REFUGE HOUSE, INC.

PURPOSE:

To operationalize FC09-01 by specifying the timeframes and duties for educational stability, timely enrollment, the Educational Portfolio, special-education advocacy, ASD educational programming, post-secondary/vocational transition, and home/school collaboration — coordinated through the agency's Education Liaison function (T3C Infrastructure Function #5) and the Regional Youth Stability Coordinator (RYSC).

All staff, foster parents, kinship caregivers, and adoptive parents comply with the duties below. Where a Single Source Continuum Contractor (SSCC) — OCOK, SFCS, Belong, 2INgage, EMPOWER, 4Kids4Families — or the T3C System Blueprint imposes a stricter requirement than DFPS Minimum Standards, the stricter requirement controls. "Case Specialist" is the current title for the Refuge House Worker/Case Manager.

PROCEDURE:

Part A — Education Liaison Function & Coordination

Refuge House maintains a designated Education Liaison as a required T3C Infrastructure Function. The Education Liaison coordinates enrollment, special-education advocacy (ARD/IEP/ITP), and post-secondary transition, supported operationally by the RYSC and the Dallas Education Specialist, with the Case Manager Supervisor holding the duty-based leadership role. For any child receiving treatment services, the liaison between the agency and the child's school is designated and documented in the child's record [26 TAC §749.1891(b); T3C System Blueprint]. Educational support is delivered through a trauma-informed (TBRI®) lens.

Part B — Intake / Placement Matching (Intake Coordinator & Case Specialist)

1. Upon receiving a referral, consider the child's school of origin and current school district when identifying a potential foster, kinship, or adoptive home. Educational stability is a critical factor in placement matching (cross-ref: Admission Matching & Criteria for Child Placement).
2. Within three (3) calendar days of placement, send the receiving school district the Refuge House School District Letter for all school-aged children three (3) years and older (Texas Education Code §29.012). File proof of transmittal (email read receipt or fax confirmation) in the child's record.
3. For children three (3) years of age or younger, coordinate with the caregiver and the CPS/SSCC Permanency Worker to refer the child to the local Early Childhood Intervention (ECI) program if a developmental delay or disability is suspected. ECI referral and Texas Health Steps developmental screening are completed within thirty (30) days of placement.

Part C — Enrollment & Portfolio Set-Up (Case Specialist, supported by Education Liaison/RYSC)

4. At placement: complete the Educational Portfolio Statement; ensure every school-aged child has an Educational Portfolio (DFPS-issued green 3-ring binder). If the child arrives without a Portfolio, obtain written notification from the CPS/SSCC worker stating when and how it will be received, and follow up until the child has a Portfolio within one (1) week of placement, keeping documentation of each request (DFPS 24-Hr RCC §§6700, 6820). Confirm receipt of Form 2085 (Placement Authorization) and Form 2085-E (Designation of Education Decision-Maker) and ensure both are provided to the school at enrollment and at the start of each school year (DFPS 24-Hr RCC §6100).

5. Within two (2) school days of placement (DFPS 24-Hr RCC §6100; DFPS Policy 4114.32):

   • K–12: ensure the child is enrolled in and attending an accredited Texas public, charter, or accredited home-school program — accredited by TEA, the Southern Association of Colleges and Schools, or the Texas Private School Accreditation Commission [TAC §749.1891] — unless a written exception is granted by the CPS/SSCC worker on the Refuge House School Exception Letter.
   • Ages 3–5: ensure the child attends a public-school pre-K or Head Start program where available in the caregiver's local community (or a privately funded program with a written exception). To obtain a pre-kindergarten Verification Letter, email the child's full legal name and date of birth to prekverificationltrs@dfps.texas.gov (DFPS 24-Hr RCC §6500).

6. Within five (5) calendar days of enrollment, email the CPS/SSCC worker (and SSCC Permanency Specialist where applicable) a completed School Enrollment Form; file the Form and proof of transmittal in the child's record.

7. Within one (1) week of enrollment, contact the school (in person preferred) to introduce the Case Specialist as the child's case manager and educational liaison; obtain the school's online portal login for electronic records; and ensure the Case Specialist is listed in the child's school records to receive ARD, IEP, ITP, and disciplinary-meeting notices.

8. Within fifteen (15) calendar days of placement, upload available documents to the electronic Educational Portfolio in Radius, including (where applicable): Forms 2085 / 2085-E; enrollment documents (birth certificate, Social Security card/number, immunization records, withdrawal notice from the last school); special-education records (ARD notes, current IEP, current IFSP, Section 504 / Section 508 accommodation documents, Full Individual Evaluation); report cards, progress reports, transcripts, and the Individual Transition Plan (ITP) for grades 9–12; standardized test results (STAAR / STAAR-Alternate / STAAR-Spanish); and referrals, notices, certificates, and school pictures. Mandatory exclusions: the Education Portfolio must not include Form 2087 (Common Application for Placement of Children in Residential Child Care) or Form 2087ex (Alternative Application for Placement of Children in Residential Care) (DFPS 24-Hr RCC §6830).

9. Maintain a hard copy of the Educational Portfolio at the foster home, readily available to DFPS, the SSCC, the Education Decision-Maker, any caregiver involved in special-education decisions, and a Surrogate Parent (if applicable) at any visit or upon request.

   9a. Portfolio non-disclosure to schools: never provide the school with Form 2087, Form 2087ex, or the Education Portfolio itself — "The provider does not provide the documents below to a Public School: Common Application for Placement of Children in Residential Child Care (Form 2087); Alternative Application for Placement of Children in Residential Care (Form 2087ex); The Education Portfolio." Documents and information in the Portfolio are kept confidential and "only shared with school personnel as necessary to facilitate school activities" (DFPS 24-Hr RCC §1750; see also §6830).

Part D — Ongoing Monitoring & Special-Education Advocacy (Case Specialist / Education Liaison)

10. Within two (2) weeks of receiving each report card or progress report, review it with the child and document the review on the School Report Card form. (Tip: note the school's marking periods at the start of placement to anticipate report-card dates.)

11. For children requiring special-education or Section 504 / 508 services: ensure the caregiver requests an ARD, IEP, or ITP meeting when applicable; provide written notification of any ARD/IEP/ITP or disciplinary meeting (in-school/out-of-school suspension, expulsion, or alternative-education placement) to the CPS/SSCC worker within three (3) business days of receiving notice (DFPS 24-Hr RCC §6210); attend the meetings with the caregiver to advocate for needed services and positive behavior supports that decrease negative disciplinary techniques; coordinate with the SSCC Permanency Specialist and regional DFPS Education Specialist to submit needed special-education documents to a new school within thirty (30) days of enrollment on any school change; know what is in the IEP and support its implementation; and provide written notice to the child's parent(s) of any scheduled ARD/IEP/ITP meeting when parental rights have not been terminated [TAC §749.1893].

12. Notify the CPS/SSCC worker within two (2) business days of learning of any major change in the child's school performance or any serious disciplinary event (DFPS 24-Hr RCC §6200).

    12a. Same-day school-absence notification: notify the school the same day of any change that will affect the child's attendance at school "and, where possible, the length of time a Child may be absent" (DFPS 24-Hr RCC §1414). The caregiver makes the notification (see step 35a); the Case Specialist confirms it occurred and documents it in the child's record.

13. If the caregiver or child plans to home-school, contact the CPS/SSCC worker within one (1) business day of receiving notice of the intent to home-school (DFPS 24-Hr RCC §6400).

14. Attend all conferences requested by the school and communicate regularly with school personnel regarding the child's progress.

15. Ensure the hard-copy and Radius electronic Portfolios are updated at least monthly, within thirty (30) days of any educational event, and reviewed comprehensively at least quarterly with the caregiver at the foster-home visit, documented in the child's record.

16. ASD / developmental disability: for children diagnosed with an Autism Spectrum Disorder or other developmental disability, ensure the educational program (a) encourages normalization through appropriate stimulation and self-help skills and (b) is appropriate to the child's intellectual and social functioning [TAC §749.1895].

17. Treatment services: for any child receiving treatment services, confirm the designated Education Liaison is assigned and documented in the child's record [TAC §749.1891(b); T3C System Blueprint].

Part E — Post-Secondary, Vocational & Transition (youth 14+)

18. In conjunction with the caregiver, facilitate access to vocational/technical training, job-readiness and skills training, internships, and post-secondary programs as required by the child's Plan of Service and CPS Transition Plan; ensure access to Texas Workforce Solutions, Transition Centers, and (where applicable) HHSC vocational rehabilitation services; and ensure the youth receives the assistance needed to benefit from these activities (cross-ref: FC-YT Youth Transition Support).
19. Guide and assist qualified youth in obtaining and completing documents and applications, when required and requested, for employment, the State College Tuition and Fee Waiver Exemption, and the Education and Training Voucher (ETV) program (DFPS 24-Hr RCC §6900; see the Accessing Personal Documents for Youth Resource Guide).

Part F — Sub-Placements, Disruption Minimization & Discharge

20. For all sub-placements: within three (3) calendar days of the new placement, send the receiving school district the Refuge House School District Letter for all school-aged children 3+; follow all requirements above; file proof of transmittal in the child's record.
21. Minimize disruptions to the child's education by scheduling therapy, visitation, medical, and other appointments outside school hours whenever possible (DFPS 24-Hr RCC §6110).
22. If the child must withdraw from a public school due to a placement change or discharge, notify the school in writing within three (3) school days of sending or receiving the Discharge Notice (DFPS 24-Hr RCC §6300).
23. At discharge: provide the child's Educational Portfolio to the CPS/SSCC worker in person and verify it includes the most current educational documents and the school withdrawal paperwork (DFPS 24-Hr RCC §6840).

Part G — Foster Parent / Kinship Caregiver / Adoptive Parent Responsibilities [TAC §749.1893; kinship §749.4489–§749.4491]

24. At placement, sign the Educational Portfolio Statement; if the child has no Portfolio, work with the Case Specialist to ensure one is received within one (1) week.

25. Within two (2) school days of placement, ensure the child is enrolled in the appropriate accredited program (K–12) or attends pre-K/Head Start (ages 3–5), per any written exception on the School Exception Letter.

26. When enrolling, have the school complete the Refuge House School Enrollment Form and provide it to the Case Specialist within twenty-four (24) hours; provide Forms 2085 and 2085-E to the school at enrollment and at the start of each school year.

27. Keep the Educational Portfolio current — updated within thirty (30) days of any educational event; provide the Case Specialist copies of all required documents. Maintain both the Radius electronic Portfolio and a hard copy at the home.

28. Make the Portfolio readily available to DFPS, the SSCC, the Education Decision-Maker, any caregiver involved in special-education decisions, and a Surrogate Parent at any visit or upon request (DFPS 24-Hr RCC §6840).

29. Review report cards and other school information with the child and provide necessary information to the Case Specialist. Discuss "report cards, Education Plans, and progress reports and any special education services or 504 accommodations with the School-Age Child as appropriate considering the Child's age" (DFPS 24-Hr RCC §6810).

30. Counsel and assist the child regarding classroom performance and behavior.

31. Reasonable & Prudent Parent / Normalcy: permit, encourage, and make reasonable efforts to involve the child in extracurricular activities to the extent of the child's interests and abilities and in accordance with the child's service plan, including school-based or outside tutoring where necessary (cross-ref: Reasonable & Prudent Parent / Normalcy; 26 TAC §749.2605).

32. Provide a quiet, well-lighted study space and allow regular times for homework and study [TAC §749.1893(4)].

33. Know what emergency behavior interventions are permitted and being used with the child at school [TAC §749.1893(5)] (cross-ref: Emergency Behavior Intervention Policy).

34. Special-education / 504 / 508: request an ARD/IEP/ITP meeting whenever concerned about the child's program or progress [TAC §749.1893(6)]; immediately provide the Case Specialist written notification of any ARD/IEP/ITP or disciplinary meeting; attend the meetings to represent the child's best interests and support IEP implementation [TAC §749.1893(8)–(9)]; and provide notice to the biological parent(s) of any scheduled ARD/IEP/ITP meeting when parental rights have not been terminated [TAC §749.1893(7)].

35. Attend all conferences requested by the school and communicate regularly regarding the child's progress. 35a. Same-day absence notice: notify the school the same day of any change that will affect the child's attendance at school and, where possible, the length of time the child may be absent; inform the Case Specialist of the notification (DFPS 24-Hr RCC §1414).

36. Minimize disruptions by scheduling therapy and other appointments outside school hours whenever possible.

37. For children diagnosed with ASD or other developmental disability, ensure the educational program encourages normalization and is appropriate to the child's intellectual and social functioning [TAC §749.1895].

38. Youth 14+: in conjunction with the Case Specialist, provide or facilitate access to vocational training, job readiness, skills training, internships, and community education programs as required by the child's Plan of Service and CPS Transition Plan, and ensure the youth receives the assistance needed to maximize the benefit.

QUALITY ASSURANCE:

The Education Liaison/RYSC and Case Manager Supervisor monitor enrollment timeframes, Portfolio currency in Radius, special-education participation, and post-secondary/transition progress through home visits and the agency's PQI process. Gaps are escalated to the SSCC Permanency Specialist and the regional DFPS Education Specialist (and Developmental Disabilities Specialist when relevant).

REGULATORY ALIGNMENT:

26 TAC §749.1891 (agency educational responsibilities; §749.1891(b) Education Liaison for treatment services), §749.1893 (caregiver educational responsibilities, subsections (4)–(9)), §749.1895 (ASD educational program); §749.4489–§749.4491 (kinship educational services); DFPS 24-Hr RCC Requirements (FY26) §§1414, 1750, 6100, 6110, 6200, 6210, 6300, 6400, 6500, 6700, 6810, 6820, 6830, 6840, 6900; CPS Handbook §15000; DFPS Policy 4114.32; Texas Education Code §29.012; Section 504 / Section 508 Rehabilitation Act of 1973; IDEA; SSCC provider manuals; T3C System Blueprint Education Liaison function.

This procedure operationalizes FC09-01 Educational Supports and Collaborating with School Systems Policy and may be updated by the Executive Director to reflect regulatory or operational changes, provided alignment with the policy's intent is maintained.

IMPLEMENTATION GUIDANCE

Guidance for operationalizing the following enhancement(s), including build-out in Pulse. Recovered from the prior T3C Basic procedure draft (6/2025); align to the T3C Blueprint (April 2026).

IG · T3C educational-advocacy cadence

On placement: complete school enrollment within 2 business days, an Educational Advocacy Plan within 10 days, and provide the school a written TBRI® strategy summary in the first week; thereafter maintain monthly monitoring of teacher contact, report cards, ARD/IEP status, and attendance. (Source: recovered T3C Basic procedure draft.)