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Transportation Authority of Marin (TAM) administers the Safe Routes to Schools (SR2S) Program, which works to relieve traffic congestion around schools by promoting alternatives to commuting to school, such as walking, biking, taking the bus and carpooling.

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SchoolBeat is a student wellness platform designed to help schools proactively support student wellbeing. It offers powerful tools like daily check-ins and monthly screeners to monitor student wellness and provide actionable data for school and district staff.

With an integrated social-emotional learning curriculum aligned with CASEL, SchoolBeat provides ready-to-use, age-appropriate lessons that begin with movie modeling. By combining real-time data, built-in SEL content, and streamlined reporting, SchoolBeat empowers schools to intervene early, create safer learning environments, and strengthen support for all students.

Here are some of the recordings and the product deck:

6-Min Video: Schoolbeat Secondary (7-12) Overview

4-Min Video: Schoolbeat Reports

Product Overview Slide Deck: Schoolbeat (formerly Moozoom)

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Help your teachers deliver Social Emotional Learning with no training and no prep time! Discover the new and only way to teach SEL hassle-free while saving time & costs on teachers training & school climate data assessment.

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Expanding College Access with the Common App

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Expanding College Access with the Common App

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Expanding College Access with the Common App

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This webinar will explore how high school counselors and liaisons can use the Common App to support students applying to college, including unaccompanied youth experiencing homelessness, and address frequently asked questions.

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Expanding College Access with the Common App

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Expanding College Access with the Common App

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Expanding College Access with the Common App

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This webinar will explore how high school counselors and liaisons can use the Common App to support students applying to college, including unaccompanied youth experiencing homelessness, and address frequently asked questions.

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Email Amy Carrera (acarrera@marinschools.org) to refer a student to Tutor Me Education's tutoring support for foster youth and McKinney-Vento youth.

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Mental Health Resources - Marin County Office of Education

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Mental Health Resources - Marin County Office of Education

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Summer Visits: Community Resources Guide

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Summer Visits: Community Resources Guide

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Baby2Baby is a national nonprofit that provides children in need across the country with diapers, clothing, and all the basic necessities that every child deserves.

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Baby2Baby is a nonprofit that provides children in need across the country with diapers, clothing and all the basic necessities that every child deserves. Donate today and help us reach the one million children relying on Baby2Baby each year. View our 2024 Annual Report ->

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StandUp for Kids is a national nonprofit organization dedicated to ending youth homelessness in local communities like yours.

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We do this every day in cities across America, one youth at a time. Our volunteers and staff are here to empower homeless and at-risk youth toward lifelong personal growth, and to create in these youth a sincere belief in themselves through open, straightforward counseling, mentoring, and life-skills training.

StandUp for Kids is a 501(c)(3) non-profit organization. Tax ID Number 33-0414855

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StandUp for Kids | Ending the Cycle of Youth Homelessness

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StandUp For Kids helps homeless and street kids every day in cities across America. We carry out our mission through our volunteers, who go to the streets.

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Marin Child Care Council is a nonprofit that offers a variety of services for parents, child care providers and the community that are essential to the delivery of quality child care in Marin.  

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Child care search in Marin County | Marin Child Care Council | San Rafael

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Marin Child Care Council provides assistance with finding and funding quality child care, preschool, and afterschool programs in Marin County.

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Every child has the right to a good night. Yet, thousands of children across the United States will go to sleep tonight and their bedtime will be missing something. They may be feeling alone and afraid, in a bed that isn't theirs, in a shelter that isn't a ...

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Rural Homelessness – National Center for Homeless Education

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Skip to main content

Help Me Grow Marin connects parents, caregivers, and providers with information and resources about early childhood development.

Developmental & Behavioral Screenings can change the trajectory for kids.

COVID-19 is impacting families everywhere and many are facing unprecedented health and financial strain. Learn how we're helping families in need.

Early childhood milestones

How is your child doing?

All parents have questions, concerns and needs regarding their children. On this page you will find helpful information and resources to support you in your role as a parent, caregiver or guardian.

Families

Find information and resources you need to support your child's optimal development.

Healthcare

Find community resources and learn how Help Me Grow Marin
can work with you.

Community

Find resources to support
and strengthen your
services to children and families. Partner with us.

Activities

activities

A list of public libraries in Marin County.
Learn more

activities

List of parks, reserves, open spaces, and recreational activities in Marin County.
Learn more

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Skip to main content Help Me Grow Marin connects parents, caregivers, and providers with information and resources about early childhood development. Developmental & Behavioral Screenings can change the trajectory for kids. COVID-19 is impacting families everywhere and many are facing unprecedented health and financial strain. Learn how we're helping families in need.

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NCHE operates the U.S. Department of Education's technical assistance and information center for the federal Education for Homeless Children and Youth (EHCY) Program.

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National Center for Homeless Education (NCHE)

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National Center for Homeless Education (NCHE)

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SchoolHouse Connection works to overcome homelessness, from prenatal to postsecondary, through strategic advocacy and technical assistance in partnership with youth, families, schools, early childhood programs, institutions of higher education, and service providers.

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Everyone deserves to live their life with dignity and respect

At Community Action Marin, we break down the barriers that get in the way of anyone in our community being able to support themselves, and each other. Our clients come to us because they have a need for one of our services. When community members come through any one of our doors, we put them first, listen to what they need and give them more than just the tools to meet the basic requirements for survival. Our bilingual and bicultural staff ensures that people are heard-from immediate needs to making long-lasting change a reality in support of equity and well-being for all.

As a Leadership Council member of Marin Promise Partnership, Community Action Marin is proud to stand with others committed to racial equity in education from early childhood all the way to career. Read our collaborative Racial Equity Statement now.

Community Action Marin is working to help everyone here thrive

How much a family of four needs to cover their basic needs

How much 20% of people earn a year. This is even worse for people of color

The rise in the cost of living in Marin since 2014

We listen to the needs of community

Take care of the whole family

We provide services that help people meet their basic needs, and beyond. Our team works hard to guide, support, and nourish those in our community. The principles that guide staff are embedded in our Whole Family Approach, designed to ensure improved outcomes at the individual, agency, and community levels. How we work is critical to achieve our goals. There is no wrong door here. Strong, trusted relationships make self-sufficiency possible for over 5,000 households each year-and growing.

We make it possible for people to achieve well-being by providing the education, mental health, and vital services they need. Together, we break down the barriers that get in the way of fair and lasting change in service to better outcomes for all.

And meet people where they are

Your donation today to our Step Up Community Fund will help create a stronger Marin County. Together, we can make our community fair, just, and inclusive so people can not only meet their most basic needs, but they can also fully support themselves and each other on the road to self-sufficiency.

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Community Action Marin, Breaking Barriers, Social Services

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Everyone deserves to live their life with dignity and respect At Community Action Marin, we break down the barriers that get in the way of anyone in our community being able to support themselves, and each other. Our clients come to us because they have a need for one of our services.

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The McKinney-Vento Homeless Assistance Act (McKinney-Vento Act) (42 United States Code § 11431-11435) is federal legislation that ensures the educational rights and protections of children and youth experiencing homelessness. It requires all local educational agencies (LEAs) to ensure that homeless students have access to the same free, appropriate public education, including public preschools, as provided to other children and youth. The McKinney-Vento Act defines LEAs as public school districts, direct-funded and locally funded charter schools, and county offices of education. The McKinney-Vento Act also authorizes the funding for the federal Education for Homeless Children and Youth Program.

Definition of Homeless
McKinney-Vento Act definition of homeless children and youth.

Resources for Homeless Children and Youth
Resources related to homeless students' rights to enroll and participate fully in school.

Homeless Innovative Program Toolkits
The Model Innovative Practice (MIP) Toolkits were developed by 20 LEA grantees and are aligned to Local Control Funding Formula Priority Areas. These MIP Toolkits are listed below and are available for use by LEAs.

Homeless Youth in California Schools Data
Link to the Homeless Youth Data website that gives information, resources, and educational outcomes for homeless youth.

Statewide Educational Homeless Data
This presentation provides information regarding the educational outcomes for homeless children and youth during the 2019-20 school year.

Homeless Education Technical Assistance Centers (HE TACs)
This page provides information for LEAs regarding the purpose and responsibilities of California's HE TACs.

Homeless Education Liaison Contact Information (XLSX; Updated 4-Oct-2023)
Contact information for Homeless Education liaisons within the State of California.

County Office Homeless Liaison Contact Information (XLSX; Updated 10-Aug-2023)
Contact information for each County Homeless Education Liaison, including website for each county office.

American Rescue Plan - Homeless Children and Youth Fund
The American Rescue Plan Act - Homeless Children and Youth (ARP-HCY) fund identifies homeless children and youth, provides wraparound services in light of the impact of the COVID-19 pandemic, and helps enable homeless children and youth to attend school and participate fully in school activities. This includes in-person instruction this spring, and summer learning and enrichment programs that begin in the coming months.

ARP-HCY Fund Assurances and Quarterly Report Submission Tool
This includes the ARP-HCY II Assurances and Quarterly Reports. In order for an LEA to receive an allocation, it must submit the ARP-HCY II Assurances. All LEAs within a consortium must also complete the assurances. In addition, all LEAs that received ARP-HCY II funds must submit quarterly expenditure and program reports.

ARP-HCY State Plans
The U.S. Department of Education (ED) has posted all ARP-HCY State Plans on this page. These plans were due on September 7, 2021. Approved State materials will be posted following the review and approval by the ED.

An Overview of the ARP-HCY State Plans (PDF)
The National Center for Homeless Education has released a report that summarizes state educational agencies' strategies for the implementation of the ARP-HCY program and spotlights emerging practices from across the country for effectively using ARP-HCY program funds.

Frequently Asked ARP-HCY Questions and Answers
This page contains responses from ED to common ARP-HCY questions about the implementation of the ARP-HCY program. The ED updates this page periodically.

American Rescue Plan - Homeless Children and Youth Resource Guide
This guidance is to provide LEAs with strategies, resources, and innovative ideas on how to support children and youth experiencing homelessness with ARP-HCY funds. All strategies and suggestions are contributions by LEAs throughout the state and at the national level and are suggested with the intent to remove a barrier to students' education.

California's American Rescue Plan Act Elementary and Secondary School Emergency Relief III Plan (PPTX)
This presentation elicits stakeholder input on California's ARP Act Elementary and Secondary School Emergency Relief III Plan and includes background information regarding the ARP-HCY fund.

Fiscal Management
Fiscal forms and funding results for the Education for Homeless Children and Youth Program grants.

Federal Program Monitoring for Homeless Education (PPTX)
PowerPoint presentation addressing purpose, process, best practices, and homeless instrument details.

Last Reviewed: Wednesday, October 11, 2023

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Provides information and resources for homeless children and youth and their right to enroll, attend, participate fully, and succeed in school.

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California Homeless Education and 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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MCOE's Education for McKinney-Vento & Foster Youth page

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MCOE's Education for McKinney-Vento & Foster Youth page

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Education for McKinney-Vento and Foster Youth - Marin County Office of Education

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Education for McKinney-Vento and Foster Youth - Marin County Office of Education

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MCOE's Education for McKinney-Vento & Foster Youth page

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MCOE's Education for McKinney-Vento & Foster Youth page

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Education for McKinney-Vento and Foster Youth - Marin County Office of Education

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Education for McKinney-Vento and Foster Youth - Marin County Office of Education

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The intention of the CA Rural Ed Network is to amplify the voices of rural educators.  We believe that if we provide time and space for rural educators to share their stories, make connections and seek to continuously improve rural educational practices, then we are able to share the unique and positive features of rural education with the world.

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The vision of the CA Rural Ed Network is to communicate what is unique and positive about rural education and to identify priority areas and resources in order to increase the opportunities for California's rural students, schools and communities.

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The vision of the CA Rural Ed Network is to communicate what is unique and positive about rural education and to identify priority areas and resources in order to increase the opportunities for California's rural students, schools and communities.

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The Postpartum Support Center aims to help expectant and new parents navigate the perinatal period, reduce parental stress, and build effective support systems, particularly when confronted with considerable barriers to mental health treatment including long wait times and high costs.​  PPSC provides direct peer and social support, prevention program, practical help, information, and resources. 

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​

Postpartum Support Center offers free, culturally responsive support and resources to help families navigate the challenges of pregnancy, postpartum, and early parenting. Whether you need emotional support, practical help, or guidance during this major life transition, we're here to walk alongside you with care, connection, and evidence-based programs designed to meet you where you are. PSC also partners with local hospitals, clinics, local providers, and community organizations to bring our services to all perinatal families.

Feeling sad, worried or overwhelmed? You are NOT alone! We can help! We are here for you!

PPSC provides information, resources, referrals, screening mental health assessments, and advocacy.​ Here are some useful website tools you can use now to support your journey. ​

PPSC Calendar of Events

Maternal Mental Health Advocacy

Breakdowns in marriages/relationships

Family conflicts

Interruption of attachment between parent and child

MARIN DIAPER BANK DONATION DROP-OFF DETAILS

KIND REMINDER*

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Postpartum Support Center (PPSC) | Supporting Maternal Mental Health in Marin County

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Postpartum Support Center (PPSC) provides a support system and a safe place for moms and families in need and promotes awareness and prevention of Maternal and Paternal Mental Disorders. Our programs are created to provide support to all new parents who lack social support and access to information.

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Operation Warm is a national nonprofit that manufactures brand-new, high-quality coats and shoes for children in need.

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Turn shoes and clothing into opportunity.

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At Soles4Souls, we turn unwanted shoes and clothing into opportunity, by keeping them from going to waste and putting them to good use - providing relief, creating jobs and empowering people to break the cycle of poverty.

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Shelter from the elements is a basic human need along with nourishing food, drinkable water, and a safe place to sleep. For nearly 30 years, One Warm Coat has provided free, warm coats to anyone in need, without discrimination. During that time, over 6.6 million children and adults have received the gift of warmth.

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One Warm Coat | No One Should Go Cold This Winter

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Shelter from the elements is a basic human need along with nourishing food, drinkable water, and a safe place to sleep. For nearly 30 years, One Warm Coat has provided free, warm coats to anyone in need, without discrimination. During that time, over 6.6 million children and adults have received the gift of warmth.

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Bloom Adult Referral Form (For Use by School District or Partner Agencies Only)

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Bloom Adult Referral Form (For Use by School District or Partner Agencies Only)

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ADULT Client Referral Form (19 years of age and older). Requests for clothing services must come from a referring agency. For families, use both the CHILD Referral Form and the ADULT Referral Form - one adult form per parent in the family.

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Help kids across the country get the shoes they need!

We're so proud of our CEO for releasing her new book!

Did you know that 1 in 3 American children lives in a low-income family?

When you give shoes to a child, you give so many other things like Hope, Dignity, and Joy.

Here is what the schools tell us about the impact of our program:

Our story

Shoes That Fit tackles one of the most visible signs of poverty by giving kids in need new athletic shoes to attend school with dignity and joy. Together, we can make a difference to kids in need. We can alleviate this simple burden. We can stop bullying by making sure no child is wearing shoes that are too old or smelly or too inappropriate.

Since our founding in 1992, we've provided over 2 million pairs of brand new shoes and other necessities to children across the United States.

Our vision is that, one day, every child in America who needs new shoes gets new shoes, allowing all children the opportunity to reach their highest potential.
READ MORE

How we work

Step 1

We pair "sponsoring groups" - businesses, colleges, community service groups and other organizations - with children at schools in their communities.

Step 2

The school identifies the children most in need.

Step 3

The school staff personally measures each child with the tools we provide.

Step 4

Brand new shoes are purchased by the sponsoring group and delivered to the school.

Step 5

Lives change.

Don't take our word for it. Here's what teachers have to say about Shoes That Fit:
"I love the smile that it puts on my student's faces. It gives my kids an equal opportunity to be able to have good shoes in gym and increases their confidence." "The look the students give you when they put on their new shoes is priceless. It gives them a sense of relief that has a lasting impact on a daily basis. It also has an impact on the families by taking a burden off their hands. They're so grateful their child has a nice pair of shoes that they can be proud of." "I love being able to have the resources necessary to respond to needs when they arise. We have so many "shoe emergencies!" Students may have shoes that literally have the sole falling off of them, a huge hole letting in cold air/moisture, or maybe their shoes are two sizes too small and creating discomfort or pain." "It's nice to know that we're able to provide a new pair of shoes to preserve their safety and ease their discomfort. This allows us to shift their focus back to activities that support their social, emotional and academic growth, instead of them being worried and sidetracked by this basic need."

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Shoes That Fit: Every Child Deserves Them

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Help kids across the country get the shoes they need! We're so proud of our CEO for releasing her new book! Did you know that 1 in 3 American children lives in a low-income family?

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My Stuff Bags Foundation Home - My Stuff Bags Foundation

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The My Stuff Bags Foundation is a national nonprofit that delivers hope and comfort to children rescued from abuse, neglect, and homelessness by providing duffel bags filled with new essentials like toys, books, and blankets. Learn how you can help these vulnerable children.

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SupplyBank.org - Basic Needs, Essential Services

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Find Free Food Pantries Near Me | San Francisco-Marin Food Bank

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The Food Bank can help you find free food pantries near you in SF and Marin. Free food is available at close to 300 weekly food pantries in your area.

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National Runaway Safeline | National Runaway Safeline

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Call 1-800-RUNAWAY if you are thinking of running from home, if you have a friend who has runaway, or if you are a runaway ready to go home.

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National Health Care for the Homeless Council

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National Health Care for the Homeless Council

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This website is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) as part of an award totaling $1,625,741 with 20 percent financed with non-governmental sources. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by HRSA, HHS, or the U.S. Government. For more information, please visit HRSA.gov.

Copyright © 2019 National Health Care for the Homeless Council, Inc. PO Box 60427 | Nashville, TN 37206 | (615) 226-2292

Disclaimers and Payment Policies

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National Health Care for the Homeless Council | Quality. Access. Justice. Community

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This website is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) as part of an award totaling $1,625,741 with 20 percent financed with non-governmental sources. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement, by HRSA, HHS, or the U.S.

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One Stride at a Time 5k Run/Walk

🌟 Thank You for Joining Us at the One Stride at a Time 5K! 🏃‍♀️🏃‍♂️

A heartfelt thank you to all the families, community partners, and participants who took part in our One Stride at a Time 5K Walk & Run this past Saturday. 💖

Whether you ran, walked, volunteered, or simply showed up to support, your energy and presence made the day truly special. 👟✨

This event was more than a race-it was a reminder of what we can achieve together: community, wellness, and steps toward a stronger, healthier future. 🌱

We can't wait to see you at the next one!
With gratitude,
The Find Your Way Team

🌟 ¡Gracias por acompañarnos en el One Stride at a Time 5K! 🏃‍♀️🏃‍♂️

Queremos agradecer de corazón a todas las familias, socios comunitarios y participantes que formaron parte de nuestro evento One Stride at a Time 5K Caminata y Carrera el pasado sábado. 💖

Gracias por aportar su energía, tiempo y espíritu. Ya sea que hayan corrido, caminado, apoyado o colaborado, su presencia hizo de este día algo verdaderamente especial. 👟✨

Este evento no fue solo una carrera, fue una muestra de lo que podemos lograr juntos: comunidad, bienestar y pasos hacia un futuro más fuerte y saludable. 🌱

¡Esperamos verlos en la próxima edición!
Con gratitud,
El equipo de Find Your Way

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🌟 Thank You for Joining Us at the One Stride at a Time 5K! 🏃‍♀️🏃‍♂️ A heartfelt thank you to all the families, community partners, and participants who took part in our One Stride at a Time 5K Walk & Run this past Saturday.

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Join the Side by Side Human Race Team and support local causes.

Let's make a difference together!

The Sonoma County Human Race is a remarkable 5K fundraiser

that supports local nonprofits in the North Bay region of California.

Since its inception in 1981, this event has been making a positive impact

by bringing together people from all walks of life.

Date: Saturday, May 4, 2024

Location: Old Courthouse Square, Santa Rosa, CA

×

Search Left Angle Up Angle Down Angle Right Angle Left Arrow Right Arrow Email User Play Pause Fullscreen Exit Fullscreen Unmute Mute Close Gallery Arrow Gallery Youtube Facebook Facebook Twitter Instagram LinkedIn Pinterest Google + Flickr Yelp Trip Advisor

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Join the Side by Side Human Race Team and support local causes. Let's make a difference together! The Sonoma County Human Race is a remarkable 5K fundraiser that supports local nonprofits in the North Bay region of California. Since its inception in 1981, this event has been making a positive impact by bringing together people from all walks of life.

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Teen Mental Health - North Marin Community Services

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The Novato Teen Clinic offers a free, confidential clinic for teens ages 12-25 to access reproductive and behavioral health care.

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Community Action Marin's Transitional Aged Youth Program

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Community Action Marin's Transitional Aged Youth Program

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Supporting unhoused transitional age youth

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Community Action Marin offers vital support and housing stability to the homeless . including unhoused Transitional Age Youth (TAY).

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Public Assistance | Marin Health and Human Services

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BenefitsCal.com(link is external) is a new simple way for customers to apply for, view, and renew benefits for health coverage, food and cash assistance.

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MARIN COUNTY FREE LIBRARY HelpNow - Online Tutoring

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The Basics

We're on a mission to make the lives of underserved kids and their families easier, their opportunities greater, and their dreams bigger. We are always trying to be as transparent as possible. Below you'll see our internal data. This data is updated in real time.
Our Numbers

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Free Online Tutoring for Kids | Learn To Be

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Discover the power of free online tutoring! Learn To Be provides 1-on-1 online tutoring to under-resourced students at no cost. Sign up a student today, or join our community of volunteer tutors.

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How to find a tutor

Tutors schedule sessions ahead of time, so that learners can find the right one for them. If there are no upcoming sessions for a topic, our request feature allows learners to let our volunteers know, and they'll create a session as soon as possible. Join in for a session on high school math, SAT prep, or even a general Q&A with Sal Khan.

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Tutors schedule sessions ahead of time, so that learners can find the right one for them. If there are no upcoming sessions for a topic, our request feature allows learners to let our volunteers know, and they'll create a session as soon as possible.

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A required part of this site couldn’t load. This may be due to a browser extension, network issues, or browser settings. Please check your connection, disable any ad blockers, or try using a different browser.

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"free online classes" "math tutorials" "science tutorials" "online education" "video classes" "arts and humanities videos" "online lessons" "online learning"

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Khan Academy is a 501(c)(3) nonprofit organization with the mission of providing a free, world-class education for anyone, anywhere. Our interactive practice...

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NCHE: Transporting Children & Youth Experiencing Homelessness

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NCHE: Transporting Children & Youth Experiencing Homelessness

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Transportation – National Center for Homeless Education

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NCHE: Transportation for Homeless Children and Youth - Strategies for Rural Districts

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NCHE: Transportation for Homeless Children and Youth - Strategies for Rural Districts

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california homeless education and technical assistance center

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Transportation - California Homeless Education and Technical Assistance Center

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Transportation - California Homeless Education and Technical Assistance Center

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ESSA requires every state educational agency to collaborate with the state child welfare agency to ensure the educational stability of students in foster care, including assurances that they remain in their school of origin when determined to be in their best interest.
ESSA also provides a path for

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SchoolHouse Connection: Q&A From the Field

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SchoolHouse Connection: Q&A From the Field

# data[].attributes.attachment_link.description
Find answers to common questions from educators, service providers, and the public about the education and care of children and youth experiencing homelessness.

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From the National Association for the Education of Homeless Children and Youth (NAEHCY) and the National Law Center on Homelessness & Poverty

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The Most Frequently Asked Questions on the Education Rights of Children and Youth in Homeless Situations

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The Most Frequently Asked Questions on the Education Rights of Children and Youth in Homeless Situations

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The California Department of Education (CDE) administers the Foster Youth Services Coordinating Programs (FYSCPs) through county offices of education (COEs) to provide support services to foster children who suffer the traumatic effects of displacement from family and schools and multiple placements in foster care. These FYSCPs have the ability and authority to ensure that health and school records are obtained to establish appropriate placements and coordinate instruction, counseling, tutoring, mentoring, vocational training, emancipation services, training for independent living, and other related services. The FYSCPs increase the stability of placements for foster children and youth. These services are designed to improve the children's educational performance and personal achievement, directly benefiting them as well as providing long-range cost savings to the state.

Grantee Information

2024-27 Program Plan
Documents necessary for the submission of a 2024-27 FYSCP Program Plan.

Technical Assistance
Grant program to provide technical assistance to counties which provide educational support for foster youth.

Funding
Requests for applications and funding results for foster youth services programs.

Fiscal Forms
Documents necessary for submitting Foster Youth Services grant fiscal reports and forms.

Fiscal Resources
Additional resources and information regarding Foster Youth Services grants.

Contacts

Foster Youth Services Coordinating Program Coordinators
Contact information for foster youth services coordinating programs.

Assembly Bill (AB) 490 Educational Liaisons for Foster Youth
Contact information for AB 490 educational liaisons at the county offices of education and school districts.

Listserv
Join the Foster Youth Issues Forum Listserv to share ideas and ask for advice about foster youth.

Reports & Publications

Legislative Reports

2022 Report to the Governor and Legislature
Provides information about the FYSCP for school years 2019-20 and 2020-21. The report includes: (1) recommendations regarding the effectiveness and continuation of the FYSCP; (2) foster student data by county; (3) FYSCP Report; and (4) conclusion.

2020 Report to the Governor and Legislature
Provides information about the FYSCP for school years 2017-18 and 2018-19. The report includes: (1) recommendations regarding the effectiveness and continuation of the FYSCP; (2) foster student data by county; (3) FYSCP Report; and (4) conclusion.

Recommendations to the Legislature on Identified Placement and Service Gaps for Children and Youth in Foster Care Who Have Experienced Severe Trauma (PDF)
Assembly Bill 2083, Chapter 815, Statutes of 2018, added Section 16521.6 to Welfare and Institutions Code, requiring the joint interagency resolution team, of which CDE participates in, in consultation with county agencies, service providers, and advocates for children and resource families developed and submitted recommendations to the Legislature addressing any identified gaps in placement types or availability, needed services to resource families, or other identified issues for children and youth in foster care who have experienced severe trauma.

2018 Report to the Governor and Legislature
Provides information about the FYSCP for school years 2016-17 and 2017-18. The report includes: (1) recommendations regarding the effectiveness and continuation of the FYSCP; (2) foster student data by county; (3) FYSCP Report; and (4) conclusion.

2014 Report to the Governor and Legislature
Information on program effectiveness generated by the Core, Countywide, and Juvenile Detention Foster Youth Services programs during the 2012-13 school year.

2012 Report to the Governor and Legislature
Information on program effectiveness generated by the Core, Countywide, and Juvenile Detention Foster Youth Services programs during the 2010-11 school year.

2010 Report to the Legislature and Governor
Information on program effectiveness generated by the Core, Countywide, and Juvenile Detention Foster Youth Services programs during the 2008-09 school year.

Publications

Foster Youth Outcomes and Recommended Practices (DOCX)
This report outlines the steps and processes performed by four local educational agencies that are proven to increase successful outcomes for California foster youth.

Foster Youth Education Toolkit (PDF)
A guide to improving education outcomes for children in foster care, focused on the most critical areas of need for foster youth. The Toolkit is designed to assist school administrators in meeting the goals of the Local Control Funding Formula.

Study of the Educational Placement of Children Residing in Group Homes (PDF)
This report presents findings and recommendations regarding the education of children residing in group homes or licensed children's institutions in California.

Resources

Best Practices Guide for Developing a District System to Improve Education Outcomes for Youth in Foster Care (PDF)
Developed by the Alliance for Children's Rights, this document provides guidance for districts on creating a system and practices to improve educational outcomes for youth in foster care.

Children and Youth System of Care Technical Assistance
This page holds recordings of Assembly Bill 2083 Children and Youth System of Care technical assistance webinars.

2020 Foster Youth Outcomes Data Overview (PPTX)
This document describes the educational outcomes for foster youth available during the 2019-20 school year. Included in the document are multiple years of foster youth enrollment counts, 2019-20 graduation rates, 2018-19 suspension and chronic absenteeism rates, and 2017-18 college going rates.

Best Interest Determination Joint Letter (Revised Mar-10-2021; PDF)
This joint letter between the CDE and California Department of Social Services details the Best Interest Determination process, including recommendations from the State.

System of Care for Children and Youth (AB 2083)
Webpage hosted by the California Health and Human Services Agency that contains information on the county mandates created by Assembly Bill (AB) 2083, guidance documents, and resources intended to assist counties with the development and implementation of their Children and Youth System of Care Memorandum of Understanding.

Partial Course Credit Letter
Education Code Section 48645 requires each public school district and county office of education to accept full or partial coursework completed by a pupil while attending another school or agency.

Program Resources
Resources related to foster youth services programs.

Foster Youth Services - CalEdFacts
This content is part of California Department of Education's information and media guide about education in the State of California. For similar information on other topics, visit the fullCalEdFacts.

Frequently Asked Question

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Do students in foster care need to be immediately enrolled even if we have no records from their prior school?

Yes, a student in foster care who is not remaining in their school of origin must be immediately enrolled in their new school regardless of documentation regularly required for other students and families at enrollment.

Please refer to California Education Code section 48853.5(f)(8)(B):

The new school shall immediately enroll the foster child even if the foster child has outstanding fees, fines, textbooks, or other items or moneys due to the school last attended or is unable to produce clothing or records normally required for enrollment, such as previous academic records, medical records, including, but not limited to, records or other proof of immunization history pursuant to Chapter 1 (commencing with Section 120325) of Part 2 of Division 105 of the Health and Safety Code, proof of residency, other documentation, or school uniforms.

Are students in foster care required to have the diphtheria, tetanus, and acellular pertussis booster vaccine and other immunizations in order to be immediately enrolled?

Pursuant to California Education Code Section 48853.5(f)(8)(B), cited above, schools must immediately enroll foster children transferring to their school even if a foster child is unable to produce immunization records normally required for school entry. Once a foster child is enrolled, school staff should work with the school or foster family where the student was transferred from to obtain the student's immunization records quickly. The school staff person should also work with local health departments to ensure these students receive any vaccinations they may need.
( Immunization & Health Checkup page)

Is it necessary for students in foster care to have proof of immunization in order to be enrolled in school?

California law requires schools to immediately enroll foster children transferring to their school even if a foster child is unable to produce immunization records normally required for school entry. Once a foster child is enrolled, school staff should work with the school or foster family where the student was transferred from to obtain the student's immunization records quickly. The school staff person should also work with local health departments to ensure these students receive any vaccinations they may need.
( Immunization & Health Checkup page)

Please refer to Health and Safety Code Section 120341:

(a) The governing authority shall admit a foster child, as defined in subdivision (a) of Section 48853.5 of the California Education Code ( EC), whose immunization records are not available or are missing.
(b) This section shall not alter the obligation of the governing authority to obtain a foster child's immunization records pursuant to Section 48853.5 of the EC or to ensure the immunization of a foster child pursuant to this chapter.
(Added by Stats. 2011, Ch. 463, Sec. 3. (Assembly Bill 709) Effective January 1, 2012.)

Is there a time limit for when proof of immunization must be presented to the school to prevent a student in foster care from being excluded?

California law requires schools to immediately enroll foster children transferring to their school even if a foster child is unable to produce immunization records normally required for school entry. Once a foster child is enrolled, school staff should work with the school or foster family where the student was transferred from to obtain the student's immunization records quickly. The school staff person should also work with local health departments to ensure these students receive any vaccinations they may need.
( Immunization & Health Checkup page)
The law does not reference a specific time frame for obtaining proof of immunization.

How much time is a local educational agency required to allow a student in foster care to become fully immunized?

California law requires schools to immediately enroll foster children transferring to their school even if a foster child is unable to produce immunization records normally required for school entry. Once a foster child is enrolled, school staff should work with the school or foster family where the student was transferred from to obtain the student's immunization records quickly. The school staff person should also work with local health departments to ensure these students receive any vaccinations they may need.
( Immunization & Health Checkup page)
The law does not reference a specific time frame for obtaining proof of immunization.

How is the school of origin (SOO) determined for implementing Assembly Bill 490 rights? Is the school of origin the school, the district or the special education program?

The SOO is defined in California Education Code ( EC) section 48853.5(g) as:
the school in which the foster child was last enrolled or the school the child attended when permanently housed. If the school the foster child attended when permanently housed is different from the school in which the foster child was last enrolled, or if there is some other school the foster child attended with which the child was connected and attended within the immediately preceding 15 months, the educational liaison, in consultation with and with the agreement of the child and the person holding the educational rights for the child, shall determine, in the best interests of the foster child, the school that shall be deemed to be the SOO. In addition, the EC provides that the SOO is not limited to the actual "school' from which the child last came from. Please refer to the Section 48853.5(f)(4) which provides:
To ensure that the foster child has the benefit of matriculating with his or her peers in accordance with the established feeder patterns of school districts, if the foster child is transitioning between school grade levels, the local educational agency shall allow the foster child to continue in the school district of origin in the same attendance area, or, if the foster child is transitioning to a middle school or high school, and the school designated for matriculation is in another school district, to the school designated for matriculation in that school district.

How long is a student in foster care entitled to school of origin rights?

A student in foster care retains their rights to attend their school of origin as long as they are in foster care, until the end of the school year when their foster care case closes mid-year, or, in the case of high school, until graduation from high school.
Please refer to California Education Code 48853.5(f)(1-4):

(f) (1) At the initial detention or placement, or any subsequent change in placement of a foster child, the local educational agency serving the foster child shall allow the foster child to continue his or her education in the school of origin for the duration of the jurisdiction of the court.
(2) If the jurisdiction of the court is terminated before the end of an academic year, the local educational agency shall allow a former foster child who is in kindergarten or any of grades 1 to 8, inclusive, to continue his or her education in the school of origin through the duration of the academic school year.
(3) (A) If the jurisdiction of the court is terminated while a foster child is in high school, the local educational agency shall allow the former foster child to continue his or her education in the school of origin through graduation.
(B) For purposes of this paragraph, a school district is not required to provide transportation to a former foster child who has an individualized education program that does not require transportation as a related service and who changes residence but remains in his or her school of origin pursuant to this paragraph, unless the individualized education program team determines that transportation is a necessary related service.
(4) To ensure that the foster child has the benefit of matriculating with his or her peers in accordance with the established feeder patterns of school districts, if the foster child is transitioning between school grade levels, the local educational agency shall allow the foster child to continue in the school district of origin in the same attendance area, or, if the foster child is transitioning to a middle school or high school, and the school designated for matriculation is in another school district, to the school designated for matriculation in that school district.

When the school of origin (SOO) for a student in foster care is a Charter school, must the student be given priority on a waiting list for enrollment?

While there is no legislative mandate that a student in foster care be given priority on a Charter School waiting list per se, a student in foster care does have the right to attend their school of origin when determined to be in their best interest to do so. As such, a Charter School must ensure the student is granted this entitlement if the charter school is determined to be the SOO after a best interest determination.

Which address does the local educational agency use to determine the school of residence?

While the general rule is that school of residence of a student is determined by where a parent or guardian lives, for students in foster care residency can be determined by the address where they live, in cases where they are placed in a licensed children's institution or foster home pursuant to California Education Code ( EC) 56155.5, placed by a court in a foster home or reside with a caregiver. In addition, remaining in their school of origin establishes automatic residency.
Please refer to EC 48204(a)(2) which states:
(a) (2) A pupil who is a foster child who remains in his or her school of origin pursuant to subdivisions (f) and (g) of Section 48853.5.

Are Charter Schools required to comply with Assembly Bill (AB) 490?

Yes, pursuant to California Education Code Section 48859(c), the definition of Local Educational Agency for purposes of "AB 490" rights include charter schools.

48859. For purposes of this chapter, the following terms have the following meanings:
(c) "Local educational agency" means a school district, a county office of education, a charter school, or a special education local plan area.
(Amended by Stats. 2015, Ch. 289, Sec. 2. (SB 445) Effective January 1, 2016.)

Are Charter schools obligated to provide transportation to school of origin?

Yes, as set forth above, charter schools are considered a local educational agency under California Education Code ( EC) section 48859(c) and thus are obligated to provide transportation, if appropriate, to the school of origin pursuant to EC section 48853.5(f)(5).
48853.5(f)(5)(A) Paragraphs (2), (3), and (4) do not require a school district to provide transportation services to allow a foster child to attend a school or school district, unless there is an agreement with a local child welfare agency that the school district assumes part or all of the transportation costs in accordance with Section 6312(c)(5) of Title 20 of the United States Code, or unless otherwise required under federal law. This paragraph does not prohibit a school district from, at its discretion, providing transportation services to allow a foster child to attend a school or school district.
(B) In accordance with Section 6312(c)(5) of Title 20 of the United States Code, local educational agencies shall collaborate with local child welfare agencies to develop and implement clear written procedures to address the transportation needs of foster youth to maintain them in their school of origin, when it is in the best interest of the foster youth.

If the local educational agency (LEA) cannot identify or contact the biological parent of the foster youth who would hold the student's educational rights, can the LEA appoint someone else to be the educational rights holder?

The answer to this question requires us to first understand that in California the only authority for limiting a parent's educational rights and assigning those rights to another individual is through an order of the Juvenile Court judge. There are limited exceptions, however, when a person can hold educational rights on behalf of a foster student without possessing a court order assigning such rights. Those would be in instances when a court has limited the rights of a foster child's parent or guardian to make educational decisions on behalf of the foster child. In such a case, the foster parent or caregiver may exercise educational rights on behalf of the foster child pursuant to California Education Code ( EC) section 56055. In addition, for foster student is eligible for special education and related services, an LEA may have a surrogate parent assigned to be a member of the foster student's individualized education plan team or to otherwise make educational decisions for the foster student according to the requirements of California Government Code 7579.5.
The Juvenile Court is required to provide the LEA of attendance a JV-535 each time a child's education rights holder changes. Furthermore, if the court cannot identify an education rights holder and needs the LEA to assign a parent surrogate a JV-535 will be sent with an attached JV-536 requesting the LEA respond to the court with the assigned education surrogate.
Please see the following Rules of Court from the California Judicial Council
Rule 5.650. Appointed educational rights holder
(a) Order and appointment (§§ 319, 361, 366, 366.27, 366.3, 726, 727.2; Gov. Code, §§ 7579.5-7579.6; 20 United States Code [U.S.C.] § 1415; 34 Code of Federal Regulations [C.F.R.] § 300.519)
Whenever it limits, even temporarily, the rights of a parent or guardian to make educational or developmental-services decisions for a child, the court must use form JV-535 to appoint a responsible adult as educational rights holder or to document that one of the following circumstances exists:
(1) The child is a dependent child or ward of the court and has a court-ordered permanent plan of placement in a planned permanent living arrangement. The caregiver may, without a court order, exercise educational decision making rights under EC section 56055 and developmental-services decision making rights under section 361 or 726, and is not prohibited from exercising those rights by section 361, 726, or 4701.6(b), or by 34 C.F.R. section 300.519 or 303.422; or
(2) The court cannot identify a responsible adult to serve as the child's educational rights holder under section 319, 361, or 726 or under EC section 56055; and
(A) The child is a dependent child or ward of the court and is or may be eligible for special education and related services or already has a valid individualized education program, and the court:
(i) Refers the child to the local educational agency for the appointment of a surrogate parent under section 361 or 726, Government Code section 7579.5, and title 20 U.S.C. section 1415; and
(ii) Will, with the input of any interested person, make developmental-services decisions for the child; or
(B) The appointment of a surrogate parent is not warranted, and the court will, with the input of any interested person, make educational and developmental-services decisions for the child.
(C) If the court must temporarily make educational or developmental-services decisions for a child before disposition, it must order that every effort be made to identify a responsible adult to make future educational or developmental-services decisions for the child.

Can a local educational agency (LEA) appoint an Educational Representative Designee when the parent retains educational rights and can sign an individualized education program?

No. As set forth in Q.12, the only authority for limiting a parent's educational rights and assigning those rights to another individual is the Juvenile Court judge and the only instance when an LEA can appoint a surrogate parent is if the foster student's parents have had their educational rights limited and the student has been identified for special educational and related services. If the foster student has a parent who retains educational rights, the LEA would not be permitted to appoint a surrogate parent or other designee to represent the educational rights of the child.

Can a local educational agency (LEA) release any educational records to the social worker or probation officer of a student in foster care without a signed release from the educational rights holder? Does this include individualized education programs?

A. On January 14, 2013, President Obama signed into law the Uninterrupted Scholars Act (USA), Public Law 112-278, which amended the Family Educational Rights and Privacy Act (FERPA). 20 United States Code (U.S.C.) § 1232g. These amendments permit educational agencies and institutions to disclose personally identifiable information from the education records of students in foster care placement, without parental consent, to an agency caseworker or other representative of a State or local child welfare agency (CWA) or tribal organization authorized to access a student's case plan "when such agency or organization is legally responsible, in accordance with State or tribal law, for the care and protection of the student." See 20 U.S.C. § 1232g(b)(1)(L). The USA also amended FERPA to allow educational agencies and institutions to disclose a student's education records pursuant to a judicial order issued in specified types of judicial proceedings in which the parent is already a party, without requiring additional notice to the parent by the educational agency or institution.
In response, California Education Code section 49076 was amended to reflect this federal change. Please see the link below.
California Legislative Information page

Can the foster parent be the educational rights holder?

Yes. Pursuant to California Rule of Court Section 5.650(c), individuals who are paid to care for the welfare of a child may not be awarded educational rights of that child as it is considered to be a conflict of interest (e.g. group home staff, child welfare staff, probation department staff, or the child's attorney). However, foster parents are deemed not have such a conflict of interest. This is because foster parents are not considered to be "paid" for caring for the child but receive reimbursement for room, board and other needs of the child
W & I 319
(j) (1) At the initial hearing upon the petition filed in accordance with subdivision (c) of Rule 5.520 of the California Rules of Court or anytime thereafter up until the time that the minor is adjudged a dependent child of the court or a finding is made dismissing the petition, the court may temporarily limit the right of the parent or guardian to make educational or developmental services decisions for the child and temporarily appoint a responsible adult to make educational or developmental services decisions for the child if all of the following conditions are found:
(2) If the court limits the parent's educational rights under this subdivision, the court shall determine whether there is a responsible adult who is a relative, nonrelative extended family member, or other adult known to the child and who is available and willing to serve as the child's educational representative before appointing an educational representative or surrogate who is not known to the child.

Can the foster parent have access to the educational records of a student in foster care if they do not hold educational rights?

Yes. A foster parent can have access to records necessary for them to support the education of children in their care regardless of whether or not they hold educational rights.
Please refer to the following California Education Code:
49069.3.

(a) A foster family agency with jurisdiction over a currently enrolled or former pupil, a short-term residential treatment program staff responsible for the education or case management of a pupil, and a caregiver who has direct responsibility for the care of the pupil, including a certified or licensed foster parent, an approved relative or nonrelated extended family member, or a resource family, as defined in Section 1517 of the Health and Safety Code and Section 16519.5 of the Welfare and Institutions Code, may access the current or most recent records of grades, transcripts, attendance, discipline, and online communication on platforms established by schools for pupils and parents, and any individualized education programs (IEP) that may have been developed pursuant to Chapter 4 (commencing with Section 56300) of Part 30 or any plan adopted pursuant to Section 504 of the federal Rehabilitation Act of 1973 (29 United States Code Sec. 794(a)) maintained by school districts, county offices of education, charter schools, nonpublic schools, as defined in Section 60010, or private schools of that pupil. A caregiver, pursuant to this section, may access the information specified in this section regardless of whether the caregiver has been appointed as the pupil's educational rights holder pursuant to Section 319, 361, or 726 of the Welfare and Institutions Code.

(b) A foster family agency, short-term residential treatment program, or caregiver may review and receive pupil records pursuant to subdivision (a) for purposes of monitoring the pupil's educational progress, updating and maintaining the pupil's education records as required by Section 16010 of the Welfare and Institutions Code, and ensuring the pupil has access to educational services, supports, and activities. These purposes include, but are not limited to, enrolling the pupil in school, assisting the pupil with homework, class assignments, and college and scholarship applications, and enrolling the pupil in extracurricular activities, tutoring, and other afterschool and summer enrichment programs.

What records can a local educational agency (LEA) release to the Court Appointed Special Advocate (CASA) who does not hold Educational Rights?

Generally, CASAs are entitled to receive and review all educational records related to their case child because most CASAs have in place a court order which allows access to records concerning their case child, including educational records. An LEA should ask to review this court order when any person claiming to be a child's CASA seeks access to a child's educational records.

Could a local educational agency (LEA) allow a student in foster care to utilize the exemption under Assembly Bill (AB) 167/216 so the student can graduate prior to the end of their senior year of high school?

The code sections that grant the entitlements under AB 167/216 do not address this question of whether the LEA could use the exemptions to allow the student to graduate early. In making a decision as to whether to apply the exemptions, an LEA will want to take other reasonable considerations into account that may impact the answer to this question. The reasonableness determination can include the age of the student and whether the student could be reasonably able to complete the LEA's local requirements in time to graduate high school by the end of their fourth year. See California Education Code 51251.1 for information on AB 167 and 216 requirements.
Please see the link below:
California Legislative Information page

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Grant programs for each county office of education and selected school districts to increase interagency support for foster youth.

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Foster Youth Services Coordinating Program HUB

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Foster Youth Services Coordinating Program HUB

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The goal of the FYSCP Technical Assistance 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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The goal of the FYSCP Technical Assistance 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.

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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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Legal Center for Foster Care & Education

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Legal Center for Foster Care & Education

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Legal Center for Foster Care & Education

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Foundation for California Community Colleges: Foster Youth Support

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Foster Youth Support - Foundation for California Community Colleges

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Ensuring students receive the support they need to succeed. Each year, approximately 4,000 of California’s foster youth age out of foster care; many are left unequipped and unprepared to navigate the higher education system. In partnership with the California Community Colleges Chancellor’s Office, FoundationCCC offers foster youth service programs that empower foster youth to navigate

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Creating a brighter future for foster care and homeless youth

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John Burton Advocates for Youth improves the quality of life for youth in California who have been in foster care or homeless by advocating for better laws, training communities to strengthen local practices and conducting research to inform policy solutions.

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There are grants specifically designed to provide free money to foster youth for college or career training. The resources below can get you started down the road to aid and a successful educational journey.

Learn more about How to Apply for the different types of aid detailed below.

Cal Grant B for Foster Youth

Cal Grant B for Foster Youth program expands aid for students who are current and former foster youth to be eligible for increased Cal Grant eligibility.

Foster youth students may renew their Cal Grant B awards for the equivalent of eight years of full-time attendance in an undergraduate program.

Foster youth students have until their 26th birthday to apply for the Cal Grant High School Entitlement Award.

Foster youth students attending a California Community College can apply for a High School Entitlement award through September 2nd (rather than March 2nd).

LEARN MORE ABOUT THE CAL GRANT B FOSTER YOUTH AWARD

Questions about Cal Grant B for Foster Youth? Send an email to studentsupport@csac.ca.gov or give us a call at 1-888-224-7268, M-F 8:00 AM to 4:45 PM.

Chafee Foster Youth Grant Program

Chafee Foster Youth Grant Program is a federal and state funded grant subject to yearly availability of funds.

This program is administered by the Commission through an interagency agreement with the California Department of Social Services (CDSS).

Chafee provides current or former California foster youth up to $5,000 per year for education expenses at an eligible California or out of state college.

Awards may be used for postsecondary education including career and technical training.

Chafee Grant for Foster Youth website

Chafee Grant Factsheet

Questions about the Chafee Grant for Foster Youth? Send an email to chafee@csac.ca.gov.

VISIT THE CHAFEE WEBSITE

Other Resources

Students with Dependent Children

The Students with Dependents Children Program increases the Cal Grant award beginning in the 2019-20 academic year for students attending a University of CA (UC), California State University (CSU), or California Community College (CCC).

Must have dependent children that are under 18 years of age, and for whom they provide more than half of their financial support for during the academic year.

Are eligible to receive an access award of up to $6,000 for Cal Grant A recipients, $6,024 for Cal Grant B recipients, and $4,000 for Cal Grant B recipients, in addition to the Cal Grant tuition and fee amounts.

SWD attending a private institution do not qualify for an increased award amount but may still qualify for the base Cal Grant award amounts.

Questions about the Students with Dependents Program? Send an email to studentsupport@csac.ca.gov or give us a call at 1-888-224-7268, M-F 8:00 AM to 4:45 PM.

John Burton Advocates for Youth improves the quality of life for youth in California who have been in foster care or homeless by advocating for better laws, training communities to strengthen local practices and conducting research to inform policy solutions.

Get more information about the following resources: Educational Resources, Housing Resources, Healthcare Resources, and Extended Foster Care, and Resources for Parenting Foster Youth.

JOHN BURTON ADVOCATES FOR YOUTH WEBSITE

Department of Social Services

The Department of Social Services provides housing support, financial assistance and other resources for California's foster youth. In California, foster care benefits don't end at 18. When you turn 18, you have new options for supportive housing, financial assistance, and more, up to the age of 21. Visit the department's Youth Page for more educational and supportive resources.

Questions? Send an email to FosterCareEducation@dss.ca.gov

DEPARTMENT OF SOCIAL SERVICES WEBSITE

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Foster Youth Students - California Student Aid Commission - CSAC

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There are grants specifically designed to provide free money to foster youth for college or career training. The resources below can get you started down the road to aid and a successful educational journey. Learn more about How to Apply for the different types of aid detailed below.

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California College Pathways|Helping foster youth stay in college

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California College Pathways (CCP) is a statewide initiative led by John Burton Advocates for Youth that is helping foster youth across the state achieve their higher education goals and move on to fulfilling careers.

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Chafee Foster Youth Eligibility Requirements

To qualify, you must meet the following criteria:

Be a current or former foster youth who was a ward of the court, living in foster care, for at least one day between the ages of 16 and 18.

If you are/were in Kin-GAP, a non-related legal guardianship, or were adopted, you are eligible only if you were a dependent or ward of the court, living in foster care, for at least one day between the ages of 16 and 18.

Have not reached your 26th birthday as of July 1st of the award year.

Have not participated in the program for more than 5 years (whether or not consecutive).

Pursuant to Assembly Bill 2506, starting with the 2017-18 award year, you can only receive your Chafee Grant if you attend a school that is either of the following:

A qualifying institution that is eligible for participation in the Cal Grant Program.

An institution that is not located in California with a three-year cohort default rate that is less than 15.5 percent and a graduation rate greater than 30 percent.

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Chafee Foster Youth Eligibility Requirements To qualify, you must meet the following criteria: Be a current or former foster youth who was a ward of the court, living in foster care, for at least one day between the ages of 16 and 18.

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10,000 Degrees - Equitable Opportunities for a Quality Education

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Our college graduates go on to change the world! Let's make college possible for those furthest from opportunity.

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The Trevor Project | For Young LGBTQ Lives

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The Trevor Project provides 24/7 crisis support services to LGBTQ young people. Text, chat, or call anytime to reach a trained counselor. Free and confidential.

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trans and queer youth uniting for racial and gender justice

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True Colors Fund | Ending LGBT Youth Homelessness

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The True Colors Fund is working to end homelessness among lesbian, gay, bisexual, and transgender youth, creating a world in which all young people can be their true selves.

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Scholarships & Financial Aid for LGBTQ Students

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Scholarships & Financial Aid for LGBTQ Students

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Scholarships And Financial Aid For LGBTQ Students | LearnHowToBecome.org

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Paying for higher education can be a challenge. LGBTQ students can find scholarships, financial aid information, and other helpful resources here.

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Student Homelessness Sexual Orientation and Gender Identity Equity: Disproportionality and Action Steps for Schools

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Student Homelessness Sexual Orientation and Gender Identity Equity: Disproportionality and Action Steps for Schools

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Supporting LGBTQ+ Students - Professional Learning (CA Dept of Education)

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Instructional guidance, law, and policies for local educational agencies to support Lesbian, Gay, Bisexual, Transgender and Questioning (LGBTQ+) students and provide safe learning environments that protect the health and safety of LGBTQ+ students.

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HETAC Resources: Tip Sheets, Toolkits, and Webinars

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HETAC Resources: Tip Sheets, Toolkits, and Webinars

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HETAC Resources - California Homeless Education and Technical Assistance Center

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HETAC Resources - California Homeless Education and Technical Assistance Center

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Supporting LGBTQIA+ Students Experiencing Homeless: Webinar

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Supporting LGBTQIA+ Students Experiencing Homeless: Webinar

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Laws & Policies Protecting LGBTQ+ Youth in CA Systems of Care

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Laws & Policies Protecting LGBTQ+ Youth in CA Systems of Care

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Laws & Policies Protecting LGBTQ+ Youth in CA Public Schools

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Laws & Policies Protecting LGBTQ+ Youth in CA Public Schools

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Edtomorrow- Supporting Today's Educators through Restorative Practices PD

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Today's First Five - Edtomorrow- Supporting Today's Educators through Restorative Practices PD

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College and Career Counseling for Students Experiencing Homelessness: Promising Practices for Secondary School Counselors

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College and Career Counseling for Students Experiencing Homelessness: Promising Practices for Secondary School Counselors

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College and Career Counseling for Students Experiencing Homelessness: Promising Practices for Secondary School Counselors – National Center for Homeless Education

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School Counselor Supports for College Preparation and Readiness for Students Experiencing Homelessness

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School Counselor Supports for College Preparation and Readiness for Students Experiencing Homelessness

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School Counselor Supports for College Preparation and Readiness for

Students Experiencing Homelessness

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Quick Guide for Counseling Staff Working with Students Experiencing Homelessness

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Quick Guide for Counseling Staff Working with Students Experiencing Homelessness

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Download the PDF
School counseling staff provide important support to students experiencing homelessness. The Every Student Succeeds Act recognized this role by adding requirements that counselors advise students experiencing homelessness and improve their readiness for college. SchoolHouse Connection's new quick guide, written by a school counselor, provides practical tips and strategies for supporting students experiencing homelessness, helping meet their basic needs, and planning for graduation.

The legal definition of homelessness for public schools includes children and youth who lack a fixed, regular, and adequate nighttime residence. This definition specifically includes children and youth sharing the housing of others temporarily due to loss of housing, economic hardship, or similar reasons; staying in motels or hotels due to lack of adequate alternatives; or staying in shelters, transitional housing, cars, and campgrounds.

Students may disclose information to counselors/counseling staff about their living situation that indicates that they are experiencing homelessness. For example, they might mention staying with friends temporarily, moving frequently, or being uncertain of where they will stay. In addition to these signs, the school district liaison or other school staff may inform counselors that a student is experiencing homelessness. This quick guide provides practical tips and strategies for supporting students experiencing homelessness, helping meet their basic needs and planning for graduation.

Step One: General triage/intake upon learning a student is experiencing homelessness

Thank the student for speaking with you and let them know your number one priority is to help them if they want help. You can provide support, resources, and a safe space, and get things out of their way so they can focus on school.

How are you? Given the circumstances, of course.

Listen.

Are there adults/18+ friends you have a good relationship with, i.e. feel comfortable talking to? Asking for help if you need it? Spending time with if you need support? At school and outside of school?

Listen and help the student brainstorm about the available adult support system, in school and out of school.

Where are you staying tonight? Is that a safe place for you?

If not, help the student brainstorm possible safe options. If needed, contact the school district's McKinney-Vento liaison for assistance, or connect with emergency housing resources you have developed.

Do you have a safe place to stay for a short-term plan?

If not, offer to help work on a plan.

Do you have a safe place to stay for a long-term plan?

If not, offer to meet again the next day (or soon), to help develop a plan.

- Do you have transportation to school?
- School Bus : Do you have your bus pass and know your pick-up time?
- City Bus: Do you have vouchers/a pass?
- Car: Do you need help with a parking pass?
- Friend/adult: Is this consistent and reliable? Do you have to pay them?
- Cab: Has this been set up by school/agency?

Help the student with any transportation needs. Ask the school district's McKinney-Vento liaison for assistance as needed.

Are you working?

If yes, offer to assist with clothes, hygiene, transportation or other work-related needs. If not, wait to determine whether assistance getting a job is appropriate for the student.

Do you need a city bus pass? (If public transportation exists in your area.)

Help the student get a bus pass. Ask the school district's McKinney-Vento liaison for assistance as needed.

Do you have a cell phone?

Help the student get a cell phone. Ask the school district's McKinney-Vento liaison for assistance as needed.

Where are you eating? Are you currently receiving free lunch here at school? What about SNAP (Supplemental Nutrition Assistance Program)?

The student is automatically eligible for free school meals due to homelessness. Connect with school nutrition to get free meals started immediately. Assist with SNAP application.

We have basic hygiene items for students (i.e. soap, deodorant, toothpaste, toothbrush, socks, underwear, etc.). Would you like any?

Help the student with these needs. Find out how students can do laundry at school. Ask the school district's McKinney-Vento liaison for assistance as needed.

Do you need any school supplies or a backpack?

Help the student with these needs. Ask the school district's McKinney-Vento liaison for assistance as needed.

Do you have your books/homework? (Unfortunately, these often get left behind in transitions due to homelessness.)

If not, email student's teachers, advocate for exemptions, extended time, reissuing of work, etc. Also take care of any fine/obligations associated with lost textbooks and/or library books.

Do you want me to share any information with your teachers? If so, how little, how much?

Follow the student's instructions regarding sharing this information with teachers.

Do you take any medications? If yes, do you have your medication?

Work with the school nurse and other health partners to help the student get medication refilled, insurance, resources, etc.

Do you have documents you need (birth certificate, state ID, school ID, etc.)?

If not, start the process of obtaining copies from vital records, public offices, and the school.

Step Two: Getting to Graduation

Ensure as complete and accurate transcript as possible - award partial credit as applicable for credits earned due to transitions/homelessness (i.e. 0.25 credit for a class even if student left half way through a semester at another school and that school did not grant credit).

Utilize credit recovery options as needed to provide student the opportunity to earn all credits in a given semester and/or recover missing credits (i.e. online platforms, contract work, credit for completion options, etc.).

If student is in junior or senior year and transferred from a district that required fewer credits for graduation, petition for credits to make sure student is on track for graduation in the new district.

Establish, at minimum, quarterly meetings re: graduation progress. Make sure student has copies of documents both physical and electronic (to a non-school email address) in case they switch schools. This helps them stay on track regardless of where they attend school.

If student does not have adequate space/resources to complete homework outside of school, consider building a "study hall" period into the student's schedule if applicable, or make arrangements for coming early or staying later (ensuring transportation is not a barrier).

Facilitate connections to tutor(s), AVID, mentoring or other academic support programs as needed.

If available, provide technology resources for student if needed (i.e. laptop, chromebook, ipad, etc.)

Provide fee waivers for ACT, SAT, college applications, etc.

Write letters of recommendation for the student and provide copies for future use.

Provide scholarship information/resources (all opportunities, but point out those specifically for youth experiencing homelessness)

If student is an unaccompanied senior and filling out the FAFSA for post-secondary opportunities, make sure to provide the student with the appropriate documentation re: verification of unaccompanied homeless status. Also provide guidance when the student fills out the FAFSA; or, if you don't feel comfortable with this task, reach out to a local community college financial aid office, as they usually have employees who will meet with students for free regardless of where they plan to attend school and help them with the FAFSA process.

If applicable, work closely with district special education staff to assist with all areas related to special education. Help students understand their rights with regard to their disability (including surrogate parents) and attend IEP meetings to support the student.

Important Points to Remember

Your "solution" may not be what the student wants. This is the student's journey - meet them where they are, provide options, and support the student in their decisions (as long as they are safe of course).

"Homelessness" comes in many forms - don't quantify the student's experience based on your ideas of what homelessness looks like. Regardless of the physical living situation, students experiencing homelessness may have disruptions, inconsistencies, losses, etc. that are very different than their peers who do not experience homelessness.

Be present and LISTEN to the student. Listen more, talk less - validate and make sure the student feels seen, cared about, and valued.

Seek understanding of trauma and adolescent/young adult development.

Practice grace AND accountability. Don't act as if the student's situation is a pass for low standards. This is an opportunity to help the student learn how to effectively handle adversity which is truly a LIFE SKILL.

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Quick Guide for Counseling Staff Working with Students Experiencing Homelessness

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This guide, written by a school counselor, provides practical tips and strategies for supporting students experiencing homelessness, helping meet their basic needs, and planning for graduation.

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CA Community Colleges: Foster Youth Student Success

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CA Community Colleges: Foster Youth Student Success

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California Community Colleges - Enroll Today

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Foster Youth Student Success

Real opportunities for foster youth.

NextUp provides participating current and former foster youth with support and resources while attending a California community college. Help may include books and supplies, transportation, tutoring, food, emergency housing, and more.

About

NextUp - Financial support for current and former foster youth
Sometimes, the hardest part about getting your college education is steering your way around all the bumps in the road. Most students will face challenges throughout this journey. That's where NextUp comes in.

NextUp provides community college students like you with resources that make a difference. The program offers eligible current and former foster youth support and services that could include help with books and supplies, transportation, tutoring, food, and emergency housing.

You're committed to the goal of achieving a college education, and we are committed to helping you get it.

Your part is to:

Work towards creating the future you want.

Focus on the steps outlined in your education plan.

Meet with a counselor several times each semester to make the most of your college experience.

For College Programs
Access the NextUp Campaign Materials to use on your California community college website or marketing and outreach materials.

Student Eligibility

The key expansions to NextUp eligibility include students who:

Were in foster care, in any state, for at least one day, on or after their 13th birthday.

Are enrolled in or planning to enroll in at least nine units or agree to an education plan with the future goal of enrolling in nine units.

Are no older than 26 years of age at the commencement of any academic year in which the student first enrolls in the program; students enrolled in the program prior to turning 26 are allowed to continue participating in the program beyond the age of 26.

Enroll in the NextUp program prior to age 26, disenroll, and subsequently return after turning 26 may be readmitted to the same or another NextUp program.

Award Amount

Monetary awards vary, but current and former foster youth also receive perks such as priority registration, counseling services, tutoring, textbook support, and career and transfer assistance. The Cal Grant B Foster Youth Award has a maximum of 8 years of lifetime grant eligibility or until you complete a bachelor's degree. The Chafee Grant program is available to any applicant who is or was in foster care between the ages of 16 to 18. Applicants may qualify for $5,000 a year for career and technical training. Current and former foster youth no more than 25 years old by July 1 of the award year are not subject to loss of the California College Promise Grant fee waiver.

More financial aid programs are available.

Most U.S. citizens qualify for financial aid with a Free Application for Federal Student Aid (FAFSA). Undocumented students can get assistance through the California Dream Act (CADAA).

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NextUp - Financial support for current and former foster youth

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Participating current and former foster youth can receive financial support and resources while attending a California community college through the NextUp program.

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CA's Partial Credit Model Policy: Improving Outcomes of Foster Youth

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CA's Partial Credit Model Policy: Improving Outcomes of Foster Youth

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Foster Youth Postsecondary Education Planning Resources

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Foster Youth Postsecondary Education Planning Resources

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Foster Youth Postsecondary Education Planning Resources | JBAY

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These step-by-step guides provide detailed checklists, resources, and strategies to assist youth with lived experience in foster care to prepare for high sc ...

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Alliance for Children's Rights: AB 167-216 Graduation Eligibility Notification Letter

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Alliance for Children's Rights: AB 167-216 Graduation Eligibility Notification Letter

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AB 167-216 Graduation Eligibility Notification Letter

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A notification letter template for graduation eligibility (AB 167-216). Download: Graduation Eligibility Notification Letter Carta de Notificación de Elegibilidad para Graduación (En Español)

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Alliance for Children's Rights: AB 167/216 Graduation for Foster Youth

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Alliance for Children's Rights: AB 167/216 Graduation for Foster Youth

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HETAC: Expanded Graduation Option for Students Experiencing Homeless

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HETAC: Expanded Graduation Option for Students Experiencing Homeless

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SchoolHouse Connection: Awareness and Training Resources

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SchoolHouse Connection: Awareness and Training Resources

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Access free resources to train school personnel and enhance awareness and identification of students experiencing homelessness in communities.

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Dashboard - McKinney-Vento Liaison Portal

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The McKinney-Vento Liaison portal serves as the hub for liaisons across the country to participate in discussions, ask questions, gain access to valuable resources and learn from each other to best serve their district’s students.

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HETAC Recorded Trainings - California Homeless Education and Technical Assistance Center

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HETAC Recorded Trainings - California Homeless Education and Technical Assistance Center

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Description: In this webinar, presenters from the National Center for Homeless Education and Child Care Aware of America will explore legislative requirements and implementation strategies for serving young homeless children under the Child Care and Development Fund (CCDF) Program. Presenters from the Alabama Departments of Education and Human Resources also will discuss the development of a state-level collaboration to serve homeless families under CCDF in Alabama. Topics to be covered include:

Child Care and Development Block Grant Act (CCDBG) provisions related to serving young homeless children and their families

Requirements for reporting data on young homeless children served by CCDF providers, including understanding the definition of homeless to be used for data collection purposes

Provisions related to young homeless children included in the Child Care and Development Fund (CCDF) Program Notice of Proposed Rulemaking (draft regulations)

State- and local-level strategies for collaborating to improve services to young homeless children and their families

Presenters will allow ample time to respond to questions.

Presenters:
Christina Dukes, National Center for Homeless Education
Kim Engelman, Child Care Aware of America
Jeanetta Green, Alabama Department of Human Resources
LaDonna Rudolph, Alabama Department of Education
Date recorded: September 20, 2016
Length: 1 hour, 2 minutes
Webinar recording: https://uncg.qualtrics.com/jfe/form/SV_5bhdhPI24y6Ar8F

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Description: In this webinar, presenters from the National Center for Homeless Education and Child Care Aware of America will explore legislative requirements and implementation strategies for serving young homeless children under the Child Care and Development Fund (CCDF) Program.

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FYSCP TAP:  Foster and Homeless Children and Youth - Differences and Similarities within the Law

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Foster and Homeless Children and Youth: Differences and Similarities within the Law

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Foster and Homeless Children and Youth: Differences and Similarities within the Law

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HETAC: A Guide to the Homeless Liaison Role in CA - Legal Guidelines and Implementation Strategies

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HETAC: A Guide to the Homeless Liaison Role in CA - Legal Guidelines and Implementation Strategies

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A Guide to the Homeless Liaison Role in California: Legal Guidelines and Implementation Strategies - California Homeless Education and Technical Assistance Center

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A Guide to the Homeless Liaison Role in California: Legal Guidelines and Implementation Strategies - California Homeless Education and Technical Assistance Center

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CDE: Educator and Foster Youth Liaison Resource Guide for Understanding Youth in Foster Care

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CDE: Educator and Foster Youth Liaison Resource Guide for Understanding Youth in Foster Care

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Each LEA shall designate a staff person as the educational liaison for foster children. EC 48853.5(c). The educational liaison is responsible for the following: (1) ensure and facilitate the proper educational placement, enrollment in school, and checkout from school of foster children; and (2)