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The topic of the Legal & Ethical Guide Padlet is the educational challenges that Foster Care Students face. The professional perspective of the Legal & Ethical Guide Padlet is from the perspective of a school principal. I chose this topic because the district I am employed with provides educational services at a few residential facilities where the students are wards of the state. I serve as the ARD facilitator for these campuses and have observed the education gaps of the students. Many of these students have had unsuccessful placements in foster homes. In addition, a majority perform below grade level because of sudden interruptions to their education due to high mobility.

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Administrative  Law - Fostering Connections to Success and Increasing Adoptions Act of 2008, Public Law 110-351

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Administrative  Law - Fostering Connections to Success and Increasing Adoptions Act of 2008, Public Law 110-351

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This law requires state child welfare agencies to collaborate with state and local education agencies to promote school stability that will, in turn, improve educational outcomes for children in foster care. There are provisions to this law:
1. Importance of maintaining school stability
2. Coordination between state, regional child welfare, and local education agencies.
3. The appropriateness of the current educational setting and proximity to the school where the child is enrolled at the time of placement in foster care.
4. Provide the child’s education records to the new school.

Reference
Fostering Connections to Success and Increasing Adoptions Act of 2008

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The National School Boards Association (www.nsba.org) released a report titled Homeless Students in Public Schools Across America: Down but Not Out on July 27, 2021.

The report addresses how the number of homeless students is growing every year. Since 2008, the number of homeless students identified by public schools has increased by more than 100% in 2019. Foster care students many times wind up homeless. Many homeless students are unaccompanied youth or youth who are not in the physical custody of a parent or guardian and waiting on foster placements.

References
Homeless Students in Public Schools Across America: Down but Not Out. (2021) https://www.nsba.org/Perspectives/2021/homeless-students

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Texas Foster Youth Get Free College Tuition, but Nearly Half of the State's Eligible Students Do not Use  It by Sara Tiano, 2/28/22; The Imprint Youth & Family News;

https://imprintnews.org/foster-care/texas-college-tuition-waiver-underused/62905

Chicago University researchers tracked foster youths' trajectory in the Midwest. Fewer than 3% graduate from a four-year university by age 26 (Tiano, 2022).

Texas was among the first to create tuition waivers (Tiano, 2022).

According to researchers at Texas State University and the University of Texas at Austin, 60% of eligible foster youth enrolled in college utilize tuition waivers (Tiano, 2022).

Many are unaware that they can attend college for free (Tiano, 2022).

For those who do know, the application process can be demanding and ask students to self-identify, which some are reluctant to disclose (Tiano, 2022).

Today, roughly 3000 Texas foster youth use waivers yearly (Tiano, 2022).

In comparison, half of the other states that offer waivers provide fewer than 50 waivers per year (Tiano, 2022).

To be eligible for the waiver:

Youth aged out of the foster care system (Tiano, 2022).

Graduated from high school while still in the system (Tiano, 2022).

Youth adopted from foster care (Tiano, 2022).

Youth reunited with biological parents (Tiano, 2022).

Youth must tap into the waiver program by age 25 (Tiano, 2022).

Only one-third of Texas' universities and colleges

References
Tiano, S. (2022). Texas Foster Youth Get Free College Tuition, but Nearly Half of the State's Eligible Students Do Not Use It. The Imprint Youth & Family News;

https://imprintnews.org/foster-care/texas-college-tuition-waiver-underused/62905

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Helping Foster Youths in Higher EducationTexas Programs Assist Vulnerable Kids

by Spencer Grubbs, April 2020

https://comptroller.texas.gov/economy/fiscal-notes/2020/apr/education.php

Foster children face educational challenges in school. However, unfortunately, the abuse and neglect that led them into foster care also put them at a high risk of emotional and behavioral problems that can adversely affect their educational goals (Grubbs, 2020).

Students in foster care are 3.4 times more likely to be suspended and 3.6 times more likely to drop out of high school (Grubbs, 2020).

Moving from home to placement or placement to placement also contributes to the foster care children's educational challenges (Grubbs, 2020).

Foster students lose valuable social support and course credits (Grubbs, 2020).

In 2017, 47% of foster care students in Texas attended at least two different schools in the same year.

The young people that leave foster care, continuing education is a challenge because they do not have the same familial and financial support as their peers.

Texas Legislature amended the Education Code to require each Texas public institution of higher education (IHE) to appoint at least one employee to serve as a foster-care liaison on campus to help foster care students.

About 117 liaisons serve foster-care alums at Texas universities, state colleges, community colleges, technical colleges, and health-related institutions (Grubbs, 2020).

Foster care students that use the college tuition waiver have higher rates of first and second-year retention, higher grade point averages, and higher graduation rates than those who do not (Grubbs, 2020). The college tuition waiver is not the only form of Transitional Living Services provided by DFPS staff:

Circles of Support help develop transition plans for entering adulthood (Grubbs, 2020).

Preparation for Adult Living provides resources such as life skills training, transitional living allowances, case management, GED, and Driver Education (Grubbs, 2020).

Education and Training Vouchers is a federally funded program that provides eligible youths up to $5,000 per year to attend college or vocational training (Grubbs, 2020).

References
Grubbs, S. (2020). Helping Foster Youths in Higher EducationTexas Programs Assist Vulnerable Kids

https://comptroller.texas.gov/economy/fiscal-notes/2020/apr/education.php

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Our school district serves a marginalized student population at our external campuses. The student population consists of foster care students and juvenile delinquents. These students' education is constantly interrupted because of the constant movement from placement to placement. The high mobility these students experience has also impacted their education. Many of these students also require special education services that have not been provided to them because they do not stay in a school long enough to be appropriately identified and served.

Some best practices for school principals to work with foster students include:

1. Studying to be a school principal does not necessarily prepare you to work with students such as foster care students. However, my studies as a school counselor prepared me to work with many different issues and people.

2. My personal goal for the students we serve is for them to be able to live their best life possible and become productive citizens because all students have the right to an education.

3. My trauma of losing my mom at a young age and not having anyone to talk to about it led to my becoming a school counselor. In school, there was not anyone to talk to or help me through things. I did not want other kids to go without.

Foster care students are at high risk of dropping out of school. I think after the COVID-19 pandemic, we are going to start seeing those numbers increase dramatically. Many students were unaccounted for during remote/virtual instruction.

Sarah McDowell

Regional School Principal

Mullin ISD

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On Friday, May 21, 2010, the Texas Supreme Court
established a committee to examine how to improve education for foster children, who grapple with lower school achievement, high-school dropout rates, and lower test scores than schoolchildren. The Texas Supreme Court justices cited findings by the American Bar Association’s Legal Center for Foster Care and Education, showing that foster children are more mobile and suffer academically because of it.
"The Texas Supreme Court’s order charges the committee with identifying and assessing challenges to the educational success of children and youth in foster care, identifying and recommending judicial practices to help achieve better educational outcomes, and seeking to improve collaboration, communication, and court practice through partnerships with the Texas Department of Family and Protective Services, the Texas education system and others working in education and child-protection."
“Far too many foster youth slip through the educational cracks,” said Justice Harriet O’Neill, chair of the Permanent Judicial Commission for Children, Youth and Families. “

References:
Texas Supreme Court advisory
https://www.txcourts.gov/All_Archived_Documents/SupremeCourt/CourtNewsAndAdvisories/advisories/Education_committee_foster_care_052110.htm

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Under the 14th Amendment of the Constitution, children dependent on child welfare systems have protected rights. Children in foster care have many important legal rights under the United States Constitution:
1.  The right to adequate food, clothing, and shelter.
2.  The right to an appropriate, stable placement
3.  The right to needed developmental and educational services.

References:
U.S. Const. amend. XIV

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Statutory Law - Supporting Successful School Transitions

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Statutory Law - Supporting Successful School Transitions

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TEC § 25.007  promotes successful school transitions for students in foster care. LEAs play an important role in developing processes and systems to support these mandates. Here are some guidelines to help with the implementation of TEC § 25.007:

Establish procedures to lessen the adverse impact of the movement to a new school - TEC § 25.007 (b)(5)

Award credit, including partial credit, if appropriate, for course work, including electives, completed while enrolled at another school - TEC § 25.007 (b)(3)

Accept a referral for special education services made for a student in foster care by a school previously attended by the student - TEC § 25.007 (b)(8)

Ensure that 11 or 12-grade students in DFPS conservatorship are provided information about the tuition and fee waiver, dual credit, or other courses where a student may earn joint high school and college credit - TEC § 25.007 (b)(12)

Ensure that 11 or 12-grade students in DFPS conservatorship are provided information about the tuition and fee waiver, dual credit, or other courses where a student may earn joint high school and college credit - TEC § 25.007 (b)(12)

References
Tex. Educ. Code § 25.007
Tex. Educ. Code § 25.007(b)(3)
Tex. Educ. Code § 25.007(b)(5)
Tex. Educ. Code § 25.007(b)(8)
Tex. Educ. Code § 25.007(b)(12)

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Local Administrative School Policy/Rule of Children in Foster Care

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Local Administrative School Policy/Rule of Children in Foster Care

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Diboll ISD Children in Foster Care Program Description -Foster Care Liaison

The District Foster Care Liaison assists in facilitating the enrollment and transfer of records of students in the legal custody of the Texas Department of Family and Protective Services (DFPS) when enrolling in or changing schools. "As the District's Foster Care Liaison, I can coordinate with DFPS to assist foster care students in:
- receiving school nutrition and meal programs
-help coordinate withdrawal, records transfer, credit recovery
-coordinate with child welfare partners.
- work with DFPS to help students maintain their school placement when appropriate
-review student schedules to ensure they are on track to graduate -encourage successful transition into adulthood and post-secondary opportunities
-encourage involvement in extracurricular activities
-identify supports available within the district and community for the students in foster care."

Reference:
https://www.dibollisd.com/apps/pages/index.jsp?
uREC_ID=157141&type=d&pREC_ID=448344

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As a school principal, I am responsible for all students' education at my campus, whether these students are returning continuing students or short-term students. I must ensure that all students, including foster care students, receive a high-quality education from highly qualified educators.
Title 19  §241.15(e)(6) demonstrates awareness of social and economic issues that exist within the school and community that could impact campus operations and student learning;
Title 19  §241.15 (g)(5) ensures all students have access to effective educators and continuous learning opportunities;
Title 19  §241.15 (g)(7) implements special campus programs to ensure that all students are provided quality, flexible instructional programs and services to meet individual student needs.

References
Tex. Educ. Code §241.15(e)(6)
Tex. Educ. Code §241.15(g)(5)
Tex. Educ. Code §241.15(g)(7)

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Personal Connection to the Legal and Ethical Standards

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Personal Connection to the Legal and Ethical Standards

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The context of the legal and ethical standards has provided me with a more defined understanding of rights and education law. The 14th Amendment of the U.S. Constitution has opened doors of opportunities and protects my right to an education.
The Equal Protection Clause also protected my right to obtain an education.  These same opportunities and rights apply to foster care students. Though their education may be frequently interrupted, they deserve schools, administrators, and staff to provide all possible opportunities, interventions, and services to assist these foster youth to help them succeed and get ahead in life. This is the only way to break the cycle of homelessness and poverty among them.
These connections paved the way so that I may "achieve, participate in, and contribute to society based on my talents and capacities" (United States v. Virginia, 1996). These laws have opened windows of opportunities to encourage foster students that I have worked with as their teacher that there are boundless opportunities available to them to make a difference in their lives. These laws have helped me to help foster students know that someone does care about them and wants what's best for them in life to succeed and get ahead in life.

References
Title IV of the Civil Rights Act of 1964, 42 U.S.C. § 2000d et seq.
Title IX, Education Amendments of 1972
U.S. Const. amend. XIV, § 2
United States v. Virginia et al, (1996)

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Judicial Law - Texas Supreme Court Order

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Judicial Law - Texas Supreme Court Order

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"The Supreme Court of Texas established a committee to examine how to improve education for foster children, who grapple with lower school achievement, higher high-school dropout rates, and lower test scores than schoolchildren as a whole." The order came after the American Bar Association's Legal Center for Foster Care and Education showed that foster children are more mobile and suffer academically.
The Court's order charges the committee with identifying and assessing challenges to the educational success of children and youth in foster care and identifying and recommending judicial practices to help achieve better educational outcomes.

References
Texas Supreme Court advisory

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Bulleted list of Recommendations / Best Practices for Compliance

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Bulleted list of Recommendations / Best Practices for Compliance

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1. All students have the right to an education.
2. Since 2008, the number of homeless students identified by public schools has increased by more than 100% in 2019.
3. Foster care students many times wind up homeless.
4. Moving from home to placement or placement to placement also contributes to the foster care children's educational challenges.
5. Because foster children are more mobile, they suffer academically and socially.
6. Many foster youths are unaware they can attend college for free with their tuition waived.
7. Establish procedures to lessen the adverse impact of the movement to a new school.
8. It is important for foster youth to maintain school stability
as much as possible.