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Build the Habit of Good Attendance Early

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Build the Habit of Good Attendance Early

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Homeless Education & Technical Assistance Center

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Homeless Education & Technical Assistance Center

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california homeless education and technical assistance center

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Home - California Homeless Education and Technical Assistance Center

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Home - California Homeless Education and Technical Assistance Center

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Maximizing Title 1 for Homeless Students

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Maximizing Title 1 for Homeless Students

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Tips: Getting in Touch with Hard to Reach Parents

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Tips: Getting in Touch with Hard to Reach Parents

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Know Your Rights When Confronted by ICE. Conoce Sus Derechos Cuando se Enfrente con I.C.E

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Know Your Rights When Confronted by ICE. Conoce Sus Derechos Cuando se Enfrente con I.C.E

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New Legislation and Guidance: Immigration Enforcement Rapid Response Toolkit

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New Legislation and Guidance: Immigration Enforcement Rapid Response Toolkit

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Immigration Enforcement Rapid Response Toolkit - Letters (CA Dept of Education)

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Letter to County and District Superintendents, Charter School Administrators regarding New Legislation and Guidance: Immigration Enforcement Rapid Response Toolkit

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Difference & Similarities within the Law: Foster & Unhoused Youth

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Difference & Similarities within the Law: Foster & Unhoused Youth

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Differences & Similarities within the Law: Foster & Unhoused Youth

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Differences & Similarities within the Law: Foster & Unhoused Youth

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 2025 Foster Youth Education Law Fact Sheet 

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 2025 Foster Youth Education Law Fact Sheet 

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Clearinghouse for Multilingual Documents (CMD)

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2025 Ley de Education para Jovenes de Crianza Hojas informativas

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2025 Ley de Education para Jovenes de Crianza Hojas informativas

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AB699 Safe School for Immigrant Students

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AB699 Safe School for Immigrant Students

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Education Legislation for Foster & Unhoused Youth (shortcut)

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Education Legislation for Foster & Unhoused Youth (shortcut)

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Foster & Homeless Education Legislation & Laws

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What to do if an Immigration-Enforcement Officer Comes to the School. Que Hacer si un Oficial de Inmigracion Viene a su Escuela?

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What to do if an Immigration-Enforcement Officer Comes to the School. Que Hacer si un Oficial de Inmigracion Viene a su Escuela?

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The term "homeless children and youths" are individuals who lack a fixed, regular, and adequate nighttime residence.

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SCOE Educating Children & Youth Experiencing Homelessness 2025 Fact Sheet

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SCOE Educating Children & Youth Experiencing Homelessness 2025 Fact Sheet

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Editable Educating Children & Youth Experiencing Homeless Fact Sheet for your District

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Editable Educating Children & Youth Experiencing Homeless Fact Sheet for your District

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Editable Fact Sheet_K12 Students Experiencing Homelessness

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Determining Fixed, Regular & Adequate Housing

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Determining Fixed, Regular & Adequate Housing

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Definitions of children and youth in foster care vary significantly across programs, services, educational entitlements, and funding initiatives, affecting eligibility and access to critical resources. These variations, at both state and federal levels, have a direct impact on foster youth’s support and opportunities. The definitions provided here represent just a small subset of those outlined in the comprehensive foster youth definitions document by the California Department of Education.

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Students in foster care represent one of the most vulnerable and academically at-risk student groups enrolled in California schools. The California Department of Education (CDE) monitors the educational outcomes for foster youth and engages with multiple state agencies and non-profit organizations to ensure these students receive the supports and services they need. This web page provides information and resources related to foster youth in schools. Select one of the tabs below to access information on foster youth definitions or educational data and outcomes, among other resources, to learn more about the needs of these students and some of the different ways CDE is working to support counties, school districts, and schools to meet these needs.

Foster Youth Definitions

Different definitions of children and youth in foster care are used in relation to programs, services, educational entitlements, and programmatic funding supporting foster youth in schools. These definitions can vary at both the state and federal levels. The foster youth definitions included here are a small subset of the information available in the foster youth definitions resource document created by the CDE.

The Foster Youth Definitions(XLSX) document was created to describe which of the different entitlements, supports, and services are afforded to each of the categories of foster youth. The Foster Youth Definitions document is for reference purposes only, may not be comprehensive, and is subject to change depending on federal and state statutes and regulations. The table below and the Foster Youth Definitions document will be updated as needed.

CATEGORY OF FOSTER YOUTH

Included in Local Control Funding Formula (LCFF)

Included in Every Student Succeeds Act (ESSA)

Included in CDSS' Definition of Care and Placement

CA Foster Youth Educational Rights

Available in California Longitudinal Pupil Achievement Data System (CALPADS) via Foster Match Process

This tab provides quick facts displaying foster youth student data by program subgroup. Please visit the Foster Youth Data & Outcomes web page to access static data.

Statewide Student Enrollment Comparisons

2021-2022 Student Group Census Day Enrollment

The table below is calculated from census day enrollment data and includes the enrollment counts and percentage of statewide enrollment for each student subgroup included. Annual enrollment consists of the number of students enrolled on Census Day (the first Wednesday in October). Subgroup counts are not mutually exclusive and therefore do not sum to the report total. The table is modified from the DataQuest 2021-2022 Enrollment by Subgroup for Charter and Non-Charter Schools Report.

For more information on foster youth enrollment and to access downloadable files, including both state- and county-level data, visit the CDE Foster Youth Enrollment by School Type Data web page.

For more information on cumulative enrollment and downloadable cumulative enrollment data files visit the CDE Cumulative Enrollment Data web page.

More information on the different school types in California's public-school system can be found on the CDE File Structure: Public Schools and Districts web page.

Identification of Foster Youth in the State Educational Data System

Foster youth are identified in schools through the statewide foster match process. This process matches California Longitudinal Pupil Achievement Data System (CALPADS) enrollment data to data from the California Department of Social Services (CDSS) CWS/CMS (Child Welfare System/Case Management System) data system.

Local Educational Agencies (LEAs) may also conduct local matches in CALPADS with their county welfare departments (CWDs). In this process, LEAs verify student demographic and enrollment data from local student information systems with data in CALPADS and manually match records in CALPADS using Case ID or Client ID from CWS/CMS.

Foster youth under the jurisdiction of a tribal court are identified separately from the match process between the CDE and the CDSS. These foster youth are identified by LEAs and that information is submitted to CALPADS through a program record (code 193). The Tribal Foster Youth Guidance Document(DOCX) provides guidance to LEAs on identifying tribal foster youth and reporting that information to CALPADS.

The Foster Youth Definitions(XLSX) document provides reference information specific to the data collection and reporting related to foster youth. This document is for reference purposes only, may not be comprehensive, and is subject to change depending on federal and state statutes and regulations.

Information on Foster Youth in CALPADS Foster Reports

LEA staff with appropriate security roles have access to the CALPADS 5.7 Foster Youth Enrolled - Student List report, which includes the following information on foster youth who have been identified through the CDE-CDSS weekly match process:

Client ID (10-digit)

Case ID (19-digit)

Case Start Date

Episode Start Date (the start of the foster placement)

Episode End Date (the end of the foster placement)

Social Worker Name and Phone Number

Court Appointed Educational Representative and Phone Number

An indication of whether the student is receiving family maintenance services (i.e., living at home) or in a placement, including voluntary placement agreements

County of jurisdiction

Whether parental rights are limited (Y/N)

Responsible Agency (Child Welfare or Probation)

LEA staff with appropriate security roles have access to the CALPADS Fall 1 1.18 - Free or Reduced Price Meal (FRPM) / English Learner / Foster Youth - Student List report which indicates enrolled students who have been identified as a tribal foster youth by the LEA and reported to CALPADS.

State Level Educational Outcomes of Foster Youth

The outcomes for foster students, outlined below, are published annually. These outcomes and more can be accessed on DataQuest. DataQuest is the California Department of Education's online, public reporting system that provides reports about California's schools and school districts. To find out how to access reports specifically for foster youth on DataQuest, view these Instructions on Accessing Data(DOCX) .

2021-2022 Percent of Students Chronically Absent

Chronic absence rate is calculated as the percent of students who miss 10 percent or more of the days they are expected to attend. In the 2021-22 school year, 46.5 percent of foster youth students in grades kindergarten through twelve were chronically absent compared to a rate of 29.9 percent for non-foster students. Chronic Absenteeism reports are available through DataQuest.

2021-2022 Suspension Rate

Suspension rate is calculated as the percent of all students who were suspended one or more times during the school year for an in-school or out-of-school suspension. In the 2021-22 school year, 12.6 percent of foster youth students were suspended for at least one day compared to a rate of 3.1 percent for non-foster students.Suspension reports can be accessed through DataQuest.

2021-2022 Four-Year Adjusted Cohort Graduation Rate

The four-year adjusted cohort graduation rate is calculated as the percent of students who graduate high school within four years from the time they enter ninth grade with a traditional high school diploma. The four-year cohort is based on the number of students who enter grade 9 for the first time adjusted by adding into the cohort any student who transfers in later during grade 9 or during the next three years and subtracting any student from the cohort who transfers out, emigrates to another country, transfers to a prison or juvenile facility, or dies during that same period. In the 2021-22 school year, 61.4 percent of foster youth students graduated compared to a rate of 87.3 percent for non-foster students. Four-Year Adjusted Cohort Graduation reports can be accessed through DataQuest.

2021-2022 Four-Year Adjusted Cohort Dropout Rates

The four-year adjusted cohort dropout rate is calculated as the percent of cohort students who (1) do not graduate with a regular high school diploma, (2) do not otherwise complete high school, or (3) are not still enrolled as a "fifth year senior." In the 2021-22 school year, 22.2 percent of foster youth students dropped out compared to a rate of 7.7 percent for non-foster students. This data is included in the Four-Year Adjusted Cohort Graduation Rate Outcomes report available through DataQuest.

2021-2022 School Stability Rates

The stability rates are from a report that provides a total count of cumulatively enrolled students with an enrollment start date on or after July 1 and on or before June 30 (Adjusted Cumulative Enrollment), a count of students identified as part of the Stability Count (i.e., students with stable enrollments), and a count of students identified as part of the Non-Stability Count (i.e., students without stable enrollments). Students are determined to have a "stable" enrollment during the academic year if the enrollment record is a minimum of 245 consecutive calendar days at the same school without a disqualifying exit. The Adjusted Cumulative Enrollment along with the Stability and Non-Stability Count are used to calculate the Stability Rate (Stability Count divided by the Adjusted Cumulative Enrollment) and the Non-Stability Rate (Non-Stability Count divided by the Adjusted Cumulative Enrollment) at the selected entity for the selected population using the available filters. In the 2021-22 school year, 65 percent of foster youth students had a stable enrollment compared to a rate of 90 percent for non-foster students. This report is available through DataQuest.

Downloadable files, which include both state- and county-level data, can be accessed through the CDE Data and Statistics Student and School Data Files web page at Foster Youth Data Page.

More information on cumulative enrollment and downloadable cumulative enrollment data files can be accessed on the CDE Data and Statistics web page at Cumulative Enrollment Data Page.

More information on the different school types in California's public school system can be found on the CDE Data and Statistics web page at Public Schools and Districts File Structure Page.

State Level Accountability for Foster Youth

This tab provides the latest statewide accountability indicators for foster youth.

For the past two years, many state and federal accountability requirements were waived or adjusted due to the impact of the COVID-19 pandemic on LEAs, schools, and students. Beginning with the 2021-22 school year, the requirements to hold schools and districts accountable for student outcomes has returned with the release of the 2022 Dashboard.

The Every Student Succeeds Act requires all states to determine schools eligible for support. Similarly, under state law, Assembly Bill (AB) 130, which was signed into law in 2021, mandated the return of the Dashboard using only current year performance data to determine LEAs for support. Therefore, compared to prior Dashboards, the 2022 Dashboard does not report Change (or the difference from the prior year) and performance levels using colors. Instead, performance levels for all state indicators are reported using one of five Status levels ranging from Very High, High, Medium, Low, and Very Low, which are based on the 2021-22 school year data.

The 2021-22 accountability measures and historical foster youth performance can be found on the California School Dashboard .

For more information, resources, and guidance for the Dashboard and System of Support, please visit the California School Dashboard and System of Support web page.

English Language Arts

Number of Students: 18,554

Mathematics

Number of Students: 18,506

Chronic Absenteeism

Number of Students: 28,245

Graduation Rate

Number of Students: 6,010

Suspension Rate

Number of Students: 43,194

State Level Accountability for Foster Youth

As noted, California's public-school accountability system is designed to reinforce the expectation that everyone can improve while also ensuring additional support is provided to LEAs that are struggling. It also includes an intentional focus on aiding in a manner that builds capacity of the LEA receiving assistance. Differentiated assistance is therefore intended not only to help the LEA address the underlying causes that led to its eligibility for assistance, but also to strengthen the LEA's overall ability to evaluate the effectiveness of strategies and programs and adjust as appropriate. This approach equips the LEA to improve in areas that were not the focus of differentiated assistance and increases the likelihood that improvements will be sustained when the differentiated assistance ends. To be eligible for assistance, the same student group must meet the criteria in two different priority areas.

In the 2021-22 school year there were a total of 243 LEAs with priority areas met by the foster youth student group that were selected for assistance status of Differentiated Assistance. Of these LEAs, 133 were selected because they met the criteria to receive differentiated assistance for foster youth student achievement. For more information on assistance status, visit the Local Control Funding Formula - Allocations & Apportionments (CA Dept of Education) web page in which you will find the following 2022 downloadable file:

2022 LCFF Assistance Status

2022 LCFF COE/District Assistance Status Spreadsheet(XLSX)

Local Control Accountability Plan

In order to create a clear connection between an LEA's performance and the planning process articulated in the LEA's Local Control Accountability Plan (LCAP), California Education Code (EC) Section 52064 was amended to include a requirement that an LEA that meets certain criteria include one or more specific goals in the LCAP focused on improving student outcomes of low-performing student groups and/or schools. The legislative intent of these requirements is two-fold: first, to ensure that LEAs address the needs of consistently low-performing student groups; and second, to ensure that higher performing LEAs address the needs of low-performing schools within the LEA. There are 38 LEAs that must include a specific goal for foster youth in their LCAP in the 2023-24 school year.

The CDE has prepared files below that indicate the LEAs that have met the criteria to include one or more specific goals in the LCAP.

LCAP Required Goals Lists

LEAs required to include a goal in the 2023-24 LCAP based on student group performance(XLSX)

LEAs required to include a goal in the 2023-24 LCAP based on school performance(XLSX)

Education Rights of Foster Youth

Foster youth have unique needs and specific educational rights to support these students' success in California schools.

A summary of the California Education Codes pertaining to foster youth is available on the Foster Youth Education Rights web page on the California Department of Education's website.

Download the Foster Youth Education Law Fact Sheets created by the California Foster Youth Education Task Force (CFYETF) from the links below. These fact sheets are located on CFYETF's website and provide information on the needs and rights of foster youth in California schools.

The Foster Youth Definitions(XLSX) document provides reference information on the educational supports and entitlements for foster youth. This document is for reference purposes only, may not be comprehensive, and is subject to change depending on federal and state statutes and regulations.

California Legislation on Foster Youth

This legislation, enacted in 2020, requires Foster Youth Services Coordinating Programs to coordinate efforts to ensure, to the extent possible, the completion of the Free Application for Federal Student Aid or the California Dream Act Application for foster youth pupils who are in grade 12.

This legislation was enacted in 2003 to address many of the barriers to equal educational opportunities for foster children and youth and expands and stipulates authority for school records of foster youth.

This legislation was enacted in 2013 to address high school graduation requirements for pupils in foster care.

This legislation enacted in 2015, also known as the Continuum of Care Reform bill, addresses foster care placement and foster care placement funding.

This legislation was enacted in 2015 to establish the Foster Youth Services Coordinating Program to coordinate and ensure that local educational agencies provide services to foster youth focused on positive educational outcomes.

This legislation enacted in 2018, also known as the Foster youth: trauma-informed system of care bill, requires each county to develop a Memorandum of Understanding (MOU) to describe the roles and responsibilities of certain entities that serve youth in foster care who have experienced severe trauma. The legislation also instructs the Secretary of California Health and Human Services and the Superintendent of Public Instruction to establish a joint interagency resolution team to implement and review aspects of the MOU.

More information on the education rights of foster youth can be found on the California Department of Education's Foster Youth Services Program Resources.

Foster Youth Services Coordinating Program (FYSCP)

The FYSCP is a grant program for each county office of education to support interagency collaboration and capacity building, both at the system and individual student level, focused on improving educational outcomes for students in foster care.

Visit CDE's Foster Youth Services site for more information including an overview of the Foster Youth Services Coordinating Program, grantee information, and CDE contact information.

Visit Foster Youth Services Program Resources for links to many informational resources and agencies which support the FYSCP and the needs of foster youth.

California Department of Social Services (CDSS)

California legislation requires the California Department of Education, in collaboration with the California Department of Social Services, to share and, through a statewide match process, inform districts regarding which of their students are foster youth (either living at home receiving family maintenance services or in out-of-home placements) on a weekly basis so that these students can best be served and receive appropriate educational supports and services. This is done through a weekly statewide foster match process.

Other Partnerships and Organizations

The California Department of Education partners with multiple state and non-profit organizations to collaborate on the support of foster youth in California Schools. Below are links to some of these agencies' websites with information on foster youth.

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Information, resources, and educational outcomes for foster youth students.

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AB167/216 HS Graduation for Foster Youth

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AB167/216 HS Graduation for Foster Youth

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Strategies for Protecting Immigrant Children and Youth

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Strategies for Protecting Immigrant Children and Youth

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Webinar video will be linked when it becomes available.

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Confirming Eligibility for McKinney-Vento Rights & Services

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Confirming Eligibility for McKinney-Vento Rights & Services

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Sample Modified Graduation Notification Letter

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Sample Modified Graduation Notification Letter

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Before you use this form, we recommend that you follow the steps in the "Graduation Exemption Waiver" flowchart above first.

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High School Equivalency (HSE) Tests - Testing (CA Dept of Education)

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California has approved the use of two high school equivalency tests (GED® and HiSET®) for students 18 years old and older, and 17 years old in some instances, for the purpose of receiving a California High School Equivalency Certificate.

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Understanding Youth in Foster Care for Educator

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Understanding Youth in Foster Care for Educator

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Thanks for providing the timeline. The answer to your final question is no. The right to attend the school of origin always is based on the best interest of the student. Often (maybe even usually), it will be not be in a student's best interest to return to the school of origin once he has enrolled in a new school and attended for a long period of time.

Full Question: If a family changes their mind about their decision to leave the "school of origin" after becoming homeless, do they always have the right to return no matter the circumstance? Please read the email trail below and help with this question.

In summary:

7/1/16 - 11/29/16 - The 5th grade student attended our elementary school from 3rd grade and into the current school year prior to becoming homeless (was in hotel) on 9/8/16.

9/8/16 - Identified as in transition (family lived in a hotel).

11/29/16 - Family moved to permanent housing and student enrolled in a new school near the new housing.

1/30/17 - New school principal's office calls our McKinney-Vento program (because our office had flagged student in database as homeless) to say the student "is having a hard time in new school and could you facilitate her return to her former school."

1/30/17 - Mother calls me to say the same thing that they are having difficulty in new school and want re-enrollment back to old school.

1/30/17 - I provide transportation assistance to mother to go to old school principal to discuss; principal agrees to take back the student.

1/31/17 - Old school principal emails me requesting for direction on how to effect the transfer; I email Central Enrollment Center (CEC) for assistance.

1/31/17 - CEC is questioning the relevance of McKinney-Vento's school of origin provisions, since the student had recently (last) enrolled in a different school

I/31/17 - I email CEC the 2-part definition: school attended when permanently housed or the school in which the student was last enrolled. Our school is the school the child attended when permanently housed.

Now CEC is seeking guidance with the question that I am posing to you for guidance also.

Full Answer: Thanks for providing the timeline. The answer to your final question is no. The right to attend the school of origin always is based on the best interest of the student. Often (maybe even usually), it will be not be in a student's best interest to return to the school of origin once he has enrolled in a new school and attended for a long period of time. At that point, disrupting the student again to remove him from the new school and place him back in a previous school, likely to involve a longer commute and the instability that comes from another transfer, is not likely to be in the student's best interest.

In this situation, it seems that the parent, the administration at the new school, and the administration at the school of origin all agree it is in the student's best interest to return to the school of origin. The best interest is clear. And it is very understandable, considering the student spent relatively few school days in the new school, has a multi-year history with the school of origin, and still has most of this semester left to make the most of the time at the school of origin.

The resolution of this situation probably would be different if there was disagreement about his best interest, or if it were now May and he had been attending the new school since late November.

We hope this is helpful!

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McKinney-Vento (School of Origin) | SchoolHouse Connection

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Thanks for providing the timeline. The answer to your final question is no. The right to attend the school of origin always is based on the best interest of the student. Often (maybe even usually), it will be not be in a student's best interest to return to the school of origin once he has enrolled in a new school and attended for a long period of time.

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Educational Stability & Best Interest Determination

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Educational Stability & Best Interest Determination

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School Selection & Best Interest Determination Strategies

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School Selection & Best Interest Determination Strategies

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Court Companion to the Foster Youth Education Toolkit

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Court Companion to the Foster Youth Education Toolkit

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How Charter Schools Can Support Unhoused Students

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How Charter Schools Can Support Unhoused Students

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https://docs.google.com/document/d/1KP1zowfFlrSRvWYLJPije7iHfdxDTEe8cPWo4rWJ7zE/edit?tab=t.0

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Sample Form: Housing Questionnaire Guidance & Template

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Sample Form: Housing Questionnaire Guidance & Template

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Sample Form: Housing Questionnaire Eng & Sp

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Sample Form: Housing Questionnaire Eng & Sp

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Sample Form: School of Origin Transportation Plan

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Sample Form: School of Origin Transportation Plan

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Understanding & Addressing the Needs of Students Experiencing Homelessness on Their Own

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Understanding & Addressing the Needs of Students Experiencing Homelessness on Their Own

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Comprehensive Education Toolkit for Youth Who are Systems Involved.

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Comprehensive Education Toolkit for Youth Who are Systems Involved.

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Posters & Banners for Attendance Campaign

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Posters & Banners for Attendance Campaign

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All tools can be downloaded and used without express permission from the Attendance Awareness Campaign. If you wish to alter the content of the handouts, please contact Cecelia Leong, Vice President of Programs, at cecelia@attendanceworks.org. See the Attendance Works uses policy for more detail.

Social Media Tools

Click here to find graphics, sample tweets and posts for the 2023 Campaign created by Attendance Works to share on your social media pages.

Click here to find Attendance Works badges to display on your website, blog, e-mail signature and social media profile pictures to help spread the word about the Attendance Awareness Campaign! Each badge has the 2023 slogan, Showing Up Together! Also find badges with the classic slogan, Attend Today, Achieve Tomorrow! (in English, Chinese (simplified), Spanish, Tagalog and Vietnamese.

Click here to find the 2023 slogan, Showing Up Together! on a Facebook cover.

Download this bus image.

Elementary Banners/Posters

Download the banner to hang at your school, library, town hall or business. This is a standard large poster size that can be printed at your local Staples for about $50. You can upload and print the banner directly at this link.
Download the Showing Up Together! banner in Spanish.
Download the banner to hang at your school, library, town hall or business. This is a standard large poster size that can be printed at your local Staples for about $50. You can upload and print the banner directly at this link.

Download this banner which features a generic slogan to put on display all year round. Thanks to our friends in Oakland for the use of their catchy attendance slogan, attend today, achieve tomorrow!
Download this Elementary School banner in Spanish.
Download and print the banner in Portuguese.

Download and print the poster for pre-K in Spanish

Hang a poster of older students with the slogan Showing Up Together!
Download the posters of the middle school students and graduating students, in color and in black and white. Download a zip file with the posters.

Click here to download a zip file with the middle school and graduating students posters with Showing Up Together! in Spanish.

Thanks to our friends in Oakland for the use of their catchy attendance slogan, "Attend today, Achieve Tomorrow" and to the Ad Council for "Don't let absences add up." Click here to download a zip file with the banner in color, in black and white and in Spanish.

11″ x 8.5″ poster

11″ x 8.5″ poster with pencil

Banner

Banner with pencil

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Promotional Materials - Attendance Awareness Campaign 2023

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We've developed sample social media materials and banners and posters for your Attendance Awareness Campaign. Scroll down this page to find links to our social media page, and banners and posters you can download and print. All tools can be downloaded and used without express permission from the Attendance Awareness Campaign.

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Foster Youth Services Coordinating Program
Technical Assistance Hub

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Foster Youth Services Coordinating Program
Technical Assistance Hub

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The goal of the FYSCP Technical A ssistance Program (TAP) is to support the collaboration and interagency coordination of services with local child welfare offices, school districts, and community partners, so that student s in foster care in California will have thoughtful access to resources and supports, improved graduation rates, improved school attendance, and increased school stability.

The FYSCP TAP team provides :

Subject matter e xpertise to the county office FYSCPs in support o f continuous improvement efforts

Support that fosters collaboration among county agencies through coor dination and interagency agreements which address school stability and information sharing

Guidance and support to increase the c apacity and willingness to gather meaningful data and strategic a nalysis processes

O nline meetings and resources shared among county FYSCP c oordinators in order to enable support for school districts and community stakeholders

In-person regional and statewide meetings to ensure the spread of best practices related to the education of students in foster care

Relevant training on trauma-informed practices for schools

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Welcome to the FYSCP Technical Assistance Hub! Publicly available updates from your FYSCP TAP team and the CDE will be posted here. FYSCP Coordinators will also receive additional information via

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Strategies For School Sites - Attendance Works

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Every day a student is absent is a lost opportunity for learning. Too many absences not only can affect achievement for the absent student but also can disrupt learning for the entire class. Attendance Works suggests five basic steps to address and reduce chronic absence in schools. We’ve developed…