Foster Youth and the
Transition from High School
Juvenile Rights Project, Inc.
Cathy Kaufmann, MSW intern
and Brian Baker, Staff
Attorney
Foster Care in the U.S.
Over the last two decades, the foster care population
has grown rapidly:
Number of children in care:
1980: 302,000
2000: 556,000
Rate of children in care:
1980: 4.7 / 1,000
2000: 7.7 / 1,000
Foster care caseloads have increased even as
substantiated cases of abuse and neglect have
declined.
Characteristics of Foster Children
Even compared to at-risk children living with
parents, children in foster care experienced
high rates of:
Behavioral and emotional problems
High rates of learning disabilities and
problems in school
Lower school attendance
Poor mental health
Characteristics of Foster Children
Poor physical health
Higher levels of risky sexual behavior
One study has shown that ~20% of foster
homes have problems in the home
environment, family functioning and parenting.
Racial Disparity in Foster Care
African-American children are over-represented
in the foster care system:
Represent 15% of total population under 18, but
account for 30% of children entering foster care
and 42% of children residing in foster care.
Have both a higher rate of entering care and a
lower rate of leaving care.
Racial Disparity in Foster Care
Over-representation of American Indian,
Eskimo, and Aleut children, as well as slightly
higher rates for Hispanic children.
Under-representation for white and Asian and
Pacific Islander children.
Adolescents in Foster Care
45% (251,148) of all children in foster care in
2000 were adolescents (11 –18 years of
age).
Adolescents are more likely to experience
increased rates of placement instability.
Adolescents 14 and older are also far more
likely to live in group homes or institutions.
Adolescents in Foster Care
About 2-3% of adolescents in out-of-home
care other than family foster care are
supervised in independent living.
Over 20,000 of these youth 16 and older
“age out” of foster care each year.
Youth Who Age Out of Foster Care
Experience Poor Outcomes
The one study of a nationally representative
sample of youth discharged from foster care
showed:
38% were emotionally disturbed
50% had used illegal drugs
25% were involved with the legal system
Only 48% graduated from high school
Youth Who Age Out of Foster Care
Experience Poor Outcomes
Only 38% stayed employed after leaving the
system and only 48% of these had a full-time job,
earning a median salary of $205/week (or $317
in 2003 dollars /~$7/hour).
Other state and regional studies have also shown
an increased likelihood of homelessness.
Youth Who Age Out of Foster Care
Experience Poor Outcomes
Only 38% stayed employed after leaving the
system and only 48% of these had a full-time job,
earning a median salary of $205/week (or $317
in 2003 dollars /~$7/hour).
Other state and regional studies have also shown
an increased likelihood of homelessness.
Transition Planning in Schools
Negative post-school results of special education
students prompted a great deal of legislation over
the last two decades.
1997: Individuals with Disabilities Education Act
Recognized that a student‟s educational program
should no longer be provided in isolation from the
student‟s community living, working and social
environments.
Strengthened requirements for planning the transition
from school to adulthood.
Transition Planning in Schools
IDEA 2004, Transition Services Defined: a
results-oriented process, that is focused on
improving the academic and functional
achievement of the child with a disability to
facilitate the child‟s movement from school to
post-school activities, including
postsecondary education, vocational
education, integrated employment (including
supported employment),
Transition Planning in Schools
Continuing and adult education, adult
services, independent living, or community
participation;
(2) Is based on the individual child‟s needs,
taking into account the child‟s strengths,
preferences, and interests: and includes-
(i) Instruction;
(ii) Related Services;
Transition Planning in Schools
(iii) Community Experiences;
(iv) The development of employment and
other post-school adult living objectives; and
(v) If appropriate, acquisition of daily living
skills and provision of a functional vocational
evaluation.
Transition services may be special education,
if provided as specially designed instruction,
or related service. 34 CFR sec. 300.43
Transition Service Needs
What student will need to achieve current
post-school goals.
Generally means the courses of study / multi-
year description of courses needed to achieve
goals.
Emphasis is more on planning than
implementation unless IEP determines
implementation of plan is appropriate.
Must be updated annually along with IEP.
Transition Planning at 16
Actively involve student in the development of
the IEP
Base the IEP on the student‟s needs,
preferences and interests
Refine the student‟s post-school goals
Review the student‟s transition service needs
and adjust them as needed.
Develop a statement of needed transition
services
Community Involvement in
Transition Planning and Services
If a participating agency fails to provide
planned transition services, the school “shall
reconvene the IEP team to identify alternative
strategies to meet the transition objectives.”
34 CFR sec. 300.324 (c)
Student Involvement in Transition
Planning and Services
A student of any age must be invited to participate in an IEP
meeting…” if the purpose of the meeting will be the
consideration of the postsecondary goals for the child and the
transition services needed to assist the child in reaching those
goals…” 34 CFR sec. 300.321 (b)(1).
If the student does not attend, the school “must take other
steps to ensure that the child‟s preferences and interests are
considered. 34 CFR sec. 300.321 (b)(2).
Transition Planning Participants
The following people are required to be part of the IEP
development:
Student and Parents (note broad parent definition in IDEA
2004)
Regular Ed teacher (if student is or may be participating in
general ed)
At least one of the student‟s Special Ed teachers (or special
education provider, if appropriate)
School district representative
An individual who can interpret the instructional implications of
evaluation results
Other individuals who have knowledge or special expertise
regarding the child, including related services personnel as
appropriate (determined by school or parent) 34 CFR sec.
300.321
Transition IEPs
Even though IEPs plan for one year, transition
IEPs must think beyond a single year.
By the age of 16, but can be earlier, a
student‟s IEP should be heavily focused on
transition goals.
IEPs should not be driven by an IEP form.
Forms are deficit driven (based on present
levels of performance) rather than student‟s
goals.
Transition Planning
“In this proposed schema, transition becomes
an „outcome-oriented process.‟ The entire
IEP for every [transition-aged] student,…,
becomes future-directed, goal-oriented, and
based upon the student‟s preferences,
interests and needs. The IEP team needs to
take a longitudinal view of where the student
would like to end up and then build an IEP
that will help the student get there” (Storms,
O‟Leary, and Williams, 2000, p. 20.)
A Transition Plan Should:
Reflect and lead toward achieving the student‟s
goals.
Be based on the student‟s needs, interests and
preferences.
Identify long-range activities in each transition area
necessary to help student achieve his or her goals.
Identify who will provide, be responsible for and pay
for each activity / service.
Identifying Student Goals
Not knowing what one wants to do or having
unrealistic expectations is a normative part of
adolescent identity development and does not
negate the need for IEP transition planning to
be attended to and student-driven.
Community / work experience is essential to
the development of post-school goals –
students learn what they want to do by trying
things out.
A Transition Plan Should:
Identify the dates or school year in which each
activity will be addressed and prioritize the activities
to be addressed in the coming school year.
Demonstrate how the activities / providers will
coordinate
Ensure students are aware of and linked to post-
school services, programs and supports before
leaving school
Problems with Transition Plans
Office of Special Education Programs (OSEP)
monitors state implementation of IDEA, particularly
the transition components.
Problems with transition plans:
Addressing required components of statements of
needed transition services.
Inviting students and other agencies to transition
IEP meetings.
Developing a coordinated set of activities
Identifying student‟s post-school goals
Problems with Transition Plans
Problems with transition plans continued:
Developing partnerships with other agencies /
other resources to address student‟s post-school
service needs.
Indicating on meeting invitations to students and
parents that the purpose is transition planning.
Oregon was cited for all of these issues in OSEP‟s
1999 study of the state‟s implementation of IDEA.
Problems with Transition Plans
Others studies indicate other problems:
Vague statements of student outcomes and
activities.
Lack of clarity regarding responsible personnel and
timelines.
Lack of long-range planning and annual revision.
Lack of attention to best practices in transition
planning.
Lack of collaboration with relevant systems and
agencies.
Difference between school personnel‟s perception of
student / parent / other agency involvement and actual
involvement.
Transition Best Practices
Systematic and Collaborative transition planning
Developing Community Connections
Systematic skills assessment regarding independent
living skills
Facilitation of Natural Supports
Independent Living Skills Training
Family Involvement
Peer Support
Mentorship
Transition Best Practices
Create seamless linkages between child‟s
IEP and other service agency‟s transition
plans, such as transition plans developed by
DHS Child Welfare under SB 808, (ILP)
Independent Living Program case plans,
and/or Individual Service Plans developed by
County Developmental Disabilities.
Transition in Oregon
SB 808, ORS 419B.343 (3): Any time after a
child attains 14 years of age, if the
department determines that it is appropriate,
but in no case later than the date the child
attains 16 years of age, the department shall
ensure that the case planning in the case
addresses the child‟s needs and goals for a
successful transition to independent living,
including . . .
Transition in Oregon
SB 808 plans: Needs and goals related to
Housing
Physical and mental health
Education
Employment
Community connections and
Supportive relationships
Transition in Oregon
Planning should focus on:
• Resolution of Mental Health Issues
• Resolution of Family of Origin Issues
• Self-Perceptions & Self-Esteem
• Resilience
• Involve teens in making decisions that affect their lives
• Promote their development through a well-thought-out plan
rather than seeking to “fix” things through crisis services
• Recognize & value their strengths and seek ways to support
them
• Involve them in planning & developing services whenever
possible