Utah utilizes Check & Connect (C&C) (Univ. of MN cited by Utah in the linked Roles and Responsibilities), a student engagement intervention, with youth in foster care to help students engage and thrive at school. C&C is anchored by a mentoring relationship between a student and an adult mentor who is supports the student via commitment –  long-term; connection – student and mentor meet weekly; check – mentor monitors student engagement and academic progress for encouragement and accountability; and family engagement – mentor partners with family to enhance educational opportunities and outcomes for students in foster care. 

This Michigan Educator Resource Guide for Understanding and Implementing LEA Stability for High School Youth Experiencing Foster Care is comprehensive. In addition to B.I.D.s, LEAs can “check in with youth to find out if they need support advocating with school staff, including teachers and coaches, to avoid unnecessary consequences” as a result of challenges due to foster care placement. (p. 5) There are also tips regarding attendance support, trauma-informed practices, and school discipline. Id. 

This FosterClub toolkit provides a comprehensive, youth-led approach to developing a unique transition plan. It includes planning worksheets, record keeping, detailed maps, and resources to help youth with their journeys. Of note, there is an education planning sheet for students (p. 23) and a message to supportive adults (p. 6). 

This Texas Supreme Court Children's Commission Tool Kit (2024) provides a checklist with information on how the court can better “engage youth” as a best practice, generally, and regarding school, specifically, at statutory hearings. (p. 87) Under well-being issues, education and educational decisions are addressed. Id. There is also a section on Child’s Attorney Issues, which addresses school placement and school success, postsecondary education, and special education. (p. 130) It includes specific questions to ask the youth (and relevant foster care and education contacts) regarding school, academic classes, extracurricular activities, transportation, challenges, supports, and “a personal graduation plan.” Id.

This ABA factsheet (2019) provides tips on how attorneys can meaningfully engage youth in foster care case planning and court hearings. The information is based on the Annie E. Casey Foundation’s Brain Frames resources, which utilize adolescent brain research to help child welfare professionals create positive interactions with youth in foster care. It is essential for attorneys to listen to what youth want in order to support school stability, youth-driven case planning and decision making, and advocacy regarding academic services and extracurricular activities. Moreover, attorneys should educate their youth clients about extended foster care, high school graduation, and post-secondary opportunities. 

CO notification letter “to ensure a seamless transition for the student”— (1) The new school immediately enroll the student effective the date decided in the B.I.D., (2) the student’s educational records be immediately requested from the school of origin, (3) the student be enrolled in the school district’s free lunch program, (4) the school and school district waive all school fees the student may incur, and (5) special education services, if applicable.

“Upon enrollment, receiving Districts must request a youth’s education records from their prior school within two business days. The sending District must compile a youth’s complete education records as of the last day of actual attendance, including partial credit for high school youth, and forward a copy of all records to the new school within two business days of a request. Districts cannot withhold records due to outstanding fines or fees.” (Page 16)

This three-page form was created jointly by the SC Departments of Education and Social Services to be used after a joint B.I.D. meeting. It has three sections: student information (including status of parental rights), enrollment certifications, and a release of information. 

This two-page form adapts the NC form to indicate if a copy of a court order is being submitted with the form. There is a checkbox for this point between the Release of Information and Educational Services Meeting on page 2.  

This two-page form marked “confidential” is to be used for the immediate enrollment of a student in foster care. It provides notice to the school principal and/or school superintendent. It includes four sections: (1) student information; (2) enrollment certifications; (3) release of information; and (4) educational services meeting, which is to be held within 30 days of the enrollment. The form ends with contact information for the LEA and county CWA. Importantly, the form defines key terms. “Immediate” means “as soon as possible, in most cases, this should be no later than the beginning of the next school day after the presentment for enrollment.” “Enrollment” means “the child is attending classes and participating fully in school activities.” If enrollment does not occur by the second school day following presentment, then school officials must document reasons for the delay and attach those reasons to the form. Finally, the form notes that the sending and receiving schools must expedite the transfer of the student’s record. 

A Legal Center for Foster Care and Education toolkit for ESSA implementation, including Q&As, federal law and guidance, checklists, tools, templates, and resources.

WA school stability website with foster care office hours, regional meetings, liaisons, POCs, state and federal laws and guidance, resources and training, and postsecondary education resources.

PA school stability website with state and federal laws and guidance, training, resources and tools, and postsecondary education resources.

NC school stability website with LEA, charter schools, Lab, ISD, and virtual POCs’ contact info, POCs’ roles and responsibilities (noting 4 key responsibilities of LEA POCs, including ensuring automatic free school meals), sample forms, law (including Child Nutrition Reauthorization), guidance, resources, and trainings.

The Iowa school stability webpage includes SEA and LEA contact information, CWA POCs map and contact information, law, guidance, and other resources such as special education, supportive school discipline & prevention, and AMP Iowa—a youth-led statewide group.

AZ Dept. of Education’s school stability webpage with SEA, LEA, CWA, & Tribal POCs’ contact info, law, guidance, documents, resources, and trainings.

WA provides a protocol for the caregiver or EDM to request a B.I.D. dispute resolution by submitting a letter or email within 15 days of the B.I.D. Level I appeal is to the LEA liaison, level II appeal is to the LEA’s superintendent or designee, and level III appeal is to the state-level Office of Superintendent of Public Instruction (OSPI) with a decision by a committee consisting of the OSPI Foster Care Education Program Supervisor, or designee, and OSPI and CWA staff.

MO provides a protocol for the EDM or parent to request a B.I.D. dispute resolution in writing by submitting a dated appeal regarding school enrollment preference and basis. Level I appeal is to the LEA’s superintendent or designee and level II appeal is to the state-level Department of Elementary and Secondary Education with a decision by a three-person panel consisting of SEA POC, another SEA staff members, and a representative of the state CWA.

In MI, a panel of at least 3-MDE staffers, including the SEA POC, convene within 15 work days of receiving transportation dispute request to resolve dispute brought by either the LEA or CWA. See the policy, notification letter, and dispute form.

DE addresses B.I.D. dispute resolution process on pp. 9-10 (request must be submitted by LEA, CW, parent or guardian, student via an attorney, or EDM, within 5 days of B.I.D. and decision issues by the Secretary of Education or designee within 10 business days); transportation dispute resolution process on p. 13 (request must be submitted to DDOE Pupil Transportation for a decision, appeals hearing can be requested to Secretary of Education within 30 days; the Secretary or designee’s decision is final. The LEA for the SOO must provide transportation during the pendency of any dispute.)