Understading the Academic Needs

1. Understading the Academic Needs Amanda H. Davis, M.Ed. For Students in Out-of-Home Care

2. Amanda H. Davis, M.Ed • trained in school counseling for K-12 schools through the University of North Florida, holds a Master’s Degree in Education • contributing writer for The Effective School Counselor, edited by Dr. Carolyn Stone • Over 15 years of experience in education as a teacher, tutor, school counselor, and school administrator • Has worked with Mission West Virginia since 2012 • Passion for children in out-of-home care; created The Bridge and former director of a Royal Family Kids summer camp

3. The Bridge, an Initiative of Mission West Virginia’s Frameworks Program The Bridge is devoted to serving foster children in West Virginia by offering meaningful and effective support to be successful in school and beyond. • Advocacy • Academic Success Mentoring • Student Enrichment Opportunities • Post-Secondary Education Planning • Scholarships

4. Challenges by the Numbers

5. 50% have chronic health problems

6. 40-60% at least one mental health disorder

7. 2x rate of PTSD compared to returning war veterans

8. 3 placement changes

9. 6 months academic progress loss through each change

10. 2x as likely to repeat a grade and change schools mid-year

11. 4x the need for special education support

12. 30-40% need special education services

13. 15-20% achievement gap in statewide tests compared to their peers

14. 50% graduation rate of foster youth

15. 79% graduation rate of their peers

16. 3% have a college degree

17. 33% live below the poverty line (compared to about 11% of their peers)

18. 5x the national rate for cash public assistance

19. 2x as likely to be pregnant by age 19

20. 1 in 5 become homeless

21. 1 in 4 enter justice system within 2 years

22. I didn’t recognize the small losses a child could grieve: the tree they loved to climb, the field where they rode bikes, and the neighbors they knew they could count on. I understood they missed their stuffed animals and pets, but didn’t grasp the intangibles such as the smell of their home or the texture of their own blankets in bed.” Ambiguous Loss

23. Ambiguous Loss Afeeling of grief or distress combined with confusion about the lost person or relationship Ambiguous loss occurs in two situations: when a person is physically present but psychologically unavailable, or when a person is physically absent but psychologically present.

24. What is lost? parent(s) sibling(s) house pet(s) belongings school friends neighborhood innocence “when things were happy” normalcy stability racial/cultural familiarity control healthy relationships

25. ….and the loss happens over and over again.

26. “The greater the ambiguity surrounding one’s loss, the more difficult it is to master and the greater one’s depression, anxiety, and family conflict.” –Pauline Boss, author of Ambiguous Loss: Coming to Terms with Unresolved Grief

27. It is hard to resolve grief when one does not know if the loss is temporary or permanent. • Uncertainty about losses prevents children from easily reorganizing roles and relationships in their family. • Clear, symbolic rituals do not mark foster care and adoption losses. • The lost relationship is not socially acknowledged or is hidden from others. • Others negatively perceive the circumstances that led to the loss. • Cognitive dissonance is a constant state, creating stress and distrust.

28. enroll your child in a new school • secure special education services • learn about what’s available for students with disabilities or medical issues • deal with behavior problems • make up missing high school graduation credits • get assistance on college/career planning • facilitate academic help outside the classroom At some point, you may need to...

29. Main themes: • School stability • School access • Support for academic success • Child-centered, best interest decision making McKinney-Vento

30. Children who lack a fixed, regular, and adequate nighttime residence— McKinney-Vento Who is covered?

31. Circumstances Include: • Sharing the housing of others due to loss of housing, economic hardship, or similar reason • Living in motels, hotels, trailer parks, camping grounds due to lack of adequate alternative accommodations • Living in emergency or transitional shelters • Abandoned in hospitals • Awaiting foster care placement • Living in a public or private place not designed for human use

32. Students protected under McKinney-Vento: • have a right to school stability • free school resources • have a liaison to help them with information and resources • have access to transportation to school • have a right to immediate school enrollment, even if they do not have required documents

33. Upcoming Changes: Every Student Succeeds Act • Signed into law end of 2015 • Updates No Child Left Behind • Students in foster care will have separate school liaison from homeless students by end of 2016 • McKinney-Vento will no longer apply to students in foster care December 2016 • December 2016—Students in care must have more data tracking in their educational outcomes • Still waiting for details as to what that means for West Virginia Schools

34. student’s best interest to have stability • right to immediate enrollment • entitled to all needed services in school • information must be protected by school School Enrollment

35. communicate with your school administration and counselors • make every attempt to get school, birth and immunization records • YOUR CHILD MAY STILL ENROLL WITHOUT THEIR PAPERWORK--but without it, it does complicate things • know your Homeless Liaison--best source of info and help School Enrollment

36. Special Education Services

37. IEP and 504 IEP (Individualized Education Program) A product of collaboration between the school and parent or guardian that identifies the unique needs of a student and plan special education services to meet those needs. It sets forth in writing a commitment of resources necessary to enable the student to receive special education services. 504 Plan A student is eligible for 504 protection if he or she has a physical or mental impairment that substantially limits a major life activity. https://wvde.state.wv.us/osp/iep_504resource-12-4-14.pdf

38. IEP Process Timeline • The school counselor is the place to start. • Request in writing an evaluation for Special Education and Related Services. • Parent or official guardian gives permission if applicable. • School sets up a SAT (Student Assistance Team) meeting--includes parent, guardian, counselor, teacher(s), within 5 days of request. • After the written request for evaluation, the initital evaluation is to be completed and eligibility meeting help withing 80 calendar days. • Withing five days of decision of whether or not a child is eligibel, parent is supposed to get a prior written notice within 5 days of decision.

39. IEP--Informational Resources • Your School Counselor • Legal Aid of West Virginia’s FAST Program: Free help for families with students with physical or mental disabilities • Hand in Hand: Guidance or West Virginia Parents by the Office of Special Progams https://wvde.state.wv.us/osp/handinhand.pdf • Parents’ Rights in Special Education: https://wvde.state.wv.us/osp/ParentsRightsGizmo2011.ppt

40. 504--When do I need this? • If your child has an IEP, a 504 Plan is not necessary. Everything he or she needs will be outlined in the IEP • If your child has disabilities or medical issues that interfere with normal participation with school activities. • A request by the parent, guardian, school staff, or even the student to develop a 504 plan. • A meeting is scheduled and held. • A 504 plan is put into place. • A review date is then set. • 504 plan may be appropriate when a student is not eligible for an IEP.

41. Effective Interventions and Best Practices

42. STABLE HOME ENVIRONMENT • grief counseling • help them name the grief and talk • allow them to grieve without guilt • let them know that the definition of family can be ambiguous • memorialize loss in an intentional way (memory book, cards, etc) • be sensitive of how certain events can trigger feelings of loss Make it a priority to help heal the grief.

43. Give consistent discipline at home • Be in support of and communication with school whenever possible. • Arrange for child to be evaluated to rule out any possible diagnoses that could affect behavior • Diagnosed behavior should be on IEP or 504 Plan. • Have copy of county parent-student handbook. • Work with school regularly to avoid suspension or expulsion. Behavior Issues

44. student engagement is major indicator of success • extracurricular activities • volunteerism • involvement with faith-based or community organizations • wide circle of friends • seek out mentoring opportunities for students • Check & Connect (www.checkandconnect.com) Create opportunities for students to have meaningful, positive connections with adults and peers.

45. career exploration and planning • education planning • SMART goals for getting through school now • consistent follow-up to make sure students are getting needs met • sensitive to gaps in skills that may need to be addressed • independent living skills • repeated, strong messages that a successful future means responsible living now • family planning/sex education Future Planning

46. School Counselor • CFWV (College Foundation West Virginia) www.cfwv.com • MODIFY www.modify.cedwvu.org • Job Corps www.recruiting.jobcorps.gov • College Board www.collegeboard.org • ACT www.actstudent.org Futue Planning *resources*

47. credit recovery available • possible online courses • summer school at some schools • meet with school counselor ASAP • TASC (formerly known as GED) • Mountaineer Challenge Academy • alternative schools can sometimes help Missing Graduation Credits

48. schools provide after school tutoring for free • PERC (Parent Educator Resource Centers) https://wvde.state.wv.us/osp/perc.html • Private Tutoring--scholarships may be available • Marshall University’s H.E.L.P. Program Academic Help Outside the Classroom

49. Questions?