TEMPLATE - School District Foster Youth Strategic Support Plan

Centinela Valley Union High School District
Office of Student Services
Prepared by: Angela M. Vázquez, MSW, Associate Director, FosterEd CA, National Center for Youth Law
For: Blain Watson, Child Welfare & Attendance Coordinator, CVUHSD
1
District Foster Youth Strategic Plan – DRAFT FOR APPROVAL
A strategic plan is a calculated approach to accomplishing a district-wide goal. Simply stated, relative to the student growth targets, it is how the district staff
will support the achievement of school site administrative teams to improve foster youth student outcomes and what we will do to get there. District
administration, site administration, and staff leaders will review district data and student information, along with site observations to identify critical areas of
need. The strategic plan will address the critical steps needed to prepare district and site administrative teams to ensure all foster youth to achieve equity
across a variety of student outcomes. CVUHSD stakeholders will be solicited to provide specific and meaningful input into the plan throughout implementation.
Global Goal: Closing The Achievement Gap for Foster Youth in Centinela Valley Union HSD
By June 2017, CVUHSD will have the necessary trained staff capacity and administrative infrastructure to close the achievement gap, as demonstrated by the
completion of Strategic Foster Youth Support Goals 1-4 and the presence of data and administrative system(s) that can track foster youth student needs and
strengths, plans and referrals, services received, and student outcomes achieved while enrolled at CVUHSD.
_____ Foster Youth Support SMART Goal:
(1) Student Engagement and Equitable Access
By June 2017,
a.) transferring foster youth will be promptly enrolled in the appropriate school and classes, have all relevant education records (including IEP’s)
obtained and reviewed by CVUHSD, and awarded credit for all work completed, including partial credits and
b.) a plan will be put in place to achieve equitable access (including necessary program funding) as demonstrated by similar participation rates as their
peers across programs, improved attendance/reduced chronic absenteeism, reduced suspensions/expulsions, and improved self-reported campus
engagement by students in foster care
CORE ACTIVITIES
NOTES:
HOW DO I REVISIT?
HOW DO I REFINE/REFRAME?
WHAT ARE THE SCHOOL WIDE EXPECTATIONS?
WHEN DO THEY PRESENT IN PD?
WHEN DO THEY PLAN?
TASKS, WHO & WHEN MEASUREMENT (EVIDENCE)
NOTES:
WHAT MEASURES WILL BE COLLECTED TO MEASURE
THE SUCCESS OF THE CORE ACTIVITY?
STUDENT IMPACT &
CHALLENGES
NOTES:
DESCRIBE THE SUSTAINABLE IMPACT OF THE
CORE ACTIVITY ON THE SCHOOL AND/OR
COMMUNITY?
LIST ROADBLOCKS OR CHALLENGES W/
IMPLEMENTATION AND SOLUTIONS
Develop and implement a
policy (including the necessary
ongoing training and
❏ Review current district policies and admin
regulations related to foster youth enrollment.
The District has a protocol and
has trained school site staff on
immediate enrollment.
Impact: Foster youth
experience no delays in
enrollment in the most

2
accountability transparency for
assuring protocol is followed)
ensuring foster youth are
immediately enrolled in their
local comprehensive school
unless an education rights
holder agrees in writing that
placement at an alternative
school site is in the student’s
best interest, and are enrolled
in the same/equivalent grade
and classes.
Who: CWA, Foster Ed Rep, and Dir. Student Services
When: March 2016- July 2016
❏ Immediate Enrollment/Intake & Disenrollment-
Use the FY Education ToolKit “Initial Education
Intake Form” pgs. 7-10, to design a district-wide
process. Process will also include
withdrawal/disenrollment procedure
- Enrollment: Use paper copy and a google format
to collect data online for intake
- Disenrollment Procedure will include:
immediate notification of CWA, log in PS w/ info
on new placement, contact with new CWA, etc..
❏ Develop a “CV Foster Youth Rights &
Protections“ Handbook with the specific roles
and responsibilities of the child welfare agency,
the ERH, and school site. (use Alliance as
resource)
❏ Develop a parent and caregiver- friendly version
of the handbook (use Alliance as resource)
❏ Post handbook on the Student Services Website
Who: CWA & Foster Ed Rep
When: July 2016
❏ Draft a section on District FY (foster youth)
enrollment rights and procedures in the “CV
The number of days from first
contact with local school site to
enrollment is reduced to 0.
An academic counselor reaches
out to an Education Rights
Holder or is the point person to
work with a student’s CSW to
identify one before a student is
placed in an alternative school
placement, unless otherwise
noted in a child’s IEP.
Administer a 10 question
survey (1-5 likert scale) to
measure understanding of
foster youth enrollment
policies and practices in front
office and admin staff.
appropriate school
placement, with direct
contact to the Education
Rights Holder (including a
biological parent, where
applicable) being
established before
alternative placements are
considered.
Challenges:
1. Students may spend time
in an improper school
placement while records
(including IEP’s) are
obtained and/or Education
Rights Holders are identified
or in some cases, appointed.
2. ERH may not be
immediately reachable or
appropriate. DCFS will have
to be more responsive to to
LEA requests regarding
reaching or identifying the
ERH.

3
Foster Youth Rights & Protections“ Handbook.
Including: Immediate counselor assignment,
Identify who is responsible for following up with
obtaining missing records, set date for the initial
Individual Support Plan (ISP)/SST meeting w/in
30 days of enrollment.
When: July 2016
❏ Meet with and train school site front office staff
and site administrators on the developed
“immediate enrollment” and
withdrawal/disenrollment policy and
procedures.
Who: CWA & Site Foster Liaisons
When: Beginning August 2016- Ongoing
❏ Collect input on enrollment experience and
needs from Foster youth, care-taker, and/or
ERH”
❏ Facilitate foster youth focus group
❏ Create and administer a brief enrollment
experience and needs assessment survey
When: May 2016

4
ensuring protocol is followed)
partial credits are immediately
issued and accepted when
foster youth transfer mid-
semester, and CV’s student
information system allows for
issuance of partial credits.
❏ Review current district policies and admin
regulations related to assigning partial credit
foster youth and align policy to CA’s Partial
Credit Model Policy.
Who: CWA, Foster Ed Rep, and Dir. Student Services
❏ Include partial credit policy in the “CV Foster
Youth Rights & Protections“ Handbook
❏ Meet with and train counselors and site
administrators on the developed “partial credit”
policy and procedures.
- Must understand how to: 1. interpret previous
grades; and 2. calculate partial credit; 3.
Recognize red flags from incomplete records; 4.
Know how to request partial credits from
previous district/school
When: Beginning August 2016- Ongoing
❏ Investigate a means by which to allow
PowerSchool to represent partial credit on
reports and transcripts. .
The District’s data system
collects aggregated data on the
issuance/acceptance of partial
credits.
measure understanding of
partial credit policies and
practices in counselors and
admin staff.
Student’s school mobility
does not impact their ability
to receive credit for time
spent in class and work
completed at previous
schools.
Challenge: Credit
articulation can be
confusing for academic
counselors or technically
challenging to implement
through the existing student
information system.

5
- Ensure CV transcripts reflect partial credit when
FY withdraw before completion of semester
Who: CWA, Dir. of Accountability, District PowerSchool
Users
When: Jan 2017
Foster youth student
participation will be tracked in
key district interventions (e.g.
tutoring & academic
enrichment, summer
school/credit recovery,
Academic Counseling, Pupil
Services & Attendance
counseling, Positive Behavior
Interventions and
Supports/Restorative Justice,
health/mental health services,
sports and clubs, linked
learning opportunities, etc.).
❏ Meet with school site administrative and
leadership teams to support how they identify
and monitor foster youth participation in
intervention, academic enrichment, athletic,
and leadership programs, as well as monitoring
referrals. (e.g. foster youth intervention tracking
sheet)
When: Beginning April 2016- Ongoing
❏ Collect input on access and equity to programs
for foster youth
❏ Facilitate foster youth focus group
Who: CWA, Foster Ed Rep, Site Liaison
When: May 2016
❏ Recruit and form a District Equity and Access
Focus Group/Task Force to identify and discuss,
any exclusionary practices that limit Foster
youth (and other at-risk subgroup) access to
Foster youth have a
documented
presence/participation/enrollm
ent in at least 3 key District
interventions and 2 enrichment
activities/programs equal to or
greater than their
representation in the student
population. This can be
measured in the Foster youth
Intervention tracking sheet
measure staff commitment to
equitable programming and
schooling practices related to
Foster Youth.
All CV foster youth will receive
a mental health screening
within the first 30 days of
enrollment
If students feel more
engaged on campus, then
CVUHSD should see:
Reduced chronic
absenteeism
Improved attendance
Reduced suspensions
Reduced expulsions
Challenge: Identification of
foster youth in district
programs/intervention at
point of access can be
difficult - program staff may
need sensitivity training.

6
student support programs, AP, IB, and honors
courses, linked learning, sports, clubs, etc...
Who: CWA, Site Foster Liaisons, Counselors, Admin
When: Beginning Summer 2016- Ongoing
❏ Develop policy and procedure that ensures
Foster Youth meet with a school-based
counselor for review of counseling/mental
health needs w/in 30 days of enrollment
- Coordinate mental health services when
appropriate with DCFS
- Add policy and procedure to the “CV Foster
Youth Rights & Protections“ Handbook
Who: CWA, Site Foster Liaisons, Counselors, School
Psych, DCFS, Mental Health partners
When: May 2016
(2) School Stability
By June 2017, the baseline transfer rate of foster youth to continuation and other alternative schools and school transfers related to placement changes will
be established and a plan will be set in place to reduce these rates by 10% in 3 years.
CORE ACTIVITIES TASKS, WHO & WHEN MEASUREMENT (EVIDENCE) STUDENT IMPACT &
CHALLENGES
❏ Immediate Enrollment/Intake & Disenrollment-
Use the FY Education ToolKit “Initial Education
Intake Form” pgs. 7-10, to design a district-wide
Student transfers are tracked in
PowerSchool.
High school students
experience fewer school
transfers across Los Angeles

7
ensuring at the time of any
enrollment/disenrollment of a
foster youth, there is a
meaningful consideration of
school of origin options with
the education rights holder and
the youth, including at time of
notification of disenrollment
(where a child has already
enrolled in a new school).
Create or modify existing data
system that tracks types of
schools foster youth are
enrolled in, reasons for
enrollment, and how many
youth remain enrolled in their
school of origin after a home
placement change.
process. Process will also include
withdrawal/disenrollment procedure
- Enrollment: Use paper copy and a google format
to collect data online for intake
- Disenrollment Procedure will include:
immediate notification of CWA, log in PS w/ info
on new placement, contact with new CWA, etc..
❏ Develop a “CV Foster Youth Rights &
Protections“ Handbook with the specific roles
and responsibilities of the child welfare agency,
the ERH, and school site. (use Alliance as
resource)
❏ Develop a parent and caregiver- friendly version
of the handbook (use Alliance as resource)
❏ Post handbook on the Student Services Website
When: July 2016
Student transfer baseline rate
is established and tracked
quarterly.
Instances where transportation
was the primary barrier which
prevented a student from
maintaining their enrollment at
CVUHSD is documented.
Written Policy in Handbook
County, particularly away
from CVUHSD.
Fewer high school students
are inappropriately pushed
out to alternative school
placements.
Challenges: 1.
Caregivers may not have the
physical ability or logistical
means to transport students
across the county; 2. District
will not have any funds
dedicated for non-special
education student
transportation.
district staff coordinate with
county child welfare and
probation agencies and COE
FYS at time of any home
❏ Child Welfare and Attendance Coordinator, in
partnership with DCFS (Regional Offices and
DCFS Education Unit) and LACOE Foster Youth
Services Coordinating Program establish a list of
transportation options to distribute to all
academic counselors.
When: July 2017
All academic counselors are
trained and knowledgeable
about student school of origin
rights and there is a protocol
for working with the CWA
Coordinator to explore
transportation options where
appropriate.
All available county
resources for transportation
are utilized and CVUHSD
has evidence to document
unmet need to advocate for
additional resources.
Challenge: 1. District may
not understand the student

8
placement change to ensure
youth are placed within a
reasonable distance of their
school of origin whenever
possible.
Written Policy in Handbook
- Make sure DCFS Ed
Unit and LACOE
observe the policy
impact of mobility and
therefore not track unmet
need; 2. Child welfare
payments for transportation
to school of origin goes to
the caregiver (including the
group home).
Utilize unmet transportation
need data and school transfer
rate data to advocate for
additional District/local
resources for foster youth
student transportation to
CVUHSD school of origin.
❏ Develop present along with youth and
caregivers a transportation funding plan to the
Board to be included in the 2017-18 LCAP.
When: March-April 2017
District allocates sufficient
funds to meet unmet
transportation needs to allow
foster youth to remain at
school of origin, for instances
when caregiver logistics or
availability of other county
resources prohibit
transportation.
All available transportation
resources (caregiver/child
welfare, LACOE, district) are
utilized and students can
remain in their school of
origin despite a placement
change when it is in their
best interest.
(3) Proactive Needs Identification & Robust Service Delivery
By June 2017, 75% of students in foster care (either within 30 calendar days of enrollment or proactively identified at the beginning of the academic year),
will receive a comprehensive education assessment/history review with 50% of Success Plan goals implemented within 90 days of enrollment.
CHALLENGES
Develop an Student Study
Team (SST) protocol for all
foster youth students at point
of enrollment (within 30 days)
❏ Draft an SST protocol which requires specific
outcomes associated with an ISP (e.g. identifying
and aligning resources at Tier 2 and/or Tier 3 of
There is a clear protocol in
place for identifying high needs
students for education case
management that
Students in foster care will
have their needs and
strengths proactively

9
or within 30 days of the
beginning of the academic year
which includes robust
indicators for students needs
and discussion of opportunities
for student engagement.
the RTI pyramid) for each foster youth. Then,
disseminate protocol to academic counselors.
Who: CWA, Dir of Student Services, SPED Coordinator
When: June 2016
encompasses at least 75% of
students in foster care enrolled
at the District.
All students have their
education history reviewed and
analyzed by an Academic
Counselor within 30 days of
enrollment or at the beginning
of the year.
All counselors who support
foster youth will indicate they
have had the SST.
identified at the beginning
of the school or or upon
enrollment and be swiftly
connected to their campus
through prompt
interventions and
enrichment opportunities.
Challenge: Students are not
always properly identified at
point of enrollment - will
need to align this activity
with enrollment goal 1.
Develop an educational case
management process for
students identified as “high
needs” to be delivered from a
designated counselor with the
skills, time and training,
including trauma-informed
strategies, necessary to fully
meet the needs of foster
youth.
❏ Collaborate with counselor leaders, SPED Dir.,
and School Psych to develop a the case
management process including the use of the
Intake Form and ISP to drive the assessment.
Who: CWA,School Psych, SPED Dir., Dir. Student Services
When: August 2016
Education case management process includes the
following activities:
a) Engagement of education rights holders around
school of origin options at every change in
placement;
b) Prompt enrollment and transfer of records,
award of partial credits, placement in
At least 75% (depending on
metrics for prioritizing need) of
high needs foster youth will
receive comprehensive
education needs assessment
and documented access to 50%
of necessary supports within 90
days of enrollment.
measure understanding of SST
process purpose, roles and
responsibilities as related to
foster youth.
Students in foster care
identified as having
extensive need for service
coordination will have
strong connections to and
robust communication
between supportive and
caring adults, including their
caregiver, Education rights
Holder, and an education
advocate on the school
campus.

10
appropriate classes and implementation of IEP
(if applicable) when foster youth change
schools;
c) Graduation and college/vocational transition
planning;
Challenge: 1. clearly
defining and securing buy-in
from school site staff to join
and actively
participate/facilitate a
collaborative education
team will be essential for
this work as it can be time-
intensive.
(4) Cross-County Systems Coordination
By June 2017, CVUHSD will have the necessary MOU’s and data/information-sharing infrastructure (including adequate technical capacity and updated
administrative protocols where appropriate) in place with local public agencies (LACOE, DCFS, feeder school districts), dedicated collaborative engagement
opportunities, and sufficient District staff capacity to support real-time service coordination and communication.
CHALLENGES
Develop a data sharing
protocol and modify existing
data systems to fully leverage
LACOE’s LA-EPS (County
education database –
countywide roll out in-
progress) data sharing system .
❏ Secure MOU with LACOE for data-sharing
between CV data and the LA-EPS
Who: CWA
When: May 2016
❏ Train data processors, counselors, and site
liaisons on the LA-EPS
Who: CWA
When: Beginning August 2016 - Ongoing
CVUHSD has a signed MOU in
place and dedicated technical
capacity to link PowerSchools
(District’s Student Information
System) to LACOE’s LA-EPS
(County education database –
countywide roll out in-
progress) by January 2017.
CVUHSD has administrative
policies in place to ensure
records are received digitally
Students are immediately
identified and their records
are promptly shared
digitally across the county at
enrollment and at
disenrollment.

11
from LA-EPS where possible,
and backup protocols to
request paper records from the
disenrolling school.
CVUHSD has administrative
policies in place to ensure
records are sent digitally
through LA-EPS where possible,
and backup protocols to send
paper records to the enrolling
school district when necessary.
measure staff understanding of
and commitment to using the
LA-EPS system to inform foster
youth support and school
stability.
Build and sustain collaborative
relationships between DCFS,
feeder and local districts, and
LACOE/FY Services
Coordinating Program
❏ Create, disseminate, and provide necessary
cross-trainings on a communication protocol
between the local Torrance DCFS Regional
Office, the DCFS Education Unit, and LACOE
FYSCP.
Who: CWA & Dir. of Student Services
When: Beginning June 2016 - Ongoing
CVUHSD has a standing Foster
Youth Stakeholder Committee
which meets quarterly by June
2017.
CVUHSD has communication
process in place with at least
one feeder elementary school
When there is a question,
issue, or status update on a
specific student, CVUHSD
staff will have and utilize the
proper DCFS or LACOE
point-people to resolve that
issue in a timely manner.

12
❏ Create and dedicate staff time to facilitating a
district Foster Youth Leadership Committee -
including former and current foster youth
students at the district, local caregivers
(including relatives), DCFS representatives, and
LACOE FYSCP representatives.
When: Beginning June 2016 - Ongoing
❏ Create opportunities to reach out to middle-
school foster youth enrolled at the local feeder
elementary school districts and develop an
articulation strategy that includes DCFS and
LACOE FYSCP.
When: Beginning September 2016 - Ongoing
district to proactively identify
incoming 8th grade foster
youth and assess student needs
via records review, caregiver
and student engagement, and
social worker engagement.
measure partner strength or
partner relationships and needs
assessment.
Foster youth and child
welfare stakeholders have a
meaningful opportunity to
engage with the District,
particularly, but not limited
to, its LCAP development
and implementation.
CVUHSD has a meaningful
connection to future foster
youth high school students
and can initiate engagement
and prevention strategies
on areas of school stability,
caregiver/social worker
engagement, and academic
achievement.

TEMPLATE - School District Foster Youth Strategic Support Plan

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