Passports to Success

Assuring Positive Educational Experiences
For Children in Out-of-home Care


Module 6: Page 7 of 9

Facilitating transfers and easing transitions

Holly needs to be enrolled immediately and begin attending classes at Marshall High, and her pupil records need to be forwarded quickly. What can the school do to facilitate her transfer and ease her transition?

Review the areas below. In some sections, you can listen to former out-of-home care students' experiences related to the topic.


Communication and Collaboration

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"They had me down as a sophomore..."

Transcript

“When I transferred schools, the man told me that the other school has my credits in the grade that I was in, where, in reality, they had me down as a sophomore and they also messed up my credits. How I rather would have it handled would have been, by them, everybody getting the stuff in order and organized so that when I did transfer schools, everything could be just right when I started, instead of me having to waiting, or a delaying it for two weeks, and then coming back, then coming to find out that I have to do a sophomore class until, you know, I finish to get that credit.”

 

  • The schools can collaborate with each other and Roosevelt County HSD to share relevant information as quickly as possible while observing the confidentiality requirements of both systems. If Holly enrolls before her records arrive, Marshall High education professionals can work with Jeanne Carter to obtain the information necessary for providing appropriate educational services to Holly.
  • Once McKinley High has been advised that Holly is transferring out, school personnel can immediately begin gathering and updating her records. 
  • For students with Individualized Education Programs (IEPs), school personnel are encouraged to coordinate transition planning with the caseworker. They can also help ensure that school records and IEPs are updated with all relevant information and evaluated by the appropriate staff in a timely fashion.

Credit Transfers

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"My credits didn't add up...

Transcript

“I spent 10 months in Eau Claire Academy. I wanted to get back with one of my former foster mothers and – I spent 10 months up there, you know, had my ups and downs; but as far as education, I did my work. But transferring back to Milwaukee, my credits didn’t, they didn’t add up. So I was a grade behind. So when I was supposed to be a junior, my credits showed a sophomore. So that kind of...it hindered me and it made me not try as hard, so, that’s what happened.” 

 

  • Holly has completed 2.5 months of course work at McKinley High. Collaboration between both schools can ensure that all of Holly’s credits, including partial credits, transfer to Marshall High. Difficulty with transferring credits has consistently been found to be a significant roadblock to achieving educational success for children and youth in out-of-home care; it contributes to disengagement from the education system and the elevated drop-out rate for youth in out-of-home care.

Leave-taking and Welcoming

  • Education professionals at McKinley High can collaborate with a caseworker to enable Holly to say good bye to those persons important to Holly.

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"I really didn't want to leave..."

Transcript

“The time when I had to transfer schools was when I was in the eleventh grade and I was leaving the foster home so I had to go to a different school. I really didn’t want to leave because I had a year of friendship and professional relationships with my teachers.”

 

  • School officials can ensure that Holly receives an orientation to Marshall High. This might be achieved through a variety of strategies: a tour of the school prior to attending classes, assignment of a current Marshall High student to help Holly get to know her new school, a review of a policies and procedures and any student handbook, an explanation of all extracurricular activities, with special emphasis on those that Holly is known to enjoy.

 

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