Massachusetts notes timeline for B.I.D. within 5 school days of foster care placement or a change in placement, participants involved (including special education, school adjustment counselor, and, if needed, potential new LEA), SOO transportation plan for short term (1-2 weeks) and long term (i.e., “for duration of foster care OR until all grades in SOO are completed OR until BID will be revisited”), and, if needed, immediate enrollment in new school, student records requested by new LEA on the day of enrollment, and SOO sends within 2-3 days.

Ohio notes timelines, including notify school within 1 school day of foster care placement, B.I.D. within 5 school days, SOO transportation plan within 5 days of B.I.D., and, if needed, immediate enrollment with records request same day and SOO sends records within 1 school day. Provides color- coded roles and tasks.

Arkansas notes actions and timelines for when a student is placed into foster care or changes placement, including: CW notifies LEA foster care liaison (FCL) by the next business day; FCL immediately notifies counselors/secretary; school secretary immediately updates student’s foster care status; B.I.D. within 5 school days; SOO transportation plan within 5 school days of B.I.D.; immediate enrollment in new school, if needed, student records requested by new LEA FCL within 3 business days and SOO FCL sends within 10 business days. Provides an acronym key for terminology; a color-coded key regarding roles as child welfare, education, or joint; and action steps when a student in foster care experiences a traumatic event.

Missouri notes tasks and timelines such as CW notifying LEA/SOO by email within 1 school day upon a child’s placement in foster care or move; SOO immediately updates child’s foster care status; B.I.D. within 3-10 school days; SOO transportation plan within 5 school days of B.I.D.; immediate enrollment in new school, if needed, student records requested by new school within 2 school days and SOO sends within 3 school days.

The WI Dept. of Children & Families and WI Dept. of Public Instruction’s jointly issued guidance notes these top factors to consider: “preferences of the student, the parent, and any educational decision-maker; safety of the students, availability and quality of the services in the school to meet the student’s educational needs; and educational needs and strengths (specialized language services, individual education plan [sic] (IEP), advanced placement (AP) courses).” It is comprehensive with both education and child welfare factors.  

In addition to NC’s highlights, AZ provides more guidance regarding options for the student’s transportation plan. 

In addition to OH’s highlights, NC incorporates youth and parent perspectives, including school preference and desires, as well as the youth’s feelings. The youth’s participation is identified as essential as well as “other significant person(s) the student wishes to attend.” Also, this form contains a "next steps/educational services needed" section, which asks what, who is responsible, and by when.

In addition to DE’s highlights, OH also incorporates next steps into the process such as identifying how transportation to the school or origin will be provided and who is responsible for the costs. Moreover, if a school change is needed, the specific school, date of enrollment, and who is responsible for enrolling the student in the new school are noted.

DE emphasizes the presumption for students to remain in their school of origin; allows for participants to elaborate on the various factors and considerations including special education; also notes immediate enrollment if school change is needed based on B.I.D. 

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