Education Rights of Children in Foster Care

1. Sharing Ideas:  Implementing The Education Requirements of Fostering Connections March 27, 2010 Ngozi Onunaku Kathleen McNaught Richard Gold

2. Why Did The National Working Group Come Together? The National Working Group on Foster Care and Education Our Mission: To ensure successful educational outcomes for all children and youth in foster care across the country. We recognize that only with collaboration can there be a structural and cultural change that can lead to prioritizing educational stability as key decisions are made in the lives of children and youth in foster care. The intent of this collaboration is to promote best and promising practices and reforms across educational, child welfare and juvenile and family court systems.

3. Who Is Part of the National Working Group? American Bar Association, Center on Children and the Law American Public Human Services Association Casey Family Programs Children’s Defense Fund Child Welfare League of America Education Law Center-PA Juvenile Law Center National CASA Association National Council for Juvenile and Family Court Judges National Foster Care Coalition National Foster Parent Association We are 10 organizations interested in the well-being of children and youth in foster care, with a common focus on education. We are 10 organizations interested in the well-being of children and youth in foster care, with a common focus on education.

4. Goals of the National Working Group Promote the educational stability of children/youth in foster care 2. Promote seamless educational transitions for children/youth.  3. Promote high quality educational experiences, expectations and aspirations. 4. Ensure greater national attention to disparate educational outcomes for children/youth in foster care, particularly children/youth of color.

5. National Working Group Strategies Strategies Coordinate and collaborate to heighten visibility Expand knowledge base through research & dissemination Promote understanding of best/promising practices Advance state and federal policy and practice Engage stakeholders as partners (child welfare system, courts, educational systems, families, youth, foster care alumni, etc.) Heighten the voices of youth and alumni Align and promote Working Group tools, resources and activities

6. What’s Happening with the Fostering Connections Education Provisions: Since the passage of Fostering Connections, states have been implementing policies and procedures to provide for educational placement and services that best meet the needs of the child. Child welfare coordinates with education agencies to enable the child to remain in the school where s/he was enrolled at the time of placement, unless remaining in that school is not in the child’s best interest. In cases where the child must be enrolled in a new school, child welfare agencies have worked to ensure immediate enrollment and assure that the child's educational records follow the child. [i]

7. Nebraska: Enhancing Partnerships between CW & Education In Nebraska, Supreme Court Justice and leaders from Education and DHHS collaborate across systems and drafted an action plan. Establishing a web-based Tool-kit with resource materials to assist systems involved in education of students in out of home placement, including schools, courts, county attorneys, guardians ad litem, probation, DHHS workers, treatment providers, and foster parents. CW participates on a Committee on Education of Students in Out of Home Placements that represents schools, child welfare and advocacy organization, and the juvenile and criminal justice systems. The group provides guidance to policymakers and stakeholders of Nebraska in the development and implementation of educational opportunities for children and youth in out of home placements. They are currently focusing on Statewide Academic Assessments and Curriculum; Transitions; School Residency and Responsibility; Systems Communication, Collaboration and Coordination; and Data Collection and Evaluation.

8. Indiana: Minimizing School Disruptions Indiana’s education stability compliance is managed and monitored by an education advocate in each of the state’s 18 regions. School disruptions are minimized by the following steps: placing a child with resource family in the same school district whenever possible; assisting the resource family living in a different district with arranging transportation for a child, so he or she can continue to attend the same school; delaying a change in placement until the end of a school semester or year, so long as the waiting does not endanger the child’s safety and/or wellbeing; scheduling medical and court appointments during non-school hours, whenever possible. If the child in out-of-home care has been placed with a resource family in the same school district but outside the attendance area for the school where the child was previously attending, then the school in the new area must provide transportation to and from the child’s previous school and place where the child is currently placed. Indiana uses a case plan conference to review educational needs of each child and develops a plan to assure that every school aged child placed in out- of-home care is enrolled in school, unless: the youth is eligible and in pursuit of a GED; an alternative education plan has been recommend by the child’s home school and approved by the court; or the youth as graduated from high school or obtained a GED certificate.

9. Example of Immediate Enrollment Texas: Current state statute requires children to be immediately enrolled in school if their placement changes, and allows this transition to occur no later than three days prior to enrollment.

10. Transferring School Records Indiana: The law also requires schools to transfer education records within five school days and that the receiving school admits these children within five days of receipt of a student’s records. Tennessee: CW has fifteen regional education specialists who work closely with school systems to ensure that each child remains in his/her current school if possible. These specialists then train Family Service Workers who develop Education Passports for foster youth for any new school.

11. Transportation Efforts Oregon: provides transportation or reimburses transportation costs so the children can continue to attend the school in which they were enrolled prior to placement. children who are placed in foster care are able to remain in the school they were attending prior to entering foster care, even if they no longer live in that school's catchment area. So for purposes of school placement, they remain 'residents' of the school area in which they lived prior to being placed in foster care Delaware: In 2004, the state legislation requiring CW and DOE to implement practices pertaining to the McKinney-Vento help improve youth’s educational outcomes while in foster care. This legislation adds the term “awaiting foster care placement” to state statute permitting all children in care to remain in their school of origin, with transportation provided by the child’s home school district. Minnesota: When placement within the child’s school district is not possible, some agency and school systems work together to arrange transportation or agencies arrange additional transportation funds to support the child’s attendance in the same school.

12. Concerns/Challenges from CW It is important to note that, while Oregon is committed to ensuring educational stability for children in foster care, transportation costs are more than originally anticipated. A concern that Nebraska has regarding Fostering Connections and education is found in Section 471 mandating full-time enrollment since the state interprets full-time enrollment to also include children who are receiving a subsidized adoption or subsidized guardianship payment. If so CW has no authority to make these types of decisions for children who have been adopted or “guardianshipped” and no longer are in DHHS custody. Maine is awaiting clarification from ACF to verify what constitutes “full time.” For example, Maine has some children in alternative programs that attend school at reduced hours, due to being determined necessary through their Individualized Education Plan (IEP) for behavioral issues.

13. Legal Center FCE Collaboration between ABA and Casey Family Programs, in conjunction with the Juvenile Law Center and Education Law Center, created in January 2007. A national technical assistance resource and information clearinghouse on legal and policy matters affecting the education of children and youth in out-of-home care Website: www.abanet.org/child/education Listserv, Conference Calls, Publications, Searchable Database Website: Continually updated with new information, legal and policy resources, and announcements Database: Searchable library with legislation, articles, and research about education and foster care Listserv: important announcements about events and new resources, read questions and answers related to relevant foster care and education topics post your own question, answers or information to advocates around the country who are working on these issues. Conference Calls: Relevant topics and issues, Opportunity to share knowledge of callers from around the country Technical Assistance: Provide assistance on Legal and policy issues, Share information from other jurisdictions Website: Continually updated with new information, legal and policy resources, and announcements Database: Searchable library with legislation, articles, and research about education and foster care Listserv: important announcements about events and new resources, read questions and answers related to relevant foster care and education topics post your own question, answers or information to advocates around the country who are working on these issues. Conference Calls: Relevant topics and issues, Opportunity to share knowledge of callers from around the country Technical Assistance: Provide assistance on Legal and policy issues, Share information from other jurisdictions

14. Blueprint for Change: Education Success for Children in Foster Care 8 Goals for Youth Benchmarks for each goal indicating progress toward achieving education success National, State, and Local Examples The Blueprint for Change is a tool for change. The Goals and Benchmarks are a framework for both direct case advocacy and system reform efforts. Direct case advocacy. The Blueprint can be used as a checklist or guide by advocates for children and youth to ensure that all education issues are being addressed. The Blueprint examples contain ideas for legal arguments and strategies to use to achieve the best education outcomes for a particular child or youth. System reform. The Goals and Benchmarks can be used in numerous ways to spur broader system reform. The Blueprint can be used to accomplish the following: • Begin conversations among various stakeholder groups; • Assess a state or jurisdiction’s attention to the issue of education needs for children in out-of-home care; • Create a template for an action plan for change; • Identify what data needs to be collected to measure outcomes; • Begin or enhance existing conversations about cross-system collaboration and information sharing; • Structure components of curriculum development or training modules; • Inform a legislative agenda. The Blueprint for Change is designed to be a tool for all stakeholders (including youth, parents, foster parents and other caregivers, lawyers, caseworkers, teachers and other school staff, child welfare and education system administrators, state agencies, and policymakers). Stakeholders can use the framework of this Blueprint for Change to identify what they can do to promote educational success for youth in foster care in their jurisdictions The 8 Goals identified are written from a youth’s perspective, as a constant reminder that the work we do always remains focused on the children and youth we serve. We have chosen not to identify youth with disabilities in a separate goal, but instead have addressed unique issues for children with disabilities in Benchmarks under each of the 8 Goals. While all Goals and Benchmarks are relevant to children in out-of-home care with disabilities, the Benchmarks identified at the end of each goal specifically addressing disability issues apply only to youth in out-of-home care with disabilities. The Blueprint for Change is a tool for change. The Goals and Benchmarks are a framework for both direct case advocacy and system reform efforts. Direct case advocacy. The Blueprint can be used as a checklist or guide by advocates for children and youth to ensure that all education issues are being addressed. The Blueprint examples contain ideas for legal arguments and strategies to use to achieve the best education outcomes for a particular child or youth. System reform. The Goals and Benchmarks can be used in numerous ways to spur broader system reform. The Blueprint can be used to accomplish the following: • Begin conversations among various stakeholder groups; • Assess a state or jurisdiction’s attention to the issue of education needs for children in out-of-home care; • Create a template for an action plan for change; • Identify what data needs to be collected to measure outcomes; • Begin or enhance existing conversations about cross-system collaboration and information sharing; • Structure components of curriculum development or training modules; • Inform a legislative agenda. The Blueprint for Change is designed to be a tool for all stakeholders (including youth, parents, foster parents and other caregivers, lawyers, caseworkers, teachers and other school staff, child welfare and education system administrators, state agencies, and policymakers). Stakeholders can use the framework of this Blueprint for Change to identify what they can do to promote educational success for youth in foster care in their jurisdictions The 8 Goals identified are written from a youth’s perspective, as a constant reminder that the work we do always remains focused on the children and youth we serve. We have chosen not to identify youth with disabilities in a separate goal, but instead have addressed unique issues for children with disabilities in Benchmarks under each of the 8 Goals. While all Goals and Benchmarks are relevant to children in out-of-home care with disabilities, the Benchmarks identified at the end of each goal specifically addressing disability issues apply only to youth in out-of-home care with disabilities.

15. Audiences for the Blueprint for Change 

16. Examples of the Barriers to Educational Achievement for Children in Care Lack of school stability Delayed enrollment Children with special education needs do not access/receive services Over-representation in special education, school discipline, and alternative education settings Disproportionality- in both child welfare and education systems Confusion about legal rights

17. Goals for Youth Goal 1: Remain in the Same School Goal 2: Seamless Transitions Between Schools Goal 3: Young Children Are Ready to Learn Goal 4: Equal Access to the School Experience Goal 5: School Dropout, Truancy, and Disciplinary Actions Addressed Goal 6: Involving and Empowering Youth Goal 7: Supportive Adults as Advocates and Decisionmakers Goal 8: Obtaining Postsecondary Education GOAL 1 addresses the efforts needed to keep children in out-of-home care from having to change schools. GOAL 2 addresses the efforts needed to make school changes, when they do happen, as least disruptive as possible, including additional supports needed to successfully complete the transition. GOAL 3 focuses on young children, who we define as children from birth through age five. GOAL 4 is not about mobility issues for children in foster care, but about all other education issues they face, even if they are maintained in a consistent, stable placement. The goal encompasses both issues of discrimination (youth in out-of-home care not being treated equally to other students) and the need for additional supports. GOAL 5 combines school discipline, dropout, and truancy -- three distinct issues -- under one goal. While there is overlap across these issues, they are combined in one to simplify the document, not to imply that they are the same issue. GOAL 6 addresses youth involvement and engagement, and includes the issue of participation in court proceedings. While the reason for youth participation in court is for purposes beyond education, the presence of youth in court can bring education issues to the forefront of court proceedings. GOAL 7 addresses both education advocates (one person or several people who can stand up for the child, speak on their behalf, and mentor and guide them in their education goals and pursuits) and legal education decision makers (individual or individuals who have the legal authority to make education decisions). GOAL 8 addresses postsecondary education pursuits, and includes the important issue of continuing child welfare and court involvement for youth over 18. While extending jurisdiction for youth over 18 is important for many reasons, education pursuits are a critical part of this bigger issue. GOAL 1 addresses the efforts needed to keep children in out-of-home care from having to change schools. GOAL 2 addresses the efforts needed to make school changes, when they do happen, as least disruptive as possible, including additional supports needed to successfully complete the transition. GOAL 3 focuses on young children, who we define as children from birth through age five. GOAL 4 is not about mobility issues for children in foster care, but about all other education issues they face, even if they are maintained in a consistent, stable placement. The goal encompasses both issues of discrimination (youth in out-of-home care not being treated equally to other students) and the need for additional supports. GOAL 5 combines school discipline, dropout, and truancy -- three distinct issues -- under one goal. While there is overlap across these issues, they are combined in one to simplify the document, not to imply that they are the same issue. GOAL 6 addresses youth involvement and engagement, and includes the issue of participation in court proceedings. While the reason for youth participation in court is for purposes beyond education, the presence of youth in court can bring education issues to the forefront of court proceedings. GOAL 7 addresses both education advocates (one person or several people who can stand up for the child, speak on their behalf, and mentor and guide them in their education goals and pursuits) and legal education decision makers (individual or individuals who have the legal authority to make education decisions). GOAL 8 addresses postsecondary education pursuits, and includes the important issue of continuing child welfare and court involvement for youth over 18. While extending jurisdiction for youth over 18 is important for many reasons, education pursuits are a critical part of this bigger issue.

18. Fostering Connections to Success Act (October 2008) Amends Title IV (Parts B and E) of the Social Security Act Broad-reaching amendments to child welfare law Important provisions promoting education stability and enrollment for youth in care Changes child welfare law, but cannot be realized without collaboration from education system

19. Appropriateness and Proximity The child’s case plan must include “assurances that the placement of a child in foster care takes into account the appropriateness of the current educational setting and the proximity to the school in which the child is enrolled at the time of placement.”

20. Proximity and Appropriateness Issues Proximity How is proximity defined? Necessary recruitment efforts Useful collaborations between schools and child welfare Appropriateness Who makes the determination? What criterion do they use? What input do they need?

21. Appropriateness and Proximity -Child Welfare Considerations Prioritize child’s educational progress and needs (note: impact on permanency). Ensure appropriateness/proximity of school are considered and documented. Promote creative solutions to identifying placements (work with education).

22. School Stability The child’s case plan must include “(I) an assurance that the state [or local child welfare agency] has coordinated with appropriate local education agencies … to ensure that the child remains enrolled in the school in which the child was enrolled prior to placement” Unless moving is in the child’s best interest – in which case – go to part II.

23. School Stability Determination Issues How is best interest determined/what are factors to address? (see next two slides for sample questions to consider when making school selection decisions) Who ultimately decides best interest? What is the role of the parents (or other person with education decision-making authority) in making these decisions? How will disputes be resolved? How will child welfare and education collaborate?

24. Key Questions to Consider When Making a Best Interest Determination How long is the child’s current placement expected to last? What is the child’s permanency plan? How many schools has the child attended over the past few years? How many schools has the child attended this year? How have the school transfers affected the child emotionally, academically and physically? How strong is the child academically? To what extent are the programs and activities at the potential new school comparable to or better than those at the current school? Does one school have programs and activities that address the unique needs or interests of the student that the other school does not have? Which school does the student prefer?

25. Key Questions to Consider When Making a BI determination cont…. How deep are the child’s ties to his or her current school? Would the timing of the school transfer coincide with a logical juncture such as after testing, after an event that is significant to the child, or at the end of the school year? How would changing schools affect the student’s ability to earn full credits, participate in sports or other extra-curricular activities, proceed to the next grade, or graduate on time? How would the length of the commute to the school of origin impact the child? How anxious is the child about having been removed from the home and/or any upcoming moves? What school do the child’s siblings attend? Are there any safety issues to consider?

26. Transportation The term foster care maintenance payments includes “reasonable travel for the child to remain in the school in which the child is enrolled at the time of placement.”

27. Transportation Issues Permissible use (Admin or Maintenance). Applies only to IV-E eligible children. Requires state to fund match for IV-E eligible children; and all transportation for non IV-E eligible children. Unclear how reimbursement can be calculated. Remember: Some children may already be receiving transportation from other sources (IDEA, McKinney-Vento, etc.)

28. Transportation: Child Welfare Considerations Seek creative solutions to transportation needs. Work with school and other agencies to develop a comprehensive program to ensure transportation. Consider using state funds to provide transportation (Florida, Delaware). Consider other state sources for state match rate.

29. Enrolling in a New School If remaining in the same school is not in the best interest of the child, the child’s case plan must include “(II) … assurances by the State agency and the local education agencies to provide immediate and appropriate enrollment in a new school, with all of the education records of the child provided to the school.” 42 U.S.C.A. 675(1)(G)(ii).

30. Enrollment In New School Issues How are immediate and appropriate defined? Requires collaboration between school and child welfare agency. How to ensure records follow student?

31. School Stability Determination: Child Welfare Considerations Consider school placement stability issue at initial placement and any time during the life of a case when a living placement change is possible or happening. Include all perspectives (school representatives, parents, youth, attorneys, CASAs, foster parents) in discussions around best interest determinations Develop policy/protocol for making BI determinations; this may need to involve the court to help resolve disputes among agency/parents/ and other advocates. Collaborate with school and others to identify ways for youth to remain in same school even if living placement change is outside district (eliminate residency restrictions, transportation barriers, etc.)

32. Enrollment In New School: Child Welfare Considerations When school moves are necessary, prevent delays in re-enrollment. Coordinate with the school to create a clear process with clearly identified responsibilities. Identify who will be enrolling the student, and in what timeframe. Work with schools to expedite obtaining necessary paperwork (encourage schools to enroll before paperwork is obtained). Bring to courts attention if issues arise related to enrollment, access to records or record transfers, including partial credit or graduation requirement issues. Court may order school representative to appear in court to explain delays in enrollment or record transfers Obtain parental consent to obtain education records for the child, or obtain a court order to secure records and maintain in case file (FERPA).

33. Attendance State plan attendance requirement: states must include in their state plan, for all IV-E eligible children (including adoption assistance and guardianship assistance), “assurances that each child who has attained the minimum age for compulsory school attendance under state law…is a full-time elementary or secondary school student or has completed secondary school…” 42 U.S.C.A. 671. Elementary or secondary school student includes: A child enrolled or in the process of enrolling in school Home schooling, as permitted by state law Independent study program Incapable of attending due to medical condition that precludes participation

34. Attendance Issues Enrollment- scope includes on-going attendance? How child welfare agencies are going to track? How child welfare agencies are going to address for subsidized guardianship and adoption cases? Ensure exceptions for home school, independent study, or medical condition are not viewed too broadly (Note: Must still comply with compulsory school laws, state enrollment laws, and relevant federal laws such as IDEA, ADA.)

35. Attendance:Child Welfare Considerations Work with the school and other state representatives to develop a cross-system method to ensure enrollment and attendance. Document enrollment and attendance. Identify issues or barriers to attendance and work to eliminate them (Notify the court when necessary). Develop policies for subsidized guardianship and adoption cases.

36. Checklist for State Child Welfare Agencies Have local child welfare agencies received clear message that the education of children in their care is a critical component of child safety, permanency and well-being? Have local child welfare agencies been provided with information on the specific education requirements of Fostering Connections and guidance on how to implement these provisions? Do state or local child welfare agencies need to change case planning procedures and case plan forms to incorporate all of the case plan requirements from the education provisions of Fostering Connections?

37. Checklist cont… Do the state child welfare agency and state education agency need to meet to discuss implementation of Fostering Connections? What steps are needed to engage the state education agency to encourage them to coordinate around these issues Once state education is engaged, will a joint discussion about a memorandum of understanding, interagency agreement, or joint directive be helpful?

38. Checklist cont… Is there a system at the state and local levels that collects and tracks education data on each child at time of placement in foster care and periodically thereafter? How can federal Title IV-E dollars (either administrative or maintenance) be used (and what protocol will be followed) to support transportation to a child’s home school?

39. STEPS IN COLLABORATION Increasing attention to education issues within state and local child welfare agencies, as well as the courts Full engagement of education partners in efforts related to children in foster care Individual agency and court responsibilities clearly identified Coordination and collaboration across agencies and courts- ongoing and meaningful interactions Support from leadership in child welfare and education agencies, and the court Change policies, procedures and practice to reflect the collaboration Track efforts and improvements- refine collaboration based on real impact on children and families

40. Endless Dreams Endless Dreams Video & Curriculum—Casey Family Programs These practice-oriented tools were designed to support educational advocates, education specialists, education liaisons, CASA volunteers, child welfare professionals, and others that assist youth in care with their educational needs. This curriculum was developed to educate educators about the unique educational needs of youth in foster care. Access to the curriculum requires participation in a certified trainer of trainers program. For free videos, and information about Endless Dreams, contact contactus@casey.org

41. The Judicial Checklist- Revised Technical Assistance Brief: Asking the Right Questions II: Judicial Checklists to Meet the Educational Needs of Children and Youth in Foster Care- NCJFCJ Outlines questions that should be asked in a courtroom with respect to the educational needs of children and youth in foster care. This revised Brief includes two new checklists Adaptable to state and local rules and practice. This publication is available at: http://www.ncjfcj.org/content/blogcategory/363/432/

42. Legal Center for Foster Care and Education Resources www.abanet/org/child/education/publications Data and Information Sharing (Manual and Tools) Special Education Decisionmaking Series (includes Attorney Factsheet) Questions & Answer Factsheets about critical issues Fostering Connections Implementation Materials

43. State Implementation of Education Provisions of Fostering Connections Many states will need to pursue legislation or other policy changes to be in compliance with Fostering Connections Provides an opportunity to incorporate some critical best practices into child welfare/education state policy; such as: Creation of a liaison or key point of contact in both child welfare and education agencies Requirement for education agency to coordinate Consider state funding streams to support school of origin transportation for children in foster care who are not McKinney eligible Creation of protocols for best interest determinations as well as process for dispute resolution Identifying role of the court in these processes given the children in care are court involved.

44. State Example: Pennsylvania It takes a village to raise a child; it takes all state and local stakeholders to ensure education stability (and seamless transitions), quality education and special education, and good school outcomes (graduation and higher education). Cross-system collaboration is really hard. In PA, we are initially trying to create the architecture for change in state law and policy, local practice, and judicial rules and to provide tools for individuals such as caseworkers and judges.

45. State Example: Pennsylvania CHILD WELFARE OCYF Bulletin on Educational Stability and Continuity Enrollment Requires education contacts in each county agency Clarifies rules on surrogate parents Explains stability rules on “children awaiting foster care placement” Requires maintenance of education records OCYF Special Transmittal on Fostering Connections Caseworker Screening tool to collect education data, identify and solve education problems: pending adoption   EDUCATION PDE- Amended Circular on homeless children to include “children awaiting foster care placement” PDE – Issued new Circular on school enrollment that encouraged maintenance of school placement.

46. State Example: Pennsylvania COURTS Draft model Court orders- special education decision making Court Rules- draft just released for public comment that would require judges to make inquiries and findings re: education stability, progress, education decisionmakers, and health at all pertinent hearings for dependent and delinquent youth. LEGISLATURE Working with JCJC on amendments to Juvenile Act and Public School Code and child welfare regulations to implement Fostering Connections.

50. PA definition of “awaiting foster care placement under McKinney Vento Definition of homeless includes children “awaiting foster care placement”* and includes those who live in shelters or emergency, interim or respite foster care kinship care evaluation or diagnostic centers placements for the sole purpose of evaluation AND . . . . *Definition added in 2001; PDE added PA definition in 2008, BEC on Homeless Youth

51. AND . . . Local school officials should consult with their county C&Y agencies whenever necessary to determine if a child meets the definition… including, on a case-by-case basis, whether a child who does not clearly fall into on of these categories is nevertheless a child “awaiting foster care placement.” See PDE BEC AND OCYF Bulletin http://www.pccyfs.org/dpw_ocyfs/OCYF_Bulletin_3130-0801_Educational_Stability.pdf

52. PA Proposed Court Rule: PART B(1) EDUCATION AND HEALTH OF CHILD 147. Educational decision maker. RULE 147. EDUCATIONAL DECISION MAKER. A. Generally. At any proceeding or upon motion, if the court determines a juvenile is in need of an educational decision maker, the court shall appoint an educational decision maker for the juvenile. B. Duties. The educational decision maker shall ensure: 1) the juvenile’s educational stability; 2) the juvenile is receiving appropriate education, including any necessary special education, early intervention, or remedial services; 3) juveniles, who are sixteen years of age or older, are receiving the necessary educational services to transition the juvenile to independent living, if and when appropriate; and 4) juveniles, who are aging out of care within 90 days, are receiving a transition plan that addresses the juvenile’s educational needs if appropriate.

53. WHAT ARE YOU DOING IN YOUR STATES? How is your collaboration between child welfare and education agencies and the courts (and others) going? What are the barriers you encounter? What are the successful strategies you have employed to forge ahead?

54. Contact Information Ngozi Onunaku Program Associate, NAPCWA/APHSA nonunaku@aphsa.org Richard Gold Deputy Secretary, Office of Children, Youth & Families Pennsylvania Department of Public Welfare rgold@state.pa.us Kathleen McNaught Assistant Director, ABA Center on Children and the Law mcnaughk@staff.abanet.org