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NASP 2014 Diversity Dialogue Special SessionWednesday, February 19, 2014

De'Amontā Casey, MFT-IEd.S. School Psychology Graduate StudentSan Diego State University

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+AGENDA

Who I am and why I CARE

What is Project CARES

Foster care statistics and outcomes (national & local)

Project goals

CARES Training

My hopes for the future

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WHO I AM & WHY I CARE

4+WHAT IS CARES

Culturally Affirming Responsive Education Specialist

Federally funded personnel preparation grant at SDSU from the U.S. Department of Education, Office of Special Education Programs

1.25 million dollar grant over 5 years

Focus: Improve outcomes for CLD children in foster care with disabilities (at risk)

Interdisciplinary: School Psychology, School Counseling, & School Social Work graduate students

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ROSES THAT GROW FROM CONCRETE 400,000 children in foster care (68% are school-

aged)

60% enter through reports of abuse

78% of students in foster care attend low achieving schools

30-40% receive special education services

Score 16-20% lower on the statewide standardized achievement measures

35% have experienced four or more school changes (each school move results in a six-month loss of educational progress)

46% fail to complete high school and only 44% who graduate read at a high school level or higher

(U.S. Department of Health and Human Services, 2012)

6+CALIFORNIA FOSTER YOUTH

56,315 Foster Youth in California (largest)

83% repeat a grade

75% working below grade levels

24% special education (compared to 9% of the general population)

30% graduate high school

Less than 3% attend college

Higher percentage of unemployment (50%), incarceration (25%), homelessness (20%), and college degree (3%)

(California College Pathways, 2012; Children’s Bureau, 2013; Stuart Foundation, At Greater Risk, 2013; U.S. Department of Health and Human Services, 2012)

7+TRIPLE WHAMMY

Triple Whammy: CLD FYD – (1) culturally and linguistically diverse (2) foster youth (3) with a disability

Longer lengths of stay (Children of Color at a Glance, 1994).

Lower rates of reunification (Center for Study of Social Policy, 2010; U.S. Department of Health and Human Services, 2013)

Higher rates of re-entry into the system, (Department of Health and Human Services, 2006; Kimberlin, Anthony, & Austin, 2008).

Less placement stability and achieve permanency less often or not as quickly (U.S. Department of Health and Human Services, 2012)

8+NOT ENOUGH PROFESSIONALS TO MEET THE NEED

Related Services Personnel

Maximum Ratio Actual Ratio

School Counselor

1: 250 1:966

School Psychologist

1:1000/ 1:500

1:1251

School Social Worker

1:400 1:15256

9+Project CARES 4 MAJOR GOALS

1. To respond to the shortages of School Psychologists, School Counselors, and School Social Workers.

2. To increase the number of SP, SC, and SSW who are trained to provide high quality academic and mental health services known to be effective for CLD students in foster care with, or at risk of, disabilities.

3. To enhance the capacity of the programs to prepare professionals to work collaboratively to serve and advocate for these youth.

4. To disseminate our learning at conferences and workshops, in classrooms (e.g., case studies), and in our professional disciplines (e.g., professional papers).

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CARES Seminar

& Institute

CASA Training Course

Conference Attendance

and Presentatio

ns

PracticumIn

Schools

CARES Training

11+MY HOPES FOR THE FUTURE

Link to Foster care

Liaison

Program Implementati

on and Integration

Learn MoreShare More!

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Questions

Who I am and Why I CARE

What is Project CARES and Goals

Statistics and Outcomes

CARES Training