and identified; each goal may be linked to more than one priority if appropriate.) or indicate “all” for all pupils.) all high schools, for example.) Need: Foster youth suffer from an educational achievement gap. Metrics: Attendance rates; school discipline rates; standardized testing participation rates; standardized test scores; course passage rates with C or higher; A-G enrollment and passage rates; AP and CTE enrollment and passage rates; CAHSEE passage rates; dropout rates; graduation rates. The educational outcomes of foster youth will mirror that of the general student population Foster youth in county operated schools All Gap between foster youth and general student population decreased 10% on each metric. Gap between foster youth and general student population decreased 20% on each metric. Gap between foster youth and general student population decreased 30% on each metric. Pupil Engagement; Pupil Achievement; School Climate
Need: Foster youth experience a high rate of unnecessary and preventable school transfers. Metrics: Foster youth transfer rate to continuation and other alternative schools; overall foster youth school transfer rate. Decreased transfer of foster youth to continuation and other alternative schools and decreased transfer of foster youth after a change in residential placement. Foster youth in county operated schools All County office of education will have policies and MOUs regarding foster youth school transfers, the infrastructure necessary to measure these metrics, and baseline data on these metrics. 10% decrease in foster youth transferred to continuation and other alternative schools; 10% decrease in the foster youth school transfer rate. 20% decrease in foster youth transferred to continuation and other alternative schools; 10% decrease in the foster youth school transfer rate. Pupil Engagement Need: Transferring foster youth experience delays in enrollment, delayed assignment to appropriate classes, and do not receive appropriate partial credits. Metrics: Number of days before a transferring Transferring foster youth will be promptly enrolled, will be promptly enrolled in appropriate classes, and transferring foster youth will be awarded credit for all work completed, including partial credits. Foster youth in county operated schools All County office of education will have policies and MOUs regarding promptly enrolling and awarding partial credit to transferring foster youth, the infrastructure necessary to measure these metrics, and baseline data 10% decrease in number of days before a transferring foster youth is enrolled in school, appropriate classes, or awarded all credits earned. 20% decrease in number of days before a transferring foster youth is enrolled in school, appropriate classes, or awarded all credits earned. Pupil Engagement; Pupil Achievement
foster youth is enrolled in school and in appropriate classes; number of days before a transferring foster youth is awarded all credits earned. on these metrics. Need: Foster youth require improved coordination of services. Metric: changes in school placement; percentage of foster youth for whom the team of stakeholders supporting educational success has the information needed to identify educational strengths, needs and necessary Decreased transfer of foster youth after a change in residential placement and increased percentage of foster youth for whom key stakeholders have the education-related information needed to identify educational strengths, needs and necessary services, and monitor educational progress. All foster youth attending school in the county. All County office of education will have policies and MOUs regarding foster youth school transfers, the infrastructure necessary to measure these metrics, and baseline data on these metrics. 10% decrease in the foster youth school transfer rate; 10% increase in number of foster youth for whom key stakeholders have needed information. 20% decrease in the foster youth school transfer rate; 20% increase in number of foster youth for whom key stakeholders have needed information. Pupil Engagement; Pupil Achievement; School Climate
Close foster youth achievement gap; decrease foster youth school mobility; decrease adverse effects of school mobility on foster youth. Pupil Engagement; Pupil Achievement; School Climate For foster youth in county operated schools: Ensure that upon full implementation of LCFF, every foster youth receives educational counseling from a foster youth counselor with the skills, time and training necessary to carry out the responsibilities listed in Appendix C. Foster youth counselors’ caseloads shall be limited to a number consistent with these responsibilities and not to exceed 50. LEA-Wide LEA will develop a plan to prioritize foster youth and systematically increase the number of foster youth served by foster youth counselors until every foster youth is receiving educational counseling; by July 2015 at least 20% of the LEA’s foster youth will be receiving the educational counseling described in Appendix C from a foster youth counselor. At least 30% of the LEA’s foster youth will be receiving the educational counseling described in Appendix C from a foster youth counselor. At least 40% of the LEA’s foster youth will be receiving the educational counseling described in Appendix C from a foster youth counselor. Close foster youth achievement gap; decrease foster youth school mobility; decrease adverse effects of school mobility on foster youth. Pupil Engagement; Pupil Achievement; School Climate For foster youth in county operated schools: Allocate funds for academic supports and remediation; transportation; and costs and fees for sports and extracurricular programs. LEA-Wide LEA will allocate funds sufficient to meet the needs of all foster youth served by foster youth education counselors. LEA will allocate funds sufficient to meet the needs of all foster youth served by foster youth education counselors. LEA will allocate funds sufficient to meet the needs of all foster youth served by foster youth education counselors. Decreased transfer of Pupil Engagement; Foster all foster youth attending school in LEA-wide COE FYS program will provide education COE FYS program will provide COE FYS program will provide
foster youth countywide and increased percentage of foster youth countywide for whom key stakeholders have needed information. Pupil Achievement; School Climate the county: ensure the county office of education foster youth services (FYS) program provides the education coordination listed in Appendix D to all foster youth in the county meeting the definition of Ed Code 42238.01. coordination to over 60% of the foster youth attending school in the county. education coordination to over 70% of the foster youth attending school in the county. education coordination to over 80% of the foster youth attending school in the county. Describe the LEA’s increase in funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5). Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a districtwide, schoolwide, countywide, or charterwide manner as specified in 5 CCR 15496. For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of unduplicated pupils at a school site in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide manner, the school district must additionally describe how the services provided are the most effective use of funds to meet the district’s goals for unduplicated pupils in the state priority areas. (See 5 CCR 15496(b) for guidance.)
Ensure each student is placed in appropriate classes in light of academic ability, credits needed for graduation, A-G requirements, and special needs if any. Obtain missing full/partial credits from prior schools/districts. Certify each eligible student for AB 167/216 graduation. Ensure each student in need of academic supports receives one-on-one and/or small group tutoring and/or remedial academic services including CAHSEE prep support services. Students in need of academic supports are those with below basic or far below basic CST scores in ELA and/or math, grade(s) below C or its numerical equivalent in any core academic subject, or who fail either portion of the CAHSEE. Ensure each student is given priority enrollment in after-school or summer credit recovery programs if needed, Ensure each student and their caregiver and ERH are informed of and encouraged to participate in CST testing. Ensure each student in need of behavioral supports receives a behavioral support plan and that such plans are fully implemented. For youth at risk of dropping out, ensure foster youth peer mentors are used to improve engagement. Ensure each student in need of social-emotional supports receives school based mental health services. Ensure each student with special needs receives appropriate special education services. Ensure each student has access to and is encouraged to participate in extracurricular activities including sports, music, student clubs, and afterschool enrichment activities. Assist youth in obtaining LEA funds if necessary (e.g. for transportation, uniforms, fees, etc.) Ensure each student has access to and is encouraged to utilize available school and community-based health or mental health resources as needed, and that foster youth are informed of supports available to address any issues of bullying, gang threats or other safety issues at the school site. Conduct review described above (see #5) at least annually, including updating education records and information; collaboratively assessing the student’s educational progress including whether he or she is passing classes, demonstrating competency on state