# data[].attributes.body
para adultos y jóvenes

# data[].attributes.body
Effective and accessible substance abuse treatment.

# data[].attributes.body
Learn creative sewing techniques Thursdays at 4 PM.

# data[].attributes.headline
Fairfield PAL Teen Center - Real World Ready Sessions

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Fairfield PAL Teen Center - Real World Ready Sessions

# data[].attributes.body
10-sessions of real-world coping skills with free dinner. Fridays at 4:30 PM, starting January 30th.

# data[].attributes.body
Chopped style cooking competition turning instant ramen into incredible eats. February 17th at 5PM.

# data[].attributes.headline
Teen Girls Circle - Fairfield, Suisun, & Travis girls 13-18 at PAL Teen Center

# data[].attributes.subject
Teen Girls Circle - Fairfield, Suisun, & Travis girls 13-18 at PAL Teen Center

# data[].attributes.body
10- session Girls Circle withe dinner provided Wednesdays at 5pm.

# data[].attributes.headline
Fairfield Pal Center - FREE FOOD FOR TEENS Mondays & Tuesdays 5PM-7PM

# data[].attributes.subject
Fairfield Pal Center - FREE FOOD FOR TEENS Mondays & Tuesdays 5PM-7PM

# data[].attributes.body
Snacks & Meals for teens at no cost, no ID required. Mondays & Tuesdays 5 PM-7PM.

# data[].attributes.headline
Fairfield Pal After School February Calendar

# data[].attributes.subject
Fairfield Pal After School February Calendar

# data[].attributes.body
After school activity calendar for the Fairfield Pal Center.

# data[].attributes.headline
Feria de recursos universitarios y profesionales Steppin' Up

# data[].attributes.subject
Feria de recursos universitarios y profesionales Steppin' Up

# data[].attributes.body
27 de marzo de 2026, 17:00 - 19:00

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Final Version - Spanish version of Steppin Up Flyer 3.27.26

# data[].attributes.headline
2026 STEPPIN UP COLLEGE & CAREER RESOURCE FAIR 

# data[].attributes.subject
2026 STEPPIN UP COLLEGE & CAREER RESOURCE FAIR 

# data[].attributes.body
March 27th, 2026, 5 PM - 7PM

# data[].attributes.headline
AGAPE  African American Counseling Center & Network 

# data[].attributes.subject
AGAPE  African American Counseling Center & Network 

# data[].attributes.body
AGAPE 8 Week Mutual Learning Experience for African American Communities

# data[].attributes.headline
AGAPE Native American Indigenous Counseling Center & Network

# data[].attributes.subject
AGAPE Native American Indigenous Counseling Center & Network

# data[].attributes.body
AGAPE 8 Week Mutual Learning Experience for Native American Indigenous Communities

# data[].attributes.body
AGAPE Latinx Healing Circle- 8 Week Mutual Learning Experience for Hispanic & Latino Communities

# data[].attributes.body
AGAPE Healing Circle- 8 Week Mutual Learning Experience for Asian American & Pacific Islander Communities

# data[].attributes.body
$15 ULATIS Community Center April 4th!

# data[].attributes.body
Vacaville Parks & Recreation Teen Program

April 12 & 13

# data[].attributes.body
Free event for 7th -12th grade students!

# data[].attributes.body
Partnership Health Plan is offering a scholarship for up to $10,000 for those who were Partnership members within the past 12 months, or foster care youth who were Partnership members within the past three years.

# data[].attributes.body
Eight Week Healing Circles- support groups/healing circles focused on the  Hispanic/Latino community.

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Healing Circle Flyer For Spanish Speakers RP

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🦃 Gobble Up November Fun at Fairfield PAL! 

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🦃 Gobble Up November Fun at Fairfield PAL! 

# data[].attributes.body
November at Fairfield PAL 2256 North Texas Street Fairfield CA

# data[].attributes.body
This guide contains additional resources in Solano County.

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NAMI Spanish Conx Group Flyer (Eng & Spanish)  (1)

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NAMI & La Clinica North Vallejo introduce NAMI Connection Support Group for any individual age 18+ seeking mental health support.

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La Clinica In-Person Support Groups Flyer (1)

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PARA TODAS LAS FAMILIAS DE APOYO DE SOLANO

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FOR ALL SOLANO RESOURCE FAMILIES

# data[].attributes.body
The KROC Center Summer Sports Camp is offering FREE Summer sports programs for foster and former foster youth this summer.

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First Place for Youth 2024 College Tour Flyer

# data[].attributes.body
College tour for foster youth students 4/2-10am-5pm 4/3-8:30am-5:30pm

# data[].attributes.attachment_link.title
VFAD_Official FPFY College Tour Flyer_CR-0473

# data[].attributes.body
Every 4th Wednesday of the month from 12:30pm-2:00pm

# data[].attributes.body
SCOE Faith and Education Collaborative Program for Schools

# data[].attributes.headline
Support Group for Survivors of Suicide Attempts (SOSA)

# data[].attributes.subject
Support Group for Survivors of Suicide Attempts (SOSA)

# data[].attributes.body
Get your taxes done with the help of VOICES Youth Center in Vallejo!

# data[].attributes.headline
AB740: Foster Youth Suspension & Expulsion

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AB740: Foster Youth Suspension & Expulsion

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(1) The Charter Schools Act of 1992 provides for the establishment and operation of charter schools. Existing law requires a petition for the establishment of a charter school to contain comprehensive descriptions of various matters and procedures, including procedures by which pupils can be suspended or expelled from the charter school for disciplinary reasons or otherwise involuntarily removed for any reason. Existing law requires these procedures to contain a clear statement that no pupil shall be involuntarily removed by the charter school for any reason unless the parent or guardian of the pupil has been provided written notice of the intent to remove the pupil no less than 5 schooldays before the effective date of the action. Existing law requires the written notice to inform the pupil, the pupil's parent or guardian, or the pupil's educational rights holder of the right to initiate a hearing adjudicated by a neutral officer before the pupil may be involuntarily removed by the charter school.

This bill would require the written notice to be provided to and inform the foster child's educational rights holder, attorney, and county social worker and, if applicable, the Indian child's tribal social worker and, if applicable, county social worker of the right to initiate a hearing adjudicated by a neutral officer before the foster child or, if applicable, Indian child may be involuntarily removed by the charter school. The bill would give a foster child's educational rights holder, attorney, and county social worker and an Indian child's tribal social worker and, if applicable, county social worker the same rights a parent or guardian of a child has to receive a suspension notice, expulsion notice, manifestation determination notice, involuntary transfer notice, and other documents and related information.

(2) Existing law requires the governing board of each high school or unified school district that assigns pupils to continuation schools to adopt rules and regulations governing procedures for the involuntary transfer of pupils to continuation schools. Existing law requires these rules and regulations to provide that written notice be given to the pupil and the pupil's parent or guardian informing them of the opportunity to request a meeting with a designee of the district superintendent of schools before the transfer. At the meeting, existing law requires the pupil or the pupil's parent or guardian to be informed of the specific facts and reasons for the proposed transfer and to have the opportunity to inspect all documents relied upon, question any evidence and witnesses presented, and present evidence on the pupil's behalf.

This bill would require those rules and regulations, for the involuntary transfer of pupils to continuation schools, to provide written notice of the opportunity to request a meeting with a designee of the district superintendent of schools before the transfer, if the pupil is a foster child, to the foster child's educational rights holder, attorney, and county social worker, and, if the pupil is an Indian child, as defined, the Indian child's tribal social worker and, if applicable, county social worker. The bill would require the foster child's educational rights holder, attorney, and county social worker and the Indian child's tribal social worker and, if applicable, county social worker to have the same rights that a parent of a pupil has at the meeting. Because the bill would impose additional duties on local educational agencies, the bill would impose a state-mandated local program.

(3) Existing law requires each local educational agency, as defined, to designate a staff person as the educational liaison for foster children, as defined. If the education liaison is designated by the superintendent of the local educational agency, existing law requires the educational liaison to notify a foster child's attorney and the appropriate representative of the county child welfare agency of pending expulsion proceedings if the decision to recommend expulsion is a discretionary act, and pending proceedings to extend a suspension until an expulsion decision is rendered if the decision to recommend expulsion is a discretionary act.

This bill would instead require the foster child's educational rights holder, attorney, and county social worker and an Indian child's, as defined, tribal social worker and, if applicable, county social worker to have the same rights a parent or guardian of a child has to receive a suspension notice, expulsion notice, manifestation determination notice, involuntary transfer notice, and other documents and related information. Because the bill would impose additional duties on local educational agencies, the bill would impose a state-mandated local program.

(4) Existing law authorizes the principal of the school, the principal's designee, or the district superintendent of schools to suspend a pupil from the school for any of specified reasons for no more than 5 consecutive schooldays. Existing law requires the suspension to be preceded by an informal conference, as specified. If a pupil is suspended without a conference before suspension, existing law requires the parent and the pupil to be notified of the pupil's right to a conference and the pupil's right to return to school for the purpose of a conference. Existing law requires, at the time of suspension, a school employee to make a reasonable effort to notify the pupil's parent or guardian in person or by telephone of the suspension. In a case where expulsion from a school or suspension for the balance of the semester from a continuation school is being processed by the governing board of school district, existing law requires, if the pupil is a foster child, the district superintendent of schools or the district superintendent's designee to invite the pupil's attorney and an appropriate representative of the county child welfare agency to participate in the meeting, as provided.

This bill would require, if a foster child or Indian child, as defined, is suspended without a conference before suspension, the foster child's educational rights holder, attorney, and county social worker, or, if applicable, the Indian child's tribal social worker and, if applicable, county social worker to be notified of the child's right to a conference and the child's right to return to school for the purpose of the conference. The bill would require, at the time of suspension of a foster child or Indian child, a school employee to make a reasonable effort to contact the foster child's educational rights holder, attorney, and county social worker, or, if applicable, the Indian child's tribal social worker and, if applicable, county social worker. The bill would authorize notification at the time of a suspension to a parent, guardian, foster child's educational rights holder, attorney, and county social worker, and Indian child's tribal social worker and, if applicable, county social worker to occur by email. The bill would require the district superintendent of schools or the district superintendent's designee to invite the foster child's county social worker, instead of an appropriate representative of the county child welfare agency, or, if applicable, the Indian child's tribal social worker and, if applicable, county social worker to participate in the meeting on a foster child's or, if applicable, an Indian child's expulsion from a school or suspension for the balance of the semester from a continuation school. Because the bill would impose additional duties on local educational agencies, the bill would impose a state-mandated local program.

(5) Existing law requires at the time a pupil is assigned to a supervised suspension classroom, a school employee to notify, in person or by telephone, the pupil's parent or guardian, as specified.

This bill would require, if the pupil assigned to a supervised suspension classroom is a foster child or Indian child, as defined, a school employee to notify the foster child's educational rights holder, attorney, and county social worker or the Indian child's tribal social worker and, if applicable, county social worker. The bill would authorize notification of assignment to a supervised suspension classroom to a parent, guardian, foster child's educational rights holder, foster child's attorney, foster child's county social worker, and an Indian child's tribal social worker and, if applicable, county social worker to occur by email. Because the bill would impose additional duties on local educational agencies, the bill would impose a state-mandated local program.

(6) If an individual with exceptional needs is a foster child and the local educational agency has proposed a change of placement due to an act for which a decision to recommend expulsion is at the discretion of the principal or the district superintendent of schools, existing law requires the attorney for the individual with exceptional needs and an appropriate representative of the county child welfare agency to be invited to participate in the individualized education program team meeting that makes a manifestation determination on expulsion pursuant to federal law.

This bill would require the county social worker for the individual with exceptional needs who is a foster child, instead of an appropriate representative of the county child welfare agency, to be invited to participate in the individualized education program team meeting that makes a manifestation determination. The bill would require the local educational agency to invite the educational rights holder, attorney, and county social worker for the pupil if the local educational agency has proposed a change of placement due to an act for which a decision to recommend expulsion is mandatory. The bill would require the tribal social worker and, if applicable, county social worker for an individual with exceptional needs who is an Indian child, as defined, to participate in the individualized education program team meeting that makes a manifestation determination. The bill would require the local educational agency to invite the tribal social worker and, if applicable, county social worker for the Indian child if the local educational agency has proposed a change of placement due to an act for which a decision to recommend expulsion is mandatory. Because the bill would impose additional duties on local educational agencies, the bill would impose a state-mandated local program.

(7) If the decision to recommend expulsion is a discretionary act and the pupil is a foster child, existing law requires the governing board of the school district to provide notice of the expulsion hearing to the pupil's attorney and an appropriate representative of the county child welfare agency at least 10 calendar days before the date of the hearing.

This bill would require the governing board of the school district to provide that notice to the pupil's county social worker, instead of an appropriate representative of the county child welfare agency. The bill would require the governing board of the school district to provide that notice to the pupil's educational rights holder, attorney, or county social worker if a recommendation of expulsion is required. The bill would require the governing board of the school district to provide the above-described notice to the tribal social worker and, if applicable, county social worker of a pupil who is an Indian child. The bill would require the governing board of the school district to provide that notice to the Indian child's tribal social worker or, if applicable, county social worker if a recommendation of expulsion is required. Because the bill would impose additional duties on local educational agencies, the bill would impose a state-mandated local program.

(8) The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.

This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above.

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(1) The Charter Schools Act of 1992 provides for the establishment and operation of charter schools. Existing law requires a petition for the establishment of a charter school to contain comprehensive descriptions of various matters and procedures, including procedures by which pupils can be suspended or expelled from the charter school for disciplinary reasons or otherwise involuntarily removed for any reason.

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Fairfield Community Produce Program (Free)

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Fairfield Community Produce Program (Free)

# data[].attributes.body
Location: 2460 Clay Bank Road
Time: 2:00- 3:00PM, every 2nd of 4th Wednesday of the month

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Food Bank Community Produce Program - Fairfield Golden Hills Education Center - Flyers English & Spanish 2023

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Fairfield Community Produce Program (Free)

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Fairfield Community Produce Program (Free)

# data[].attributes.body
Location: 2460 Clay Bank Road
Time: 2:00- 3:00PM, every 2nd of 4th Wednesday of the month

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CPP-Fairfield Golden Hills Education Center ENGLISH Pdf

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Fairfield PAL Center: Girls Circle for Social Media

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Fairfield PAL Center: Girls Circle for Social Media

# data[].attributes.headline
Fairfield PAL Center: Girls Circle for Social Media

# data[].attributes.subject
Fairfield PAL Center: Girls Circle for Social Media

# data[].attributes.headline
College Financial Planning Workshops with Travis Credit Union

# data[].attributes.subject
College Financial Planning Workshops with Travis Credit Union

# data[].attributes.headline
Discovery Challenge Academy (Credit Recovery School)

# data[].attributes.subject
Discovery Challenge Academy (Credit Recovery School)

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Free 22-week residential program for students 16-18 who need mentorship and credit recovery supports.

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At Discovery ChalleNGe Academy (DCA), we recognize that teens make choices that can steer them off course, disrupting or halting their plans to graduate high school. Our 22-week residential program, delivered in a highly structured, quasi-military format, emphasizes self-discipline, personal respons…

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Financial Aid Guide for California Foster Youth in English and Spanish - This comprehensive guide begins with an explanation of different types of financial aid available, includes helpful tips to completing the FAFSA/CADAA, key steps on what to do after the FAFSA/CADAA to ensure maximum aid awards, and explains how to keep getting financial aid.

FAFSA and CADAA Visual Step by Step Guides for California Foster Youth in English and Spanish - These guides are intended to complement the Financial Aid Guide for California Foster Youth with screenshots of the actual FAFSA and California Dream Act Application (CADAA) applications and detailed instructions.

Guide to Completing the Spanish CADAA Paper Application - Spanish-speaking students who prefer to complete the CADAA application in their native language must complete the paper version of the CADAA application. This document provides step by step review of Spanish paper application, including key steps on what to do after completing the CADAA, and resources available to support students in their transition to postsecondary.

Scholarship Resources for California's Current and Former Foster Youth - This document provides students with key tips on applying for scholarships as well as a list of private scholarship opportunities, including some just for students with experience in the foster care system.

After the FAFSA/CADAA Checklist in English and Spanish - Submitting the FAFSA or CADAA is just the first step in securing the best financial aid package. This checklist outlines the other critical steps to ensure that students receive their financial aid as well as helpful resources if students need assistance.

IRS Verification of Non-Filing Letter - This document reviews steps on how to obtain an IRS Verification of Non-Filing Letter for people who do not file taxes to verify their non-filing status to a college or university.

Student Spotlights: Learn more about completing the FAFSA, the types of aid available, and the steps to maintaining financial aid from a student's perspective.

Guide to Dependency Overrides: This document from Youth Law Center provides an overview of how a student who does not otherwise qualify as independent but who has "unusual circumstances" that prevents the student from providing parental information can request to be considered independent.

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Financial Aid Completion Resources for California Foster Youth | JBAY

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Financial Aid Guide for California Foster Youth in English and Spanish - This comprehensive guide begins with an explanation of different types of financial aid available, includes helpful tips to completing the FAFSA/CADAA, key steps on what to do after the FAFSA/CADAA to ensure maximum aid awards, and explains how to keep getting financial aid.

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Mental Health Roundtable for Black, Indigenous, and People of Color

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Mental Health Roundtable for Black, Indigenous, and People of Color

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Mental Health Roundtable for Black, Indigenous, and People of Color

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Mental Health Roundtable for Black, Indigenous, and People of Color

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Best Practice Guide - Developing a district system to improve educational outcomes of foster youth

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Best Practice Guide - Developing a district system to improve educational outcomes of foster youth

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Best Practice Guide - Developing a district system to improve educational outcomes of foster youth

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Best Practice Guide - Developing a district system to improve educational outcomes of foster youth

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Information about child sex trafficking

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Overview

Child sex trafficking is a form of child abuse that occurs when a child under 18 is advertised, solicited or exploited through a commercial sex act. A commercial sex act is any sex act where something of value - such as money, drugs or a place to stay - is given to or received by any person for sexual activity.

While any child can be targeted by a trafficker, research, data and survivor lived experience and expertise have revealed traffickers and buyers often target youth who lack strong support networks, have experienced violence in the past, are experiencing homelessness, or are marginalized by society. Traffickers are masters of manipulation and prey upon vulnerabilities using psychological pressure and intimidation to control and sexually exploit the child for their benefit. The issue of child sex trafficking is complex. Understanding the various forms of child sex trafficking and indicators can create opportunities for prevention, identification and response. Most importantly NCMEC embraces and encourages all efforts on this issue to be survivor-informed, child-centered, and trauma-informed. Below are some examples of child sex trafficking:

Child sex trafficking can have devastating immediate and long-term consequences, including health impacts, psychological and physical trauma and even death.

Prevention and intervention are key to keeping children safer. After making a missing child report to law enforcement we encourage law enforcement, parents, and legal guardians to report ALL missing children, especially children who have run away, to NCMEC by calling 1-800-THE-LOST (1-800-843-5678). Next, if you are concerned about potential child sex trafficking activity or see situations including the indicators listed below please make a report to NCMEC's CyberTipline or call 1-800-THE-LOST.

Understanding common risk factors helps identify opportunities to proactively intervene in an effort to prevent child sex trafficking. We've organized these factors into three categories. The list below is not exhaustive and many factors may be interconnected.

Societal & Environmental

Racism

Bullying

Lack of resources

Involvement in child welfare or juvenile justice systems

Gang activity

Sexism

Xenophobia

Family

Inter-generational sexual abuse

Lack of acceptance of gender identity or sexual orientation

Housing instability/homelessness

Immigration status

Adverse childhood experiences:

Domestic violence

Household substance abuse

Physical/emotional neglect or abuse

Sexual abuse

Families with untreated mental health issues

Individual

History of trauma

Lack of supportive family or adult figures

Low self-esteem

Developmental or physical disability

Substance abuse

Child Sex Trafficking Indicators

Child Sex Trafficking Vulnerabilities

Survivors of child sex trafficking often are unable to self-identify as victims or disclose their abuse because of fear, shame or loyalty to their abuser(s). It is not a child's responsibility to ask for help. It is up to professionals and trusted adults in the child's life to recognize the signs associated with child sex trafficking.

Red flags or indicators should not be considered a checklist or an assessment tool. Rather, if observed they may be an opportunity to ask more questions, make a report to NCMEC's CyberTipline or connect the child to resources for prevention or intervention.

Physical Indicators

Signs of sexual or physical abuse

Symptoms of neglect such as malnourishment

Unaddressed or chronic medical/dental issues or STIs

Close association with an overly controlling adult

Recovered at hotels, street tracks, strip clubs, or other locations where commercial sex is known to occur

Has a secret cell phone or apps providing multiple cellphone numbers

In possession of material items inconsistent with the child's access to money or socioeconomic status

Living out of suitcases, motels, in a car or other evidence of housing insecurity

In possession of bulk sexual paraphernalia such as condoms or lubricant

Unexplained access to large amounts of cash, pre-paid cards, or hotel keys

Tattoos or other branding, such as those indicating money or matching other known trafficking victims, or that the child is reluctant to explain

References traveling to other cities or states while missing, or while their whereabouts were unknown

Drug abuse or frequent use of "party drugs" such as GHB, Rohypnol, Ketamine, MDMA (Ecstasy), or Methamphetamines

Behavioral Indicators

Chronically runs away from home (especially 3+ missing incidents)

Unexplained absences from school

Constantly sleeps during class

Stops engaging in activities they previously enjoyed

Abruptly disconnects from family and friends

Significant changes in behavior, including their online activity

Appears overly frightened, annoyed, resistant, or belligerent to authority figures

Avoids answering questions or lets others speak for them

Lies about age and identity or has a secret online profile

Uses language or emojis often associated with commercial sex such as "trick", "the life", or "the game"

References online escort ads or dating websites/apps

In 2021, NCMEC received more than
17,200 reports
of possible child sex trafficking.

NCMEC has received reports of child sex trafficking in
all 50 U.S. States, Washington, D.C. and Puerto Rico.
These reports include incidents occurring in every type of community: suburban, rural, urban, and tribal lands.

Trends show us that when children run away frequently or for long periods of time, they tend to be running from an unsafe situation or to an unsafe situation.
1 in 6
of the more than 25,000 cases of children reported missing to NCMEC in 2021 who had run away were likely victims of child sex trafficking.

Of the children reported missing to NCMEC in 2021, who had run from the care of child welfare,
19%
were likely victims of child sex trafficking.

What NCMEC is Doing About it

Providing a Specialized Response

NCMEC provides training, case management, clearinghouse resources, analytical support, family and peer support, and recovery services assistance on reports involving child sex trafficking, including:
Child Sex Trafficking Analytical Team
The Child Sex Trafficking Team resources are available to law enforcement only. For assistance please reach out to 1-800-THE-LOST and ask to speak with a member of this team.

Reviews CyberTipline reports relating to child sex trafficking and makes them available to law enforcement for review and potential investigation;

Conducts link analysis to connect potential victims and/or offenders in multiple states or locations;

Provides specialized child sex trafficking analytical assistance to law enforcement to assist with the location and recovery of survivors;

Leverages open source data and specialized child sex trafficking technology tools to develop information and leads;

Analyzes phone numbers, names, email addresses, and/or publicly accessible online presence of possible traffickers to support law enforcement with the location and recovery of missing children exploited through child sex trafficking.

Child Sex Trafficking Recovery Planning and Services
The Child Sex Trafficking Recovery Services Team (RST) provides specialized technical assistance and resources to child welfare workers, foster parents and law enforcement who are working with missing children who are also victims of child sex trafficking. RST Resource Specialists provide knowledge and guidance on promising practices in trauma-informed response by making connections to statewide and local specialized child sex trafficking resources. RST Resource Specialists are prepared to assist in the development of intentional, trauma-informed, and victim-centered plans which have been proven to build rapport, increase opportunities for youth engagement, and reduce trauma responses.

In areas where specialized child sex trafficking resources are limited, RST Resource Specialists can provide support by offering guidance to organizations that are willing to expand programming to include CST survivors. In these situations, Resource specialists can offer staff training, case staffing and guidance, and offer to connect agencies with other resources to help meet the complex needs of survivors of CST. Support will be available as requested, and developed based on the needs of each individual case and survivor. For more information, click here.
Family Advocacy & Support
NCMEC provides assistance and support to families impacted by child sex trafficking. Family Advocacy Specialists offer crisis intervention to families as well as local referrals to appropriate professionals for longer-term support. Families of exploited children often feel alone in their struggle and overwhelmed by the issues impacting their lives. NCMEC's Team HOPE is a volunteer program that connects families to others who have experienced the crisis of a sexually exploited child. These trained volunteers offer peer support, coping skills, and compassion.

Prioritizing Survivor Leadership & Voice

In 2020, NCMEC launched the Child Sex Trafficking Survivor Expert Working Group to strengthen our existing efforts to prevent, identify and serve survivors of child sex trafficking. This incredible group is working with NCMEC to ensure our programs are informed by the lived experience and expertise of individuals who have survived this type of abuse. Each of the 15 members from across the nation has been brought onto the NCMEC team as independent Expert Consultants representing diverse professional, experiential and cultural perspectives, and are helping to bring a child sex trafficking survivor informed lens to our work.

NCMEC CST Expert Consultants

Training Professionals on How to Identify & Respond to Child Sex Trafficking

NCMEC provides specialized child sex trafficking training on the identification and response to child sex trafficking that can be provided online or in-person. To learn more about our training options or request a specialized training click here.

Introduction to Child Sex Trafficking
This training offers three modules and builds a comprehensive foundation on the issue of child sex trafficking for all audiences including law enforcement, child welfare, as well as concerned citizens.
To access click here.

Building Awareness about the Issue

NCMEC writes, contributes to, and publishes multiple publications pertaining to child sex trafficking. See them all here.

Child Sex Trafficking Overview

Child Sex Trafficking in America: A Guide for Parents & Guardians

Child Sex Trafficking in America: A Guide for Child Welfare Professionals

Missing Male Victims of Child Sex Trafficking

Missing Children, State Care, and Child Sex Trafficking: Engaging the Judiciary in Building a Collaborative Response

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The Child Sex Trafficking Team at the National Center for Missing & Exploited Children provides assistance to law enforcement in their efforts to identify and recover child victims of sex trafficking through a partnership with the FBI's Innocence Lost National Initiative.

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Information about child sex trafficking

# data[].attributes.attachment_link.readable_text
Overview

Child sex trafficking is a form of child abuse that occurs when a child under 18 is advertised, solicited or exploited through a commercial sex act. A commercial sex act is any sex act where something of value - such as money, drugs or a place to stay - is given to or received by any person for sexual activity.

While any child can be targeted by a trafficker, research, data and survivor lived experience and expertise have revealed traffickers and buyers often target youth who lack strong support networks, have experienced violence in the past, are experiencing homelessness, or are marginalized by society. Traffickers are masters of manipulation and prey upon vulnerabilities using psychological pressure and intimidation to control and sexually exploit the child for their benefit. The issue of child sex trafficking is complex. Understanding the various forms of child sex trafficking and indicators can create opportunities for prevention, identification and response. Most importantly NCMEC embraces and encourages all efforts on this issue to be survivor-informed, child-centered, and trauma-informed. Below are some examples of child sex trafficking:

Child sex trafficking can have devastating immediate and long-term consequences, including health impacts, psychological and physical trauma and even death.

Prevention and intervention are key to keeping children safer. After making a missing child report to law enforcement we encourage law enforcement, parents, and legal guardians to report ALL missing children, especially children who have run away, to NCMEC by calling 1-800-THE-LOST (1-800-843-5678). Next, if you are concerned about potential child sex trafficking activity or see situations including the indicators listed below please make a report to NCMEC's CyberTipline or call 1-800-THE-LOST.

Understanding common risk factors helps identify opportunities to proactively intervene in an effort to prevent child sex trafficking. We've organized these factors into three categories. The list below is not exhaustive and many factors may be interconnected.

Societal & Environmental

Racism

Bullying

Lack of resources

Involvement in child welfare or juvenile justice systems

Gang activity

Sexism

Xenophobia

Family

Inter-generational sexual abuse

Lack of acceptance of gender identity or sexual orientation

Housing instability/homelessness

Immigration status

Adverse childhood experiences:

Domestic violence

Household substance abuse

Physical/emotional neglect or abuse

Sexual abuse

Families with untreated mental health issues

Individual

History of trauma

Lack of supportive family or adult figures

Low self-esteem

Developmental or physical disability

Substance abuse

Child Sex Trafficking Indicators

Child Sex Trafficking Vulnerabilities

Survivors of child sex trafficking often are unable to self-identify as victims or disclose their abuse because of fear, shame or loyalty to their abuser(s). It is not a child's responsibility to ask for help. It is up to professionals and trusted adults in the child's life to recognize the signs associated with child sex trafficking.

Red flags or indicators should not be considered a checklist or an assessment tool. Rather, if observed they may be an opportunity to ask more questions, make a report to NCMEC's CyberTipline or connect the child to resources for prevention or intervention.

Physical Indicators

Signs of sexual or physical abuse

Symptoms of neglect such as malnourishment

Unaddressed or chronic medical/dental issues or STIs

Close association with an overly controlling adult

Recovered at hotels, street tracks, strip clubs, or other locations where commercial sex is known to occur

Has a secret cell phone or apps providing multiple cellphone numbers

In possession of material items inconsistent with the child's access to money or socioeconomic status

Living out of suitcases, motels, in a car or other evidence of housing insecurity

In possession of bulk sexual paraphernalia such as condoms or lubricant

Unexplained access to large amounts of cash, pre-paid cards, or hotel keys

Tattoos or other branding, such as those indicating money or matching other known trafficking victims, or that the child is reluctant to explain

References traveling to other cities or states while missing, or while their whereabouts were unknown

Drug abuse or frequent use of "party drugs" such as GHB, Rohypnol, Ketamine, MDMA (Ecstasy), or Methamphetamines

Behavioral Indicators

Chronically runs away from home (especially 3+ missing incidents)

Unexplained absences from school

Constantly sleeps during class

Stops engaging in activities they previously enjoyed

Abruptly disconnects from family and friends

Significant changes in behavior, including their online activity

Appears overly frightened, annoyed, resistant, or belligerent to authority figures

Avoids answering questions or lets others speak for them

Lies about age and identity or has a secret online profile

Uses language or emojis often associated with commercial sex such as "trick", "the life", or "the game"

References online escort ads or dating websites/apps

In 2021, NCMEC received more than
17,200 reports
of possible child sex trafficking.

NCMEC has received reports of child sex trafficking in
all 50 U.S. States, Washington, D.C. and Puerto Rico.
These reports include incidents occurring in every type of community: suburban, rural, urban, and tribal lands.

Trends show us that when children run away frequently or for long periods of time, they tend to be running from an unsafe situation or to an unsafe situation.
1 in 6
of the more than 25,000 cases of children reported missing to NCMEC in 2021 who had run away were likely victims of child sex trafficking.

Of the children reported missing to NCMEC in 2021, who had run from the care of child welfare,
19%
were likely victims of child sex trafficking.

What NCMEC is Doing About it

Providing a Specialized Response

NCMEC provides training, case management, clearinghouse resources, analytical support, family and peer support, and recovery services assistance on reports involving child sex trafficking, including:
Child Sex Trafficking Analytical Team
The Child Sex Trafficking Team resources are available to law enforcement only. For assistance please reach out to 1-800-THE-LOST and ask to speak with a member of this team.

Reviews CyberTipline reports relating to child sex trafficking and makes them available to law enforcement for review and potential investigation;

Conducts link analysis to connect potential victims and/or offenders in multiple states or locations;

Provides specialized child sex trafficking analytical assistance to law enforcement to assist with the location and recovery of survivors;

Leverages open source data and specialized child sex trafficking technology tools to develop information and leads;

Analyzes phone numbers, names, email addresses, and/or publicly accessible online presence of possible traffickers to support law enforcement with the location and recovery of missing children exploited through child sex trafficking.

Child Sex Trafficking Recovery Planning and Services
The Child Sex Trafficking Recovery Services Team (RST) provides specialized technical assistance and resources to child welfare workers, foster parents and law enforcement who are working with missing children who are also victims of child sex trafficking. RST Resource Specialists provide knowledge and guidance on promising practices in trauma-informed response by making connections to statewide and local specialized child sex trafficking resources. RST Resource Specialists are prepared to assist in the development of intentional, trauma-informed, and victim-centered plans which have been proven to build rapport, increase opportunities for youth engagement, and reduce trauma responses.

In areas where specialized child sex trafficking resources are limited, RST Resource Specialists can provide support by offering guidance to organizations that are willing to expand programming to include CST survivors. In these situations, Resource specialists can offer staff training, case staffing and guidance, and offer to connect agencies with other resources to help meet the complex needs of survivors of CST. Support will be available as requested, and developed based on the needs of each individual case and survivor. For more information, click here.
Family Advocacy & Support
NCMEC provides assistance and support to families impacted by child sex trafficking. Family Advocacy Specialists offer crisis intervention to families as well as local referrals to appropriate professionals for longer-term support. Families of exploited children often feel alone in their struggle and overwhelmed by the issues impacting their lives. NCMEC's Team HOPE is a volunteer program that connects families to others who have experienced the crisis of a sexually exploited child. These trained volunteers offer peer support, coping skills, and compassion.

Prioritizing Survivor Leadership & Voice

In 2020, NCMEC launched the Child Sex Trafficking Survivor Expert Working Group to strengthen our existing efforts to prevent, identify and serve survivors of child sex trafficking. This incredible group is working with NCMEC to ensure our programs are informed by the lived experience and expertise of individuals who have survived this type of abuse. Each of the 15 members from across the nation has been brought onto the NCMEC team as independent Expert Consultants representing diverse professional, experiential and cultural perspectives, and are helping to bring a child sex trafficking survivor informed lens to our work.

NCMEC CST Expert Consultants

Training Professionals on How to Identify & Respond to Child Sex Trafficking

NCMEC provides specialized child sex trafficking training on the identification and response to child sex trafficking that can be provided online or in-person. To learn more about our training options or request a specialized training click here.

Introduction to Child Sex Trafficking
This training offers three modules and builds a comprehensive foundation on the issue of child sex trafficking for all audiences including law enforcement, child welfare, as well as concerned citizens.
To access click here.

Building Awareness about the Issue

NCMEC writes, contributes to, and publishes multiple publications pertaining to child sex trafficking. See them all here.

Child Sex Trafficking Overview

Child Sex Trafficking in America: A Guide for Parents & Guardians

Child Sex Trafficking in America: A Guide for Child Welfare Professionals

Missing Male Victims of Child Sex Trafficking

Missing Children, State Care, and Child Sex Trafficking: Engaging the Judiciary in Building a Collaborative Response

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The Child Sex Trafficking Team at the National Center for Missing & Exploited Children provides assistance to law enforcement in their efforts to identify and recover child victims of sex trafficking through a partnership with the FBI's Innocence Lost National Initiative.

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What is Trauma?

According to SAMHSA (Substance Abuse and Mental Health Services Administration), "Trauma results from an event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or threatening and that has lasting adverse effects on the individual's functioning and physical, social, emotional, or spiritual well-being."

In the United States alone, more than 1 in 3 children have had at least one adverse childhood experience (ACE), such as exposure to violence or drug abuse, the loss of a family member, and physical or sexual abuse.

Researchers distinguish single-incident "trauma" (e.g., a sexual assault), from "complex trauma," occurring after multiple incidents (e.g., emotional neglect), often at the hand of a significant caregiver (e.g., emotional neglect). Researchers are also bringing more attention to intergenerational trauma (e.g., sexual abuse, addiction) and/or historical trauma (e.g., effects of colonization and/or forced assimilation) and how maternal and paternal traumatized states may impact their children.

Some traumatic events may not be life-threatening, yet chronically negative interpersonal events can have a detrimental effect on our minds and bodies. In fact, more subtle and insidious forms of trauma like discrimination, racism, oppression, and poverty can be fundamentally life-altering.

Lisa, a Korean American student, experiences regular microaggressions at school. Students ask her: "What are you"? And some have commented with surprise, "Well, you speak English well." Microaggressions are slights or insults, whether intentional or intentional, to people from marginalized groups. If Lisa experiences them regularly, she may end up feeling more anxious and depressed-and she may be less likely to perform well academically.

Of course, how we adapt and respond to stress in the short-term can have long-term effects, but we can ultimately become more resilient, despite adversity.

What are Trauma- and Resiliency-Informed Schools?

Research tells us that the presence of a stable, consistent adult in a child's life may be one of the best predictors of resilience. Safe and secure relationships at school can play a crucial role in a student's learning and development as well as their healing from trauma. In fact, a recent study of teens links school connectedness with healthier outcomes in adulthood related to mental health, violence, sexual behavior, and substance use.

"Trauma-informed" (or trauma-sensitive) schools acknowledge the prevalence of trauma, recognize its effects on students, implement trauma-sensitive practices and policies to address it, and avoid practices at school that can retraumatize students.

Resiliency-informed schools believe in the paradigm shift from conventional thinking of "What is wrong with you?" to trauma-informed thinking, "What happened to you?" to resiliency-informed thinking, "What are your strengths?" and "What is right about you?"

Shifting Your Perspective

Adapted by Elaine Miller-Karas TRI© from a slide by Jane Stevens (ACES Connection)

Conventional Perspective ->Trauma-Informed Perspective->Resiliency-Informed Perspective

People are bad. -> People are suffering. -> People are resilient.

People need to be punished. -> People need an effective intervention. -> People need our compassion as they learn new skills.

People just don't care. -> Many people care, but lack understanding and skills. -> Any person can learn self-regulation skills based on science.

We need to stop making excuses for people. -> We need to learn how trauma impacts a child's and adult's development. -> We need to learn how skills of well-being can reduce suffering.

What is wrong with you? -> What happened to you? ->What is right with you? What are your strengths?

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Trauma and Trauma-Informed Schools for Students | Greater Good In Education

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What is Trauma? According to SAMHSA (Substance Abuse and Mental Health Services Administration), "Trauma results from an event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or threatening and that has lasting adverse effects on the individual's functioning and physical, social, emotional, or spiritual well-being."

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TEDTalk: How Childhood Trauma Effects Health Across a Lifetime

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TEDTalk: How Childhood Trauma Effects Health Across a Lifetime

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How childhood trauma affects health across a lifetime

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CA Department of Public Health: Covid19 Updates

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CA Department of Public Health: Covid19 Updates

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SEE THE NUMBERS

Tracking COVID-19

% of population vaccinated
(5+ with at least one dose)

Note: Case rate and test positivity are based on a 7-day average with a 7-day lag. Rates of deaths are based on a 7-day average with a 21-day lag due to delays in reporting. Directional change is compared to the prior 7-day period. Data is provided by the California Department of Public Health.

Follow us for the latest updates

Stay up to date on social media

Facebook

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SEE THE NUMBERS % of population vaccinated (5+ with at least one dose) Note: Case rate and test positivity are based on a 7-day average with a 7-day lag. Rates of deaths are based on a 7-day average with a 21-day lag due to delays in reporting.

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The Department is aware of a text messaging scam aimed at obtaining EBT card information, including PIN numbers. State and county officials would NEVER request such information via text. Please do not share any EBT information with anyone outside of your county welfare department or the EBT customer service center. The Department is working closely with our county and vendor partners on additional security measures. If you have received a message requesting such information, please forward a screenshot of the text to CDSSEBT@dss.ca.gov.

Wildfire Resources and Information

Impacted by a wildfire? For details on financial assistance, debris removal, and more, visit this Cal OES webpage.

Afghan Arrival Response

Concerned about the Afghanistan evacuation? Interested in locating resources or offering assistance to Afghan newcomers? Visit the Refugee Programs Bureau webpage for all of these details and more.

Coronavirus Disease (COVID-19) Information

Rent and Utility Relief

Rent and utility relief is available through the California COVID-19 Rent Relief program for income-eligible California renters and their landlords who have been impacted by COVID-19. Verify eligibility and apply today!

COVID-19 Community-Based Outreach Campaign

The Labor and Workforce Development Agency (LWDA) and the California Department of Social Services (CDSS) are working in partnership with The Center at Sierra Health Foundation and the California Community Foundation to administer funding, as authorized by Senate Bill 115 (SB 115), to support outreach via community-based organizations. to disproportionately impacted populations, including workers in higher-risk industries. The outreach will prioritize interactive engagements designed to connect individuals with information and resources related to the COVID-19 vaccine, public health guidance, workers' rights, and other State resources, including the public safety net. Community-based organizations selected to participate will be awarded funding to conduct outreach over a period of 6 months that will end in August.

Golden State Grant Program

The Golden State Grant program provides a one-time $600 payment to all eligible CalWORKs Assistance Units as well as Supplemental Security Income (SSI)/State Supplementary Payment (SSP) and Cash Assistance Program for Immigrants (CAPI) recipients. These payments do not impact your CalWORKs or CalFresh eligibility or monthly benefits. The payments will be automatically sent to households. Read more: CalWORKs | SSI/SSP | CAPI

Golden State Stimulus Payments for IHSS Program Providers

To qualify for a Golden State Stimulus payment, In-Home Supportive Services (IHSS) providers must have filed their 2020 tax returns and have received the CaliforniaEarned Income Tax Credit (CalEITC). IHSS providers who are exempt from income taxes may still be eligible for the CalEITC but must file a tax return using their year-to-date wages, which can be found on their last paystub of the 2020 tax year. To learn more about the Golden State Stimulus, visit the Franchise Tax Board (FTB) website, chat with an FTB representative online, or call the FTB at (800) 852-5711.

Adult Protective Services Hotline

If you or someone you know needs protection from abuse and neglect, call the statewide Adult Protective Services hotline: (833) 401-0832. Individuals can enter their 5-digit ZIP code to be connected to their county Adult Protective Services staff, 7 days a week, 24 hours a day.

Foster Care Ombudsperson Hotline

If you are concerned about the care, placement, services, or rights of children in foster care, call the Foster Care Ombudsperson hotline: (877) 846-1602. Service is available Monday through Friday, excluding holidays, from 8 am to 5 pm.

Recognizing Child Abuse and Neglect Through Distance Learning

If you are an educator involved in distance learning, this guide from CDSS and CDE offers tips to help you fulfill your role as a mandated reporter of suspected child abuse and neglect.

For information on COVID-19, please visit:

Data:

COVID-19 Guidance:

ALERT: Important Change to Public Charge Rule

Immigrants and their loved ones across California can seek and accept medical care, food assistance, and public housing without fear or confusion about public charge consequences, thanks to changes in federal policy. The U.S. Department of Homeland Security has stated that it will return to using policies in place before the 2019 Public Charge Final Rule. Therefore, participation in CalFresh, public housing, or Medi-Cal (except for long-term care), will not be considered as part of the public charge determination. Also, a reminder that medical testing, treatment, and preventive services for COVID-19, including vaccines, are not considered for public charge purposes. For additional information, please see the following:

Joint statement from California health and human services leaders in response to the federal public charge changes.

Public Charge Guide for individuals and families with questions about the these changes in federal policy:() ()

All County Letter which provides additional information on these changes in federal policy.

Individuals in California seeking assistance are encouraged to consult one of many state-funded organizations that provide legal services to immigrants. Read a list of immigration services providers funded by CDSS.

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Home | California Dept. of Social Services

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The Department is aware of a text messaging scam aimed at obtaining EBT card information, including PIN numbers. State and county officials would NEVER request such information via text. Please do not share any EBT information with anyone outside of your county welfare department or the EBT customer service center.

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AB 130-$30 Million Direct Services to FY Webinar 2021.8.24

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CA Youth Transition into Adulthood Study (2020)

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CA Youth Transition into Adulthood Study (2020)

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The California Youth Transitions to Adulthood Study (CalYOUTH)

The Fostering Connections to Success and Increasing Adoptions Act of 2008 amended Title IV-E to extend the age of Title IV-E eligibility from 18 to 21 for foster care youth. Under provisions of the law, states now have the option to extend care, but are not required to do so. A number of states have adopted legislation to extend care and others are considering doing so. California enacted the California Fostering Connections to Success Act in 2010 and began extending care on January 1, 2012. With the largest state foster care population in the U.S., it is arguably the most important early adopter of the new policy.

Research on the extension of foster care in California began with early implementation studies documenting the history of the legislation and the planning process for implementing California's Fostering Connections to Success Act. Following the early implementation studies, the California Youth Transitions to Adulthood Study (CalYOUTH) was initiated in 2012.

Study Overview

CalYOUTH is an evaluation of the impact of the California Fostering Connections to Success Act on outcomes during the transition to adulthood for foster youth. CalYOUTH includes collection and analysis of information from three sources: 1) transition-age youth, 2) child welfare workers, and 3) government program data. The study, led by Mark Courtney and conducted in collaboration with the California Department of Social Services and California County Welfare Directors Association, is being carried out over a 8-year period from 2012-2020.

The overall study addresses three primary research questions:

Does extending foster care past age 18 influence youths' outcomes during the transition to adulthood (e.g., education, employment, health, housing, parenting, and general well-being)?

What factors influence the types of support youth receive during the transition to adulthood in the context of extended foster care?

How do living arrangements and other services that result from extended foster care influence the relationship between extending care and youth outcomes?

To answer these questions, CalYOUTH is following a cohort of youth (N = 727) using in-person interviews. The youth were interviewed at ages 17, 19, and 21, and a fourth round of interviews is currently underway with youth who are 23 years old. In addition, CalYOUTH conducted two online surveys of California child welfare workers to obtain their perceptions on key characteristics of the service delivery context of extended foster care. Finally, CalYOUTH is analyzing state administrative data of over 100,000 young people who were in California foster care dating back to 2006. These child welfare data are linked to other data sources to assess the impact of extended care on youths' employment and earnings, postsecondary education, receipt of public benefits and disability insurance, and other outcome.

AB 12 Background

These reports provide information about the creation and implementation of the California Fostering Connections to Success Act (AB12).
Legislative History Report Implementation Report Qualitative Study Report
Longitudinal Youth Study

The Longitudinal Youth Study has followed youth from ages 17 to 21 and provides a comprehensive view of young adults making the transition from foster care to adulthood in California. A fourth round of interviews is currently underway and is collecting information from youth at age 23.
Youth Report (Age 17) Youth Report (Executive Summary) Youth Report (Age 19) Youth Report (Age 19): Los Angeles County Youth Report (Age 21)
Child Welfare Worker Surveys

Two online surveys were administered to California child welfare workers who supervise older youth in foster care. The first caseworker survey (conducted in 2013) included a statewide representative sample of workers serving nonminor dependents, while the second caseworker survey (conducted in 2015) included the child welfare workers of youth who are participating in the Longitudinal Youth Study. The reports share the caseworkers' views of how these young people are faring with the transition to adulthood, as well as workers' perceptions of the independent living services and juvenile courts in their county.
Early Findings from the Child Welfare Worker Survey CalYOUTH Survey of Young Adults' Child Welfare Workers
Extended Foster Care Memos and Reports

The memos and reports in this section present findings on the context, trends, and impact of extended foster care in California.
County-Level Factors and Youths' Extended Foster Care Participation Extended Foster Care and Legal Permanency Extended Foster Care and Legal Permanency: An Update from CalYOUTH Extended Foster Care in California: Youth and Caseworker Perspectives Factors Associated with Youth Remaining in Foster Care as Young Adults Extended Foster Care and Youths' Outcomes at Age 19 Extended Foster Care and Youths' Outcomes at Age 21 Extended Foster Care and Postsecondary Education Outcomes
Special Topic Memos

The memos in this section focus on topics that are of special interest to the practice and policy communities.
Relationships between Youth and Caseworker Perceptions of the Service Context and Foster Youth Outcomes Youth and Child Welfare Workers' Perceptions of Youths' Educational Preparedness Youth and Caseworker Perspectives on Education Status and Services Mental Health, Substance Use, and Service Utilization among Transition-Aged Foster Youth Predictors of High School Completion and College Entry at Ages 19/20 The Use of Psychotropic Medications among Foster Youth Transitioning to Adulthood Differences in Social Support at Age 19 by Extended Foster Care Status and Placement Type California Child Welfare Co-Investment Partnership

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The California Youth Transitions to Adulthood Study (CalYOUTH)

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The Fostering Connections to Success and Increasing Adoptions Act of 2008 amended Title IV-E to extend the age of Title IV-E eligibility from 18 to 21 for foster care youth. Under provisions of the law, states now have the option to extend care, but are not required to do so.

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Legislature Established an Achievement Gap Work Group and Required a Report. In response to concerns over K‑12 student achievement gaps, the Legislature tasked our office with convening a work group on the topic and submitting a report. The work group needed to have representatives from both houses of the Legislature, the administration (including the Department of Finance), and the California Department of Education (CDE). The group met five times during fall 2019. The required report needed to: (1) examine data on K‑12 student achievement gaps, (2) identify funding provided for disadvantaged and low‑performing students, (3) assess existing state efforts to serve these students, and (4) develop options for better supporting these students. This report responds to these requirements.

Among Racial/Ethnic Groups, African American Students Have Worst Outcomes. On average, across all grade levels, African American students had the lowest scores on state standardized tests in spring 2018. African American students also had the lowest graduation rates and were the least likely to be prepared for college/career at graduation. On average, African American students missed much more school than other students, with a chronic absenteeism rate about double that of Latino and white students in 2017‑18. Similarly, they were suspended at nearly double the rate of Latino and white students. Racial/ethnic achievement gaps held even after taking family income into account. For example, low‑income African American students as a group performed worse across a range of outcome measures relative to other low‑income students.

State Has New System for Supporting School Districts With Low‑Performing Students. When the state created a new school funding system in 2013‑14, it also adopted a new accountability system. A core part of the new accountability system is having each district develop a strategic plan known as a Local Control and Accountability Plan (LCAP). In their LCAPs, districts must identify their achievement gaps, set performance goals, and track progress toward meeting those goals. Under the new system, the state uses multiple measures to assess whether a district is low performing. A district identified as low performing is to receive targeted support from its county office of education (COE). For a district with persistent performance issues, CDE is currently developing a more intensive level of intervention. This level of intervention is likely to begin with CDE, the California Collaborative for Educational Excellence (CCEE), and other regional partners coming together to conduct a systemic review of the district's instructional practices.

Make Achievement Gap Information More Readily Available. The work group expressed concern that information about student achievement gaps can be difficult to access. One legislative option is to require CDE to post the progress of the state and each district in narrowing student achievement gaps over time. In addition, the Legislature could direct CDE to profile districts making particularly good progress, including information about their improvement strategies. Knowing which districts are performing well and what they are doing to attain better outcomes could help other districts improve.

Monitor Efforts to Improve School Leadership. Work group members agreed that leadership was key to guiding and sustaining improvement efforts. Districts that have narrowed achievement gaps tend to benefit from stable, experienced school leaders who know how to use data to inform their improvement efforts. A second legislative option is to specify how the state's recently created California School Leadership Academy is to be evaluated. Then, if signs emerge that the academy might have shortcomings, the Legislature could seek to rectify them through subsequent legislation. For example, if recent academy graduates report that they still lack proficiency in using data to assess achievement gaps, the academy could be directed to enhance training in this area.

Create Standards for Reviewing Districts' Academic Plans. Currently, the state tasks COEs with reviewing whether districts fill out the LCAP template correctly, but it does not require COEs to do a qualitative review of these plans. Importantly, COEs are not tasked with assessing if districts have ascertained their most pressing performance issues, identified promising strategies for improving their performance, and made budget decisions that are well aligned with their improvement plans. A third legislative option is to convene certain experts to develop a set of LCAP review standards. Based upon a holistic review of districts using the new review standards, COEs could identify poorly performing districts and increase support for them.

Establish Academic Assistance Program for the Lowest‑Performing Districts. The work group expressed frustration that some districts persist in having long track records of poor performance despite the many improvement strategies the state has tried in the past. A fourth legislative option is to establish an academic assistance program for districts with the most significant achievement gaps that have not narrowed over time. CCEE, in partnership with other agencies, could provide these types of districts with intensive intervention over a multiyear period. The assistance could include a comprehensive improvement redesign and realignment of core spending within the district such that ongoing funding is used more effectively.

Student Achievement Gaps in California Are Large and Persistent. Year after year, Latino and African American students consistently have lower average state standardized test scores than white and Asian students. Latino and African American students also tend to have worse outcomes on other academic performance measures, such as attendance and suspension rates. Similar achievement gaps can be observed between students with and without disabilities and students who do and do not come from low‑income families.

Legislature Established Achievement Gap Work Group and Required Report. In response to concerns over these student achievement gaps, the Legislature tasked our office with convening a work group on the topic and submitting a report by February 1, 2020. As required by the Supplemental Report of the 2019‑20 Budget Act, the group needed to have representatives from both houses of the Legislature, the administration (including the Department of Finance), and the California Department of Education (CDE). The group met five times over the course of fall 2019. The required report needed to: (1) examine data on K‑12 student achievement gaps, (2) identify funding provided for disadvantaged and low‑performing students, (3) assess existing state efforts to serve these students, and (4) develop options for better supporting these students. The rest of this report contains four sections corresponding to these four requirements.

Governor's Achievement Gap Proposals Might Not Require Districts to Make Essential Changes. We are in the midst of analyzing the Governor's two achievement gap proposals. While we believe both of the Governor's achievement gap proposals have laudable intent, we cannot determine from the information currently available whether they would require districts to undergo the types of ongoing changes needed to address their root issues. In particular, it is not clear whether either proposal would require districts to change their spending habits and priorities. Without reexamining how they deploy their core ongoing funds and assisting them in redeploying those funds more strategically, districts likely would not be able to sustain efforts to narrow their achievement gaps. In addition, given the lack of detail currently in the Governor's proposals, it is difficult to determine how they would interact with the state's existing system of support.

Gaps Between Several Student Groups Examined. The work group examined K‑12 achievement gaps by student race/ethnicity. It also examined gaps between the general population of students and low‑income students, English learners, students with disabilities, foster youth, and homeless youth. Figure 1 shows each of these student groups as a share of all public school students. More than 60 percent of students, for example, are low income.

African American and Latino Students Comprise a Disproportionate Share of Certain Student Groups. Although African American students comprise 5.4 percent of all public school students in California, they make up a greater share of certain student subgroups. For example, 19 percent of foster youth and 8.3 percent of homeless youth are African American. In a similar vein, Latino youth make up 55 percent of all students, but 81 percent of English learners and 71 percent of low‑income students.

Several Achievement Gap Measures Examined. For each student group, the work group looked at standardized test scores-the most common tool used to identify and measure achievement gaps. The group also looked at an assortment of other outcome measures, including high school graduation rates and chronic absenteeism rates. Figure 2 lists all the measures that the work group examined.
Figure 2 List of All Outcome Measures the Work Group Examined
Among Racial/Ethnic Groups, African American Students Have Lowest Standardized Test Scores. California administers standardized tests on an annual basis to all students in grades 3 through 8 and grade 11. The standardized tests cover proficiency in English Language Arts and mathematics. On average, across all grade levels, African American students had the lowest scores on the standardized tests administered in spring 2018. Latino students performed somewhat better, followed by white students, with Asian students having the highest average scores. As Figure 3 shows, racial and ethnic achievement gaps held even taking family income into account. For example, low‑income Latino students had lower average test scores than low‑income white students.

African American Students Also Have Lower Graduation and College/Career Readiness Rates. As the top part of Figure 4 shows, average high school graduation rates among student racial/ethnic groups range from 73 percent for African American students to 94 percent for Asian students. As with test scores, differences exist even when taking family income into account. For example, among non‑low‑income students, graduation rates still are highest for Asian students and lowest for African American students. Non‑low‑income African American students on average have the same graduation rate as low‑income white students. As the bottom part of Figure 4 shows, 21 percent of African American students who graduated in 2018 were considered prepared for college or career, compared to 52 percent of white students and 74 percent of Asian students. Latino students on average have lower rates of graduation and college/career preparedness than white students, although the gap between Latino and white students is narrower than the gap between African American and white students. Asian students have the best outcomes in these performance areas.

African American Students Have Higher Rates of Chronic Absenteeism and Suspension. African American students, on average, miss much more school than other students. Twenty percent of African American students are chronically absent-meaning absent for 10 percent or more of the school year. This rate is about double that of Latino and white students. Asian students, on average, are the least likely to be chronically absent. African American students also are suspended at nearly twice the rate of Latino and white students and more than four times the rate of Asian students, on average. Gaps on these measures exist even after taking family income into account. For example, low‑income African American students have a notably higher chronic absenteeism rate than other low‑income students.

Several Other Student Groups Also Have Relatively Low Test Scores. In spring 2018, average standardized test scores of low‑income students were at the 39th percentile of all test takers. As a group, students with disabilities were at the 18th percentile. Data were not available for foster youth and homeless youth, but given those populations are overwhelmingly low income, they likely also had below‑average test scores. Because of reclassification issues, we did not average the scores of English learners across all grade levels. At any given grade, however, English learners have lower test scores. For example, in third grade, English learners' average test scores were at the 27th percentile in English Language Arts and at the 30th percentile in mathematics.

These Groups Also Tend to Have Lower Graduation and College/Career Readiness Rates. As Figure 5 shows, the graduation rate for all these student groups is lower than the average for all students. Foster youth have the lowest graduation rate, with only about half graduating within four years. The share of students deemed prepared for college/career also is lower for all these student groups. For example, only 9 percent of students with disabilities and 10 percent of foster youth are deemed prepared for college/career, compared to 42 percent of all students. Moreover, all these student groups have lower college‑going rates than the overall population of students. (The college/career indicator is a relatively stringent measure of readiness compared to the actual college‑going rate.) Some of these student groups on some of these measures have notably worse outcomes than African American students.
Figure 5 Several Other Student Groups Have Relatively Low Performance Class of 2018
Work Group Focused on School Factors. Achievement gaps are influenced by many factors outside and inside the education system. For example, experts have suggested that family characteristics, residential segregation, health disparities, public safety issues, and school quality all can influence achievement gaps. The work group, however, focused only on the school factors that contribute to achievement gaps. Among state agencies, only CDE was directed to be a part of the work group. Moreover, focusing only on school factors made for a more manageable scope of work for the group. Thus, in this section, we focus specifically on the role of the state and federal governments in supporting schools, with a particular emphasis on support for disadvantaged and low‑performing students.
Figure 6 Ongoing State Education Programs for Disadvantaged Students 2019‑20, Ongoing Funding (In Millions)

Local Control Funding Formula (LCFF)

Mathematics, Engineering, and Science Achievement

Funds a support program focused on increasing the number of disadvantaged students completing science, technology, engineering, or mathematics degrees.

Puente Project

Funds a support program for Latino and other underrepresented students, with a focus on improving writing skills and increasing college participation.

SELPA leads

Funds seven SELPAs to provide statewide assistance on improving special education outcomes.c

Geographic leads

Funds nine COEs to provide assistance to other nearby COEs to train and assist them in better supporting low‑performing districts in their areas.d

All Districts Must Develop Plans for Helping Low‑Performing Students Improve. In conjunction with establishing LCFF in 2013‑14, the state adopted a new system of accountability for school districts. A core part of the new accountability system is a requirement that each district develop a strategic plan known as a Local Control and Accountability Plan (LCAP). Districts must adopt an LCAP every three years and update the plan annually. State law specifies the various groups (such as teachers and parents) that districts must include in their planning process. In their LCAPs, districts must identify their achievement gaps, set performance goals, and track progress toward meeting those goals.

State Has New System for Supporting School Districts With Low‑Performing Students. In developing its new accountability system, the state moved to evaluating school district performance based upon multiple measures, including not only test scores and graduation rates but also chronic absenteeism and suspension rates, among others. A district that is identified as low performing in any of these areas is to receive targeted support-also known as Level 2 support, or differentiated assistance-from its county office of education (COE), sometimes in consultation with other regional and state partners. For a district that has persistent performance issues, CDE is currently developing another tier of assistance-called Level 3 support, or intensive intervention. This level of intervention is likely to begin with CDE, the California Collaborative for Educational Excellence (CCEE), and other regional partners coming together to conduct a systemic review of the district's instructional practices. Figure 7 provides a simplified illustration of the structure of the new system of support, outlining the basic roles of the organizations involved at each level.

State Has Funded Many One‑Time Initiatives Focused on Improving Outcomes. Over the past five years, the state allocated a total of $2.1 billion for numerous initiatives intended to benefit disadvantaged students (Figure 8). Among these initiatives, seven focused on improving services for students. These particular initiatives included efforts to increase college‑readiness at certain high schools, provide additional support for refugee students, and better coordinate services for foster youth. Another seven programs focused on professional development, with a focus on improving the effectiveness of teachers, administrators, and counselors, including those involved in preschool. The remaining seven programs included a variety of special initiatives, including those designed to improve school climate, community engagement, and intersegmental partnerships. One of these initiatives created a new state‑funded Center to Close Achievement Gaps.
Figure 8 One‑Time State Education Initiatives for Disadvantaged Students 2015‑16 Through 2019‑20 (In Millions) Figure 9 Ongoing Federal Education Programs for Disadvantaged Students 2019‑20 (In Millions)
Assessment Hones in on a Handful of Key Concerns. This section highlights key concerns emerging from the work group discussions. This section is not intended as a comprehensive account of everything discussed in the work group, nor is it intended to be an exhaustive list of all the potential shortcomings of California's system of supporting schools and narrowing achievement gaps. Instead, this section reflects our view of the five most significant concerns raised during the work group sessions.

Linking Funding Directly to Low‑Performing Students Has Several Drawbacks. Many in the work group expressed a set of concerns with the Low‑Performing Students Block Grant. One concern was with its basic design, which allocated funding based upon students who were low performing but did not take into account longstanding student achievement gaps. Notably, as a result of this design, approximately one‑third of the block grant funds went to non‑low‑income white students. Some in the work group also expressed concern that linking funding to poor student performance might be perceived as an inappropriate reward. Furthermore, the effectiveness of the grant may have been undermined by its one‑time nature, especially given the persistence of the longstanding achievement gaps it desired to address. As we discuss in the "Legislative Options" section of this report, we believe the state has more promising ways of supporting districts with poor student performance.

Achievement Gap Information Could Be Made Easier to Access. Members of the work group also expressed concern that data on student achievement gaps can be difficult to access. Although the California School Dashboard contains information on performance by student group, progress in narrowing gaps is not prominently displayed. Moreover, members of the work group thought that some districts might benefit from having easier access to a list of districts that had made significant progress in narrowing their achievement gaps, along with information on the key improvement strategies those districts were using. Some work group members also were concerned that information on achievement gaps could be hard to find within districts' LCAPs. They expressed interest in making these plans more user‑friendly.

While New Systems Are Put in Place, Poor Performance Persists. Many members of the work group expressed frustration that the state had tried so many accountability and improvement strategies, but some districts persisted in having long track records of poor performance. They were concerned with the quality of education that children in those districts were receiving year after year. The group wondered if the state might have more effective options for dealing with these kinds of districts.

Four Options Appear Most Promising for the State Moving Forward. After identifying shortcomings with the state's current efforts to narrow student achievement gaps, the work group turned to considering possible options for addressing them. We believe four of the options discussed are particularly promising. Figure 10 lists these options, which we discuss in more detail below. We generally ordered the options from the one requiring the least to greatest amount of time and cost to implement. We encourage the Legislature to consider adopting all four options as a package, but the options could be pursued individually. The options are intended as a starting point for legislative deliberations. If the Legislature were interested in pursuing one or more of the options, more work would be needed to reconvene the affected agencies and craft detailed legislative proposals. Careful scrutiny and time would be needed to ensure the proposals consider all key facets of the issues involved and avoid negative unintended consequences.

Require Certain Achievement Gap Information Be Made More Readily Available. At a minimum, state law could require that CDE display certain achievement gap data in a more prominent way. For example, state law could require CDE to post the progress of the state and each district in narrowing student achievement gaps over the past five years. In addition to this data, the site might profile districts with particularly good outcomes-those that have made significant progress in narrowing their achievement gaps-along with contact information for the districts' improvement leads. Knowing which districts are performing well could help other districts identify where to go for help. The site also could include ready access to information about the improvement strategies adopted by districts making good progress so that other districts could learn more easily about what might work for them. Beyond making this information available on CDE's website, the state might revisit whether any improvements should be made to LCAPs. Though several state efforts have been undertaken to make LCAPs more user‑friendly, and the latest round of refinements was approved just earlier this year, some work group members wondered if further improvements still might be in order.

Monitor Implementation of New California School Leadership Academy. Given the importance of school leadership to school improvement efforts, the Legislature could closely monitor the results from the new California School Leadership Academy. State law directs the CCEE to evaluate the effectiveness of the academy but contains no detail about what CCEE is to track or when the evaluation is due. The Legislature could specify these details. If signs then emerge that the academy might have shortcomings in certain areas, the Legislature could seek to rectify them through subsequent legislation. For example, if recent graduates from the academy report that they still lack proficiency in using data to assess achievement gaps, the academy could be directed to place a greater emphasis on training in this area.

Establish Key Elements of Academic Crisis Assistance Program. If the Legislature were to pursue this fourth option, we suggest making the program voluntary, as past state efforts to impose change on unwilling districts appear to have had little positive effect. To this end, the state could accept qualifying districts into the program on a first‑come, first‑served basis. We suggest the program focus on a small set of districts (for example, no more than ten). Keeping the number of districts small could help all the involved groups devote the attention needed to undertaking intensive intervention without spreading their efforts too thin. We also suggest thinking very carefully about accountability under the program. The Legislature would need to consider which of the involved groups to hold accountable if improvement does not occur after three to five years. It also would need to consider how to enforce whatever accountability provisions are established.

Encourage Legislature to Consider New Policies Carefully. If the Legislature is interested in pursuing any of the options laid out in this report or proposed by the Governor, we encourage it to take the time needed to work carefully through all major policy and implementation issues, with the potential goal of having corresponding legislation adopted within the next couple of years. We encourage the Legislature to pay particular attention to how it uses both ongoing and one‑time funding in this context. For example, some one‑time initiatives could have very large payoff whereas others could have no lasting effect. For example, using one‑time funding to provide crisis assistance to a small number of the lowest performing districts who have signaled a willingness both to work with supportive partners and change their spending habits could be the intervention strategy that finally helps them narrow their achievement gaps. In contrast, using one‑time funding so districts can provide summer school for only a year or two might have no sustained effect. Whatever one‑time initiative or set of initiatives the Legislature ultimately pursues, we think it is critically important that districts be required to fundamentally rethink how they use their existing funds on an ongoing basis.

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Narrowing California's K-12 Student Achievement Gaps

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In response to concerns over K‑12 student achievement gaps, the Legislature tasked our office with convening a work group on the topic and submitting a report. The required report needed to: (1) examine data on K‑12 student achievement gaps, (2) identify funding provided for disadvantaged and low‑performing students, (3) assess existing state efforts to serve these students, and (4) develop options for better supporting these students.

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AB1055:v91#DOCUMENT

(1) Existing law establishes a public school financing system that requires state funding for school districts, county superintendents of schools, and charter schools to be calculated pursuant to a local control funding formula, as specified. Existing law requires funding pursuant to the local control funding formula to include, in addition to a base grant, supplemental and concentration grant add-ons that are based on the percentage of pupils who are unduplicated pupils, which is defined to include English learners, foster youth, or pupils eligible for free or reduced-price meals, as specified, served by the local educational agency. Existing law defines a foster youth for these purposes to include a dependent child of the court of an Indian tribe, consortium of tribes, or tribal organization who is the subject of a petition filed in the tribal court pursuant to the tribal court's jurisdiction in accordance with the tribe's law, if the child would also meet specified state law standards describing when a child may be adjudged a dependent child of a juvenile court.

This bill would delete the requirement that a dependent tribal child also meet specified state law standards for purposes of the definition of foster youth for purposes of the local control funding formula. The bill would add children who are subjects of voluntary placement agreements to the definition of foster youth for purposes of the local control funding formula.

(2) Existing law provides specified rights and supports for pupils in foster care, including access to the same academic resources, services, and extracurricular and enrichment activities that are available to all pupils, the right to immediate enrollment and education in the least restrictive environment, the right to remain in the school of origin during specified proceedings, prompt academic record transfers, protections against grade reductions due to changes in residential placement or court-ordered activities, recognition of partial credit, the right to remain in school for a fifth year to complete the local educational agency's graduation requirements, fee waivers for certain exams, and procedural protections for disciplinary hearings.

This bill would extend those educational rights and supports to dependent children in accordance with tribal law, as specified, and children who are the subject of voluntary placement agreements.

(3) Existing law requires the State Department of Education and the State Department of Social Services to enter into a memorandum of understanding on or before February 1, 2014, that requires the State Department of Social Services, at least once per week, to share disaggregated information related to foster youth with the State Department of Education. Existing law exempts the State Department of Social Services from collecting or sharing specified information relating to a dependent child of a court of an Indian tribe, consortium of tribes, or tribal organization.

This bill would prohibit local educational agencies from requiring an Indian tribe or tribal court representative to certify that a pupil is a dependent of an Indian tribe, consortium of tribes, or tribal organization, and would authorize tribal authorities to notify local educational agencies about a tribal pupil's status as a dependent child under the court of an Indian tribe, consortium of tribes, or tribal organization.

(4) By imposing additional duties on local educational agencies related to certain foster youth, the bill would impose a state-mandated local program.

(5) This bill would incorporate additional changes to Section 42238.01 of the Education Code proposed by SB 167 and AB 167 to be operative only if this bill and one or both of those bills are enacted and this bill is enacted last.

(6) The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.

This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above.

SECTION 1.

This act shall be known, and may be cited, as the Claudette White Tribal Court Education Equity Act.

SEC. 8.

Section 2.5 of this bill incorporates amendments to Section 42238.01 of the Education Code proposed by this bill, Senate Bill 167, and Assembly Bill 167. That section of this bill shall only become operative if (1) this bill and one or both of Senate Bill 167 and Assembly Bill 167 are enacted and become effective on or before January 1, 2022, (2) this bill and one or both of Senate Bill 167 and Assembly Bill 167, as enacted, amends Section 42238.01 of the Education Code, and (3) this bill is enacted last of these bills amending Section 42238.01 of the Education Code, in which case Section 42238.01 of the Education Code, as amended by either Senate Bill 167 or Assembly Bill 167, whichever is operative, shall remain operative only until the operative date of this bill, at which time Section 2.5 of this bill shall become operative, and Section 2 of this bill shall not become operative.

SEC. 9.

If the Commission on State Mandates determines that this act contains costs mandated by the state, reimbursement to local agencies and school districts for those costs shall be made pursuant to Part 7 (commencing with Section 17500) of Division 4 of Title 2 of the Government Code.

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AB1055:v91#DOCUMENT (1) Existing law establishes a public school financing system that requires state funding for school districts, county superintendents of schools, and charter schools to be calculated pursuant to a local control funding formula, as specified.

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AB 130: Direct Services Funding for SCOEs 

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AB 130: Direct Services Funding for SCOEs 

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(1) Existing law places various requirements on county superintendents of schools and the Superintendent of Public Instruction in reviewing and determining whether a county office of education's adopted budget will allow the county office of education to meet its financial obligations during the fiscal year and, based on current forecasts, for 2 subsequent fiscal years.

This bill would revise certain requirements on county superintendents of schools and the Superintendent regarding determinations of fiscal distress for county offices of education, and would require the Superintendent to provide a written notice of going concern determination to the county board of education and the county superintendent of schools under certain circumstances.

Existing law requires a county superintendent of schools to annually submit a report, at a regularly scheduled November board meeting, to the governing board of each school district in the county, the county board of education, and the county board of supervisors describing the state of schools in the county that meet specified criteria for low performance. Existing law requires the county superintendent of schools, or a designee of the county superintendent of schools, to visit those schools at least annually for purposes of developing that report, and requires at least 25% of those visits to be unannounced.

This bill, for the 2021-22 school year only, would require unannounced visits pursuant to those provisions to only be undertaken at the discretion of the county superintendent of schools in consultation with local health officials and in compliance with any orders or guidance issued by any local or state public health official, and would waive the 25% requirement if the county superintendent of schools, in consultation with local public health officials, determines that unannounced visits are unable to be conducted due to identified health and safety concerns.

(2) Existing law authorizes a school district or charter school to maintain a transitional kindergarten program. Existing law requires, in the 2014-15 school year and each school year thereafter, and as a condition of receipt of apportionments for pupils in a transitional kindergarten program, a child who will have their 5th birthday between September 2 and December 2, to be admitted to a transitional kindergarten program maintained by a school district or charter school. Existing law authorizes, for the 2015-16 school year and each school year thereafter, a school district or charter school to admit a child to a transitional kindergarten program who will have their 5th birthday after December 2 but during that same school year, as provided.

This bill would revise the timespans for those mandatory and optional admittance requirements to be phased in from the 2022-23 school year to the 2025-26 school year, as provided, at which time a school district or charter school, as a condition of receipt of apportionments for pupils in a transitional kindergarten program, would be required to admit to a transitional kindergarten program maintained by the school district or charter school a child who will have their 4th birthday by September 1.

This bill would establish the California Prekindergarten Planning and Implementation Grant Program as a state early learning initiative with the goal of expanding access to classroom-based prekindergarten programs at local educational agencies, defined as school districts, county offices of education, and charter schools. The bill would appropriate $300,000,000 from the General Fund to the State Department of Education for allocation to local educational agencies for grants for the 2021-22 fiscal year. The bill would require the Superintendent to allocate $200,000,000 of that amount to local educational agencies as base grants, enrollment grants, and supplemental grants for specified purposes. The bill would require the Superintendent to award $100,000,000 in competitive grants to local educational agencies to increase the number of highly qualified teachers available to serve in specified capacities.

(3) This bill would enact the California Community School Partnership Act, and would appropriate $2,836,660,000 from the General Fund to the Superintendent to administer the California Community Schools Partnership Program. The bill would require the Superintendent of Public Instruction to award grants on a competitive basis to qualifying entities, as defined, to support the establishment of new, and for the expansion or continuation of existing, community schools at local educational agencies, as provided, and to contract with local educational agencies to create a network of at least 5 regional technical assistance centers to provide support and assistance to local educational agencies and community schools.

(4) The After School Education and Safety Program Act of 2002 establishes the After School Education and Safety Program to serve pupils in kindergarten and grades 1 to 9, inclusive, at participating public elementary, middle, junior high, and charter schools. The act requires first priority enrollment to pupils who are identified by the program as homeless youth, as defined, and pupils who are identified by the program as being in foster care, and 2nd priority enrollment, for programs serving middle and junior high school pupils, to pupils who attend the program daily.

This bill would require pupils who are eligible for free or reduced-price meals to additionally receive first priority enrollment.

Existing law requires a program established under the act to charge family fees, requires a program that charges family fees to waive or reduce the cost of these fees for pupils who are eligible for free or reduced-price meals, and prohibits a program from charging a fee to a family for a child if the program knows that the child is a homeless youth or for a child who the program knows is in foster care.

This bill would instead require a program that charges family fees to waive the cost of these fees for pupils who are eligible for free or reduced-price meals, for a child who is a homeless youth, or for a child who the program knows is in foster care. The bill would also require a program that charges family fees to schedule fees on a sliding scale that considers family income and ability to pay.

(5) Existing law requires the Controller to draw warrants on the State Treasury throughout each year in specified amounts for purposes of apportioning funding to school districts, county offices of education, and charter schools. Existing law, commencing with the 2019-20 fiscal year, requires the warrants scheduled to be drawn in June to instead be drawn in July of the same calendar year.

This bill instead would amend that provision to no longer require that deferral to be conducted after the 2020-21 fiscal year.

Existing law, commencing with the 2020-21 fiscal year, requires specified amounts of warrants scheduled to be drawn in February to instead be drawn in November of the same calendar year, requires specified amounts of warrants scheduled to be drawn in March to instead be drawn in October of the same calendar year, requires specified amounts of warrants scheduled to be drawn in April to instead be drawn in September of the same calendar year, and requires specified amounts of warrants scheduled to be drawn in May to instead be drawn in August of the same calendar year.

This bill instead would only require those deferrals to be conducted for the 2020-21 fiscal year. The bill would require warrants for principal apportionments for the months of February, March, and April of the 2020-21 fiscal year described above to instead be drawn in August 2021, as specified.

(6) The Leroy F. Greene School Facilities Act of 1998 (the Greene Act) requires the State Allocation Board to allocate to applicant school districts, as defined, prescribed per-unhoused-pupil state funding for the construction and modernization of school facilities, including hardship funding, and supplemental funding for site development and acquisition. Existing law authorizes the board to require an audit of expenditure reports submitted by a school district pursuant to the Greene Act and to require repayment of certain funds a school district failed to expend in accordance with the law. Existing law requires a school district to repay the funds within 60 days of the notice requiring repayment unless the board determines that repayment of the full liability within 60 days would constitute a severe financial hardship, as defined by the board, for the school district, in which case the board is required to approve a plan of equal annual payments over a period of up to 5 years.

This bill would expand the maximum time for repayment in the case of severe financial hardship from a period of up to 5 years to a period of up to 20 years. The bill would also expressly include the 2006 State School Facilities Fund and the 2016 State School Facilities Fund within those provisions.

(7) Existing law establishes the Full-Day Kindergarten Facilities Grant Program, under the administration of the State Allocation Board, to provide one-time grants to school districts to construct new school facilities or retrofit existing school facilities for the purpose of providing full-day kindergarten classrooms, as specified. For purposes of the program, existing law specifies that kindergarten includes transitional kindergarten. Commencing with the 2019-20 fiscal year, existing law makes the grant program contingent upon an appropriation by the Legislature.

This bill would change the name of this program to the California Preschool, Transitional Kindergarten, and Full-Day Kindergarten Facilities Grant Program and would expressly add providing California state preschool program and transitional kindergarten classrooms as another purpose of the grants. The bill would make county offices of education eligible to receive grants for preschool facilities under the program. The bill would prohibit a school district from using these funds to purchase or install portable classrooms, as defined. The bill would appropriate $490,000,000 for the program for the 2021-22 fiscal year.

(8) Existing law requires a school district that has been organized for more than three years to be lapsed under certain conditions related to the number of registered electors or average daily attendance of pupils in the school district. Existing law authorizes a school district to also be lapsed when there are no school facilities or sites on which to maintain any school in the school district.

This bill would revise the conditions and procedures for the required lapsation of a school district, would authorize a county board of education to defer the lapsation of a school district under certain conditions, and would additionally authorize a school district to be lapsed upon adoption of a resolution approved by a majority of the members of the governing board of the school district and written concurrence of the county superintendent of schools.

(9) For the 1990-91 fiscal year and each fiscal year thereafter, existing law requires that moneys to be applied by the state for the support of school districts, community college districts, and direct elementary and secondary level instructional services provided by the state be distributed in accordance with certain calculations governing the proration of those moneys among the 3 segments of public education. Existing law makes that provision inapplicable to the 1992-93 to 2020-21 fiscal years, inclusive.

This bill would also make that provision inapplicable to the 2021-22 fiscal year.

(10) The Classroom Instructional Improvement and Accountability Act, an initiative approved by the voters as Proposition 98 at the November 8, 1988, statewide general election, amended the California Constitution to, among other things, set forth a formula for computing the minimum amount of revenues that the state is required to appropriate for the support of school districts and community college districts based on one of 3 tests in any given fiscal year. Commencing with the 2021-22 fiscal year, existing law requires an appropriation to be made from the General Fund in the annual Budget Act for the support of elementary and secondary public schools and community colleges to supplement funding appropriated pursuant to Proposition 98 annually in an amount equal to 1.5% of total General Fund revenues, as calculated pursuant to Proposition 98, until the sum of the supplemental appropriations equals $12,366,107,000.

This bill would repeal the latter provision requiring a supplemental appropriation.

(11) This bill would appropriate $1,500,000,000 from the General Fund to the Superintendent for the Educator Effectiveness Block Grant, which the bill would establish, and would require the Superintendent to apportion those funds to school districts, county offices of education, charter schools, and the state special schools to provide professional learning for teachers, administrators, paraprofessionals who work with pupils, and classified staff that interact with pupils.

(12) This bill would appropriate $50,000,000 from the General Fund to the Superintendent to apportion to the Orange County Department of Education to award no less than $30,000,000 as grants to local educational agencies for the purpose of funding schoolwide and districtwide implementation of services or practices aligned to the Multi-tiered Systems of Support framework. The bill would require the Superintendent to establish a process, in consultation with and subject to the approval of the executive director of the state board, to select a local educational agency, a local educational agency in partnership with an institution of higher education or nonprofit educational service provider, or a consortia, to partner with the Orange County Department of Education and the Butte County Office of Education to expand the state's capacity to support local educational agencies' implementation of social-emotional learning, trauma-informed practices, and culturally relevant, affirming, and sustaining practices, and would require no more than $20,000,000 of the $50,000,000 appropriation to be available for these purposes. To the extent the bill would impose additional duties on certain county offices of education, the bill would impose a state-mandated local program.

(13) This bill would appropriate $547,513,000 from the General Fund to the Superintendent for purposes of the A-G Completion Improvement Grant Program, which the bill would establish, to provide additional supports to local educational agencies to help increase the number of California high school pupils, particularly unduplicated pupils, who graduate high school meeting the A-G subject matter requirements for admission to the University of California and the California State University. For the 2021-22 fiscal year, the bill would require the Superintendent to allocate $300,000,000 as A-G Access Grants, and $100,000,000 as A-G Success Grants to school districts, county offices of education, and charter schools meeting certain requirements to be used for activities that directly support pupil access to, and successful completion of, the A-G course requirements, as prescribed. For the 2021-22 fiscal year, the bill would require the Superintendent to allocate $147,513,000 as A-G Learning Loss Mitigation Grants to be used to allow pupils who receive a grade of "D," "F," or "Fail" in an A-G approved course in the spring semester of 2020 or the 2020-21 school year to retake those A-G courses or to offer credit recovery opportunities to all pupils to ensure pupils are able to graduate high school on time, as prescribed. The bill would require the Superintendent to annually post on the department's internet website in an easily accessible location a list of each local educational agency's and each individual high school's A-G completion rate, as defined.

(14) Existing law establishes a public school financing system that requires state funding for county superintendents of schools, school districts, and charter schools to be calculated pursuant to a local control funding formula, as specified. Existing law requires funding pursuant to the local control funding formula to include, in addition to a base grant, supplemental and concentration grant add-ons that are based on the percentage of pupils who are English learners, foster youth, or eligible for free or reduced-price meals, as specified, served by the county superintendent of schools, school district, or charter school.

This bill, commencing with the 2021-22 fiscal year, would increase the amount of funding received for concentration grant add-ons for school districts and charter schools, as specified.

(15) Under existing law, the local control funding formula uses the numbers of pupils enrolled in a school district or a charter school who are eligible for free or reduced-price meals as part of the calculation of the apportionment of state funds to be received by that school district or charter school pursuant to the formula. Existing law defines "eligible for free or reduced-price meals" for these purposes. Existing law requires each school district and county superintendent of schools maintaining kindergarten or any of grades 1 to 12, inclusive, to provide each needy pupil with one nutritionally adequate free or reduced-price meal during each schoolday.

This bill would adjust the definition of "eligible for free or reduced-price meals" to carry over the number of pupils at the school who were eligible for free or reduced-price meals from the school year in which the school applied to use a federal universal school meal provision, and to use each pupil's eligibility status in the base year to report eligibility for up to each of the following 3 school years. The bill, commencing with the 2022-23 school year, would require a school district or county superintendent of schools maintaining kindergarten or any of grades 1 to 12, inclusive, or charter school to provide 2 nutritiously adequate school meals free of charge during each schoolday to any pupil who requests a meal without consideration of the pupil's eligibility for a federally funded free or reduced-price meal, with a maximum of one free meal for each meal service period. The bill would require the department to reimburse local educational agencies for all nonreimbursed expenses accrued in providing United States Department of Agriculture reimbursable meals, as specified. This provision would be operative only if the Legislature appropriates funds for its purposes. The bill would require the department to develop and adopt regulations to implement this provision, as specified. To the extent that this provision would impose new duties on local educational agencies, it would constitute a state-mandated local program.

(16) Existing law requires certain components of funding for county superintendents of schools, school districts, charter schools, and certain special education programs to be adjusted for inflation in each fiscal year, as specified. Existing law, notwithstanding those specified inflation adjustments, requires those inflation adjustments for the 2020-21 fiscal year to instead be zero.

This bill, when making those specified inflation adjustments for the 2021-22 fiscal year, would require those adjustments to be 2.7% and to be calculated by first assuming that the adjustments for the 2020-21 fiscal year were 2.31% instead of zero.

(17) Existing law requires the local control funding formula, in part, to be based on average daily attendance, as defined. Existing law specifies how to calculate the average daily attendance for school districts, and requires an adjustment for the calculation of average daily attendance for a sponsoring school district, as defined.

This bill would make the provisions requiring an adjustment for the calculation of average daily attendance for a sponsoring school district inapplicable to the 2021-22 fiscal year.

(18) Existing law requires, on or before March 31, 2014, the State Board of Education to adopt a template for use by school districts, county superintendents of schools, and charter schools for purposes of local control and accountability plans. Existing law requires the state board to adopt regulations that require a school district, county office of education, or charter school to increase or improve services for unduplicated pupils in proportion to the increase of funds apportioned on the basis of the number and concentration of unduplicated pupils, and requires a local control and accountability plan to include the specific actions and budgeted expenditures that contribute to the demonstration that this requirement is met.

This bill would require the state board's template to be revised, on or before January 1, 2022, to include a demonstration that the full proportionality obligation described above is being met annually through the listed actions and services, that each action's quantitative contribution toward the proportionality obligation as expenditures or its qualitative contribution as a percentage of increased or improved services for unduplicated pupils over and above the level of services provided to all pupils, and, for local educational agencies that receive concentration grant funding, that the additional funding received as a result of the increased concentration grant add-ons described in (14) above is being used to increase the number of credentialed staff, classified staff, or both of those, that provide direct services to pupils on certain school campuses. The bill would require, commencing with the local control and accountability plan and the annual update to the local control and accountability adopted on or before July 1, 2022, by each school district, county office of education, and charter school to include certain calculations relating to those actions and the actions that contribute to the demonstration that the above-described requirement is met. The bill would require the state board to, on or before November 30, 2021, adopt a one-time supplement template to the annual update to the 2021-22 local control and accountability plan to require certain information from local educational agencies relating to certain additional moneys received. By requiring local educational agencies to include additional information in a local control and accountability plan, the bill would impose a state-mandated local program.

(19) Existing law, for the 2020-21 school year, waives the minimum requirements for instructional minutes offered during the school year and authorizes a local educational agency to meet the minimum requirements for instructional minutes offered during a schoolday and for instructional days offered in the 2020-21 school year through in-person instruction or a combination of in-person instruction and distance learning, as provided. Existing law requires the Superintendent to withhold a portion of a local educational agency's funding apportionments for failing to offer the minimum number of instructional days in the 2020-21 school year and for noncompliance with documentation requirements of pupils participating in distance learning.

This bill would revise the calculations for the withholding of a local educational agency's funding apportionments for noncompliance with those requirements, and would authorize the state board to waive certain fiscal penalties for a school district or charter school that fails to maintain the prescribed minimum number of instructional days for the school year if the school district or charter school adheres to certain requirements to make up lost instructional days.

(20) For the 2020-21 fiscal year, existing law appropriates $6,557,443,000 from the General Fund to the Superintendent, of which $4,557,443,000 would be apportioned to school districts, county offices of education, charter schools, and state special schools, as prescribed, and available for expenditure through August 31, 2022, for certain activities, including offering supplemental instruction and support. Existing law requires the remaining $2,000,000,000 to be apportioned to school districts, county offices of education, and certain charter schools, and available for expenditure through August 31, 2022, if those local educational agencies, among other things, provide optional in-person instruction to certain pupil groups within prescribed timelines.

This bill instead would appropriate $4,542,003,000 from the General Fund and $2,015,440,000 from the Federal Trust Fund to the Superintendent for the above-described purpose. The bill would extend the expenditure period for state funds by 25 months, thereby making an appropriation, and would specify certain expenditure periods for federal funds. The bill would prohibit a charter school that has ceased operation on or before March 5, 2021, from being allocated funding pursuant to those provisions.

(21) Existing law requires the Commission on Teacher Credentialing, among other duties, to establish standards and procedures for the issuance and renewal of credentials, certificates, and permits. Existing law prohibits the commission from issuing initially a credential, permit, certificate, or renewal of an emergency credential to a person to serve in the public schools unless the person has demonstrated proficiency in basic reading, writing, and mathematics skills in the English language by passing the state basic skills proficiency test. Existing law exempts specified applicants from this basic skills proficiency test requirement. Existing law specifies the minimum requirements for the preliminary multiple or single subject teaching credential, including a subject matter competence requirement demonstrated by either completion of a subject matter program that has been approved by the commission or passage of a subject matter examination.

This bill would exempt from the basic skills proficiency test requirement an applicant who earns at least a letter grade of B in qualifying coursework, as defined, determined by a credential preparation program or the commission, as specified, to sufficiently serve as an indicator of proficiency in basic reading, writing, and mathematics skills in the English language. The bill would also exempt an applicant who has demonstrated proficiency in the basic skills through a combination of qualifying coursework, passage of components of the state basic skills proficiency test, and scores on certain tests.

This bill would authorize a candidate for the preliminary multiple or single subject teaching credential to demonstrate subject matter competence by completing higher education coursework in the subject matters related to the content area of the credential, as provided. The bill would authorize a program of professional preparation to verify a candidate's subject matter competence in this manner and would authorize a candidate to demonstrate subject matter competence through a combination of a subject matter examination and higher education coursework in the subject matters related to the content area of the credential.

(22) Existing law establishes the National Board for Professional Teaching Standards Certification Incentive Program to award grants to teachers who, among other things, have attained certification from the National Board for Professional Teaching Standards. Under the program, a teacher attaining a national board certification is eligible for an award of up to $20,000 if the teacher agrees to teach at a high-priority school, which is a school ranked at the bottom of all schools based on the Academic Performance Index rankings, for at least 4 years.

This bill, commencing July 1, 2021, would increase that award to up to $25,000 and instead would require the teacher to agree to teach for 5 years at a high-priority school, which this bill would instead define as a school with 55% or more of its pupils classified as an English learner or foster youth, or eligible for a free or reduced-price meal. The bill, commencing July 1, 2021, would award a grant of $2,500 to any teacher who initiates the process of pursuing a certification from the National Board for Professional Teaching Standards when teaching at a high-priority school. The bill would appropriate $250,000,000 from the General Fund to the department for purposes of the program, as specified.

(23) Existing law appropriates $75,000,000 from the General Fund to the commission to establish the Teacher Residency Grant Program, including $50,000,000 to provide one-time competitive grants to develop new, or expand existing, teacher residency programs that recruit and support the preparation of special education teachers, and $25,000,000 to provide one-time competitive grants to develop new, or expand existing, teacher residency programs that recruit and support the preparation of bilingual education, science, technology, engineering, or mathematics teachers, as provided.

This bill would appropriate $350,000,000 from the General Fund to the commission for the Teacher Residency Grant Program for the commission to make one-time grants to develop new, or expand, strengthen, or improve access to existing, teacher residency programs that support designated shortage fields or local efforts to recruit, develop support systems for, provide outreach and communication strategies to, and retain a diverse teacher workforce that reflects a local educational agency community's diversity, as provided. The bill would require a candidate in a teacher residency program sponsored by a grant to agree in writing to serve in a school within the jurisdiction of the grant recipient that sponsored the candidate for at least 4 school years after completing an initial year of preparation and obtaining a preliminary teaching credential. If a candidate fails to earn a preliminary credential or complete the period of the placement, the bill would require the candidate to reimburse the sponsoring grant recipient the amount of grant funding invested in the candidate's residency training, as provided.

(24) Existing law requires an employee of an entity that has a contract with a school district, county office of education, or charter school to provide specified services for the school, if that employee may have contact with pupils, to submit or have submitted their fingerprints to the Department of Justice to ascertain if that individual has been arrested or convicted of a crime and to notify the employer designated by the individual of that fact. Under existing law, these requirements do not apply to an entity providing those services to a local educational agency in an emergency or exceptional situation, or when the local educational agency determines that the employees of the entity will have limited contact with pupils. Existing law authorizes a local educational agency, on a case-by-case basis, as specified, to require an entity providing other schoolsite services to submit or have submitted its employee's fingerprints. Existing law authorizes the Department of Justice to forward a copy of the fingerprints to the Federal Bureau of Investigation to verify the record of previous arrests or convictions of the applicant. The Department of Justice is required to review the criminal record summary it obtains from the Federal Bureau of Investigation and notify the employer only as to whether or not an applicant has any convictions or arrests pending adjudication for offenses which, if committed in California, would have been punishable as a violent or serious felony and is required to provide written notification to the contract employer only concerning whether an applicant for employment has any conviction or arrest pending final adjudication for any of those crimes.

Commencing January 1, 2022, this bill instead would require any entity that has a contract with a school district, county office of education, or charter school to ensure that any employee who interacts with pupils, outside of the immediate supervision and control of the pupil's parent or guardian or a school employee, has a certain valid criminal records summary. When the contracting entity performs the criminal background check, the bill would require it to immediately provide any subsequent arrest and conviction information it receives to any local educational agency that it is contracting with pursuant to the subsequent arrest service. The bill instead would authorize a local educational agency, on a case-by-case basis, to require an entity with whom it has a contract to comply with the requirements of these provisions for employees in addition to those described above. The bill instead would require the Department of Justice to forward a copy of the fingerprints to the Federal Bureau of Investigation to verify the record of previous arrests or convictions of the applicant. To the extent these provisions impose additional duties on local educational agencies, the bill would impose a state-mandated local program.

(25) Existing law establishes the Classified School Employee Summer Assistance Program. Existing law authorizes local educational agencies to elect to participate in the program, and authorizes a classified employee of a participating local educational agency who meets specified requirements to withhold an amount from the employee's monthly paycheck during the school year to be paid out during the summer recess period, as provided. Existing law authorizes a classified employee to be eligible to participate in the program if the classified employee is employed by the local educational agency in the employee's regular assignment for fewer than 11 months out of a 12-month period.

This bill would instead authorize a classified employee to be eligible to participate in the program if the classified employee is employed by the local educational agency in the employee's regular assignment for 11 months or fewer out of a 12-month period. The bill would also, for purposes of determining a classified employee's total months employed by the local educational agency, require the local educational agency to exclude any hours worked by the classified employee as a result of an extension of the academic school year, for specified school years, directly related to the COVID-19 pandemic, as provided. The bill would appropriate $60,000,000 from the General Fund to the department for the program.

(26) Existing law generally prohibits a pupil in a kindergarten from being kept in school on any day for more than 4 hours excluding recesses, except as specified.

This bill would establish the Expanded Learning Opportunity Program, and would appropriate $753,131,000 from the General Fund to the Superintendent for allocation to school districts and certain charter schools under the program. The bill would require the Superintendent to allocate moneys appropriated for purposes of the program to school districts and charter schools on a per unit basis of the school district or charter school's prior year reported kindergarten and grade 1 to 6, inclusive, classroom-based average daily attendance attributable to unduplicated pupils, as specified. The bill would require, as a condition of receipt of these funds, school districts and charter schools to offer to at least all unduplicated pupils in kindergarten and grades 1 to 6, inclusive, and to provide to at least 50% of unduplicated pupils enrolled in kindergarten and grades 1 to 6, inclusive, classroom-based instructional programs with expanded learning opportunity programs that provide access to no less than 9 hours of combined in-person instructional time and expanded learning opportunities, as defined, per instructional day on schooldays, and no less than 9 hours of expanded learning opportunities per day for at least 30 nonschooldays during intersessional periods. The bill would make an exception to the above-described prohibition for kindergarten pupils in expanded learning opportunity programs provided by school districts under these provisions.

(27) For purposes of state apportionments, if the average daily attendance of a school district, county office of education, or charter school during a fiscal year has been materially decreased during a fiscal year because of an emergency, and the fact of which is established to the satisfaction of the Superintendent by affidavits of the members of the governing board or body of the local educational agency, existing law requires the Superintendent to estimate the average daily attendance in a manner that credits to the school district, county office of education, or charter school the total average daily attendance that would have been credited had the emergency not occurred. Existing law requires the Superintendent to make specified calculations for purposes of state apportionments to a school district, county office of education, or charter school affected by a state of emergency declared by the Governor in November 2018. Existing law continuously appropriates the amounts necessary to provide those apportionments.

This bill would require the Superintendent to provide additional apportionments, as specified, for the 2021-22 fiscal year to certain school districts and charter schools affected by a state of emergency declared by the Governor in November 2018. The bill would require the Superintendent to make specified calculations for purposes of state apportionments to a school district or charter school for the 2021-22 fiscal year affected by a state of emergency declared by the Governor in September 2020. The bill would require a school district, county office of education, or charter school that submits an affidavit under certain provisions for an event occurring after September 1, 2021, to certify that it has a plan for which independent study will be offered to pupils that complies with certain requirements.

(28) The Charter Schools Act of 1992 authorizes the establishment and operation of charter schools. Existing law authorizes the governing board of a school district, a county board of education, or the State Board of Education to approve a petition for the establishment of a charter school, as specified. Existing law authorizes a chartering authority to renew the approval of a charter school petition under specified procedures. Existing law authorizes a charter to be granted by a chartering authority under designated provisions for a period not to exceed 5 years.

This bill, notwithstanding the renewal process and criteria effective July 1, 2021, would require all charter schools whose term expires on or between January 1, 2022, and June 30, 2025, inclusive, to have their term extended by two years. The bill would revise criteria in provisions that require or prohibit the renewal of a charter school if the 2 consecutive years immediately preceding the renewal decision include the 2019-20 or 2020-21 school year.

Existing law prohibits, from January 1, 2020, to January 1, 2022, inclusive, the approval of a petition for the establishment of a new charter school offering nonclassroom-based instruction and funded as specified.

This bill would extend that prohibition by 3 years until January 1, 2025.

(29) Existing law requires, as a condition of receipt of apportionment for pupils in a transitional kindergarten program, a school district or charter school to ensure that credentialed teachers who are first assigned to a transitional kindergarten classroom after July 1, 2015, have, by August 1, 2021, met one of 3 designated criteria establishing qualification for the position.

This bill would delay until August 1, 2023, the deadline for a credentialed teacher first assigned to a transitional kindergarten classroom after July 1, 2015, to meet one of the designated criteria referenced above. The bill would additionally require, as a condition of receipt of apportionment for pupils in a transitional kindergarten program, a school district or charter school to maintain an average transitional kindergarten class enrollment of not more than 24 pupils for each schoolsite, and to maintain certain average adult-to-pupil ratios for transitional kindergarten classrooms.

(30) Existing law provides for the Medi-Cal program, which is administered by the State Department of Health Care Services, under which qualified low-income individuals receive health care services. The Medi-Cal program is, in part, governed by, and funded pursuant to, federal Medicaid program provisions. Existing law also provides that specified services provided by local educational agencies are covered Medi-Cal benefits and are reimbursable on a fee-for-service basis under the local educational agency Medi-Cal billing option.

This bill would require the State Department of Education to, no later than January 1, 2022, establish an Office of School-Based Health Programs for the purpose of assisting local educational agencies regarding the current health-related programs under the purview of the State Department of Education. The bill would require the office to, among other things, provide technical assistance, outreach, and informational materials to local educational agencies on allowable services and on the submission of claims. The bill would authorize the office to form, or participate in, advisory groups, as specified, and, to the extent necessary, would require the State Department of Health Care Services to make available to the office any information on other school-based dental, health, and mental health programs, and school-based health centers, that may receive Medi-Cal funding.

This bill would require the State Department of Education to, by January 1, 2022, appoint a state school nurse consultant to be housed within the office. The bill would require the state school nurse consultant to be a school nurse credentialed by the commission, as specified, who has a minimum of 5 years of experience in school health program management. The bill would require the state school nurse consultant to work with local educational agencies and school nurses to promote quality school nursing services and school health programs that address the broad health needs of pupils, among other responsibilities.

This bill would appropriate $5,000,000 from the General Fund to the Superintendent for the School Health Demonstration Project, which the bill would establish within the office as a pilot project, to be administered by the department, in consultation with the State Department of Health Care Services, to expand comprehensive health and mental health services to public school pupils by providing training and support services to selected local educational agencies to secure ongoing Medi-Cal funding for those health and mental health services, as provided. The bill would require a local educational agency selected to serve as a pilot project participant to receive $100,000 each year of the 2-year pilot project, to be used for contracting with one of 3 technical assistance teams selected by the Superintendent.

This bill would continuously appropriate $250,000 each fiscal year from the General Fund to the State Department of Education to be awarded to a local educational agency to perform specified tasks for purposes of providing guidance related to Medi-Cal billing and increasing local educational agencies' capacity to successfully submit claims through the Local Educational Agency Medi-Cal Billing Option Program.

(31) Existing law requires a school district or county superintendent of schools that has a very high poverty school, as defined, in its jurisdiction to, on or before September 1, 2018, apply to operate a federal universal meal service provision pursuant to specified federal law, and to begin providing breakfast and lunch free of charge through the universal meal service to all pupils at the very high poverty school upon state approval to operate that service. Under existing law, certain charter schools are considered very high poverty schools for purposes of these provisions, and the law requires those charter schools to comply with the requirements imposed on, and authorizes those charter schools to exercise the authority granted to, school districts and county superintendents of schools pursuant to these provisions.

This bill would make these provisions inoperative on July 1, 2022, and would repeal them as of January 1, 2023. The bill would require a school district or county superintendent of schools that has a high-poverty school, as defined, in its jurisdiction to, on or before June 30, 2022, apply to operate a federal universal meal service provision pursuant to specified federal law, and to begin providing breakfast and lunch free of charge through the universal meal service to all pupils at the high-poverty school upon state approval to operate that service. The bill would consider certain charter schools to be high-poverty schools for purposes of these provisions, and would require those charter schools to comply with the requirements imposed on, and would authorize to exercise the authority granted to, school districts and county superintendents of schools pursuant to these provisions. Because the bill would impose additional duties on school districts, county superintendents of schools, and charter schools, it would impose a state-mandated local program.

(32) Existing law authorizes a school district, charter school, or county office of education to provide an independent study program for, and independent study courses to, pupils enrolled in kindergarten and grades 1 to 12, inclusive, in accordance with prescribed conditions. Existing law prohibits a school district or county office of education from being eligible to receive apportionments for independent study by pupils unless the school district or county office has adopted written policies and implemented those policies in accordance with rules and regulations adopted by the Superintendent, as specified, including a requirement that a current written agreement with specified content for each independent study pupil is maintained on file.

This bill would revise and recast provisions relating to independent study programs and courses to, among other things, authorize independent study for a pupil whose health would be put at risk by in-person instruction, as determined by the parent or guardian, require a charter school to adopt and implement written policies related to independent study to be eligible to receive apportionments for independent study by pupils, impose additional requirements for the contents of the required written agreement, authorize a written agreement to be signed using an electronic signature, and impose certain audit requirements. For the 2021-22 school year only, the bill would require the governing board of a school district or a county office of education to offer independent study to meet the educational needs of pupils in accordance with specified requirements, unless waived as provided. By imposing additional duties on school districts and county offices of education, the bill would impose a state-mandated local program.

(33) Existing law prohibits a local educational agency, including, but not limited to, a charter school, from claiming state funding for the independent study of a pupil if the agency has provided any funds or other thing of value to the pupil or the pupil's parent or guardian that the agency does not provide to pupils who attend regular classes or to their parents or guardians. Existing law prohibits a charter school from claiming state funding for the independent study of a pupil if the charter school has provided any funds or other thing of value to the pupil or the pupil's parent or guardian that a school district could not legally provide to a similarly situated pupil of the school district or to the pupil's parent or guardian. Existing law authorizes school districts, charter schools, and county offices of education to claim apportionment credit for independent study only to the extent of the time value of pupil work product, as personally judged in each instance by a certificated teacher.

This bill would clarify that providing access to connectivity and local educational agency-owned devices adequate to participate in an independent study program or course and complete assigned work is not considered funds or other things of value for purposes of those provisions. For purposes of claiming apportionments, the bill would require a local educational agency to document daily participation for each pupil on each schoolday, in whole or in part, for which independent study is provided, and would require a pupil who does not participate in independent study on a schoolday to be documented as nonparticipatory for that schoolday. The bill would require a local educational agency to maintain written or computer-based evidence of pupil engagement.

(34) Existing law establishes the California Career Technical Education Incentive Grant Program, administered by the State Department of Education, with the purpose of encouraging, maintaining, and strengthening the delivery of high-quality career technical education programs. Existing law appropriates specified amounts for the program from the General Fund for the 2015-16, 2016-17, and 2017-18 fiscal years. Existing law provides, for the 2018-19 fiscal year and every fiscal year thereafter, that $150,000,000 is made available for the program upon appropriation by the Legislature. Existing law specifies minimum eligibility requirements for grant applicants.

This bill would provide that, for the 2021-22 fiscal year and each fiscal year thereafter, $300,000,000 would be made available to the department, upon appropriation by the Legislature in the Budget Act or another statute, for the program. The bill would make adjustments to program provisions relating to eligibility requirements for grant applicants, and for ensuring compliance with program requirements.

(35) Existing law requires the department to award grants for the establishment of Family Empowerment Centers on Disability in 32 regions in the state to provide training and services to children and young adults with disabilities and their families. Existing law establishes a minimum base rate of $150,000 for each center awarded a grant and requires a center that receives a grant to complete specified actions related to providing that training and those services. Existing law establishes a Family Empowerment and Disability Council composed of the executive directors of the centers and certain other members, and establishes a base amount of $150,000 to be made available annually to the council.

This bill would revise and recast the provisions related to Family Empowerment Centers on Disability, including requiring the department to award grants by March 1, 2022, to applicants in those of the 32 regions in the state that do not have a center and to give priority to certain applicants, increasing the minimum base rate for each center awarded a grant from $150,000 to $246,000 commencing on July 1, 2021. The bill would also increase the base amount to be made available annually to the council from $150,000 to $246,000.

(36) Existing law provides for the calculation of apportionments to fund the provision of special education instruction and services for pupils who qualify for these programs. Existing law requires the Superintendent, for the 2021-22 fiscal year and each fiscal year thereafter, to calculate the amount of funding per unit of average daily attendance for each special education local plan area as either $625 per unit of average daily attendance, as adjusted annually by a specified inflation factor, or the amount of funding per unit of average daily attendance the special education local plan area received in the 2019-20 fiscal year, whichever is greater.

This bill would revise those funding calculations to increase the amount of funding per unit of average daily attendance for each special education local plan area to be either $715 per unit of average daily attendance, as adjusted annually by a specified inflation factor, or the amount of funding per unit of average daily attendance the special education local plan area received in the 2020-21 fiscal year, as adjusted annually by a specified inflation factor, whichever is greater. The bill would revise various other special education funding calculations and would make related clarifying and conforming changes.

(37) Existing law requires the Superintendent, commencing with the 2004-05 fiscal year and each fiscal year thereafter, to make certain calculations for, and the department to apportion certain amounts to, special education local plan areas, as provided, for children and youth residing in foster family homes, small family homes, foster family agencies, group homes, skilled nursing facilities, intermediate care facilities, and community care facilities. Existing law requires the department to calculate an out-of-home care funding amount for each special education local plan area, as provided, for each fiscal year.

This bill would require, for the 2021-22 fiscal year and each fiscal year thereafter, the Superintendent to instead calculate, and the department to apportion, certain amounts of funding generated by foster youth, short-term residential therapeutic program placements, and children and youth residing in community care facilities, intermediate care facilities, and skilled nursing facilities.

(38) Existing law establishes the special education early intervention preschool grant, which requires the Superintendent, in any year moneys are appropriated for this purpose, to allocate grant funding to school districts for preschool children with exceptional needs, as provided.

This bill would revise the allocation formula for the grant funding, and would require those moneys to be used to provide services and supports in inclusive settings that have been determined to improve school readiness and long-term outcomes for infants, toddlers, and preschool pupils from birth to 5 years of age, inclusive.

(39) The California Constitution prohibits the total annual appropriations subject to limitation of the state and each local government from exceeding the appropriations limit of the entity of government for the prior year, as adjusted. Existing law authorizes a school district, county superintendent of schools, or community college district to increase its appropriations limit pursuant to certain provisions, and requires any increase in a local jurisdiction's appropriations limit, in the fiscal year in which the change is made, to reduce the appropriations limit of the state by an equal amount.

If, in the 2021-22 fiscal year or any fiscal year thereafter, the appropriations limit for that fiscal year of a school district, community college district, or county superintendent of schools exceeds its proceeds of taxes, this bill would require the governing body of the school district or community college district, or the county superintendent of schools to decrease its appropriations limit to an amount equal to its proceeds of taxes, and would increase the appropriations limit of the state by an equal amount. The bill would also require these reductions to a local jurisdiction's appropriations limit and increase to the state's appropriations limit for the 2019-20 and 2020-21 fiscal years. If in the 2021-22 fiscal year or any fiscal year thereafter, the proceeds of taxes of a school district, community college district, or county superintendent of schools exceeds its appropriations limit, the bill would require the governing body of the school district or community college district, or the county superintendent of schools to increase its appropriations limit to an amount equal to its proceeds of taxes, and would decrease the appropriations limit of the state by an equal amount. To the extent these provisions impose additional duties on local educational agencies, the bill would impose a state-mandated local program.

(40) Existing law requires certain funds appropriated in the annual Budget Act for reimbursement for the cost of a new program or increased level of service of an existing program mandated by statute or executive order to be available as a block grant to school districts, charter schools, and county offices of education, to support specified state-mandated local programs. Existing law provides that a school district, charter school, or county office of education that submits a letter requesting funding to the Superintendent and receives this block grant funding is not eligible to submit a claim for reimbursement for those specified mandated programs for the fiscal year in which the block grant funding is received.

This bill would add to the list of programs that are authorized for block grant funding in lieu of program-specific reimbursement to include requirements relating to feminine hygiene products in certain public school restrooms.

(41) The Budget Act of 2020 appropriates $15,746,000 to allocate to each school district maintaining a secondary school or county superintendent of schools that offers adult education classes for adults in correctional facilities, as provided.

This bill would reduce that appropriation by $7,746,000.

(42) Existing law establishes the California Assessment of Student Performance and Progress (CAASPP) for the assessment of certain elementary and secondary pupils and which is composed of: a consortium summative assessment in English language arts and mathematics for grades 3 to 8, inclusive, and grade 11, as specified; science grade level assessments in grades 5, 8, and 10, measuring specified content standards; the California Alternate Performance Assessment in grades 2 to 11, inclusive, in English language arts and mathematics and science in grades 5, 8, and 10, as specified; and the Early Assessment Program. Existing law specifies numerous policies and procedures with respect to the development and the implementation of the CAASPP by the Superintendent, the state board, and affected local educational agencies.

This bill would require a local educational agency to administer, in person, subject to public health guidelines, an assessment in English language arts and in mathematics to all pupils who were in grades 3 to 8, inclusive, and grade 11 in the 2020-21 school year, designed to measure academic progress and performance that are aligned to the common core academic standards and would authorize the administration of a science test, as specified.

(43) Existing law requires the county superintendent of schools, if the governing board of a school district requests technical assistance, if a county superintendent of schools does not approve a local control and accountability plan or annual update to the local control and accountability plan approved by the governing board of a school district, and for any school district or charter school for which one or more pupil subgroups meet certain criteria, to provide technical assistance, as provided. Existing law requires the Superintendent of Public Instruction to, if the Superintendent does not approve a local control and accountability plan or annual update to the local control and accountability plan approved by a county board of education, if the county board of education requests technical assistance, and for any county office of education for which one or more pupil subgroups meet certain criteria, to provide technical assistance, as provided.

This bill would expand the scope of technical assistance activities under those provisions to include an analysis of various pupil and school outcomes from the 2021-22 school year, the results of which would inform technical assistance activities focused on building capacity to develop and implement actions and services responsive to pupil and community needs.

(44) Existing law requires the State Department of Education to develop and maintain the California School Dashboard for publicly reporting local educational agency performance data. Existing law prohibits the department from publishing the California School Dashboard in 2020 and from identifying a local educational agency during the 2020-21 school year for the technical assistance or intervention process based on the performance criteria used for the California School Dashboard.

This bill would, until December 2022, prohibit the department from publishing the California School Dashboard and identifying a local educational agency during the 2021-22 school year for the technical assistance or intervention process based on the performance criteria used for the California School Dashboard.

(45) This bill would appropriate $125,000,000 from the General Fund to the Commission on Teacher Credentialing for the California Classified School Employee Teacher Credentialing Program.

(46) This bill would separately appropriate $708,000 and $36,966,000 from the General Fund to the department for allocation to the Fresno County Office of Education to continue to administer the statewide early math initiative established in a certain item of the Budget Act of 2018.

(47) This bill would appropriate $5,000,000 from the General Fund to the department to provide professional development and resources to support local educational agencies offering new and expanded ethnic studies courses.

The bill would appropriate $50,000,000 from the General Fund to the Superintendent for allocation to school districts, county offices of education, charter schools, and state special schools serving pupils in grades 9 to 12, inclusive, on a per-pupil basis to support the creation or expansion of ethnic studies course offerings. The bill would make the allocation of those funds contingent upon the enactment of Assembly Bill 101 of the 2021-22 Regular Session.

(48) This bill would appropriate $6,000,000 from the General Fund to the Superintendent to augment an existing contract to perform certain activities relating to school climate surveys.

(49) This bill would appropriate $3,100,000 from the General Fund to the department for the 2021-22 fiscal year for allocation to the Kern County superintendent of schools for the Kern County Office of Education and the County Office Fiscal Crisis and Management Assistance Team for the Standardized Account Code Structure system replacement project. Commencing with the 2022-23 fiscal year, the bill would continuously appropriate $3,920,000 each fiscal year from the General Fund to the department for allocation to the Kern County superintendent of schools for the Kern County Office of Education and the County Office Fiscal Crisis and Management Assistance Team for maintenance and operation support for the Standardized Account Code Structure system.

(50) This bill would appropriate $6,000,000 from the General Fund to the State Department of Education to be allocated by the Superintendent to the Special Olympics of Northern and Southern California for specified purposes.

(51) This bill would appropriate $150,000,000 from the General Fund to the department to allocate to local educational agencies, $120,000,000 of which is to be used on kitchen infrastructure upgrades that will increase pupil access to, or improve the quality of, fresh and nutritious school meals, and $30,000,000 of which is to be used for food service staff to receive training on promoting nutritious foods.

(52) This bill would appropriate $86,416,000 from the General Fund to the Superintendent for apportionment to career technical education regional occupational centers or programs operated by a joint powers authority to be used for any purposes consistent with providing in-person instruction for any participating pupil.

(53) This bill would appropriate $30,000,000 from the General Fund to the department to provide grants to county offices of education to operate an education-based foster youth services coordinating program to provide educational support for pupils in foster care. The bill would require $5,000,000 of the $30,000,000 appropriation to be used to provide direct services to improve postsecondary education enrollment and outcomes, including, but not limited to, postsecondary preparation and matriculation.

(54) This bill would appropriate $25,000,000 from the General Fund to the department for purposes of the 21st Century School Leadership Academy.

(55) This bill would appropriate $15,000,000 from the General Fund to the Commission on Teacher Credentialing for the Computer Science Supplementary Authorization Incentive Grant Program, which the bill would establish, as provided, for the purpose of providing one-time grants to local educational agencies to support the preparation of credentialed teachers to earn a supplementary authorization in computer science and provide instruction in computer science coursework in settings authorized by the underlying credential.

(56) This bill would appropriate $15,000,000 from the General Fund to the Superintendent to designate a county office of education to identify and curate a repository of high-quality open educational resources for use by local educational agencies as part of the statewide system of support, as provided. To the extent this bill would impose obligations on the designated local educational agency, the bill would impose a state-mandated local program.

(57) This bill would appropriate $10,000,000 from the General Fund to the Superintendent to generate and disseminate professional learning opportunities for educators in the areas of evidence-based literacy, intensive literacy interventions, and support of pupils' executive functioning skills, as specified.

(58) This bill would appropriate $5,200,000 from the General Fund to the Controller for allocation to the department for the Broadband Infrastructure Grant Program to be expended for identified broadband connectivity solutions.

(59) This bill would require the Superintendent, commencing with the 2021-22 fiscal year, to add $3,500,000 to the local control funding formula allocation for the San Francisco Unified School District, to be made available for the San Francisco Unified School District to contract with the Exploratorium in the City and County of San Francisco for purposes of supporting professional development and leadership training for education professionals, expanding access to quality science, technology, engineering, and mathematics learning opportunities, and supporting statewide implementation of the Next Generation Science Standards.

(60) This bill would appropriate $2,402,000 from the General Fund to the Superintendent to support the creation of an online training on schoolsite and community resources focused on strategies to support LGBTQ+ pupils.

(61) This bill would appropriate $10,500,000 from the Coronavirus Fiscal Recovery Fund to the Superintendent to be allocated to the California Interscholastic Federation (CIF) to be used to support the expenses associated with either the CIF State or ten CIF Section offices that have experienced significant revenue reductions in the 2020-21 fiscal year as a result of closures and cancellations due to the COVID-19 pandemic.

(62) The Community Redevelopment Law authorized the establishment of redevelopment agencies in communities to address the effects of blight, as defined. Existing law dissolved redevelopment agencies as of February 1, 2012, and provides for the designation of successor agencies, as defined. Existing law requires successor agencies to wind down the affairs of the dissolved redevelopment agencies. Existing law requires a successor agency to, among other things, continue to make payments due for enforceable obligations, remit unencumbered balances to the county auditor-controller for distribution, and dispose of assets, as directed.

This bill would, on or before June 30, 2022, appropriate an amount to be determined by the Director of Finance from the General Fund to the Superintendent in augmentation of a certain item in the Budget Act of 2021. The bill would make these funds available only to the extent that revenues distributed to local educational agencies for special education programs from successor agencies are less than the estimated amount determined by the Director of Finance. The bill would require, on or before June 30, 2022, the Director of Finance to determine if the revenues distributed to local educational agencies for special education programs from successor agencies exceed the estimated amount reflected in the Budget Act of 2021 and, if so, would require the Director of Finance to reduce the specified appropriation in the Budget Act of 2021 by the amount of that excess.

(63) This bill would appropriate $6,000,000 from the General Fund to the Superintendent to allocate to the San Mateo County Office of Education to contract for the creation of free and open education resources on climate change and environmental justice and the integration of certain environmental principles and concepts.

(64) This bill would appropriate $50,000,000 from the General Fund to the Superintendent to allocate to the California Collaborative for Educational Excellence to administer, in partnership with selected county offices of education, evidence-based professional education for educators that can support learning acceleration, particularly in mathematics, literacy, and language development.

(65) This bill would appropriate $80,000,000 from the General Fund to the Superintendent for apportionment to county offices of education in the 2021-22 fiscal year, as prescribed, to be used for any purposes consistent with providing in-person instruction.

(66) This bill would appropriate $1,700,000 from the General Fund to the Commission on Teacher Credentialing to be transferred to the Tulare County Office of Education to continue to administer the California Center on Teaching Careers.

(67) This bill would appropriate $2,000,000 from the General Fund to the Superintendent for allocation to the Marin County Office of Education to contract with nonprofit organizations with subject matter expertise in genocide and Holocaust education to perform certain activities relating to genocide and Holocaust education.

(68) Contingent upon the enactment of legislation during the 2021-22 Regular Session prescribing the process for the development of model curricula for Native American studies, the Vietnamese American refugee experience, the Cambodian genocide, and Hmong history and cultural studies, this bill would appropriate $1,200,000 from the General Fund to the Superintendent to support the development of model curricula for Native American studies, the Vietnamese American refugee experience, the Cambodian genocide, and Hmong history and cultural studies.

(69) This bill would appropriate $10,000,000 from the General Fund to the Superintendent for purposes of the Antibias Education Grant Program, which the bill would establish, for purposes of preventing, addressing, and eliminating racism and bias in all California public schools, and making all public schools inclusive and supportive of all people. The bill would require the Superintendent to award a minimum of 50 Antibias Education Grants to school districts, county offices of education, and charter schools meeting certain requirements to be used for training and resources to prevent and address bias or prejudice toward any group of people based on certain characteristics.

(70) This bill would appropriate $10,000,000 from the General Fund to the Superintendent for purposes of the Dual Language Immersion Grant Program, which the bill would establish, to expand access to quality dual language learning and foster languages that English learners bring to California's education system. The bill would require the department to award a minimum of 25 one-time Dual Language Immersion Grants over a period of 3 fiscal years to eligible entities to expand or establish dual language immersion programs that provide integrated language learning and academic instruction for native speakers of English and native speakers of another language.

(71) This bill would require the Superintendent to add $25,000,000 to the amount to be apportioned pursuant to the county local control funding formula to the Kern County Office of Education to contract with the Child Mind Institute for the purposes of developing mental health and wellness instructional resources and trainings, as specified.

(72) This bill would appropriate $100,000,000 from the General Fund to the Superintendent for allocation to special education local plan areas for the purpose of supporting member local educational agencies in conducting dispute prevention and voluntary alternative dispute resolution activities, as specified.

(73) This bill would appropriate $450,000,000 from the General Fund to the Superintendent for allocation to special education local plan areas to be expended by special education local plan areas and their member local educational agencies for the purposes of providing learning recovery support to certain pupils, including individuals with exceptional needs.

(74) This bill would appropriate $15,000,000 from the General Fund to the State Department of Education for allocation to the Riverside County Office of Education and the El Dorado County Office of Education in equal amounts in support of the Supporting Inclusive Practices project.

(75) This bill would appropriate $250,000,000 from the General Fund to the State Allocation Board for deposit into the 2016 State School Facilities Fund for certain school new construction and modernization projects.

(76) This bill would appropriate $2,000,000 from the General Fund to the Superintendent to, in consultation with the executive director of the State Board of Education, award grants to community-based organizations supporting local educational agencies with the implementation of high quality integrated academic, behavioral, and social-emotional learning practices.

(77) The California Constitution requires the state to reimburse local agencies and school districts for certain costs mandated by the state. Statutory provisions establish procedures for making that reimbursement.

This bill would provide that, if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement for those costs shall be made pursuant to the statutory provisions noted above.

(78) Certain funds appropriated by this bill would be applied toward the minimum funding requirements for school districts and community college districts imposed by Section 8 of Article XVI of the California Constitution.

(79) This bill would declare that it is to take effect immediately as a bill providing for appropriations related to the Budget Bill.

# data[].attributes.attachment_link.description
(1) Existing law places various requirements on county superintendents of schools and the Superintendent of Public Instruction in reviewing and determining whether a county office of education's adopted budget will allow the county office of education to meet its financial obligations during the fiscal year and, based on current forecasts, for 2 subsequent fiscal years.

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FAFSA Challenge "How-To" training for Adult Supporters of Foster Youth

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FAFSA Challenge "How-To" training for Adult Supporters of Foster Youth

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Webinar training for school staff, parents, and other adult supporters of foster youth.

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Completing the FAFSA: A How-To for Adult Supporters of Foster Youth

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FAFSA Challenge "How-To" training for Adult Supporters of Foster Youth

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FAFSA Challenge "How-To" training for Adult Supporters of Foster Youth

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Webinar training for school staff, parents, and other adult supporters of foster youth.

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Completing the FAFSA: A How-To for Adult Supporters of Foster Youth

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Job Corps offers free education and on campus housing for youth 16 - 24

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Offering FREE education and career training to youth 16 - 24. This includes free on campus housing

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Offering FREE education and career training to youth 16 - 24. This includes free on campus housing

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Job Corps offers free education and on campus housing for youth 16 - 24

# data[].attributes.body
Weekly drive-thru style food distribution in Solano county. CalFresh provides a box of nonperishable food and a bag of produce for each household.

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School Meal Sites during COVID-19 Closures - Contra Costa County
Antioch Unified School District Monday - Friday, 10:00am-12:00pm, free for all children under 18
Antioch Middle School (1500 D Street)
Belshaw Elementary School (2801 Roosevelt Lane)
Carmen Dragon Elementary School (4721 Vista Grande Drive)
Deer Valley High School (4700 Lone Tree Way)
Fremont Elementary School (1413 F Street)
Kimball Elementary School (1310 August Way)
Lone Tree Elementary School (1931 Mokelumne Drive)
Marsh Elementary School (2304 G Street)
Mission Elementary School (1711 Mission Drive)
Orchard Park School (5150 Live Oak Avenue, Oakley)
Park Middle School (1 Spartan Way)
Turner Elementary School (4207 Delta Fair Boulevard)
Brentwood Union School District Wednesdays only, 11am-1pm (also 5pm-7pm at Brentwood Elementary)
Brentwood Elementary (200 Griffith Ln)
Mary Casey Black Elementary(480 Farmington Dr)
Krey R. Paul Elementary (190 Crawford Dr)
Marsh Creek Elementary (601 Grant St)
Bristow Middle (855 Minnesota Ave)
Edna Hill Middle (140 Birch St)
John Swett Unified School District Wednesdays only, 11:30am-1:30pm
Rodeo Hills Elementary (545 Garretson Ave, Rodeo)
Carquinez Middle (1099 Pomona St, Crockett)
Bayo Vista (residents only)
Mt. Diablo Unified School District
Monday, Wednesday, Friday, 8am-12:30pm AND 3:30pm-5pm
Download a flyer

Bel Air Elementary (663 Canal Rd, Bay Point)
Cambridge Elementary (1135 Lacey Ln, Concord)
Holbrook Language Academy (3333 Ronald Way, Concord)
Meadow Homes Elementary (1371 Detroit Ave, Concord)
Shore Acres Elementary (351 Marina Rd, Concord)
Wren Ave Elementary (3339 Wren Ave, Concord)
El Dorado Middle (1750 West St, Concord)
Riverview Middle (205 Pacifica Ave, Bay Point)
Mt. Diablo High (2450 Grant St, Concord)
Ygnacio Valley High (755 Oak Grove Rd, Concord)
Foothill Middle (2775 Cedro Ln, Walnut Creek) (8AM-12:30 PM ONLY)
Pine Hollow Middle (5522 Pine Hollow Rd, Concord) (8AM-12:30 PM ONLY)
Sequoia Middle (265 Boyd Rd, Pleasant Hill) (8AM-12:30 PM ONLY)
Valley View Middle (181 Viking Dr, Pleasant Hill) (8AM-12:30 PM ONLY)
Pittsburg Unified School District Monday and Wednesday, 12:30pm-2:30pm
Willow Cove Elementary (1880 Hanlon Way)
Marina Vista Elementary (50 East 8th Street)
Highlands Elementary (4141 Harbor St) Foothill Elementary (1200 Jensen Drive)
Heights Elementary (40 Seeno St)
Los Medanos Elementary (610 Crowley Ave)
Martin Luther King Jr. Junior High School (2012 Carion Court)
Hillview Junior High School (333 Yosemite Dr)
San Ramon Valley Unified School District Monday/Wednesday/Friday, 10am-1pm
Bollinger Canyon Elementary (2300 Talavera Dr, San Ramon)
Coyote Creek Elementary (8700 N Gale Ridge Rd, San Ramon)
Golden View Elementary (5025 Canyon Crest Dr, San Ramon)
Live Oak Elementary (5151 Sherwood Way, San Ramon)
Montevideo Elementary (13000 Broadmoor Dr, San Ramon)
Quail Run Elementary (4000 Goldenbay Ave, San Ramon)
Walt Disney Elementary (3250 Pine Valley Rd, San Ramon)
Gale Ranch Middle (6400 Main Branch Rd, San Ramon)
Iron Horse Middle (12601 Alcosta Blvd, San Ramon)
Windemere Middle (11611 E Branch Pkwy, San Ramon)
John Baldwin Elementary (741 Brookside Dr, Danville)
Montair Elementary (300 Quinterra Ln, Danville)
Sycamore Valley Elementary (2200 Holbrook Dr, Danville)
Vista Grande Elementary (667 Diablo Rd, Danville)
Diablo Vista Middle (4100 Camino Tassajara, Danville)
Stone Valley Middle (3001 Miranda Ave, Alamo)

West Contra Costa Unified School District
Tuesday and Thursday, 8am-1pm
De Anza High (5000 Valley View Rd, Richmond)
El Cerrito High (540 Ashbury Ave, El Cerrito)
Kennedy High (4300 Cutting Blvd, Richmond)
Richmond High (1250 23rd St, Richmond)
Pinole Valley High (2900 Pinole Valley Rd, Pinole)
DeJean Middle (3400 W Macdonald Ave, Richmond)
Helms Middle (2500 Rd 20, San Pablo)
Hercules Middle (1900 Refugio Valley Rd, Hercules)
Pinole Middle (1575 Mann Dr, Pinole)
Bayview Elementary (3001 16th St, San Pablo)
Nystrom Elementary (320 Harbour Way S, Richmond)
Riverside Elementary (1300 Amador St, San Pablo)
Montalvin Manor K-8 (300 Christine Dr, San Pablo)
Peres K-8 (719 5th St, Richmond)
Verde K-8 (2000 Giamarita St, Richmond)

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Find Food in My City - Food Bank of Contra Costa and Solano

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Antioch Unified School District Monday - Friday, 10:00am-12:00pm, free for all children under 18 Antioch Middle School (1500 D Street) Belshaw Elementary School (2801 Roosevelt Lane) Carmen Dragon Elementary School (4721 Vista Grande Drive) Deer Valley High School (4700 Lone Tree Way) Fremont Elementary School (1413 F Street) Kimball Elementary

# data[].attributes.body
Weekly drive-thru style food distribution in Solano county. CalFresh provides a box of nonperishable food and a bag of produce for each household.

# data[].attributes.attachment_link.readable_text
School Meal Sites during COVID-19 Closures - Contra Costa County
Antioch Unified School District Monday - Friday, 10:00am-12:00pm, free for all children under 18
Antioch Middle School (1500 D Street)
Belshaw Elementary School (2801 Roosevelt Lane)
Carmen Dragon Elementary School (4721 Vista Grande Drive)
Deer Valley High School (4700 Lone Tree Way)
Fremont Elementary School (1413 F Street)
Kimball Elementary School (1310 August Way)
Lone Tree Elementary School (1931 Mokelumne Drive)
Marsh Elementary School (2304 G Street)
Mission Elementary School (1711 Mission Drive)
Orchard Park School (5150 Live Oak Avenue, Oakley)
Park Middle School (1 Spartan Way)
Turner Elementary School (4207 Delta Fair Boulevard)
Brentwood Union School District Wednesdays only, 11am-1pm (also 5pm-7pm at Brentwood Elementary)
Brentwood Elementary (200 Griffith Ln)
Mary Casey Black Elementary(480 Farmington Dr)
Krey R. Paul Elementary (190 Crawford Dr)
Marsh Creek Elementary (601 Grant St)
Bristow Middle (855 Minnesota Ave)
Edna Hill Middle (140 Birch St)
John Swett Unified School District Wednesdays only, 11:30am-1:30pm
Rodeo Hills Elementary (545 Garretson Ave, Rodeo)
Carquinez Middle (1099 Pomona St, Crockett)
Bayo Vista (residents only)
Mt. Diablo Unified School District
Monday, Wednesday, Friday, 8am-12:30pm AND 3:30pm-5pm
Download a flyer

Bel Air Elementary (663 Canal Rd, Bay Point)
Cambridge Elementary (1135 Lacey Ln, Concord)
Holbrook Language Academy (3333 Ronald Way, Concord)
Meadow Homes Elementary (1371 Detroit Ave, Concord)
Shore Acres Elementary (351 Marina Rd, Concord)
Wren Ave Elementary (3339 Wren Ave, Concord)
El Dorado Middle (1750 West St, Concord)
Riverview Middle (205 Pacifica Ave, Bay Point)
Mt. Diablo High (2450 Grant St, Concord)
Ygnacio Valley High (755 Oak Grove Rd, Concord)
Foothill Middle (2775 Cedro Ln, Walnut Creek) (8AM-12:30 PM ONLY)
Pine Hollow Middle (5522 Pine Hollow Rd, Concord) (8AM-12:30 PM ONLY)
Sequoia Middle (265 Boyd Rd, Pleasant Hill) (8AM-12:30 PM ONLY)
Valley View Middle (181 Viking Dr, Pleasant Hill) (8AM-12:30 PM ONLY)
Pittsburg Unified School District Monday and Wednesday, 12:30pm-2:30pm
Willow Cove Elementary (1880 Hanlon Way)
Marina Vista Elementary (50 East 8th Street)
Highlands Elementary (4141 Harbor St) Foothill Elementary (1200 Jensen Drive)
Heights Elementary (40 Seeno St)
Los Medanos Elementary (610 Crowley Ave)
Martin Luther King Jr. Junior High School (2012 Carion Court)
Hillview Junior High School (333 Yosemite Dr)
San Ramon Valley Unified School District Monday/Wednesday/Friday, 10am-1pm
Bollinger Canyon Elementary (2300 Talavera Dr, San Ramon)
Coyote Creek Elementary (8700 N Gale Ridge Rd, San Ramon)
Golden View Elementary (5025 Canyon Crest Dr, San Ramon)
Live Oak Elementary (5151 Sherwood Way, San Ramon)
Montevideo Elementary (13000 Broadmoor Dr, San Ramon)
Quail Run Elementary (4000 Goldenbay Ave, San Ramon)
Walt Disney Elementary (3250 Pine Valley Rd, San Ramon)
Gale Ranch Middle (6400 Main Branch Rd, San Ramon)
Iron Horse Middle (12601 Alcosta Blvd, San Ramon)
Windemere Middle (11611 E Branch Pkwy, San Ramon)
John Baldwin Elementary (741 Brookside Dr, Danville)
Montair Elementary (300 Quinterra Ln, Danville)
Sycamore Valley Elementary (2200 Holbrook Dr, Danville)
Vista Grande Elementary (667 Diablo Rd, Danville)
Diablo Vista Middle (4100 Camino Tassajara, Danville)
Stone Valley Middle (3001 Miranda Ave, Alamo)

West Contra Costa Unified School District
Tuesday and Thursday, 8am-1pm
De Anza High (5000 Valley View Rd, Richmond)
El Cerrito High (540 Ashbury Ave, El Cerrito)
Kennedy High (4300 Cutting Blvd, Richmond)
Richmond High (1250 23rd St, Richmond)
Pinole Valley High (2900 Pinole Valley Rd, Pinole)
DeJean Middle (3400 W Macdonald Ave, Richmond)
Helms Middle (2500 Rd 20, San Pablo)
Hercules Middle (1900 Refugio Valley Rd, Hercules)
Pinole Middle (1575 Mann Dr, Pinole)
Bayview Elementary (3001 16th St, San Pablo)
Nystrom Elementary (320 Harbour Way S, Richmond)
Riverside Elementary (1300 Amador St, San Pablo)
Montalvin Manor K-8 (300 Christine Dr, San Pablo)
Peres K-8 (719 5th St, Richmond)
Verde K-8 (2000 Giamarita St, Richmond)

# data[].attributes.attachment_link.title
Find Food in My City - Food Bank of Contra Costa and Solano

# data[].attributes.attachment_link.description
Antioch Unified School District Monday - Friday, 10:00am-12:00pm, free for all children under 18 Antioch Middle School (1500 D Street) Belshaw Elementary School (2801 Roosevelt Lane) Carmen Dragon Elementary School (4721 Vista Grande Drive) Deer Valley High School (4700 Lone Tree Way) Fremont Elementary School (1413 F Street) Kimball Elementary

# data[].attributes.body
Weekly drive-thru style food distribution in Solano county. CalFresh provides a box of nonperishable food and a bag of produce for each household.

# data[].attributes.attachment_link.readable_text
School Meal Sites during COVID-19 Closures - Contra Costa County
Antioch Unified School District Monday - Friday, 10:00am-12:00pm, free for all children under 18
Antioch Middle School (1500 D Street)
Belshaw Elementary School (2801 Roosevelt Lane)
Carmen Dragon Elementary School (4721 Vista Grande Drive)
Deer Valley High School (4700 Lone Tree Way)
Fremont Elementary School (1413 F Street)
Kimball Elementary School (1310 August Way)
Lone Tree Elementary School (1931 Mokelumne Drive)
Marsh Elementary School (2304 G Street)
Mission Elementary School (1711 Mission Drive)
Orchard Park School (5150 Live Oak Avenue, Oakley)
Park Middle School (1 Spartan Way)
Turner Elementary School (4207 Delta Fair Boulevard)
Brentwood Union School District Wednesdays only, 11am-1pm (also 5pm-7pm at Brentwood Elementary)
Brentwood Elementary (200 Griffith Ln)
Mary Casey Black Elementary(480 Farmington Dr)
Krey R. Paul Elementary (190 Crawford Dr)
Marsh Creek Elementary (601 Grant St)
Bristow Middle (855 Minnesota Ave)
Edna Hill Middle (140 Birch St)
John Swett Unified School District Wednesdays only, 11:30am-1:30pm
Rodeo Hills Elementary (545 Garretson Ave, Rodeo)
Carquinez Middle (1099 Pomona St, Crockett)
Bayo Vista (residents only)
Mt. Diablo Unified School District
Monday, Wednesday, Friday, 8am-12:30pm AND 3:30pm-5pm
Download a flyer

Bel Air Elementary (663 Canal Rd, Bay Point)
Cambridge Elementary (1135 Lacey Ln, Concord)
Holbrook Language Academy (3333 Ronald Way, Concord)
Meadow Homes Elementary (1371 Detroit Ave, Concord)
Shore Acres Elementary (351 Marina Rd, Concord)
Wren Ave Elementary (3339 Wren Ave, Concord)
El Dorado Middle (1750 West St, Concord)
Riverview Middle (205 Pacifica Ave, Bay Point)
Mt. Diablo High (2450 Grant St, Concord)
Ygnacio Valley High (755 Oak Grove Rd, Concord)
Foothill Middle (2775 Cedro Ln, Walnut Creek) (8AM-12:30 PM ONLY)
Pine Hollow Middle (5522 Pine Hollow Rd, Concord) (8AM-12:30 PM ONLY)
Sequoia Middle (265 Boyd Rd, Pleasant Hill) (8AM-12:30 PM ONLY)
Valley View Middle (181 Viking Dr, Pleasant Hill) (8AM-12:30 PM ONLY)
Pittsburg Unified School District Monday and Wednesday, 12:30pm-2:30pm
Willow Cove Elementary (1880 Hanlon Way)
Marina Vista Elementary (50 East 8th Street)
Highlands Elementary (4141 Harbor St) Foothill Elementary (1200 Jensen Drive)
Heights Elementary (40 Seeno St)
Los Medanos Elementary (610 Crowley Ave)
Martin Luther King Jr. Junior High School (2012 Carion Court)
Hillview Junior High School (333 Yosemite Dr)
San Ramon Valley Unified School District Monday/Wednesday/Friday, 10am-1pm
Bollinger Canyon Elementary (2300 Talavera Dr, San Ramon)
Coyote Creek Elementary (8700 N Gale Ridge Rd, San Ramon)
Golden View Elementary (5025 Canyon Crest Dr, San Ramon)
Live Oak Elementary (5151 Sherwood Way, San Ramon)
Montevideo Elementary (13000 Broadmoor Dr, San Ramon)
Quail Run Elementary (4000 Goldenbay Ave, San Ramon)
Walt Disney Elementary (3250 Pine Valley Rd, San Ramon)
Gale Ranch Middle (6400 Main Branch Rd, San Ramon)
Iron Horse Middle (12601 Alcosta Blvd, San Ramon)
Windemere Middle (11611 E Branch Pkwy, San Ramon)
John Baldwin Elementary (741 Brookside Dr, Danville)
Montair Elementary (300 Quinterra Ln, Danville)
Sycamore Valley Elementary (2200 Holbrook Dr, Danville)
Vista Grande Elementary (667 Diablo Rd, Danville)
Diablo Vista Middle (4100 Camino Tassajara, Danville)
Stone Valley Middle (3001 Miranda Ave, Alamo)

West Contra Costa Unified School District
Tuesday and Thursday, 8am-1pm
De Anza High (5000 Valley View Rd, Richmond)
El Cerrito High (540 Ashbury Ave, El Cerrito)
Kennedy High (4300 Cutting Blvd, Richmond)
Richmond High (1250 23rd St, Richmond)
Pinole Valley High (2900 Pinole Valley Rd, Pinole)
DeJean Middle (3400 W Macdonald Ave, Richmond)
Helms Middle (2500 Rd 20, San Pablo)
Hercules Middle (1900 Refugio Valley Rd, Hercules)
Pinole Middle (1575 Mann Dr, Pinole)
Bayview Elementary (3001 16th St, San Pablo)
Nystrom Elementary (320 Harbour Way S, Richmond)
Riverside Elementary (1300 Amador St, San Pablo)
Montalvin Manor K-8 (300 Christine Dr, San Pablo)
Peres K-8 (719 5th St, Richmond)
Verde K-8 (2000 Giamarita St, Richmond)

# data[].attributes.attachment_link.title
Find Food in My City - Food Bank of Contra Costa and Solano

# data[].attributes.attachment_link.description
Antioch Unified School District Monday - Friday, 10:00am-12:00pm, free for all children under 18 Antioch Middle School (1500 D Street) Belshaw Elementary School (2801 Roosevelt Lane) Carmen Dragon Elementary School (4721 Vista Grande Drive) Deer Valley High School (4700 Lone Tree Way) Fremont Elementary School (1413 F Street) Kimball Elementary

# data[].attributes.body
Guide to wellness in Solano. Resources and direct contact information on page 2.

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Guide to wellness in Solano. Resources and direct contact information on page 2.

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Guide to wellness in Solano. Resources and direct contact information on page 2.

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John Burton Advocates for Youth FAFSA Training 

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John Burton Advocates for Youth FAFSA Training 

# data[].attributes.body
PowerPoint presentation designed to assist HS counselors and support staff of Foster and Homeless students who are eligible to file the FAFSA.

# data[].attributes.headline
John Burton Advocates for Youth FAFSA Training 

# data[].attributes.subject
John Burton Advocates for Youth FAFSA Training 

# data[].attributes.body
PowerPoint presentation designed to assist HS counselors and support staff of Foster and Homeless students who are eligible to file the FAFSA.

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Economic Relief program for those impacted by Pandemic.

# data[].attributes.body
Frequently asked question about CalFresh

# data[].attributes.body
Education Programs ran by Solano Community College

# data[].attributes.body
Classes offered twice per month at Solano Community College

# data[].attributes.body
Classes offered twice per month at Solano Community College

# data[].attributes.headline
Foster and Kinship classes through Solano Community College

# data[].attributes.subject
Foster and Kinship classes through Solano Community College

# data[].attributes.headline
Foster and Kinship classes through Solano Community College

# data[].attributes.subject
Foster and Kinship classes through Solano Community College

# data[].attributes.headline
Solano Independent Living Skills Program (ILSP)

# data[].attributes.subject
Solano Independent Living Skills Program (ILSP)

# data[].attributes.body
Provides services, supports and activities for foster youth ages 16-20.

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Entry-level workers with minimal
or no work experience should emphasize their volunteer work -- even make volunteerism a central part of the resume. Treat the experience as if it were a paid job -- list the organization's name, location, your functional title, dates and accomplishments. Be sure to indicate your volunteer status in the description or next to the title.

COUNTY-WIDE OPPORTUNITIES

Opportunities available in a varieties of areas, such as retail, office support, and construction.

TEEN VOLUNTEERS
Teen Volunteers do a variety of jobs at the library, including helping to prepare crafts, creating book displays, typing book reviews, and other interesting projects for the library. They may assist the Teen Librarian by suggesting new materials, and brainstorming ideas for teen events.

SOLANO PRIDE CENTER - CONTACT FORM
Serving the Lesbian, Gay, Bisexual, Transgender, Queer, Questioning, and Intersex in Solano County. As an all-volunteer organization, we have plenty of tasks that volunteers can help with.

Use these online search engines to locate volunteering opportunities near you.

MISSION SOLANO
Opportunities available for groups and individuals, one-time projects and ongoing commitments. Please check out our current volunteer opportunities that are available, and if you see an area in which you would like to get involved with, please .

NORTHBAY HOSPITAL - , COLLEGE STUDENTS,
Our NorthBay Guild is individuals with a genuine desire to make a difference. We encourage all who are willing to give of their time and talents to join the legacy of this incredible group of people.

SLOW FOOD RIO VISTA
Here are some of the exciting volunteer opportunities available: Participate in event planning; Assist at events (Slow Food Festival, dinners, mixers, and fundraisers); Represent Slow Food Rio Vista at community events; Promote school and community gardens; Participate on a committee (public relations and promotions, events planning, membership, etc.). For more information on volunteer opportunities, contact Angie Swarts, volunteer coordinator via e-mail at ANGEL335@COMCAST.NET.

OPPORTUNITY HOUSE - ,
Store: We need cashiers, treasure hunters, administrative help and dock assistance. We make a difference and share a smile each day. Come and join our devoted and fun group.
Shelter: If you have skill in the fields of practical life or job development that you would like to share, we would be happy to arrange a time for you to meet with us.

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Entry-level workers with minimal or no work experience should emphasize their volunteer work -- even make volunteerism a central part of the resume. Treat the experience as if it were a paid job -- list the organization's name, location, your functional title, dates and accomplishments.

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AB 2083: Foster youth Trauma-Informed System of Care

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AB 2083: Foster youth Trauma-Informed System of Care

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Foster Parent Resources

provides the only free telephone hotline offering legal information to anyone concerned about a child in foster care in California. Hotline: 877.238.4543; Monday - Friday from 9AM to 4:30PM.

California Alliance of Caregivers: Offers free membership, free monthly newsletter, trainings, Resource Family Policy Summits and Caregiver Day at the Capitol.

Dial 2-1-1: Nationwide, free & confidential referral and information helpline and website that connects people from all communities and of all ages to the essential health and human services they need, 24 hours a day, 7 days a week.

Educational Tutorial Services: Offers tutoring on a number of different levels to foster care students in grades K-12 as well as college.

: Free courses for foster parents.

Funded Child Care & Development Options (California): List of different State and Federally funded programs that help families pay for child care.

Grants for dance lessons, sports and other activities : Foster Swell provides $150 grants so that children in foster care can participate in activities outside of school.

"Hear Me Roar" by Kari Weber-Young .- New book to be used as special quality time of safety and the beginning of bonding will be shared as soon as a child is placed in care.

Youth Villages LifeSet is a program that gives young adults the support and guidance they need to make a successful transition to adulthood

National Diaper Bank Network: Directory of diaper banks by state that distribute diapers to families.

One-Month Medication Log Form for Foster Parents: compliments of FosterParentTraining.com

Overcoming Emotional Trauma: Life Beyond Survival Mode : book authored by Travis Lloyd, a mental health professional who was also a foster youth. Book helps foster parents understand the emotions the children in their care may be struggling with.

Two-Week Behavioral Assessment Form for Foster Parents : compliments of FosterParentTraining.com

For families adopting through Los Angeles DCFS. The goal of UCLA TIES for Families is to reduce the barriers to successful adoption or permanency of children with special needs, including prenatal substance exposure, who are in foster care.

-- The Covid NineTEEN project provides FREE teen-led activities and one-on-one tutoring meant to support elementary school students. Our teen mentors help keep children motivated and take stress off of parents.

Nearly 200 free, live K-12 classes available all day long intended to help parents fill their children's day with enriched learning.

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Foster Parent Resources | foster-coalition

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Foster Parent Resources provides the only free telephone hotline offering legal information to anyone concerned about a child in foster care in California. Hotline: 877.238.4543; Monday - Friday from 9AM to 4:30PM. California Alliance of Caregivers: Offers free membership, free monthly newsletter, trainings, Resource Family Policy Summits and Caregiver Day at the Capitol.

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Foster Parent Training Resources

Page is being updated. More info coming soon. Have something to add? Please contact us.

Free Parenting Training: Parent-Child Interactive Training (PCIT) focused on parenting techniques for traumatized training, but useful for all children. Free, excellent web course offered by UC Davis.

Child Welfare Information Gateway : Resources address curricula and materials offering inservice training to foster families on topics such as behavior management, sibling issues, independent living, and more.

Foster Care and Adoptive Community: 151 courses (starting at $5.95) related to working with at risk children. For Foster & Adoptive Parents, Social Workers, MFTs, Counselors, Teachers and Child Care Givers. Provides certificates and approved for Social Worker/MFT CEU credits in many states.

FosterClub's Foster Parent Online Training : online classes and certificates

Innovative, research-based, interactive online courses for foster, adoptive, and kinship parents. Charges for cources & provides credit hours

FosterParentTraining.com: Offers single price annual membership and agency specials for all online training courses. Foster parents, download a free One-Month Medication Log Form and a two-week Daily Behavior Assessment Form

Online courses, subscriptions and certificates created by foster parents

iFoster for Caregivers : Hundreds of Resources through partnerships with 100s of Companies, Government Agencies and Non-Profits Nationwide. Free and Deeply Discounted Products and Services are available to meet the biggest needs of our Children and Youth.

: Offers over 1,000 DVDs, CD-ROMs, books and games related to life skills, parenting & family

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Foster Parent Training | foster-coalition

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Foster Parent Training Resources Page is being updated. More info coming soon. Have something to add? Please contact us. Free Parenting Training: Parent-Child Interactive Training (PCIT) focused on parenting techniques for traumatized training, but useful for all children. Free, excellent web course offered by UC Davis.

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Registered Apprenticeship provides young workers with structured, on-the-job training in industries like construction, manufacturing, health care, information technology, energy, telecommunications, and more. Read success stories of people who have participated with Registered Apprenticeship and learn how it could benefit you.

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College Scholarships for Current of Former Foster Youth

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College Scholarships for Current of Former Foster Youth

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College Sponsorshi p (Los Angeles) inancial assistance for foster youth to attend four year colleges/universities

Horatio Alger Association need-based college scholarships

Sean Carter Foundation Scholarship Fund - Scholarships for those who have a compelling desire to pursue higher education, in spite of many personal, socio-economic setbacks, including teen pregnancy, former incarceration, interrupted schooling, poverty, and homelessness

West Virginia College for Foster Youth - in 2018, West Virginia will open the first free college officially for former foster youth. Initially it will be just for residents of West Virginia.

Family Fellows Foundation (Together We Rise): Application is now open for students who are residents or attending schools in Colorado, Maryland, Virginia, & Washington DC. Provides financial, educational, and wrap around support.

Opportunity Youth Academy (San Jose, CA) -- offers students a blended learning program of teacher-directed instruction and online credit accrual and recovery options. The focus is ensuring that students leave the program with a high school diploma, and a path to post-graduation college or career. The classes students complete satisfy admission requirements for California public universities and military service.

College Scholarships and Grants

for Current and Former Foster Youth

This list is a work in progress.

If you have programs to suggest to add to this page, please contact us.

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College Scholarships for Foster Youth | Foster Coalition

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College Sponsorshi p (Los Angeles) inancial assistance for foster youth to attend four year colleges/universities Horatio Alger Association need-based college scholarships Sean Carter Foundation Scholarship Fund - Scholarships for those who have a compelling desire to pursue higher education, in spite of many personal, socio-economic setbacks, including teen pregnancy, former incarceration, interrupted schooling, poverty, and homelessness West Virginia College for Foster Youth - in 2018, West Virginia will open the first free college officially for former foster youth.

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College Scholarships for Current of Former Foster Youth

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College Scholarships for Current of Former Foster Youth

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College Sponsorshi p (Los Angeles) inancial assistance for foster youth to attend four year colleges/universities

Horatio Alger Association need-based college scholarships

Sean Carter Foundation Scholarship Fund - Scholarships for those who have a compelling desire to pursue higher education, in spite of many personal, socio-economic setbacks, including teen pregnancy, former incarceration, interrupted schooling, poverty, and homelessness

West Virginia College for Foster Youth - in 2018, West Virginia will open the first free college officially for former foster youth. Initially it will be just for residents of West Virginia.

Family Fellows Foundation (Together We Rise): Application is now open for students who are residents or attending schools in Colorado, Maryland, Virginia, & Washington DC. Provides financial, educational, and wrap around support.

Opportunity Youth Academy (San Jose, CA) -- offers students a blended learning program of teacher-directed instruction and online credit accrual and recovery options. The focus is ensuring that students leave the program with a high school diploma, and a path to post-graduation college or career. The classes students complete satisfy admission requirements for California public universities and military service.

College Scholarships and Grants

for Current and Former Foster Youth

This list is a work in progress.

If you have programs to suggest to add to this page, please contact us.

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College Scholarships for Foster Youth | Foster Coalition

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College Sponsorshi p (Los Angeles) inancial assistance for foster youth to attend four year colleges/universities Horatio Alger Association need-based college scholarships Sean Carter Foundation Scholarship Fund - Scholarships for those who have a compelling desire to pursue higher education, in spite of many personal, socio-economic setbacks, including teen pregnancy, former incarceration, interrupted schooling, poverty, and homelessness West Virginia College for Foster Youth - in 2018, West Virginia will open the first free college officially for former foster youth.

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College, Career, and Life Skills Training for Foster Youth

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College, Career, and Life Skills Training for Foster Youth

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College, Career & Life-Skills

Training and Support

for Foster Youth

Grow with Google offers free training and tools to help you grow your skills, career, or business. Explore programs and register for an in-person workshop.

mentoring program for men and women ages 17 to 24 who desire a college education or a certificate program but who, otherwise, could fail at achieving higher education without intensive mentoring, career and academic undergirding. More

(Cal Poly Pomona) provides a support system that helps and encourages foster youth throughout their journey at Cal Poly Pomona.

Renaissance Scholars(Fresno State) provides a support system that helps and encourages foster youth throughout their journey at Fresno State.

South Bay Community Services (San Diego) provides various support networks to help these young adults overcome challenges including support with housing, counseling, life skills, and job readiness training.

(Los Angeles) empowers LA County youth in foster care to succeed in high school, college, graduate school, and beyond through long-term mentorship and educational support!

(San Jose, CA): Provides youth with work readiness training, skills development and job placement services. Our program is open to all youth ages 14 - 20. For current and former foster youth, we extend our age range to 2 4.

(LA/Orange Co) provides young women (18-24 years old) homeless after foster care and at risk homeless youth with room and board, college support, paid job internships, savings program, automobile obtainment program and independent living education.

(Sacramento) provides access to educational resources, extracurricular activities and youth development opportunities for under-served youth

Massachusetts

Connections to Independence (Minneapolis, MN) independent living and well-being services for youth ages 14-24.

(Minneapolis): Helps youth obtain their high school diploma, pursue higher education, and develop the work habits and job search skills necessary to find and hold a job.

CUNY Start-ASAP Foster Care Initiative (NYC) aims to connect students to CUNY Start and/or ASAP to improve persistence and increase their chances of timely graduation at CUNY.

(New York City area) Provides tuition-free job training and job placement assistance for women ages 18-64 who are in need of a second chance.

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College, Career & Life-Skills Training and Support for Foster Youth

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Grow with Google offers free training and tools to help you grow your skills, career, or business. Explore programs and register for an in-person workshop. mentoring program for men and women ages 17 to 24 who desire a college education or a certificate program but who, otherwise, could fail at achieving higher education without intensive mentoring, career and academic undergirding.

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Careers through Culinary Arts Program (C-CAP) is a national non-profit that transforms the lives of disadvantaged youth through the culinary arts and prepares them for college and careers in the restaurant and hospitality industry.

Offers "This Way Ahead" paid internships. Helps teens and young adults from low-income communities land their first job. Boys & Girls Clubs of America is Gap's partner in this program.

Starbucks College Achievement Plan : Consider working at Starbucks for the college tuition support! In collaboration with Arizona State University's online program, Starbucks offers eligible U.S. employees full tuition coverage for every year of college to earn a bachelor's degree. Partners receive support from a dedicated team of coaches and advisors, 24/7 tutoring on a variety of subjects, and a choice of more than 50 undergraduate degrees through ASU's research driven and top-ranked program, delivered online.

Start Somewhere: Nationwide jobs in hospitality, professional services, retail, restaurants and transportation. Part of the 100,000 Opportunities Initiative.

(Multiple Cities): Empowers low-income young adults to go from poverty to professional careers in a single year.

: Low-income young people learn construction skills to help build affordable housing and other community assets such as community centers and schools.

sing, offering employment/workforce training to marginalized community members.

Los Angeles, CA: orks with community partners to train youth to be successful in a variety of careers and employers in the grocery industry

Los Angeles, CA: p rovides training in the culinary arts to former foster youth.

Internship includes work experience at a Tender Greens restaurant, field trips to our farms and markets, cooking and nutrition classes, and life skills and employment workshops. Upon completion of the program, students are given an opportunity to apply for a full-time job at Tender Greens.

San Jose, CA: matches young people from foster care to summer job internships that match their individual passions, skills, and career goals.

Women's Bean Project offers a transitional job in gourmet food manufacturing and handmade jewelry assembly designed to provide women immediate income, arrange support services to overcome barriers to employment, and teach the job readiness skills needed to get and keep a job.

STL Youth Jobs t raining our youth to be ready for the jobs of tomorrow through individualized career assessment, financial literacy and job readiness training, employment experience and continuing career support.

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Companies that Hire Foster Youth | foster-coalition

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Careers through Culinary Arts Program (C-CAP) is a national non-profit that transforms the lives of disadvantaged youth through the culinary arts and prepares them for college and careers in the restaurant and hospitality industry. Offers "This Way Ahead" paid internships. Helps teens and young adults from low-income communities land their first job.

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Perhaps the most life-changing opportunities we can provide our youth are good jobs. The iFoster jobs program gives transition-age foster youth this opportunity - stable, well paid career opportunities with our employer partners.

* 30,000 youth age out of foster care at the age of 18 to 21. feel prepared to be independent, let alone succeed. As a result within 4 years of existing care:have no earnings and those with earnings will have an average income of only $7,500 per year. will spend time in a homeless shelter. will be on government assistance. every year* <20%
* 50% will
* 50% * 70% *
Resulting in an >$1Million economic burden to society per failed youth.

How iFoster Pre-Qualifies Youth for Jobs
iFoster works with community partners to train youth to be successful in a variety of careers and employers in the grocery industry. We train our youth, assess job readiness, and match their abilities and interests to employers and jobs. We also make sure youth have the resources they need to be successful on the job, whether that's job training and soft skills, or concrete resources like housing stability, transportation, or a cell phone. We can't guarantee a job. All we ask is that our jobs partners give our youth first priority at an interview. We make sure our youth are prepared, and so far it's working fantastically.

"It's been just a phenomenal partnership. The people who come to work for us through iFoster are ideal candidates and employees and really have been a wonderful addition to our workforce."

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iFoster - Life changing resources for children and youth

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Perhaps the most life-changing opportunities we can provide our youth are good jobs. The iFoster jobs program gives transition-age foster youth this opportunity - stable, well paid career opportunities with our employer partners. * 30,000 youth age out of foster care at the age of 18 to 21.

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Online job assistance sign up for current and former foster youth

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iFoster works with community partners to train youth to be successful in a variety of careers and employers in the grocery industry.