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To pilot the Building Point of Contact Moodle training, please use this link to register for a Moodle account, if you don’t already have one.

To register:

1. Click on the link

2. Click  ‘Log In’ at the upper right corner of your screen

3. Create a new account, and SUBMIT once created.

4. We will then designate you as a ‘student’ for the OSPI Building Point of Contact training. You can then access the Building Points of Contact Moodle from your Moodle dashboard, which can be found on the left side of your screen when logged into Moodle.

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Foster Care Liaison Capacity Tool Template Draft

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https://jamboard.google.com/d/1uG0sIpDDZBnVz7AdrPvrFlpn27Of3d8AUM0mypXqVSw/viewer?f=0

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https://jamboard.google.com/d/1w3VNiGhp9iyu6QNxIFu05RWFSim7SN84yQbiC0tI57Y/viewer?f=0

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Input from Washington Association of Child Advocate Programs

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Input from Washington Association of Child Advocate Programs

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Are you (or OSPI) planning on training/orienting the liaisons?  Do you have anything in mind?  Happy to work on that with you if you’d like.  I’ve got all my training materials for the advocate core training, so we could pick and choose from that if you like…or use it as a starting point.

In terms of recruiting folks for these positions, I was thinking we could also reach to folks who already have working knowledge of the FC system who are currently employed by schools…I’m sure I have a couple of advocates who fit that bill…and there are probably foster parents, relative caregivers, etc…so when it comes to recruiting these positions, part of the pitch could be “are you familiar with foster care…if so, we need you to share your expertise!”

Is there any $$ available to provide these liaisons a stipend?  And how many people (ie, school buildings) do we need?

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Rose started taking notes, but then was having internet connectivity issues -- so I took over. This captures the notes from group 1 once I took over:
1) How to remove "luck"? There are significant differences between districts - from sophisticated support from FCL, to the designated FCL not even being aware they hold that "title". If a student is "lucky" enough to go to a school with sophisticated, layered, and trauma-informed supports they are much better served. How do we "normalize" high-quality and appropriate support for students experiencing foster care? How can we emphasize the importance of this role so that school's make it a priority position, instead of a 14th hat that someone wears? (move from "tapping" someone for the position to thoughtfully recruiting and hiring for this position).
2) Can schools consider "contracting" with another entity for this role? example given: schools collaborate with local police departments for SROs... could they partner/collaborate with DCYF for this role? (an afterthought I had, is that schools also contract with the ESD's for nurses, OT, SLP's. etc.... is this something that they can consider for this role as well?) **my concern about this is that this might mean that the building point of contact is not actually in the building every day -- might be seen as an outsider and not included in important meetings, etc.
3) This person would ideally be "versed" in both education-speak and understand trauma and its impact on behavior, relationships, education, etc.
4) This person should be included/encouraged to participate in special education meetings, discipline meetings/hearings, schedule/course development, teacher selection, etc.
5) Ideally this person would be respected by the administrators at both the building and district level - this respect would elevate their perspective when problem solving and developing strategies to support these students.