CODES/REFERENCES

O.C.G.A. § 20-2-690.1

Title IV-E of the Social Security Act Sections 471(a) (30) and 475(5) (D) Every Student Succeeds Act of 2015 (P.L. 114-95)

Fostering Connections to Success and Increasing Adoptions Act [FCA] of 2008 (P.L. 110-351) Child and Family Services Improvement and Innovation Act of 2011

Individuals with Disabilities Education Act of 2004 (IDEA) McKinney-Vento Homeless Assistance Act

Healthy, Hunger Free Kids Act of 2010

Non-Regulatory Guidance: Ensuring Educational Stability for Children in Foster Care

REQUIREMENTS

The Division of Family and Children Services (DFCS) shall:

1. Ensure educational stability for children in foster care from five years of age up until their 18th birthday, including:
   
    
   1. Developing an Educational Stability plan
   2. Assuring each placement of a child in foster care considers the appropriateness of the current educational setting and proximity to the school in which the child is enrolled at the time of placement or subsequent placement change. There are no exceptions to the requirement regarding appropriateness of the educational setting for each child in foster care.
      
       
      1. A Best Interest Determination (BID) shall be conducted within Georgia SHINES using the incorporated BID questionnaire.
      2. Written notice shall be provided to the child’s school when a child enters/re- enters foster care or changes foster care placements confirming the child is in DFCS custody and providing placement information.
   3. Coordinating with the appropriate local educational agency to ensure that all children remain in the same school they were attending at the time of removal and at any subsequent placement change. This includes providing transportation to and from the school of origin. NOTE: Foster care maintenance payments now include transportation costs for educational stability (see Practice Guide: Ensuring Education Stability for Children in Foster Care Field in policy 9.1 Eligibility: Foster Care Maintenance Payments).
   4. Immediately enrolling each child in an appropriate new school and arranging for immediate transfer of the child’s educational records to the new school, when remaining at the same school is not in the best interest of the child. A child must not have a break in school attendance due to entry/re-entry into foster care or a placement move.
   5. Exploring all transportation options available to maintain a child in their current school placement (e.g., foster parent, school district, private provider, etc.). Staff shall utilize the DFCS Educational Stability Checklist, the Educational Stability Field Practice Guide, and Educational Stability Transportation Funding Request Protocol for more information and guidance. Refer to the Field Fiscal Services COSTAR Manual, Section 3006 Support Services 511 Comprehensive Child and Family Assessment for guidance regarding funding.
   6. Connecting a child to available afterschool programs within their school or local area (where applicable). If programs are not available within the child’s school, contact the DFCS Afterschool Care Program to see if any DFCS funded afterschool programs are available in the child’s local area.
2. Ensure children from five years of age up until their 18th birthday receive an educational assessment and consultation via the DFCS Educational Programming, Assessment and Consultation (EPAC) Unit within 30 calendar days of entering foster care.
3. Ensure children in foster care from five years of age up until their 18th birthday are enrolled as full time elementary or secondary students or have completed secondary school. (DFCS requirements are above the minimum age requirements for compulsory school attendance in Georgia). Elementary and secondary educational services may be obtained through one of the following means:
   1. Public school which provides elementary or secondary education in the community in which the child resides. If the school system determines it is unable to meet the educational needs of a child, the school system must provide an alternative means for the child to obtain an education.
   2. Home school providing elementary or secondary education, if in accordance with Georgia’s home school statutes, and if pre-approved by EPAC.
   3. Independent study elementary or secondary education program in accordance with Georgia law or other jurisdiction in which the program is located, which is administered by the local school or school district.
   4. On-campus school (that meets Georgia Department of Education requirements) at any residential facility in which the child resides.
   5. Private school:
      1. The private school must be approved by DFCS.
      2. The cost of attending private school must not be incurred by DFCS.
   6. General Educational Development Diploma (GED):
      1. The GED must be obtained in accordance with the policies and procedures of the Technical College System of Georgia.
      2. The cost of GED preparation or testing must not be incurred by DFCS unless available resources are identified.
4. Coordinate with the local educational agency to ensure each child in foster care who is incapable of attending school on a full-time basis due to a medical condition (whose incapability is supported by regular updated information in the case plan) receives the appropriate educational services to meet their needs.
5. Coordinate with the local educational agency to ensure children/youth with cognitive, emotional, or physical challenges that prevent them from fully benefitting from a regular school program are provided with appropriate educational services and resources.
6. Identify youth that meet the definition of “homeless” under the McKinney-Vento Homeless Assistance Act and refer them to the local educational agency McKinney-Vento Homeless Assistance Act Liaison to ensure they receive services for which they may qualify under the McKinney-Vento Homeless Assistance Act.
7. Use the Georgia Department of Education’s Statewide Longitudinal Data System (SLDS) and the Parent Portal to obtain education data on children in foster care, including enrollments, withdrawals, attendance, course grades, test scores, and other relevant educational information.
8. Minimize the number of school absences a child experiences due to court or treatment related appointments and contact the child’s school to seek excused absences when such appointments occur. This includes court appearances, court-mandated appointments, and medical appointments that cannot be scheduled outside of school hours.
9. Maintain ongoing contact with each child’s school to ensure the educational services being provided are appropriate and to monitor each child’s academic performance, attendance, and conduct.
10. Ensure youth above the age of compulsory school attendance (age 16 or above) and interested in pursuing a GED rather than a high school diploma are referred to EPAC for of the most appropriate educational program (see Practice Guidance: High School Diploma vs. GED).
11. Ensure a child’s education records are reviewed and updated. At the time of placement, a copy of the records shall be supplied to the foster parent or foster care provider with whom the child is placed.
12. Ensure a child’s education records are provided to the child, at no cost, at the time the child leaves foster care, if the child is leaving foster care by reason of having attained the age of majority under State law.

PROCEDURES

When a child enters/re-enters foster care or changes foster care placements

The SSCM will:

1. Collaborate with the Social Service Supervisor, EPAC Education Support Monitor, and the local educational agency to make a best interest determination regarding a child remaining in the same school the child was attending and complete the Best Interest Determination in Georgia SHINES (see Practice Guidance: Best Interest Determination).
2. Provide the Education Notification Form to the child’s school within one business day of a child’s initial entry/re-entry into foster care or placement change to provide the following information:
   
    
   1. Confirmation of DFCS placement authority;
   2. New caregiver information;
   3. Emergency contacts;
   4. Individuals authorized to act on behalf of the child and DFCS (e.g., SSCM, Supervisor, etc.);
   5. Name and contact information of the Education Support Monitor, if known at that time;
   6. Guidelines regarding discipline for children in foster care (see policy 14.20 Resource Development: Discipline and Behavior Management); and
   7. Reminder to school personnel to keep matters pertaining to the child confidential.
3. Arrange for school-age children to continue in the same school they were attending prior to entering foster care or changing placements, except when it is not in the best interest of the child. NOTE: If a placement cannot be located within the same school district, discuss with the caregiver the need to transport the child to his/her home school. Make other arrangements for transportation when there are extenuating circumstances, and the caregiver cannot provide the transportation (see Educational Stability Practice Guide).
4. If it is not in the best interest of a child to remain in the home school, document the following in the case plan for court approval:
   
    
   1. A statement that it is not in the best interest of the child to remain in the same school at removal or placement change;
   2. A description of the supporting circumstances, which may include documentation of:
      
       
      1. Safety and/or well-being concerns (e.g., familial, or community-based issues of violence, maltreatment, etc.);
      2. Reason(s) the child’s previous educational setting was not appropriate to meet the child’s needs;
      3. A child’s need for a specialized placement based on identified needs such as mental health, medical issues, substance abuse issues, etc.); NOTE: Documentation from a licensed medical or clinical professional is required.
      4. The placement decision being based on securing permanency for the child, reuniting the child with siblings, or securing an appropriate relative placement or permanency resource for the child;
      5. The child being placed out of the state.
      6. An assurance that DFCS and the local educational agency have cooperated to assure the immediate and appropriate enrollment in the new school and that all educational records have been provided or transferred within 10 business days;
      7. An assurance that the appropriateness of the child’s educational setting has been considered based on information included in the EPAC Educational Assessment and Educational Stability Plan for the child.
      8. If it is determined that the child qualifies as “homeless” under the McKinney-Vento Homeless Assistance Act, collaborate with the local educational agency for assistance with keeping students in their school of origin and ensuring they receive all related services for which they are eligible.
         
          
         1. All youth in foster care may not be identified as “homeless” based on their circumstances.
         2. For cases involving Unaccompanied Homeless Youth who are in foster care:
            
             
            1. Once a child enters care, their personal information and education status must be entered into the Georgia SHINES system on the Person Detail and Education Detail pages. Once the pages are complete an Education Stability Plan (ESP) will be populated within Georgia SHINES for completion by the Social Services Case Manager (SSCM) and in partnership with the child’s caregiver, school support team representative(s) and the assigned EPAC Education Support Monitor and/or EPAC Education Specialist.
            2. Case Managers should proactively consult with their regional Education Support Monitor regarding all educational issues including, but not limited to: Individualized Education Plans (IEPs), 504 Plans, Response to Interventions (RTI), Tribunals, Disciplinary Issues, etc.
            3. Case Managers should contact EPAC or their local county’s Georgia Department of Education’s Point of Contact (POC) immediately regarding any situation that could result in a disruption of the educational stability of a youth in foster care.
      9. Meet with the child’s teacher, counselor, parent, placement resource, assigned Education Support Monitor or other EPAC authorized representative (as needed) within 10 business days of a child’s entry/re-entry into foster care or change of schools. If the EPAC representative cannot attend the meeting, the SSCM must consult with EPAC prior to the meeting. At a minimum, the following should be discussed at the meeting:
         
          
         1. Child’s education strengths and needs;
         2. Child’s Georgia Testing Identification Number (GTID);
         3. Access to the Parent Portal for the parent, placement resource, and SSCM;
         4. Any special educational services or other applicable accommodations such as:
            
            following should be discussed at the meeting:
            
             
            1. Child’s education strengths and needs;
            2. Child’s Georgia Testing Identification Number (GTID);
            3. Access to the Parent Portal for the parent, placement resource, and SSCM;
            4. Any special educational services or other applicable accommodations such as:
               
                
               1. An Individualized Education Plan (IEP);
               2. An educational surrogate appointed by the local school to assume parental rights (under special education regulations) in order to protect the student’s rights.
         5. Educational assessments are provided to the CCFA provider (if school transfer occurs prior to completion of the CCFA).
         6. Access the Georgia Department of Education’s Statewide Longitudinal Data System (SLDS) using each child’s Georgia Testing Identification Number.
            
             
            1. Review the information on the student level education access page in the SLDS;
            2. Extract and upload data such as longitudinal attendance and unofficial transcripts into external documents in Georgia SHINES;
            3. Update the Education Detail Page in Georgia SHINES with current and accurate data.
         7. Submit the Non-Traditional Education Approval Form to EPAC for approval of alternate schooling options, if applicable.
         8. Document considerations regarding the child’s educational setting, decisions, contacts with school officials and EPAC, child’s advancement to the next grade, graduation, etc. and update the Education Detail page in Georgia SHINES within 72 hours.

The Education Support Monitor will:

1. Contact the SSCM and the placement resource to verify information, schedule an initial assessment, and ensure student records are in the file.
2. Conduct an educational assessment through the review of educational records such as the IEP, 504 Plan and Response to Intervention, consultation with school personnel, etc.
3. Validate the GTID and correctly identify children in DFCS custody who are attending Georgia schools.
4. Collaborate with the SSCM to complete part 3 of the student’s Educational Stability Plan (ESP) within 30 calendar days of a child entering care as part of the initial case planning process and updated at intervals consistent with the Case Plan, but no later than every six months. NOTE: The ESP is to be developed jointly with the Education Support Monitor, the child’s parent, placement resource, SSCM, and the local educational agency.
5. Collaborate with the Local Education Agency/School System and SSCM to monitor progress and quality of services provided to the child.
6. Notify the SSCM and other appropriate staff of changes and programmatic updates.
7. Monitor processes, reports, invoices, and other documentation while updating the child’s ESP and determine if services should be modified or continued.
8. Address disputes regarding school placement and other issues according to the dispute resolution process established with the local education agency. Contact the regional Education Support Monitor for assistance with the dispute resolution process.
9. Address requests for non-traditional school enrollment such as home school, private school, or GED.

Throughout the period of time a child remains in foster care, the SSCM will:

1. Monitor the child’s educational needs, progress and supports needed to be successful in school. This includes:
   
    
   1. Regular contact with the school, including the child’s teacher(s);
   2. Regular discussions with the child’s caregiver and parent (when appropriate) regarding the child’s academic performance, attendance, and conduct
   3. Regular discussions with the child’s caregiver and parent (when appropriate) about the degree to which they are remaining actively involved in the child’s education
      
       
      1. Are the attending parent-teacher conferences?
      2. How often are they accessing the Parent Portal and reviewing the child’s current school information?
   4. Access the school’s Parent Portal at least once each month for current school information (e.g., grades, progress reports, discipline reports, results of standardized tests, etc.);
   5. Have ongoing discussions with the child regarding the child’s educational needs and progress.
2. Consult with the Education Support Monitor regarding issues affecting a child’s educational well-being or any situation that could result in a disruption of a child’s educational setting, including actual placement disruption. This includes situations when a child:
   
    
   1. Fails or scores below standard on one or more content areas of the required state administered standardized test for his/her grade level;
   2. In grades 11 or 12 fails any of the components of a test impacting eligibility for promotion or graduation;
   3. Is preparing to take the state required state administered standardized test for his/her grade level or is preparing to take the make-up exam;
   4. Is retained at least one grade level during primary or secondary school;
   5. Has experienced more than one school transfer during the current academic year;
   6. Receives multiple below average/unsatisfactory or failing progress reports within a semester;
   7. Accrues excessive unexcused absences (five or more days) from school (occurring not because of illness or other justified reasons). Children are considered truant when, during the school calendar year, they have more than five days of unexcused absences;
   8. Is suspended from school for more than three days or is suspended two or more times within a school year;
   9. Is released from a Psychiatric Residential Treatment Facility (PRTF) within the past 90 days;
   10. Is placed in a Child Caring Institution (CCI) and attends school onsite;
   11. Commits a major school offense resulting in expulsion:
       1. Report these events to the regional support network and the EPAC Unit for guidance regarding possible appeal.
       2. Work with the local educational agency and caregivers to secure alternative educational services for the child through a community agency.
   12. Is in grade 12 (under 18 years of age), has identified academic deficiencies, and needs intensive academic support to exit care with at least a high school diploma; or is above the age of compulsory school attendance (16 years of age) and is interested in pursuing a GED rather than a high school diploma.
3. Attend and participate in the child’s IEP meetings (where applicable).
   
    
   1. Provide parents advance notice of IEP meetings. If parents elect not to attend IEP meetings, they may wave their right through signature. If the whereabouts of parents are unknown, a diligent search is to be conducted (see policy 19.20 Case Management: Diligent Search).
   2. Encourage the placement resource to participate in IEP meetings as well. NOTE: A placement resource can serve as an education surrogate (see practice guidance: Education Surrogate).
   3. Contact the Education Support Monitor for consultation prior to the meeting.
   4. Ensure the school system provides an alternative means for the child to obtain educational services within the community of the school if the school has determined it is unable to meet the child’s special needs.
   5. Ensure there is an understanding and documentation of the following at the end of the IEP meeting:
      1. The child’s present level of academic performance;
      2. The reason(s) why the child is academically behind peers of the same age, if applicable;
      3. The kind of services and/or classroom interventions the school will provide;
      4. The amount and frequency of services (e.g., two 45-minute sessions per week in a social skills group);
      5. The person(s) who will be responsible for delivering the services;
      6. The timeframe for when the services will be initiated;
      7. Educational goals and objectives for the child;
      8. How the impact of the intervention will be measured and reported; and
      9. The next course of action if the intervention does not work.
   6. Upload a copy of the IEP to SHINES External Documentation.
4. Be proactive in avoiding school placement changes.
   
    
   1. Explore before/after school care that would make it possible for the placement resource to transport the child/youth to his/her home school.
   2. Monitor children’s educational issues in their school to identify emerging academic and behavioral issues; work with the school staff to address them to prevent escalation. Collaborate with the EPAC staff for ongoing educational support for children through consultation, inclusion in Family Team Meetings, Student Support Teams (SST), etc.
   3. Identify and address ongoing and emerging issues that may lead to placement disruptions.

PRACTICE GUIDANCE

Educational Stability for Children in Foster Care

Children and youth in foster care, like all other children and youth, need and deserve a positive school experience. It not only enhances their well-being, but also helps with their successful transition to adulthood. In addition, it increases their chances for personal fulfillment, economic self-sufficiency, and their ability to contribute to society. Research has shown that many children enter foster care already behind in school. In addition to the trauma of being removed from their homes, many of these children/youth experience frequent placement and school moves. Placement changes impact the child/youth’s school stability and increases their risk of falling further behind academically. To avoid this result, DFCS is committed to reducing school changes, which can be as traumatic as foster care placement.

For many children school is a haven for safety, consistency, nourishment, and encouragement. A new school means getting to know more strangers, acclimating to even more life changes, navigating new social norms and possible changes in grading standards, books, and expectations—all while dealing with the fact that they are in foster care. Placement without regard to the educational implications can mean that the child is unnecessarily negatively impacted by having to attend a new school. The Fostering Connections to Success and Increasing Adoptions Act of 2008 (FCA) requires that children who enter foster care remain in the same school they were attending prior to the removal. The Every Student Succeeds Act (ESSA) of 2015 requires State and local educational agencies to work with DFCS to ensure educational stability for children in foster care. Consequently, educational and child welfare agencies have a joint responsibility in this endeavor that requires consistent collaboration. Some considerations for county/regional leadership in supporting educational stability for children in care include but are not limited to:

1. What efforts are being made to keep children placed close to their home schools?
2. What efforts are being made to work with the local school districts to eliminate barriers to the child remaining in the same school if in the child’s best interest? For example, the county should work with the EPAC Education Support Monitor to:
   
    
   1. Identify a county point person (liaison) to work directly with the schools to facilitate/address educational issues.
   2. Identify the local homeless education liaison if the child qualifies as a “homeless” youth under the McKinney-Vento Homeless Assistance Act.
   3. Develop an effective process for ensuring that a child remains in their school of origin.
   4. Identify resources to provide transportation to the child’s home school.
   5. Develop a process for how a child will be immediately enrolled with records transferred in cases where it is not in her best interest to remain in the same school.
   6. Create an interagency workgroup to identify obstacles and develop processes.
3. Are there active ongoing recruitment and retention efforts to locate appropriate resource families and/or other foster care placements within the school jurisdictions or attendance areas from which children come into foster care, especially communities with higher incidents of Child Protective Services (CPS) reports, etc.?
4. Is the agency partnering with the local school districts to help recruit families?

Georgia courts have required the legislature to define what level of “basic education” will be provided to all students and to fund schools to provide this basic level of education. Local educational agencies cannot take away students’ right to education without providing them with an opportunity to dispute the removal from school. The SSCM must ensure children’s rights are protected. Local educational agencies must have a very good reason to justify the permanent or indefinite removal of a student from school.

Educational Programming, Assessment and Consultation Unit (EPAC)

The EPAC Unit provides comprehensive academic support services focusing on improving educational outcomes and the academic achievement of children in DFCS custody who are at least five years of age up until their 18th birthday. EPAC services are supported through Temporary Assistance for Needy Families (TANF) funding and are initiated through SSCM. Upon initial placement into foster care, children and youth are referred to EPAC for a comprehensive educational assessment and subsequently monitored for academic progress. Support regarding educational waivers is also provided, as needed. Education Support Monitors are assigned regionally to provide individualized case consultation, advocacy, and to assist case managers in linking children and youth to local education support services, while adhering to local school district policies and procedures. Additionally, EPAC is responsible for procuring educational services that include, but are not limited to, tutoring services. The following list outlines services provided through EPAC:

1. Educational Assessment: Each child/youth who is referred for EPAC services receives an initial educational assessment. This assessment is provided by a certified teacher or authorized representative. It provides a comprehensive review of the math and reading performance of the child/youth.
2. Educational Consultation to Case Managers: After a child/youth has received an initial educational assessment, the ESM assigned to the region will consult with the child/youth’s case manager to develop an Educational Stability Plan based on the results derived from the assessment.
3. Educational Consultation to Executive Staff: EPAC will consult with DFCS County and Regional Directors and state office leadership to provide updates and consultation on the educational outcomes of youth served. These updates and consultations may assist in the development of educational policy and practice within the division and provide clarification and interpretation of local and state federal laws and statutes.
4. Tutorial Services: When community resources, supplemental educational services, and other educational entitlements have been exhausted, children/youth in need of remediation or academic support receive additional tutoring services provided by a certified teacher. These pre-selected teachers (tutors) are identified as Educational Specialists who have individually established contracts with DFCS.
5. Individualized Education Plan (IEP) Development: For children/youth in need of remediation and support services, the Education Support Monitor and case manager for that child/youth will work together to ensure that an Individualized Education Plan is developed for the child/youth (if needed). The Education Support Monitor will also work with the child/youth’s local school system to ensure this plan meets their current educational goals and objectives.
6. Advocacy: The Education Support Monitor for each child/youth and the state office EPAC staff will work with local school systems and the Georgia Department of Education to ensure quality educational services are provided to youth in the custody of DFCS. Advocacy activities may range from helping to coordinate academic records for youth who have experienced multiple placements to helping develop an Individualized Education Plan for youth with identified special needs.
7. Resource Coordination: Each Education Support Monitor will maintain an Educational Resource Directory for their region(s). This directory will provide additional support resources for their youth who need additional assistance. These resources may include academic support services, community-based services and child and family services.

Best Interest Determination

When determining whether it is contrary to the child’s best interest to remain in their home school during placement into foster care or placement changes, consider the following:

1. What historical and/or current information is available to make a best interest decision?
2. What was the recommendation from the EPAC Educational Stability Plan and/or Educational Stability Checklist regarding the assessed educational needs of the child and what educational setting is best to meet these needs?
3. Are there other needs (mental health, substance abuse, etc.) that cannot be met in the current setting and require a specialized placement setting?
4. Are there familial or community violence concerns that threaten the child’s safety/well- being?
5. Is this a planned placement decision based on securing permanency for the child, reunification with siblings, placement with a fit and willing relative or an out of state placement?
6. Has the decision to move the child included a school transitioning plan?
7. Have the parent, caregiver, school representative, Education Support Monitor, etc. provided input in the best interest determination?
8. Was the Education Support Monitor consulted prior to making a best interest determination at each change of placement?
9. Is there a clear procedure at the local level for resolving disputes regarding whether a school change is needed? Does the procedure address the following: written decisions, notice to parents, and what happens to the child pending resolution of the dispute?

Determining Appropriateness of an Educational Setting

The Fostering Connections to Success and Increasing Adoptions Act requires that the child’s current educational setting be appropriate. Consider the following when assessing and determining appropriateness of the child’s educational setting:

1. Does the child have special education or remedial education needs that can be supported in the current/prospective educational setting?
2. Does the child need a gifted educational program, or require advanced placement classes? If so, is the current/prospective educational setting able to meet such needs?
3. What documentation (reports, evaluations, assessments, etc.) is available to determine the appropriateness of the educational setting?
4. What input has been obtained from the parent, caregiver, teacher, or other school representative to assess appropriateness of the educational setting?
5. What is the parent/caregiver’s perspective/involvement regarding the child’s educational needs?
6. What efforts have been made to coordinate with the school/Department of Education?
7. Has the school made recommendations for meeting the child’s needs in the current setting or for transitioning the child to a more appropriate setting?

High School Diploma vs. GED

Earning a high school diploma is the preferred certificate of secondary education completion for youth in care. Post-secondary education or training should be sought for those youth whose aptitudes and school records demonstrate they are willing and capable of benefitting from such educational opportunities.

General Educational Development (GED) tests are a group of five subject tests in science, mathematics, social studies, reading and writing. Successful passage of the tests certifies that the test taker has high school level academic skills. It allows those who will not or did not complete high school the opportunity to earn their high school equivalency credential. If pursuing a GED is recommended or if the child desires to pursue a GED, the SSCM, EPAC Education Support Monitor, Independent Living Specialist, youth, foster parent, relative caregiver, or other provider should meet to discuss whether it is in the child’s best interest. To be considered for a GED program the following conditions must apply:

1. The program must be an approved/certified GED program.
2. The youth must be at least 16 years old and cannot graduate by age 21.
3. The youth has met all guidelines provided by local school districts and the Georgia Department of Education.

The final decision must be documented, in the child’s case plan and Written Transitional Living Plan and include a vocational, employment or other next steps plan including timeline and milestones.

Transportation Needs

Transportation should not be a barrier to obtaining educational stability for children in foster care. Ensuring educational stability for children in care requires partnership and creative collaboration between DFCS staff, school officials and caregivers. The SSCM must enlist the assistance of the school and caregivers to provide for the child’s transportation needs. “Just Ask.” Ask the school social worker, the school principal, Local Education Agency/School System point of contact for foster care related issues, or other local educational agency officials what needs to happen to keep the child in the home school and what options are available for transportation. Also, discuss transportation expectations with caregivers during the placement matching process. Before a placement is made, the SSCM needs to know what support a caregiver is willing and able to provide regarding transportation. Refer to the Educational Stability Field Practice Guide, and Educational Stability Transportation Funding Request Protocol for assistance.

The McKinney-Vento Homeless Assistance Act

The McKinney-Vento Homeless Assistance Act is the primary piece of federal legislation that provides guidance on the education of children and youth experiencing homeless in U.S. public schools. The Act ensures educational rights and protections for homeless children. Under the Act, State educational agencies must ensure that homeless children have equal access to the same free, appropriate education (including public preschool education) as other children.

The McKinney-Vento Homeless Assistance Act provides covered youth with the right to:

1. Remain in their school of origin until the end of any academic year, or for the duration of the youth's "homelessness," whichever is longer;
2. Receive transportation to their school of origin;
3. School placement decisions guided by the "best interest" of the youth with an aim to

"continue the child's or youth's education in the school of origin" unless doing so is contrary to the wishes of the child or his/her parent or guardian;

1. Choose between the local school where they are living or the school where they were last enrolled;
2. Immediate enrollment in the new school even if records normally required for enrollment are absent such as proof of residency, immunizations, school records, or other documents;
3. Prompt transfer of school records when a child enters a new school district;
4. Receive various specified school services;
5. Be free from harassment and isolation;
6. Prompt resolution of any school placement disputes with ongoing enrollment in the school of origin pending resolution of those disputes.

Every school district is required to have a local homeless education liaison. Issues or concerns regarding the local liaisons should be referred to the State Coordinator for Homeless Education. For additional information, contact the EPAC unit.504 Plans

The "504” refers to Section 504 of the Rehabilitation Act and the Americans with Disabilities Act, which specifies that no one with a disability can be excluded from participating in federally funded programs or activities, including elementary, secondary, or post-secondary schooling. "Disability" in this context refers to a "physical or mental impairment which substantially limits one or more major life activities." This can include physical impairments; illnesses or injuries; communicable diseases; chronic conditions like asthma, allergies, diabetes, and learning problems. A 504 plan specifies the modifications and accommodations that will be needed for these students to have an opportunity to perform at the same level as their peers, and might include such things as wheelchair ramps, blood sugar monitoring, an extra set of textbooks, a peanut-free lunch environment, home instruction, or a tape recorder or keyboard for taking notes.

Response to Intervention (RTI)

In education, response to intervention (RTI) is a method of academic intervention used in the United States to provide early, systematic assistance to children who are having difficulty learning. It was developed as an alternative to the ability–achievement "discrepancy model," which pertains to children who exhibit a discrepancy between their ability (often measured by IQ testing) and academic achievement (as measured by their grades and standardized testing). RTI seeks to prevent academic failure through early, increasingly intensive research- based interventions with frequent progress measurement. It is believed that students who do not respond favorably to universally effective interventions are more likely (than students who do) to have biologically based learning disabilities that require special education.

Individualized Education Plan (IEP)

An IEP is a written plan designed to meet the unique educational needs of a child who may have a disability, as defined by federal regulations. The IEP is developed, reviewed, and revised at a meeting of a team that includes school officials and parents. In all cases, the IEP must be tailored to the individual student's needs as identified by the IEP evaluation process and must especially help teachers and related service providers (such as paraprofessional educators) understand the student's disability and how the disability affects the learning

process. The IEP should describe how the student learns, how the student best demonstrates that learning, and what teachers and service providers will do to help the student learn more effectively. When developing an IEP, it is important to assess students in all areas related to their known disabilities. Consideration should be given to the student’s ability to access the general curriculum, how the disability affects the student’s learning, developing goals and objectives that correspond to the needs of the student, and ultimately choosing a placement in the least restrictive environment possible for the student. If a student qualifies for special education, the IEP must be reviewed on an annual basis and updated over the student's primary educational years (i.e., up to the point of high school graduation, or prior to the 22nd birthday). The requirements for development and implementation of an IEP are found at 34 CFR §§300.320 through 300.324.

Educational Surrogate

An educational surrogate parent is a person appointed by a local school system to assume parental rights under the special education regulations in order to protect the student’s rights. The SSCM may not serve as an educational surrogate. When appropriate, the birth parent may serve as the child’s educational surrogate. DFCS will ensure that the foster parent or relative caregiver is aware of the benefits of serving as an educational surrogate to the child, and that the ongoing training required to serve as a surrogate parent is appropriate. If the foster parent or relative caregiver is unwilling or unable to serve as the surrogate, consider asking another foster parent or the local school system, if the birth parent is not appropriate.

Statewide Longitudinal Data System (SLDS)

The Georgia Department of Education’s SLDS captures education data including enrollments, attendance, course grades, test scores, and other relevant educational information. DFCS social services staff and others have access to this information (through Georgia SHINES) for children and youth in foster care. This tool should be used to assist in case planning and service delivery. Each youth enrolled in a Georgia public school is assigned a Georgia Testing Identification Number, which is required to access each youth’s student level educational access page. Georgia Testing Identification Numbers may be retrieved from the person identifiers section of the Person Detail Page in Georgia SHINES.

Parent Portal

The Parent Portal is a free online resource made available by local educational agencies to parents of students in grades K-12. The portal allows parents continuous, secure access to information about their children and their academic career (e.g., grades, attendance, discipline reports results of standardized tests, bus route, etc.). Parents may also email their child’s teacher directly from the portal. In order to access the portal, a parent needs a computer or mobile device with internet access, a user ID and password. Only authorized users with a user ID and password have access to a student’s records so this information should be kept confidential. Each local educational agency is unique, so the functionality of the Parent Portal may vary. One should contact his or her local educational agency to find out how to register for the Parent Portal and other details.

FORMS AND TOOLS

The 504 Plan for Students with Disabilities

Education Notification Form For School Age Youth in Foster Care

Educational Stability Checklist to Assess Support Appropriateness of Educational Setting 

Educational Stability Transportation Funding Request Protocol

Ensuring Educational Stability for Children in Foster Care Field Practice 

Education for Homeless Children and Youth Program

National Association for Education of Homeless Children and Youth 

National Center for Homeless Education

Non-Traditional Education Approval Form