All 6th grade students will know the different options available for continuing
their education after high school.
The majority (75%) of 6th grade students will be involved in a club or other
school-based activity.
All 7th and 8th grade students will be able to research future careers and will have
the skills for preparing for job interviews.
All students will have the skills to make friends, resolve conflicts, and reduce
bullying on campus.
LCAP Priorities
Parental Involvement
Pupil Engagement
Efforts for receiving input from parents on making decisions in the school district and the local
school site
Measured using school attendance rates, chronic absenteeism rates, and middle school dropout
rates
School Climate
Measured using data on pupil suspension and expulsion rates, as well as surveys of parents,
students, and teachers on sense of safety and school connectedness
Parental Involvement
Pupil Engagement
Meet with students who are chronically absent/tardy and find out how the school can
help them
School Climate
Parental Involvement
Pupil Engagement
School Climate
Suspension/Expulsion Rates
CA School Climate Survey Results
CA Healthy Kids Survey Results
PBIS Data on discipline, behavior problems
Parent/teacher survey on the sense of safety and school connectedness
College Exploration
ASCA Standards: Career C1:4, C2:A:4, C2:A:5, C2:B:4, C2:C:1
Ex: Group for students who are struggling to adjust to middle school, social skills
Conflict Resolution
ASCA Standards: Personal/Social C1:3, C2:A:1, C2:A:9, C2:B:7, C2:C:5, C2:C:6
Career Lesson
ASCA Standards: Career C2:A:1, C2:A:5, C2:A:6, C2:C:3, C2:C:9
Ex: Group for students who have attendance problems, anger management, stress management
Anti-bullying
ASCA Standards: Personal/Social C1:3, C2:A:1, C2:B:1, C2:C:5, C2:C:7
Career Lesson
ASCA Standards: Career C1:4, C2:A:5
Given during January and February to all 8th Grade students during English class
Career Inventory (Assess Yourself)
California Career Zone (Making Money Choices)
Ex: Group for students who have attendance problems, anger management, stress management
Maressa McDonald
Evelyn Truong
K-12 students aged 5-17 enrolled (about 1 of every 150 students) in child
LAUSD
Fresno USD
San Diego USD
Elk Grove USD (Sacramento)
Long Beach USD
Hispanic = 43%
African American = 26%
White = 23%
Asian/Pacific Islander = 3%
Gender
Male = 51%
Female = 49%
Barrat, V. X., & Berliner, B. (2013)
Educational Equity
Basis for Placement: LRE
School of origin: the child has the right to remain in her school of origin for the duration of the school
year. Transportation funding is an issue though!
Immediate enrollment: When a foster child changes schools, her new school must immediately
enroll her, even if she is missing things that are usually required for enrollment
Preference for mainstream school:
Timely transfer of records
The school the student is transferring to must request the students records from the old school
within 2 business days of the students enrollment. All required records shall be provided to the new
school regardless of any outstanding fees, fines, textbooks, or other items or moneys owed to the
school last attended.
Protection for grades: A foster childs grades cannot be lowered due to absences caused by a
change in her placement or her attendance at a court hearing or court- ordered activity.
Partial credits: Schools must award all students credit for full or partial coursework satisfactorily
completed at another public school, a juvenile court school, or a non- public, non-sectarian school.
School Stability
Assessment
Interventions
Grade
Topic
Materials
Start/End
Impact
Class/
Location
Evaluation
Contact
6th
Academic
Strengths
Paper/
pencil
September
All 6th
Social
Studies
Teacher
/ SC
7th
Goal setting
Paper/
pencil
September
All 7th
E.L.A.
Teacher
/ SC
8th
OctoberDecember
All 8th
Math
Teacher
/ SC
Group therapy for six sessions, ideally before middle school (Smith, Leve,
Chamberlain, 2011)
Student sessions address setting personal goals, relationships with adults and peers, decisionmaking, problem-solving, support system
Foster parent sessions address establishing and maintaining stability, preparing girls for the start of
middle school, preventing early adjustment problems
References
Anda, R., Felitti, V., Bremmer, J., Walker, J., Whitfield, C., Perry, B., Dube, S., & Giles, W. (2005). The enduring effects of abuse and related
adverse experiences in childhood: A convergence of evidence from neurobiology and epidemiology. European Archives of Psychiatry
and Clinical Neuroscience, 256(3), 174-186.
Barrat, V. X., & Berliner, B. (2013). The Invisible Achievement Gap, Part 1: Education Outcomes of Students in Foster Care in Californias
Public Schools. San Francisco: West Ed.
Bruskas, D. (2008). Children in foster care: A vulnerable population at risk. Journal of Child and Adolescent Psychiatry Nursing, 21(2), 70-77.
Child Welfare Committee, National Child Traumatic Stress Network. (2008). Child welfare trauma training toolkit: Comprehensive guide
(2nd ed.). Los Angeles, CA & Durham, NC: National Center for Child Traumatic Stress.
Christian, S. (2003). Educating children in foster care. National Conference of State Legislatures-A Collaborative Project on Children and
Family Issues. Washington, D. C. : National Conference of State Legislatures.
Crosby, S. D., Day, A. G., Baroni, B. A., & Somers, C. L. (2015). School Staff Perspectives on the Challenges and Solutions to Working with
Court-Involved Students. Journal of School Health, 85(6), 347-354.
Eckenrode, J., Laird, M., & Doris, J. (1993). School performance and disciplinary problems among abused and neglected children.
Developmental Psychology, (29)1, 53-62.
George, R., Voorhis, J., Grant, S., Casey, K., & Robinson, M. (1992). Special education experiences of foster children: An empirical study. Child
Welfare, 71, 419-437.
References
Kelly, K. (2000). The education crisis for children in the California Juvenile Court System. Hastings Constitutional Law Quarterly, 27,
757-773.
Leiter, J., & Johnson, M. C. (1997). Child maltreatment and school performance declines: An event history analysis. American Educational
Research Journal, 34(3), 563-589.
National Working Group on Foster Care and Education. (January 2014). Fostering success in education: National factsheet on the
educational outcomes of children in foster care [Fact sheet]. Retrieved from http://www.fc2success.org/wpcontent/uploads/2012/05/National-Fact-Sheet-on-the-Educational-Outcomes-of-Children-in-Foster-Care-Jan-2014.pdf
Parrish, T., Dubois, J., Delano, C., Dixon, D., Webster, D., Berrick, J. D., et al. (2001, January 25). Education of foster group home children:
Whose responsibility is it? Study of the educational placement of children residing in group homes. Palo Alto, CA: American
Institutes for Research.
Sawyer, R. J., & Dubowitz, H. (1994). School performance of children in kinship care. Child Abuse & Neglect, 18, 587-597.
Shin, S. H. (2003). Building evidence to promote educational competence of youth in foster care. Child Welfare, 82(5), 615-632.
Smith, D. K., Leve, L. D., & Chamberlain, P. (2011). Preventing internalizing and externalizing problems in girls in foster care as they enter
middle school: Impact of an intervention. Prevention Science, 12(3), 269-277 269p.
References
The California Education Collaborative for Children in Foster Care. (2008). Ready to succeed: Changing systems to give Californias foster
children the opportunities they deserve to be ready for and succeed in school (full report). San Francisco: Center for the Future of
Teaching and Learning at WestEd.
Vacca, James S. (2006). Foster children need to learn how to read. Relational Child & Youth Care Practice, 19, 4.
Vacca, James S. (2007). No child left behind...except the foster child. Relational Child & Youth Care Practice, 20, 1.
Watt, K. M., Powell, C. A., & Mendiola, I. D. (2004). Implications of one comprehensive school reform model for secondary school students
underrepresented in higher education. Journal of Education for Students Placed at Risk, 9(3), 241-259.
Zetlin, A. G, & Weinberg, L. A. (2004). Understanding the plight of foster youth and improving their educational outcomes. Child Abuse &
Neglect, 28, 917-923.
Zetlin, A. G., Weinberg, L. A., & Luderer, J. (2004). Problems and solutions to improving education services for children in foster care.
Preventing School Failure, 45(1), 1-7.
Zetlin, A. G., Weinberg, L. A., & Shea, N. M. (2006). Improving educational prospects for youth in foster care: The education liaison model.
Intervention in School & Clinic, 41(5), 267-272.