FOSTER CARE YOUTH SUPPORTS

CREATED BY MARESSA MCDONALD, JESSICA PEREZ, MADISON T HOMSEN, E VELYN TRUONG

RISK FACTORS
Mobility: In CA, students will have an average of 9 different school placements by age 18.
o Absenteeism: student loses out on instruction
o Delayed/missing records: misplacement in academic courses
o Special education evaluation and authorization for services are disrupted
o Relationships with peers and adults: re-traumatizing, loss of support system
Trauma: places students at risk for developing physical, emotional, or behavioral problems
o Re-traumatizing through loss of important relationships
o Neurological and hormonal impairments: behavioral regulation, language and motor development,
academic skills
CA LEGISLATION AB 490: EDUCATIONAL RIGHTS AND STABILITY FOR FOSTER YOUTH ACT

Educational equity
Immediate enrollment of foster care youth even if records are missing
Timely transfer of records must request records within 2 business days of enrollment
Protection of grades cannot be penalized for absences due to placement change or court dates
Partial credit full or partial credit for satisfactory course work completed at other placement sites

*Every school district is required to have an educational liaison for foster youth: proper school placement, enrollment and
checkout from school including grades, credits, and other school records.
BEST PRACTICES
Limited research on best practices to address academic problems
Educational support program (Tyre, 2012)
o Provide a stable educational adult and tutor at the school for the student
o Determines academic need, coordinates services, facilitates communication between student,
caregivers, teachers, and case workers
o Advocates for access to school and community-based programs
Recommendations based on research
o School stability and transition
o Ongoing assessment of student needs and abilities
o Ongoing training of teachers, staff, and involvement of foster parents
o Tutoring in and out of school
COUNSELING ACTION PLAN
SAMPLE SCHOOL-WIDE GUIDANCE CURRICULUM
Grade
6th

Topic
Academic
Strengths

Materials
Paper/
pencil

Start/End
September

Impact
All 6th

Class/
Location
Social
Studies

Evaluation
Believes they
can do well in
school

Contact
Teacher/
SC

Can name 3
academic
strengths
Knows what
strengths they
have
7th

Goal setting

Paper/
pencil

September

All 7th

E.L.A.

Believes
planning can
lead to
achieving goals

Teacher/
SC

Can develop
SMART goals
and planning
steps
Knows what a
SMART goal is
8th

Study skills and

self-management
strategies

OctoberDecember

All 8th

Math

Believes more
time is needed
for big projects

Teacher/
SC

Can budget
time for longterm projects
GROUP INTERVENTION
Trauma can manifest as behavioral issues that is associated with academic functioning (Christian, 2003).
Group therapy addressing internalizing and externalizing behaviors could have an impact on academics (Smith,
Leve, & Chamberlain, 2011). Group therapy prior to the start of middle school was found to reduce internalizing
and externalizing behaviors.
Group comprised of 6 sessions addressing the following topics:
o Setting personal goals
o Establishing and maintaining positive relationships with adults and peers
o Developing effective decision-making and problem-solving strategies
o Developing support system for reaching goals
REFERENCES
Christian, S. (2003). Educating children in foster care. National Conference of State Legislatures-A Collaborative Project
on Children and Family Issues. Washington, D. C.: National Conference of State Legislatures.
Smith, D. K., Leve, L. D., & Chamberlain, P. (2011). Preventing internalizing and externalizing problems in girls in foster
care as they enter middle school: Impact of an intervention. Prevention Science, 12(3), 269-277 269p.
Tyre, A. D. (2012). Educational supports for middle school youths involved in the foster care system. Children & Schools,
34(4), 231-238.

LCAP PRIORITIES & COMPREHENSIVE PLAN

CREATED BY MARESSA MCDONALD, JESSICA PEREZ, MADISON T HOMSEN, E VELYN TRUONG

LCAP PRIORITIES
Parental Involvement
o Participation in the school district decision-making and the progress being made by their children
Pupil Engagement
o Focusing on steps schools can take to help kids feel more enthusiastic about learning so they miss
fewer days and become more likely to graduate
School Climate
o Promoting a calm, positive and productive school environment, including reducing suspension rates
and misbehavior
COUNSELING COMPREHEN SIVE PLAN
SAMPLE SCHOOL-WIDE GUIDANCE CURRICULUM
Grade Topic
6th

Welcome to
Middle School

Personal/Social
Guidance
Lesson

College
Exploration

Activities
Whos the Counselor & What They Do
Study Skills
Information on clubs and activities/how
to get involved at school
Explain PBIS program, expectations,
rewards

7th

Goal Setting

Making New Friends

Social Skills
Self-awareness
Recognizing bullying
Coping with stress
Learn about different types of postsecondary education
o Community College, UC, CSU,
private 4 year, Vocational/Trade
School
o Certificate Programs,
Associates Degree, Bachelors
Degree
Talk about difference in income over
time for those with just a high school
degree vs. those who have some sort of
post-high school training and education
Explore local college websites
Go on field trip to a local
college/university
Importance of setting goals
What are SMART goals?

Start/End
(Class)
September
(PE)

January
(PE)

ASCA
Standard
Academic
C1:3, C2:A:3,
C2:A:10,
C2:B:1, C2:B:9,
C2:B:10

Personal Social
C2:B:1, C2:B:7,
C2:C:2, C2:C:9

Evaluation
Pre/Post
Test, PBIS
Data, GPA,
Amount of
students
involved in
a club/
activity
Pre/Post
Test, PBIS
data

Pre/Post
Test

(English)

Career
C1:4, C2:A:4,
C2:A:5, C2:B:4,
C2:C:1

October

Academic
C2:A:4, C2:A:7,

Pre/Post
test, GPA

March

(PE)

Conflict
Resolution

Career Lesson

8th

Anti-bullying

Career Lesson

Transition to
High School

Set one academic goal for yourself

during this trimester
Set one academic goal for yourself this
year
Given to all 7th Grade students in
February during PE
Acting out conflict (Standing up)
Practice problem solving (stages of
handling conflict)
Coping skills
Dress for success/Job interview
Career day/career fair
Shadow/interview a professional
working in a career student is interested
(presentation)
Responding to bullying (go over schools
policy for bullying and what steps to
take when dealing with bullies)
Have students create a video for
bullying awareness (bullying in
friendship/relationships)
o Student ambassador
o Leadership skills
o How their actions represent the
school
Career Inventory (Assess Yourself)
California Career Zone (Making Money
Choices)
Information on High School Information
nights at feeder high school(s)
Explaining Course Recommendations
from teachers
Whats a Transcript?
How to calculate GPA

C2:B:5, C2:C:6,
C2:C:8

February
(PE)

May
(English)

October
(PE)

January &
February

Personal/Social
C1:3, C2:A:1,
C2:A:9, C2:B:7,
C2:C:5, C2:C:6

Career
C2:A:1, C2:A:5,
C2:A:6, C2:C:3,
C2:C:9
Personal/Social
C1:3, C2:A:1,
C2:B:1, C2:C:5,
C2:C:7

Career
C1:4, C2:A:5

Pre/Post,
Amount of
Referrals
to the
counselor
for conflict
resolution,
PBIS data
Pre/Post
test

Pre/Post
test, PBIS
data

Pre/Post
test

(English)
April
(PE)

Academic
C2:A:1, C2:A:8,
C2:B:10,
C2:C:8

Pre/Post
test