Foster Care Support & Services

Klein ISD Foster Care Support & Services
Check out our foster care supports and services sub pages:

What is Foster Ca
When children can’t live safely at home and no appropriate non-custodial parent, relative, or close family friend is willing and able to care for the child, the court can give te
mporary legal possession to Child Protective Services (CPS). CPS temporarily places these children and youth in foster care. 
Foster care is meant to be temporary until a permanent living arrangement is found. However the temporary placement can become permanent if the foster parent adopts the child or accepts perman
ent managing conservatorship of the child. 

Foster children and youth settings include:
• Foster family homes
• Foster family group homes                   

• Residential group care facilities
• Group homes
• Shelters
• Facilities overseen by another state agency

CPS strives to ensure quality service placements for children in foster care, however changes in placements for a student may occur often as a result of licensing standards violations, court rulings, and changes in the foster home/facility. In review of the frequent changes, federal standards for school stability are enforced via ESSA and new DFPS standards (see )

Key Players in A Foster Student's Life

Picture of adults in a group high five

The Key Players in a Foster Student’s Life

There are several adults involved in the life of a foster student:
• Caseworkers
• Relatives and fictive kin caregivers
• Foster parents
• Surrogate parents, if applicable
• Residential case managers
• Attorney Ad Litem
• Court Appointed Special Advocates (CASA)
• DFPS Education Specialist
• TEA Foster Care Liaison

Foster Care Information for Educators

Male teacher working with young female student

Foster Care Information For Educators

• Confidentiality is essential and important. Children and youth in foster care, should not be identified as such in conversation among staff and with the student. Do not discuss the student’s foster status with staff that do not need to know.

• Ensure foster student access to the free and reduced lunch school programs.

• Foster parents, surrogate parents, DFPS caseworkers and caregivers are to be notified of all school events and educational progress (e.g. report card, progress reports.) They collectively are to be engaged in disciplinary proposals and actions via notification from the school as a parent would.

• Request for the caregiver of the student to provide the school with the student’s caseworker and other pertinent state staff’s contact information. (Utilize the Klein ISD foster care website’s state representation request forms)

• Be informed that trauma and care related concerns present differently for every student

• Make efforts to assist the student in their transition to a new environment.

• Be aware of recent legislature that permits schools provisions regarding access to credit course, post-secondary elective tracks and credit allowances to transcripts for previously enrolled like courses. Be aware of ESSA and school stability laws.

• Foster parents, surrogate parents and DFPS caseworkers have the same rights as a parent

• Students receiving specialized services via special education residing in residential facilities, where parental rights are revoked, require a school or court appointed surrogate parent

Information for Foster Parents, Guardians, Caregivers & Surrogates

Why focus on Foster Care in the school setting?

Data revealed in the TEA’s Public Education Information Management System (PEIMS) data 2010–2011, which is available through the existing TEA and DFPS MOU data match, that an Achievement Gap exists between students in foster care and students statewide. This gap is represented by the graduation and dropout school leaver codes. The leaver status of students in foster care who left public schools in grades 7–12 because they graduated from high school was only 40.7%, while 70.7% of students statewide left school because they graduated. The leaver status of students in foster care who left public school in grades 7–12 because they dropped out was significantly higher, with 28.7% of students in foster care leaving school as a dropout, compared to 8.4% of students statewide leaving school as a dropout.15

Note: The graduation and dropout leaver percentages above are NOT rates. These numbers represent school leaver reasons. These are the number of students who graduated or dropped out during the year divided by the total number of students who left during that school year. Currently the agencies do not track longitudinal education data for cohorts of students in foster care, which would be necessary in order to calculate graduation and dropout rates. (Foster Care & Student Success Resource Guide © 2013 Texas Education Agency)

Legal Updates
Our federal government provides laws and mandates to ensure educational opportunities, school stability and equal access to academic instruction is provided to our students in state conservatorship. 

Click here to review the federal rules on the Every Student Succeeds Act

Click here to review the summary points specifically addressing students in state conservatorship/foster care.

Click here to review how Klein ISD is addressing ESSA and School Stability for Foster Students.
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