Foster Youth and the Transition from High School

1. Foster Youth and the Transition from High School Juvenile Rights Project, Inc. Cathy Kaufmann, MSW intern and Brian Baker, Staff Attorney

2. Foster Care in the U.S. • Over the last two decades, the foster care population has grown rapidly: • Number of children in care: • 1980: 302,000 • 2000: 556,000 • Rate of children in care: • 1980: 4.7 / 1,000 • 2000: 7.7 / 1,000 • Foster care caseloads have increased even as substantiated cases of abuse and neglect have declined.

3. Characteristics of Foster Children • Even compared to at-risk children living with parents, children in foster care experienced high rates of: • Behavioral and emotional problems • High rates of learning disabilities and problems in school • Lower school attendance • Poor mental health

4. Characteristics of Foster Children • Poor physical health • Higher levels of risky sexual behavior • One study has shown that ~20% of foster homes have problems in the home environment, family functioning and parenting.

5. Racial Disparity in Foster Care • African-American children are over-represented in the foster care system: • Represent 15% of total population under 18, but account for 30% of children entering foster care and 42% of children residing in foster care. • Have both a higher rate of entering care and a lower rate of leaving care.

6. Racial Disparity in Foster Care • Over-representation of American Indian, Eskimo, and Aleut children, as well as slightly higher rates for Hispanic children. • Under-representation for white and Asian and Pacific Islander children.

7. Adolescents in Foster Care • 45% (251,148) of all children in foster care in 2000 were adolescents (11 –18 years of age). • Adolescents are more likely to experience increased rates of placement instability. • Adolescents 14 and older are also far more likely to live in group homes or institutions.

8. Adolescents in Foster Care • About 2-3% of adolescents in out-of-home care other than family foster care are supervised in independent living. • Over 20,000 of these youth 16 and older “age out” of foster care each year.

9. Youth Who Age Out of Foster Care Experience Poor Outcomes • The one study of a nationally representative sample of youth discharged from foster care showed: • 38% were emotionally disturbed • 50% had used illegal drugs • 25% were involved with the legal system • Only 48% graduated from high school

10. Youth Who Age Out of Foster Care Experience Poor Outcomes • Only 38% stayed employed after leaving the system and only 48% of these had a full-time job, earning a median salary of $205/week (or $317 in 2003 dollars /~$7/hour). • Other state and regional studies have also shown an increased likelihood of homelessness.

11. Youth Who Age Out of Foster Care Experience Poor Outcomes • Only 38% stayed employed after leaving the system and only 48% of these had a full-time job, earning a median salary of $205/week (or $317 in 2003 dollars /~$7/hour). • Other state and regional studies have also shown an increased likelihood of homelessness.

12. Transition Planning in Schools • Negative post-school results of special education students prompted a great deal of legislation over the last two decades. • 1997: Individuals with Disabilities Education Act • Recognized that a student’s educational program should no longer be provided in isolation from the student’s community living, working and social environments. • Strengthened requirements for planning the transition from school to adulthood.

13. Transition Planning in Schools • IDEA 2004, Transition Services Defined: a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment),

14. Transition Planning in Schools • Continuing and adult education, adult services, independent living, or community participation; • (2) Is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests: and includes- • (i) Instruction; • (ii) Related Services;

15. Transition Planning in Schools • (iii) Community Experiences; • (iv) The development of employment and other post-school adult living objectives; and • (v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation. • Transition services may be special education, if provided as specially designed instruction, or related service. 34 CFR sec. 300.43

16. Transition Service Needs • What student will need to achieve current post-school goals. • Generally means the courses of study / multi-year description of courses needed to achieve goals. • Emphasis is more on planning than implementation unless IEP determines implementation of plan is appropriate. • Must be updated annually along with IEP.

17. Transition Planning at 16 • Actively involve student in the development of the IEP • Base the IEP on the student’s needs, preferences and interests • Refine the student’s post-school goals • Review the student’s transition service needs and adjust them as needed. • Develop a statement of needed transition services

18. Community Involvement in Transition Planning and Services • If a participating agency fails to provide planned transition services, the school “shall reconvene the IEP team to identify alternative strategies to meet the transition objectives.” 34 CFR sec. 300.324 (c)

19. Student Involvement in Transition Planning and Services • A student of any age must be invited to participate in an IEP meeting…” if the purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals…” 34 CFR sec. 300.321 (b)(1). • If the student does not attend, the school “must take other steps to ensure that the child’s preferences and interests are considered. 34 CFR sec. 300.321 (b)(2).

20. Transition Planning Participants • The following people are required to be part of the IEP development: • Student and Parents (note broad parent definition in IDEA 2004) • Regular Ed teacher (if student is or may be participating in general ed) • At least one of the student’s Special Ed teachers (or special education provider, if appropriate) • School district representative • An individual who can interpret the instructional implications of evaluation results • Other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate (determined by school or parent) 34 CFR sec. 300.321

21. Transition IEPs • Even though IEPs plan for one year, transition IEPs must think beyond a single year. • By the age of 16, but can be earlier, a student’s IEP should be heavily focused on transition goals. • IEPs should not be driven by an IEP form. • Forms are deficit driven (based on present levels of performance) rather than student’s goals.

22. Transition Planning • “In this proposed schema, transition becomes an ‘outcome-oriented process.’ The entire IEP for every [transition-aged] student,…, becomes future-directed, goal-oriented, and based upon the student’s preferences, interests and needs. The IEP team needs to take a longitudinal view of where the student would like to end up and then build an IEP that will help the student get there” (Storms, O’Leary, and Williams, 2000, p. 20.)

23. A Transition Plan Should: • Reflect and lead toward achieving the student’s goals. • Be based on the student’s needs, interests and preferences. • Identify long-range activities in each transition area necessary to help student achieve his or her goals. • Identify who will provide, be responsible for and pay for each activity / service.

24. Identifying Student Goals • Not knowing what one wants to do or having unrealistic expectations is a normative part of adolescent identity development and does not negate the need for IEP transition planning to be attended to and student-driven. • Community / work experience is essential to the development of post-school goals – students learn what they want to do by trying things out.

25. A Transition Plan Should: • Identify the dates or school year in which each activity will be addressed and prioritize the activities to be addressed in the coming school year. • Demonstrate how the activities / providers will coordinate • Ensure students are aware of and linked to post-school services, programs and supports before leaving school

26. Problems with Transition Plans • Office of Special Education Programs (OSEP) monitors state implementation of IDEA, particularly the transition components. • Problems with transition plans: • Addressing required components of statements of needed transition services. • Inviting students and other agencies to transition IEP meetings. • Developing a coordinated set of activities • Identifying student’s post-school goals

27. Problems with Transition Plans • Problems with transition plans continued: • Developing partnerships with other agencies / other resources to address student’s post-school service needs. • Indicating on meeting invitations to students and parents that the purpose is transition planning. • Oregon was cited for all of these issues in OSEP’s 1999 study of the state’s implementation of IDEA.

28. Problems with Transition Plans • Others studies indicate other problems: • Vague statements of student outcomes and activities. • Lack of clarity regarding responsible personnel and timelines. • Lack of long-range planning and annual revision. • Lack of attention to best practices in transition planning. • Lack of collaboration with relevant systems and agencies. • Difference between school personnel’s perception of student / parent / other agency involvement and actual involvement.

29. Transition Best Practices • Systematic and Collaborative transition planning • Developing Community Connections • Systematic skills assessment regarding independent living skills • Facilitation of Natural Supports • Independent Living Skills Training • Family Involvement • Peer Support • Mentorship

30. Transition Best Practices • Create seamless linkages between child’s IEP and other service agency’s transition plans, such as transition plans developed by DHS Child Welfare under SB 808, (ILP) Independent Living Program case plans, and/or Individual Service Plans developed by County Developmental Disabilities.

31. Transition in Oregon • SB 808, ORS 419B.343 (3): Any time after a child attains 14 years of age, if the department determines that it is appropriate, but in no case later than the date the child attains 16 years of age, the department shall ensure that the case planning in the case addresses the child’s needs and goals for a successful transition to independent living, including . . .

32. Transition in Oregon • SB 808 plans: Needs and goals related to • Housing • Physical and mental health • Education • Employment • Community connections and • Supportive relationships

33. Transition in Oregon Planning should focus on: • Resolution of Mental Health Issues • Resolution of Family of Origin Issues • Self-Perceptions & Self-Esteem • Resilience • Involve teens in making decisions that affect their lives • Promote their development through a well-thought-out plan rather than seeking to “fix” things through crisis services • Recognize & value their strengths and seek ways to support them • Involve them in planning & developing services whenever possible