughout the school year, this is an increase from 72% last year. 57% who enrolled during the school year where present for the remainder of the school year this is a decrease from 70% last year. Evaluation Activities through September 30, 2016, if applicable: Please provide a summary of any evaluation activities undertaken during the second six-month period of Year 1 in narrative format below. If you have no evaluation activities, please indicate “N/A” below. N/A



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Evidence, including, but not limited to: Collaborative Schedules, Agendas, Formalized Agreements, Evidence of Educational Case Management Implementation in LEAs. Data, including, but not limited to: LEA Baseline Data for Foster Youth in the areas of: Attendance, Engagement, Discipline, Achievement and Graduation, or Completion and School Movement. Note: Partner agencies include: LEAs and postsecondary programs, child welfare, probation, office of the courts, and community-based agencies participating in the Executive Council. See attachments. Submitted by:_______________________________________________________Date______________________ Craig Gibbs

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Foster Youth Services Coordinating Program Standards

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See binder tabs 1-8 for following information. 1. Establish ongoing collaboration and policy development, including establishing formalized information sharing agreements with child welfare, probation, LEAs, the courts, and other organizations to determine the proper educational placement of foster youth.

As a condition of continued funding, the FYSC Program will be required to demonstrate, at a minimum, evidence of county-wide collaboration with educational partners, including, but not limited to:

Memoranda of Understanding Collaborative Agreements Collaborative Agendas Minutes Formal Cross-System Information Sharing Agreements

2. Building capacity with LEA, probation, child welfare, and other organizations for purposes of implementing school-

based support infrastructure for foster youth intended to improve educational outcomes.

As a condition of continued funding, the FYSC Program will be required to demonstrate, at a minimum, evidence of the implementation of school-based policies and practices that are intended to facilitate the delivery of supports for foster youth that improve educational outcomes, including, but not limited to:

Implementation of tiered intervention structures

Implementation of cross-system involved case management delivery system

Evidence of leveraged funding to support case management structure

Evidence of the delivery of professional services to assist the LEA in the implementation of case

management

Foster Youth Services Coordinating Program Minimum Standards

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Evidence that foster youth supports are embedded into such structures

Trauma Informed case management practices

3. Providing information and assistance to LEAs regarding the educational needs of foster youth in order to improve educational outcomes.

As a condition of continued funding, the FYSC Program will be required to demonstrate, at a minimum, evidence of participation in the LCAP planning process, including, but not limited to:

FYSC Program participation in the development of an LEA and county office of education (COE)

LCAP for purposes of providing information regarding the educational needs of foster youth and implementing programs for foster youth in schools

Cross-systems collaboration and information sharing practices are identified in LEA and COE LCAP

4. Providing direct educational services for foster youth in LEA or county-operated programs provided the school

district has certified that specified services cannot be provided or funded using other sources, including, but not limited to, Local Control Funding Formula, federal, state or local funding.

As a condition of continued funding, the FYSC Program will be required to demonstrate, at a minimum, evidence of certification with LEA that services and/or funding is not available by any other means if the FYSC Program is to provide the following services:

Tutoring Mentoring Counseling Services


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5. Establishing policies and procedures that ensure the timely and appropriate educational placement, the establishment of individualized education plans (IEP) and the expeditious transfer of records, transcripts, and other relevant educational information.

As a condition of continued funding, the FYSC Program will be required to demonstrate, at a minimum, evidence of the establishment of school-based practices and policies that ensure timely enrollment and appropriate and timely placement for foster youth, including, but not limited to:

Evidence of professional development on enrollment practices that ensure timely and appropriate placement

Evidence of cross-system collaboration in the IEP process to ensure equity and access for foster youth with IEPs

Evidence of professional development in cross-system information management

Evidence of established Board policies to ensure practices are enforced

6. Facilitating the coordination with local post-secondary institutions, including, but not limited to, community colleges or universities.

As a condition of continued funding, the FYSC Program will be required to demonstrate, at a minimum, evidence of the development of policies and practices that ensure access for foster youth into higher education or post-secondary programs, including, but not limited to:

Evidence of collaborative practices with Adult Education Programs and Career Technical Training

Programs


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Evidence of collaborative practices with Community Colleges

Evidence of collaborative practices with Universities

Evidence of the inclusion of post-secondary planning for foster youth in schools

7. Developing strategies to prioritize the needs of foster youth in the community, including age group, geographical areas, and high need groups, including academic need and placement type.

As a condition of continued funding, the FYSC Program will be required to demonstrate, at a minimum, evidence of the development of policies and practices that prioritize services for foster youth, including, but not limited to:

Evidence of the establishment of hierarchy of need and services based on statutory requirement Evidence of established Board policies to ensure practice

8. Engaging in the process of reviewing plan deliverables and of collecting and analyzing LEA and COE level

outcome data for purposes of evaluating effectiveness of support services for foster youth and whether the investment in services contributes to improved educational outcomes for foster youth.

As a condition of continued funding, the FYSC Program will be required to demonstrate, at a minimum, evidence of the Program review for effectiveness of collaborative practices and capacity building and data analysis pursuant to California Education Code Section 42923, including, but not limited to:

Numbers of students served in the county Academic achievement as determined by qualitative and quantitative analysis Suspension or expulsion data Truancy or attendance rates Transitions to postsecondary education The amount of funds allocated and expended in the past two fiscal years