August 2025 Issue 89

National Immunization Awareness Month

August is National Immunization Awareness Month (NIAM). NIAM is a yearly observance to highlight the importance of vaccination for people of all ages, from infants to the elderly, with the goal of raising awareness about the important role vaccines play in preventing serious, sometimes deadly, diseases.

Why are vaccines so important?

• Vaccines protect against serious diseases.
• These diseases still exist, and outbreaks do occur.
• Vaccines are recommended throughout our lives.
• Vaccines are very safe.

Who needs vaccines? Everyone!

Children:

• Getting vaccinated according to the recommended immunization schedule is one of the most important things a parent can do to protect their child’s health. Diseases can quickly spread among groups of children who aren’t vaccinated. Whether it’s a baby starting at a new child care facility- or even a college freshman – parents should check their child’s vaccination records.
• When children are not vaccinated, they are at increased risk for disease and can spread disease to others in their play groups, child care centers, classrooms, and communities – including babies who are too young to be fully vaccinated and people with weakened immune systems due to cancer and other health conditions.
• Babies receive vaccinations that protect them from 14 different diseases. After age 2, children are still recommended to receive a yearly flu vaccine and will be due for additional vaccine doses between 4 and 6 years of age. Make sure your child receives every dose along the way and every dose on time!
• States may require children who are entering child care or school to be vaccinated against certain diseases. Parents should check with their child’s doctor, school, or the local health department to learn about the requirements in their area.

Preteens and Teens:

Preteens and teens need four vaccines to protect against serious diseases:

• quadrivalent meningococcal conjugate vaccine to protect against meningitis and blood infections (septicemia);
• HPV (human papilloma virus) vaccine to protect against cancers caused by HPV;
• Tdap vaccine to protect against tetanus, diphtheria, and whooping cough (pertussis); and
• a yearly flu vaccine to protect against seasonal flu.

Adolescents and Adults:

• All adults should get vaccines to protect their health. Even healthy adults can become seriously ill and can pass certain illnesses on to others.
• Everyone should have their vaccination needs assessed at their doctor’s office, pharmacy, or other visits with healthcare providers. Certain vaccines are recommended based on a person’s age, occupation, or health conditions such as asthma, chronic obstructive pulmonary disease (COPD), diabetes, or heart disease.
• Vaccination protects the person receiving the vaccine but also helps prevent the spread of disease, especially to those that are most vulnerable to serious complications, such as infants and young children, elderly, and those with chronic conditions and weakened immune systems.

Remember the Flu Vaccine:

• Vaccines protect you all year round, but August is a great time to get vaccinated! August is also a good time for you and your family to make plans to get the flu vaccine. The vaccine usually becomes available in mid- to late-August. Getting the vaccine early can help prevent you and your family members from getting the flu throughout all of flu season.
• When taking yourself and your family for your flu shots, you can also ask your healthcare provider about other routinely recommended vaccines you might need. Make sure that the whole family is up-to-date on their DTap/Tdap and MMRV boosters too!

DCS Immunization Policy:

When a child is placed in your home, a copy of their immunization records should be provided to you. If it is not, the primary care provider (PCP) can access it at the Early Periodic Screening Diagnosis and Treatment (EPSDT) appointment that is required within 30 days of initial placement in out-of-home care and annually thereafter.

Per DCS Policy, all children in out-of-home care must be immunized. If possible, request parental consent prior to immunization. If the parent objects on any grounds other than religious grounds, the child may be immunized unless medically contraindicated. If the parent objects to immunization based upon religious grounds, the DCS Specialist will elevate the issue. In this situation, do not immunize the child until the Specialist advises (in writing) that it is permissible.

If the child is behind on immunizations, consult with the PCP regarding the plan to get the child caught up. Unless DCS indicates otherwise, invite the parent to all medical appointments, but especially appointments that may be difficult, such as getting several shots at once. It may be a comfort to both the parent and the child to be together.

(DCS Program Policy, Chapter 3, Section 7.1 Medical Services for Children in Out-of-Home Care)

Every Student Succeeds Act

Children in foster care frequently face educational difficulties due to unplanned school changes and delays in enrollment. School instability makes it difficult for a child to develop supportive connections with teachers and peers and often hinders academic progress. The federal Every Student Succeeds Act (ESSA) seeks to improve educational success for children in foster care by helping them maintain a sense of stability and familiarity when everything else is changing.

ESSA requires a child in foster care to remain in their school of origin unless it is not in the child's best interest. In order to determine whether this is the case, a Best Interest Determination (BID) must be made within 5 business days of a child first entering foster care or changing placements. Think of it as the BID process not a BID meeting. Each case is different. Not all will require a meeting, though it is optimal to have the different parties together to be better able to collaborate on what is best for the student. The BID process is meant to be collaborative, and the purpose is to determine if it is in the best interest of the student to remain in their school of origin. That is why including the student in the BID process is so important. Remember that the student should be at the center of the BID process.

The DCS Specialist is responsible for scheduling the meeting (or facilitating the communication), and participants should include the child, DCS Specialist, out-of-home caregiver (foster parent), Local Education Agency (LEA, the school representative), and parent/guardian or IDEA parent (the person responsible for making decisions about special education evaluations or services). A meeting can occur as part of an existing CFT, case plan staffing, TDM, or another meeting when all identified parties are available to attend. Scheduling difficulties should not delay the BID process or a student’s ability to go to school. If the school of origin is unable to participate in a BID discussion within the 5 days, they may fill out the School of Origin BID Prep Form to contribute information about the student’s current progress, challenges and needs, etc. If the child is moved prior to the BID taking place, the school of origin must make accommodations to support the child's attendance at the school of origin until the BID can be completed. The BID will consider the wishes of the parent, caregiver, and child; the school’s distance from where the child is placed; the child’s age, personal connections, social, and emotional state; academic, developmental, language, and socialization needs; and the effect a school change will have on the child's learning, academic strength, and grade placement.

Transportation is a shared responsibility of the LEAs (schools) and the Child Welfare Agency (DCS). (Foster caregivers are an extension of DCS.) When creating a transportation plan, the best results come when all parties are open to creative ideas and sharing the important task of ensuring transportation to school is provided in the most normal manner that meets the safety (and other needs) of the student. Children/youth must be supported to continue to attend their school of origin during the BID process. Attendance should be in-person unless unsafe or not feasible for some reason, such as distance (or some other need of the student). If in-person attendance is not possible, coordinate with the school to arrange online attendance or some other strategy.

Transportation needs are often the most significant barrier to maintaining a child in the school of origin; however it cannot be the determining factor. There are several resources and options to consider:

• Unlicensed out-of-home caregivers can receive mileage reimbursement for transporting a child in their physical custody for educational purposes, with preapproval.
• Licensed foster parent reimbursement rates include the costs of routine travel, which includes travel to and from school.
• Determine if the school provides transportation through an existing school bus route or other service
• The caregiver may arrange a carpool with a trusted adult.
• Depending on the child's age, developmental needs, and whether it is safe to do so, consider public transportation.
• Look into flexibility in work schedule, teleworking, or working in an alternative location.
• Note: When other options have been fully explored and ruled out, DCS may consider reimbursement of travel expenses to support the child’s continued enrollment in their school of origin, and to support participation in school-related activities. (DCS Policy 03-16, effective 4/26/24)

After careful assessment and problem-solving, it may be determined that it is not in the best interest of the child to remain in the school of origin. It may be due to lack of safety, the school's inability to meet the child's special needs, unreasonable distance and travel to the school of origin from the child's placement, etc. If it is not in the child's best interest to stay in their school of origin, the child must be enrolled in the new school within 2 days, even if the child does not have the normal records required for enrollment. The Notice to Provider will suffice. The new school will immediately contact the previous school to obtain any relevant academic or other records. The DCS Specialist completes the Best Interest Determination form to document the reasons it is best for the child to change schools. This must be provided to the new school in order for them to proceed with enrollment.

Each school district has a Foster Care Liaison that can help caregivers navigate the BID process, as well as many other educational issues. Reach out to them with any questions or concerns, and they can provide resources or direction to resolve them.

For an in-depth view of ESSA, view the training provided by the Arizona Department of Education.

Foster Youth Education Success Program

The Foster Youth Education Success Program (FYESP) is designed to provide timely interventions, planning, and partnerships to ensure students experiencing foster care have positive school experiences and thrive in their schools. Supports and interventions target challenges that may create a barrier to a student’s academic progress and positive school experience.

If a student in your care is experiencing difficulty in their educational journey and other efforts have not resolved the challenge(s), consider a referral for this service. The online form can be filled out by the DCS Specialist, the student's caregiver, the LEA, or another Community Partner, such as a CASA.

Trauma-Informed Education Strategies

Children in foster care are frequently overlooked or misdiagnosed with developmental, emotional, or behavioral issues. Their educational progress is often hindered by sudden and excessive school changes, loss of educational records, and lack of understanding of the impact of trauma on a child's educational outcomes. Foster caregivers are made aware of this in Foster Parent College; however educators may not have the experience with or insight into the unique needs of children in foster care to be able to support them in the way that our children need to be supported. The graphic below contains national statistics on the effects of foster care on a child's education, the benefits of using trauma-informed strategies, and examples of how to integrate the strategies into the classroom. Feel free to share this with your child's education team. If you would like it in a printable PDF, email Rhiannon.Schaudt-Hobkirk@azdcs.gov.

Post-Permanency Supports Orientation

Trauma-Informed Care Training

High-Five

ADVOCACY: “Brooke goes above and beyond when advocating for children. She ensures that each child's medical, behavioral, educational and spiritual needs are addressed. In addition, she understands the importance of maintaining a child's family connections that are safe, healthy and appropriate following permanency, and continues to initiate regular visits and phone calls with her son's siblings who are placed in different homes.”

COMPASSION: “Judge Hochuli goes above and beyond to make adoptions special for children and families! When "Super Judge" attends adoptions everyone in the court room has a smile on their face! He also sends every child away with a book! He is a jewel in a judicial robe!! Grace Retreat loves him!”

FAMILY: “Sandra has embraced her role as the major caregiver for her granddaughter with her whole heart. She has rearranged her life to care for and take A to all her physical and speech therapies as well as numerous medical appointments. Despite her many other responsibilities with work and her family, she has made every effort to make A feel loved and welcomed into her extended family. Sandra also makes sure that A still maintains a bond with her parents despite the fact being with them is not best for her now. Sandra is a great example of kinship placement at its best.”

If you want to recognize a foster family, a licensing worker or agency, DCS Specialist/Supervisor or other employee, community partner, attorney, CASA, judge, mentor, or other fostering community member, please fill out the High-Five Nomination Form linked below.

Prescott-Area Foster Families: FREE Monthly Events

Sponsored by The League of Extraordinary Grandparents, volunteer grandparents will guide children in making crafts, painting, storytelling, games and more!

• WHO CAN ATTEND: Children in foster care, ages 4 – 10. Bio siblings may also attend, as long as they are between ages 4 – 10. All children must be registered in advance.
• WHEN: Every 3rd Saturday of the month in 2025 – August 16, September 20, October 18, November 15, December 20.
• LOCATION: Prescott Valley (details will be provided upon registration)
• TIME: 9 AM – 12 PM
• SNACKS: Snacks and drinks are provided.

ASA Now

ASA Now is a non-profit organization that ADVOCATES for, SUPPORTS, and ASSISTS children and families impacted by foster care. We are passionate about providing support to families and professionals by restoring hope and empowering them to better serve these children in need.

Warmline Supports Kinship and Foster Families

The Foster Parent Warmline is available for kinship families and licensed foster parents. While not an emergency number, Warmline staff can assist with information, timely communication, and support. It is not intended to discourage or replace direct and regular communication between the DCS Specialist and the out-of-home caregiver. You can reach the Warmline by calling 1-877-KIDSNEEDU (1-877-543-7633). Please be prepared with your name, the child's name, DOB, and dates of placement/departure, as well as an explanation of the issue. The Warmline is manned by staff Monday-Friday 8am-5pm (AZ time), excluding state holidays. You may also send an email to Warmline@azdcs.gov and include the above information.

Children's Heart Gallery

More than 70 percent of the children in need of forever families are adopted by their relatives or foster parents. For the remainder, special recruitment efforts like the Heart Gallery are used to connect them with a forever family.

The children featured in the Heart Gallery represent all ethnic groups and range in age from toddlers to teenagers. Some have special behavioral or medical needs, some are without siblings, and others are in groups of siblings.

Latrell and Latrice