Partnerships in fostering: a newsletter of the Georgia DHR Foster Care Unit, Fall 2002

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Kids and the Internet
Helping Kids With Speec

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A OF DHR Fr ' REo NEWSLETTER THE GEORGIA

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Foster Parents
and School

School and children's futures: they are tied more closely than many of us know, according to Sue Wilson, assistant professor of education at Abraham Baldwin College in Tifton.
"Many children who don't succeed in school have bleak futures," Wilson stressed. "Eight out of 10 prison inmates lack high school diplomas. Unemployment rates are double for those who don't graduate from high school. Sixty percent of female dropouts have at least one child during their teenage years. If kids can't read by fourth grade, they'll likely become drop-outs. Each day 6,700 American students drop out of school. Children in foster care are at special risk because they've been confused by more trauma and instability than other kids. Foster parents' help and support are crucial."
Wilson recommended ways foster parents can help:
Being Realistic: "Be positive, but also honest and realistic. You might say, 'Your illness interrupted your life for 10 months, so it will probably take at least that much time for you to catch up.' When children are old enough, you can help them feel more normal by saying things like, 'Anyone could have been in your situation, and, if they were, they'd be feeling just as challenged as you are now - it's not just you. But if you stick with what you're doing, hopefully the situation will improve bit by bit over time."'

ules and rules are not what they're used to. It's no secret when students are lagging behind - everyone in their class figures out they're in 'the low group.' That embarrassment can make them feel like giving up. Or they find undesirable ways to be 'special,' such as by misbehaving in class, which leads them to further failures and feeling bad. They need your help in strengthening their self-respect and self-discipline. When you work with them to follow rules and to learn better patterns and habits at home, they're more likely to learn to fit in at school, feel better about themselves, and keep up with the other kids. Simply encouraging regular school attendance is really important."
One-on-one time: "Spend as much one-on-one time with children as you can. Even 10 to 15 minutes on a regular basis - hopefully daily is just like gold to kids. It really helps them feel worthwhile. If you have several kids, it's a lot at bedtime to spend 10 minutes with each one, but there are other ways, like rotating which of them is your helper in the kitchen-just so they're regularly alone with you."

Respect and discipline: "Kids in Talking: "Simply talking a lot with foster care often come from homes in kids really helps. Teenagers will crisis and confusion, so school sched- often 'turn off' somewhat from

(Continued on page 3)

Foster parents are crucial to children's school success .

Fostering Success
1 n

Foster parents can help children be successful in school. Shelby Welch, a Fitzgerald high school counselor, offered the following suggestions.

"Most schools have open house before the

school year starts so parents and children find out what supplies kids need, and get

can tips

moneegtetnheeratellaychheor~s

to be prepared. Schools announce times for open house in the

newspaper or send letters to parents' homes. You can also call

the school and ask. It sets up positive communication from the

very beginning of the school year when foster parents go to

meet the teacher, introduce themselves and emphasize they

really want to work together to help the child. Students who go

to open house feel much more comfortable and confident from

the first day."

"Kids feel prepared for school when they come the first day with their supplies. It doesn't have to be the finest of everything, but if theyre supposed to have three folders that have pockets, they have those folders. If you can't make it to open house to find out about needed supplies, teachers will tell chil' dren on the first day what they need. Get supplies immediately so they can have that feeling of, 'I'm ready. I can handle this.'
Shelby Welch (right) is a Fitzgerald high school counselor. "Another thing you
can do before the school year even begins is to find out about the child's previous year's report card, school behavior and attendance. You can ask your case manager to help you obtain this information. Then you'll know more about areas where the child needs to improve, to help you work with the child better. Maybe sit down with the child and say, 'Let's look at last year's report card and see how you did, so we can talk about things to do to help you improve this year.' "

. "It helps focus the child's efforts if you sit down period1~all~ to set goals for improving in school. Especially because kids m care have been traumatized in one way or another, it won't work to say, 'We want you to improve in every area,' or, 'Let's go from making F's to making all X s.' That's just too much and sets up the child to fail. But if you set goals children can realistically achieve, they get to experience success, which inspires them to keep trying. It helps if you involve the child in choosing goals, maybe asking, 'Here are the academic subjects where you had the lowest grades last year. Which two would you like to set goals to improve in?' Notice you're limiting the c:hoice to'academi~ subjects,' so the child won't pick a subject like shop. If the child chooses math and science, perhaps you could say, 'You got D's in science and math last year. Let's set a goal of getting C's this term.' You can have the child write the goals in his or her notebook or post them on the refrigerator, as reminders. Continue regularly talking with the child about progress in achieving each goal, considering if the child needs to_do something different, such as you helping him or her more with homework. As the weeks go by, change goals according to whether the child is ready for a little more challenge or is ready to concentrate on other subjects."

"You can really help by getting involved in homework. If the child has trouble reading, you can take turns - the ~ld ~ading ~ page out loud then you reading a page. If the child ts weak m math, you and the child can take turns doing problems, with you thinking out loud about your problems to model how to problem-solve. Many teachers send home 'homework sheets' so parents will know what homework children should be doing. If your child's teachers don't, you can ask them to write homework assignments down for the child to bring home to you to check. Be sure to praise kids whenever you can, to inspire them to keep trying."



"Student support teams (SSTs) are

required by law in all public schools. SSTs come together to

help students who are not being successful in school. SSTs are

made up of a counselor and the child's teachers. Law also

requires the parent/ caregiver be invited. At SST meetings, the

group talks about the child's needs and considers supports and

strategies to help the child improve, such as getting the child

tutoring or testing the child for learning disabilities. If you feel

your child needs such support and the school has not set up an

SST for him or her, you can contact the school counselor and

ask that one be set up. The SST will be more successful if you

attend meetings because you're an expert on the child and can

offer the SST crucial information and input."

school (Continued from page 1)

Foster Parents as School Detectives

adults, but, especially for younger kids, talking and discussions help with language development. Early on, children need to hear and speak language so their brain connections develop like they're supposed to."
New things: "Kids need to go to places they've never been and do new things. On TV, I saw how kids in a Savannah housing project had never seen the ocean, even though they'd lived for 12 years 20 miles from it. Such outings expand children's horizons."
Library: "Take kids to the library to get a library card. Have them look around the library and select some books they think look interesting, whether they're about dinosaurs or the seashore or whatever. It's fine if they begin by picking out picture books, just so they learn to enjoy books."
Enjoyment: "When disciplining kids, try not to deny them things that give them enjoyment. Kids need to be allowed to work on more than academics, and doing things they're interested in helps relieve stress. So if they like to dance, too many parents might say, 'You can't go to your dance classes until you do better at completing your homework.' Even though they aren't getting all their homework done, dance class may give them the sort of celebration they need to work on their homework."
Part
ISSUE NUMBER 18
Newsletter Production Supervisor: Jayne Bachman
Editorial Committee Members: Kathleen Rinehart and Doris Walker
Writer/Editor/Publisher: Dan Corrie
Writer: Ellen Corrie
Desktop Design: Dara O'Neil
Do you like this newsletter? Do you have ideas for how it could be better? Send your comments to:
Jayne Bachman DFCS Foster Care Unit, 18-222 Two Peachtree St., NW Atlanta, GA 30303-3142 404.657.3570

Kids' behavior gives clues that may help you learn about problems in school. For example, James comes home from school angry every day, kicks at furniture, snaps at everybody, then storms off to his room. Jennie cries every morning when she has to get up for school. Lawrence gets stomach aches on school days but never on weekends. The same behavior may have many causes. Thus, parents can become school detectives to ferret out reasons for a child's challenging behaviors. How can you be a good school detective?

.

Timing: If a child recently entered foster care,

expen~nced trauma or moved to a new foster home, inappropriate school

behavior may result. Children need time to adjust to new settings. When

adults m~ve ~o a new ~tate or suffer a major loss (divorce, death), they

also reqwre time to ad1ust before they function well in the workplace.

School work may have to be on the back burner during a child's initial

stages of adjustment.

Patterns: Many problem behaviors in school are cyclical. One child may
act up in the beginning of the year. Another may have a "honeymoon
phase" behaving well every fall then exhibiting problem behaviors as the
year progresses. Noticing such patterns helps you and the school plan how to help. For example, if children become anxious when tested, they
may benefit from test-taking skills, relaxation exercises and extra time on
tests. You may need to visit the classroom regularly to discover emo-
tional I social problems, such as if your child is a target for teasing or peers exclude him or her. Many children who act up or act like class
clowns are struggling with learning problems; they believe it is better to be thought "silly" than "stupid."

Attention: Some children struggle with serious problems with focus and attention and act up because they are bored or distracted. They may have days_when they _are focused and other days when they are lost. This pattern IS common m youngsters with attention issues, but teachers and parents often misinterpret the pattern as willful or purposeful. Children with attention issues need structure to feel anchored and secure. Therefore, make sure you have a "homework hotline" to learn about homework assignments from the school so you do not have to depend on the child to inform you. Review homework on a regular basis. Limit television, compute~ games and ~deo games to a total of one hour per day. Encouraging creative and outside play can help their focus.

SociaVEmotional: Children with serious social/emotional problems in school rarely work up to their academic potential. Children usually do not know how to communicate about emotional and/ or social issues, like their relationships with teachers and other children. Every child entering foster care receives a psychological evaluation. You can ask your case m~n~ger for i:ms evaluation for clues and helpful information about your child s behavior. Let your case manager know if new concerns occur, which may be signs the evaluation needs updating.

info sources

atYour Fingertips

www.doe.k12.ga.us: Web site for the Georgia Department of Education provides information about what children are expected to learn in classes in kindergarten through twelfth grade (click on "GLC/QCC"); special education regulations; standardized testing; and links to many useful sites.
www.glrs.org: 1he Georgia Learning Resource System web site offers information for parents and educators of students with disabilities on such topics as parents' rights related to special education, transitioning older children to work, available workshops, and state programs to help students with disabilities.
www.naspweb.org: National Association of School Psychologists site has fact sheets and information on topics such as children's reading, school testing, special education, and when schools retain a child in his/her current grade.
www.ncpie.org: Web site for National Coalition for Parent Involvement in Education provides advice on building partnerships with the school and information on topics such as special education and legislative issues.
www.aboutschool.com: What students need to know at each grade level, homework help and using the Internet.
www.familyeducation.com: What students need to know at each grade level and activities to work . on at home to help them catch up; suggestions to help parents work with the school; advice such as how to handle behavior problems and screen movies which are appropriate for children to see.
www.ipl.org: Help for high school and college students with research and writing papers.
www.kidsdick.org: Information to help with homework and research in over 600 subjects.
www.middleweb.com: Links to useful sites for homework help for middle-schoolers.

www.standards.nctm.org: Information about what students should learn in math at each grade level and how caregivers can help them.
www.zen.org: Online dictionaries, encyclopedias, other references books, and links to many useful sites.
www.scholastic.com: Help with homework in all areas and advice on such things as getting children to do homework, how to meaure progress in school, and how to use after-school time.
www.afpag.org: Web site of Adoptive and Foster Parent Association of Georgia.
www.fostercare.net: Links to over 600 sites for foster parents, case managers and DFCS agencies. Provides advice, discussion groups, agency directories and state regulations.
www.fosterparenting.com: Information and online discussion groups about topics such as behavior and discipline problems; guidelines for foster parents based on state foster parent manuals; and information about magazines and books for foster parents and children in care.
www.fosterparentsupport.org: Web site of North Georgia Parent Support Group Foundation operates a clothing and equipment giveaway program, along with providing a speakers list and information for foster parents.
www.nfpainc.org: Web site for National Foster Parent Association provides discussions online and information about issues such as funding, Internet safety, respite care, and transitioning teens to independent living, as well as information about trainings and state and local foster parent organizations.
www.westworld.com/-barbara: An online support group for foster parents provides chat rooms led by experts in such areas as attachment disorders and building self-esteem in children; information and advice on a variety of topics, such as behavior problems and medical syndromes; and a national foster parent association directory and information on trainings throughout the country.

Keeping Kids Safe
on the Internet

internet focus

The Internet is a powerful tool for children to use for school, as well as for general learning, communication and fun. However, children can find pornography and other inappropriate material there, and there is increasing concern about children gambling online. The Internet can provide dangerous people convenient access to vulnerable children. Adult supervision is necessary for children to use the Internet safely and appropriately. Here are some suggestions to help ensure children in your care are safe online.
Educate yourself: To adequately supervise a child's use of the computer, you must be somewhat familiar with computers and the Internet. If you are not, find a family member or friend to help you. Talk to your case manager if you have concerns about a child's use of the computer. Contact the school counselor or school social worker for more ideas. The web site of the National Foster Parent Association has information about filters to block inappropriate material at
www.nfpainc.org I wwwSafety.html. Other useful
web sites are:
w w w . s a fe k i d s .c o m
www.cyberangels.org
www.getnetwise.org

www.yahooligans.com (click on "Parents' Guide")
Have rules: Both adults and children should think about and discuss appropriate use of the Internet and develop rules. Displaying the rules at the computer may help remind children of their importance. Following are examples of rules which should be included: never give out identifying information (phone number, grade, school, number on sports jersey if the child is on a team, etc.); do not post pictures of yourself online; never arrange a face-to-face meeting with someone met online; never respond to suggestive, obscene or harassing messages. For better supervision of
the child, the computer he I she
uses should be located in an open part of the home w here the adults can easily notice what the child is doing, rather than, for example, behind the closed door of the child's bedroom.

What Immunizations
Do Sixth-Graders Need?

Georgia law requires students to have proof of shot: some children may be immune because they

immunity to certain diseases. Foster parents with have had the disease, which can be documented

a sixth-grader in their care should obtain proof of by a doctor or the health department on the

the child's immunity to chickenpox (varicella) and immunization certificate. If there is any uncer-

measles.

tainty as to whether the child has had the disease

"Foster parents can take their sixth-graders to a or the shot, the child should get the shot."

doctor or the health department to obtain proof of

There have been shortages of vaccines, so some

immunization for measles and chickenpox to give children going into the sixth grade may have been

to their child's school to be placed in the child's

allowed a temporary deferral for their immuniza-

permanent school record," explained Ruth

tion record, which indicates their caregivers tried

Gilmore, nurse consultant with the Immunization to get them shots but vaccine was not available.

Program of the Division of Public Health. "This

Supplies are back up to normal, so foster parents

documentation indicates proof of immunization, now should be able to get children immunized.

rather than just if a child has had an immunization

For more info, call Georg ia Immun ization
404.657.3158
5

Speech Problems:
How Can Foster Parents Help?

Speech impacts how kids learn and make
friends, says Leigh Kosater.
Babies Can't Wait (Children with Special Needs):
1.888.651 .8224
or Parent-to-Parent
1.800.229.2038
6

Children with speech problems may have trouble learning and making friends. Speech problems can include problems with language, being able to understand what is said, getting across their needs and ideas, and making the actual speech sounds. Leigh Kosater, a speech therapist in the Douglas County school system, has tips for foster parents to help children with speech problems.

himself saying cookie," explained Kosater. "Saying 'No, say cookie' is confusing, since he thinks he's saying that. The best thing is just to say it correctly yourself, emphasizing the sound you want him to hear, and do it as often as possible. Say, 'Do you want a cookie? I'll get you a cookie. Here's the cookie. Does the cookie taste good?' It's awkward, but effective."

Encourage Speaking

Read Aloud and Talk
"Some children have problems just because they weren't talked and read to from birth," emphasized Kosater. "Being talked and read to is how children learn to speak and use language, so doing lots of talking and reading now may solve the problem. Talk as much as possible to the child. Tell him what you're doing as you dress him ('Now we're putting on your shirt .. .')or while driving to an appointment ('Look- the light's red, so we have to stop . . .'). Nursery rhymes and games such as I Spy are great."
Help children expand on language they already have. When a 2-year-old says, "See cow," you can say, "I see the brown cow in the field." While reading aloud, ask questions about things in the book, such as, "What color is the dog?" and, "What will happen next?"
Model - Don't Correct
"When a child says tookie for cookie, he hears

A child who is capable of speech may continue to communicate only by pointing or grunting. Make sure the child has to use language. A common problem is an older child speaks for the younger child and gets things when the child points. You can praise the older child's good intentions but explain how important it is that the younger child learn to speak for herself.
"Meals are good opportunities to encourage a child to speak," Kosater noted. "Serve her favorite food and don't give a helping until she asks for it or at least says the food's name. Giving choices is also effective. For example, if dinner's dessert is ice cream, ask if she wants ice cream or broccoli and wait until she says the word or comes the closest she can to it. Do this only if you know she's familiar with the words you're trying to get her to u s e ."
Seek Help
Talk with the case manager if you think a child is having any speech difficulty. For an assessment for children under age 3, you can contact Parentto-Parent or Babies Can't Wait headquarters to locate your local Babies Can't Wait. You can call your local school board to find where to get an assessment for children older than 3.
"Communication of some kind is necessary for kids to learn and interact socially," stressed Kosater. "If there's a problem, the sooner we get a handle on it, the more likely we can counteract learning and behavior problems. If a child has a problem which makes speech difficult or impossible, there are effective alternative communication systems. The person conducting the assessment will give recommendations if such a system is needed."

Finding a Dentist
Who Accepts Medicaid

Medicaid, dentists and children in foster care are coming together more readily in Georgia. Although children in care are eligible for Medicaid, many dentists for years have refused to take on new patients covered by Medicaid, which has frustrated case managers and foster parents.
"Now dentists are more willing to accept new patients covered by Medicaid because many of Medicaid's 'bugs' have been worked out," explained Joseph Alderman, director of the Oral Health Section of the Georgia Division of Public Health. "In the past, dentists had to deal with a lot of red tape when filing with Medicaid, and Medicaid reimbursement was so low dentists usually lost money each time they provided services for Medicaid patients. A few years ago Georgia hit its low point, with only 259 dentists in the entire state willing to accept new patients with Medicaid coverage. Because of improvements with Medicaid, however, more than 1,200 dentists in Georgia now accept new Medicaid patients. However, many dentists still won't accept Medicaid or will only do minimal things like cleaning teeth but not more substantial work, such as oral surgery."
Locating Dentists in Your Area
Case managers and foster parents can call their local health department to locate dentists in their area who accept Medicaid. Health departments are listed in local telephone directories. The Georgia Division of Public Health web site also lists telephone numbers and addresses of all the state's public health departments (log onto http:/ / www.ph.dhr.state.ga.us/ and click on "Counties & Districts").
Another source is Healthy Mothers, Healthy Babies of Georgia's toll-free "powerline" at 1.800.822.2539, whose case workers provide information about low-cost health care available throughout Georgia, including dentists who accept Medicaid. The powerline is also a useful source for general information about Medicaid.
In case these other sources fail, Alderman offered his own telephone number: 404.657.2575. Though the Georgia Dental Association's toll-free number (1.800.432.4357) cannot help locate Medicaid dentists, it is useful for locating dentists

who accept payment plans and patients with special needs.

No Medicaid Available?

If you

live in an area where no dentists

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Medicaid,

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children in foster care

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"When

children

come into

foster care, they receive thorough medical evalua-

tions, including assessing their dental needs,"

described Doris Walker, manager of the state

DFCS Foster Care Unit. "While children are in

care, we go forward in addressing their dental

needs. We recognize there are areas of the state

where finding a dentist who accepts Medicaid is

very difficult. If this is true in a child's county, the

case manager can send a note to us at the state

Foster Care Unit explaining that a dentist who

accepts Medicaid cannot be located. The case

manager should also include an estimate from a

local dentist for the cost of doing the dental work

the child's evaluation indicates is needed. The

Foster Care Unit has an account to pay for dental

work under these circumstances."

Walker added, "Also we can fund emergency treatment. Of course, we don't want a child to be in pain, so, for instance, if a child needs to have a painful tooth extracted, the procedure can be done, with the case manager sending us a statement that the child had immediate need of that dental care but the work wasn't covered by Medicaid, and we can fund such a treatment after the fact."

To find your local health department:
http:/ /www.ph.dhr. state.ga.us/
click Counties & Districts
Healthy Mothers, Healthy Babies of Georgia
1.800.822.2539
Joseph Alderman
404.657.2575
Georgia Dental Association
1.800.432.4357
7

Foster Care
Geo r gia Department of Human Resources Di vision of Family and Children Services
Suite 18-222 Two Peachtree Street, NW Atlanta, GA 30303-3180

Available to Help Kids!

For fu rther information, call Alice-Marie Hutchinson at 404.657 .3455

More funds are available this year to help children in foster care.
"Making sure kids are on the appropriate grade level for their ages is one of the most important things foster parents and case managers do," emphasized Doris Walker, manager of the state DFCS Foster Care Unit. "Because of trauma and family confusion, lots of kids come into foster care either already behind in school or currently having a lapse. In the past, we've not always had the resources to be as helpful as we'd like in this, but this year we can offer more support through First Placement/Best Placement funding. This increased funding recognizes that, with what our foster kids have experienced, they and their foster parents need some extra help."

All children entering foster care receive assessments to help case managers know what services and supports each child will need. However, if you are a foster parent and see areas where a child in your care needs added support, let you case manager know about it.
"For example, this funding might be used to emoll a child in summer school, to help the child catch up academically," Walker described. "During the school year, the child might need a tutor or school aide. Other services are available through crisis intervention and in-home services so aides can come into the foster home to work directly with the foster parent and the child to help the child deal with his or her behavior and school work."