About Student Rights and Responsibilities
The Office of Student Rights & Responsibilities strives to guide students to achieve the best possible outcomes while holding them accountable for their choices.
Preliminary eligibility statuses for School Selection are now available.
Log in to your application to view results, and learn more about the Review window HERE.
Participate in the Facilities Planning Process – Take the Feedback Survey or Attend a Community Conversation.
The mission of the Office of Student Rights and Responsibilities is to uphold student rights, to ensure student success and to treat every student with dignity and respect.
The Office of Student Rights & Responsibilities strives to guide students to achieve the best possible outcomes while holding them accountable for their choices.
The Office of Attendance and Truancy serves to offer training and supportive services to all members of the school community, to help improve student attendance, to account for all District students, and to comply with the compulsory school attendance laws.
The School District of Philadelphia strives to provide a safe and positive educational environment for all school community members. As such, the District does not tolerate bullying, harassment or discrimination of students, in any form.
The School District of Philadelphia is dedicated to providing support and services to students that are returning to our school district. Our students come to us by way of one of several pathways from out-of-district placements, youth detention centers, disciplinary schools, acute or long-term hospitalizations.
We help thousands of students transition successfully to (and back to) their school communities. We understand that quality educational programs and transition services are critical for the positive development of all youth. The planned and timely transitioning of youth into the appropriate educational program upon discharge is necessary for the greatest outcome of sustainable success.
We use a holistic approach to explore educational options for youth and assign them to schools that best support their academic, social/emotional, and behavioral needs, while collaborating with parents, schools, and community partners and resources.
Note: Referrals for the Student Transition Center (STC) come after the student’s discharge from a Department of Human Services, Philadelphia Juvenile Probation, or Community Behavioral Health providers.
There are a variety of transition services and supports they can receive, as they prepare to transition to their new school communities.
We know how to help
Our Transition team helps organize and prepare your student for successful transition by:
We take that information, and working with the Office of Student Placement, we select the appropriate school for your student. Then, we assign a case manager.
Once a school is determined, the student receives case management for 90 days to help them from start to final transition with reacclimation, goal-setting, and identifying resources in their new school and community that they can benefit from.
The STC case management team facilitates transition meetings with student, parents/guardians, school teams, and key stakeholders to ensure that students are welcomed into the school environment and are offered appropriate support and services.
The 10-day bridge program consists of reintegration skills to help students reintegrate smoothly into school communities. Participants will complete academic baseline assessments, academic enrichment, credit/graduation analysis, restorative groups, mentorship, and case management.
To determine whether your student is a candidate for the Bridge Program, please contact: transitioncenter@philasd.org or call (215) 400-4830 and select Option 5.
We create a welcoming environment where parents feel supported and students feel that their voices matter. We want them to thrive, and to help them identify their strengths and interests. In support of our students, we work with families as partners.
Within and across the District, we integrate with:
And we collaborate with External resources to ensure our students gain the advantages offered and these key stakeholders are included in our transition process:
Yes, I’m one of those five. What should I do next?
Contact our office for more information and next steps.
For our Partners:
If I have a discharge and need a school assignment, who do I contact?
Please email transitioncenter@philasd.org or call (215) 400-4830 and select Option 5.
I’m a case manager and need a student’s records. Who do I contact?
If you need your student’s records, to provide for your student’s progress, we can help.
Click here to make a request. It is important to complete the form accurately and in its entirety to ensure we have all the necessary information to complete your request.
440 N Broad Street,
Portal D, 2nd Floor Suite 243
Philadelphia, PA 19130
215-400-4830 Option 5
The District celebrates the diverse experiences and affirms the unique identities of our LGBTQIA+ students. We are committed to providing a supportive and inclusive environment where every student can thrive. Our policies, such as Policy 252, accommodate name and gender requests, ensuring that our LGBTQIA+ students are respected and valued throughout their educational journey. Explore more District and City resources below.
252 Transgender And Gender Non-conforming Students – Learn more
The purpose of this policy is to ensure safety, equity, and justice for all students regardless of gender identity or gender expression so that they can reach their fullest human and intellectual potential.
This Guide provides an overview of the key elements in the Policy, and addresses many Frequently Asked Questions.
To see if this policy is applicable please review HERE.
Please note name/gender change requests pursuant to Policy 252 can be submitted on behalf of the student by staff, a parent or guardian, or by the student themselves. It is important that whoever is submitting this form understands all safety concerns. that may be associated with the display of a requested name or gender change in the SIS and/or Google platform.
Please complete your request HERE
If you have any questions or concerns, please email policy252@philasd.org.
A Genders & Sexualities Alliance (GSA) is a student-run club, which provides a safe place for students to meet, support each other, talk about issues related to sexual orientation and gender identity and expression, and work to end homophobia and transphobia. GSAs have evolved beyond their traditional role to serve as safe spaces for LGBTQ+ youth in middle schools and high schools, and have emerged as vehicles for deep social change related to racial, gender, and educational justice.
If you are interested in being part of a district-wide GSA that will have a hybrid model(virtual and in-person), please complete the form completely HERE
Download: GSA Facilitator’s Handbook
*As of 22-23 school year
GLSEN Philly – Gay, Lesbian & Straight Education Network
GLSEN Philly is a chapter of GLSEN, a national organization fighting for every student’s right to a safe, supportive education. GLSEN Philly is a grassroots initiative, working locally in our community to ensure safe schools for all students, regardless of sexual orientation and gender identity.
Hopeline – 1-833-PHL-HOPE
The Philly HopeLine is free and open to all students, families, and staff of the School District. Call or text 1-833-PHL-HOPE, Monday- Friday 10am to 8pm to speak to a Masters’s level clinician.
National Suicide Prevention Lifeline – 1-800-273-8255
The National Suicide Prevention Lifeline is a national network of local crisis centers that provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day, 7 days a week.
The Trevor Project – 1-866-488-7386
A non-judgmental hotline for those 25 years old and below with LGBTQ-sensitive trained counselors you can contact through a call, text, or chat during a mental health crisis and/or suicidal thoughts.
Trans Lifeline – 1-877-565-8860
A 24/7 hotline available in the U.S. and Canada staffed by transgender people for transgender people. Trans Lifeline is primarily for transgender people in a crisis, from struggling with gender identity to thoughts of self-harm.
Attic Youth Center
The Attic Youth Center creates opportunities for LGBTQ youth (ages 13-23) to develop into healthy, independent, civic-minded adults within a safe and supportive community. Offers free counseling and groups.
GALAEI – Gay & Lesbian Latino AIDS Education Initiative
GALAEI is a queer Latin@ social justice organization. Since 1989, the organization has provided social services and referrals around HIV/AIDS and sexual health, organizing, and networking. GALAEI operates the Trans Health Information Project (TIP), a peer-led program designed by and for trans-identified and gender nonconforming people. TIP provides outreach, sexual health counseling, HIV prevention and testing, health and safety workshops, assistance with legal name change, support through transition, and other resources.
GLSEN Philly – Gay, Lesbian & Straight Education Network
GLSEN Philly is a chapter of GLSEN, a national organization fighting for every student’s right to a safe, supportive education. GLSEN Philly is a grassroots initiative, working locally in our community to ensure safe schools for all students, regardless of sexual orientation and gender identity.
Lutheran Settlement House
Lutheran Settlement House is a non-profit, community based social service organization that serves over 14,000 women, men, and children each year through four program areas: Adult Education and Employment, Domestic Violence, Senior Services, and Homeless Services.
Mazzoni Center
Mazzoni Center provides comprehensive health and wellness services for youth and adults; services include primary medical care, mental health counseling, substance abuse services, HIV counseling and testing, support groups, case management, legal, health education, and outreach.
Morris Home
Morris Home supports trans and gender variant individuals as they develop the knowledge, skills and supports necessary to promote sobriety, manage emotional and behavioral difficulties, choose and maintain safe and healthy lifestyles, and develop healthy relationships.
Office of LGBT Affairs
The Office of LGBT Affairs works to foster equitable working and living conditions for lesbian, gay, bisexual, transgender, and queer (LGBTQ) people and to advocate for LGBTQ issues in all areas of City government.
PFLAG – provides confidential peer support, education, and advocacy to LGBTQ+ people, their parents and families, and allies.
Philadelphia FIGHT
Philadelphia FIGHT is a comprehensive health services organization providing primary care, consumer education, research, and advocacy for people living with HIV/AIDS and those at high risk.
Project H.O.M.E.
Project HOME empowers people to break the cycle of homelessness and poverty through affordable housing, employment, healthcare, and education.
The Support Center for Child Advocates
Child Advocates rallies for victims of child abuse and neglect with the goal of securing safety, justice, well-being and a permanent, nurturing environment for every child. They house a special LGBTQ Youth Project that provides access to justice, representation, safety and hope to youth of all ages who are in the Philadelphia child welfare system and who are marginalized due to sexual orientation, gender identity or gender expression.
UpLift Philly
Uplift Center for Grieving Children (formerly The Center for Grieving Children) was founded in 1995 by the Bereavement Program at St. Christopher’s Hospital for Children and incorporated as an independent nonprofit in 2000. Our main office is located in East Falls. Uplift is supported through individual donations, public and private grants, government funding, and corporate sponsorships. Uplift has special groups and call center hours for students in the LGBTQIA+ community.
William Way LGBT Community Center
The William Way Community Center seeks to encourage, support, and advocate for the well-being and acceptance of sexual and gender minorities through services, and recreational, educational, and cultural programming.
The discipline office provides guidelines around student conduct to help keep our students safe, and our classrooms and schools productive and positive.
The School District of Philadelphia is committed to achieving educational equity and reducing disproportionality in discipline, through providing alternatives to exclusionary discipline. SDP’s approach to discipline, restorative progressive discipline, is based in several understandings:
Parents/Guardians who have any questions or concerns related to discipline are encouraged to discuss them with their school’s administration. If additional support is needed, continue by contacting us.
The School District of Philadelphia is committed to creating and maintaining well-resourced and safe school environments conducive to teaching and learning.
We strive to develop meaningful partnerships with parents/guardians and families, so we can work together to encourage academic, social and emotional growth in all of our students. Our goal is to ensure that all of our students have the necessary resources to graduate and will be ready to succeed as fully engaged citizens of the world.
The purpose of the Code of Conduct is to:
Students who engage in behaviors that endanger school safety or disrupt the educational experience of others may be subject to the discipline process in accordance with the Code of Conduct.
When a student violates the Code of Conduct, parents/guardians can expect that their student will receive interventions and potentially other actions, such as suspension or a disciplinary hearing when appropriate.
Parents/Guardians can click HERE to find a list of all Code of Conduct behaviors, their definition and the level of responses a student could receive.
According to Pennsylvania law, suspension is defined as the denial to a student of the right to attend school and to take part in any school function for any period of up to ten (10) days. In the School District of Philadelphia, third through twelfth grade students may be suspended for violating the Code of Conduct. Kindergarten, first, and second grade students may NOT be suspended unless their actions result in serious bodily injury. Please note the following:
Suspensions cannot be appealed by parents/guardians. School administrators have discretion to issue suspensions in accordance with the Code of Conduct, following all parent/guardian conference procedures.
School administrators must adhere to the following procedures when scheduling parent conferences to address behavior:
Students who are exhibiting a pattern of disruptive behavior(s) and/or committed serious violation(s) of the Code of Conduct may be referred to the Office of Student Rights and Responsibilities for a disciplinary hearing, after suspension. Prior to making a referral, schools must complete a Behavior Performance Review (BPR) for general education students to determine if the student is thought to have a disability.
NOTE: Disciplinary Hearing Referrals only apply to students in grades six (6) through twelve (12). Students in kindergarten through grade five (5) cannot be referred for a disciplinary hearing or receive a disciplinary transfer.
Students referred for a disciplinary hearing will be suspended and provided with due process. Students have the right to return to school pending the outcome of the hearing, unless they receive a safety interim placement. Please refer to the Student Behavior and Discipline section of the Code of Conduct for more information.
Disciplinary hearings will be conducted by an impartial Restorative Discipline Liaison/Hearing officer.
The impartial Restorative Discipline Liaison/Hearing officer will consider all evidence, dialogue in the hearing, and a student’s academic, behavior and attendance records when making a decision on the outcome. The outcomes could include 1) remaining in current school placement, 2) transferring to another SDP placement, or 3) transferring to an Alternative Education for Disruptive Youth (AEDY) program to address behavioral goals.
Pennsylvania’s Alternative Education for Disruptive Youth Program (AEDY) provides a combination of intensive, individual academic instruction and behavior modification counseling in an alternative setting to assist students in returning successfully to the regular education setting.
AEDY Transition Programs provide education to students in grades 6-12 who have been removed from the regular education setting for certain disciplinary reasons. The District and the AEDY Program work with families to create behavioral goals based on their reason for placement and assessments. Once behavioral goals are met, students prepare to transition to the regular education setting with a transition plan.
This Office is here to serve our students and ensure they feel they have a voice in the work we do. We support initiatives, clubs, activities outside of school, designed specifically to help students play an active role in their role as part of our school community.
You can find out if these types of clubs, programs, events or initiatives are offered at your school. If they’re NOT, come talk with us! We can help you get one going!
Are you a school leader, trying to help your students have a voice? A District Office, looking for ways to help students have a voice? An outside partner, looking to work with us?
We can help. We offer training at every level of involvement for teachers and administrators to implement great programs and initiatives – and, then we help train you to train students to lead these initiatives successfully. Please contact us to get started. We can’t wait to help!
Contact
Student Leadership
215-400-4830, Option 3
studentleaders@philasd.org
The District has many initiatives and programs already in place to help us achieve our goals of equity and empowerment. If you’re interested in learning more about how each of these supports students, please contact us.
Black Male Achievement (BMA) is a District initiative that works to ensure that the educational environment across the school district supports the brilliance and excellence of Black boys and teens. In alignment with the District’s strategic plan and collective commitment to unapologetically support and serve students furthest from educational justice.
We understand how important the transition to middle and high school is, and how intimidating it can feel to students in those years. PGC is a proven school-based program that supports and eases students’ successful transitions into middle and high school by tapping into the power of older students to create a nurturing environment for incoming students.
PGC-High School includes a year-long, credit-bearing leadership course for high school juniors and seniors that meets daily and is taught by school faculty. Through their leadership course, these juniors and seniors become trained peer leaders who meet once per week with freshmen in outreach sessions designed to strengthen relationships among students across grades.
To our principals and partners: Some of our schools already have this program in place. If you would like to discuss adding this programming to your school, please contact us. There is a grant-based opportunity which means it can be free, with the right application submission – we’d be happy to help you!
For interested students – you may have this program in your school currently: Click Here to view a list of schools that offer PGC
The Superintendent’s Student Advisory Board (SSAB) is a group of high school students throughout the District that meets to discuss issues that affect students and proposes solutions to problems. Every school has the opportunity to send up to two (2) representatives, to participate in this Advisory Board. Members meet regularly throughout the school year with the Superintendent, and are advisors that act as liaisons between the School District and its students.
Past topics discussed by the student advisory board include student leadership, school dropout rate, communication/messaging, school climate, mentoring, Diversion Program, and School Police Officer relationships.
This is a terrific way to have your voice directly heard with District leadership, to represent your fellow students on issues that matter to you. We’d love to have you join us!
Interested? Students can reach out to their principals to express interest, or, contact us directly using this email: studentleaders@philasd.org. School leaders can also submit the names of their school’s reps using this email.
Mentoring is programming that involves tutoring, life skills, training and coaching. The supportive, healthy relationships formed between mentors and mentees are both immediate and long-term and contribute to a host of benefits for mentors and mentees.
Our office is here to help set up a consistent, effective mentoring using best practices.
Are you a:
-Student seeking mentoring or to BE a mentor?
-Principal seeking a mentoring program or mentoring guidance?
-Partner looking to work with our schools?
We can help!! Please contact us and we will help you get involved, set up your system, and work with us! studentleaders@philasd.org
The student government groups help share students’ ideas, interests, and concerns with teachers and school principals. They often also help raise funds for school-wide activities, including social events, community projects, helping people in need and school reform.
Many of our schools have these clubs; students who want to get involved should ask their teachers or peers for information about the club. If you’re a school looking to start one, or get support for an existing club, contact us!
If you are interested in being part of a district-wide GSA that will have a hybrid model (virtual and in-person), please complete this form, completely.
GSA clubs, or GSAs for short, are student-run organizations that unite LGBTQ+ and allied youth to build community and organize around issues impacting them in their schools and communities. GSAs have evolved beyond their traditional role to serve as safe spaces for LGBTQ+ youth in middle schools and high schools, and have emerged as vehicles for deep social change related to racial, gender, and educational justice.
Research indicates that GSAs (Gender and Sexuality Alliances) improve school climate, individual well-being and educational outcomes for LGBTQ youth. Participation in GSAs is related to stronger school connectedness and improved academic achievement for LGBTQ youth, and regardless of whether LGBTQ students themselves participate in their school’s GSA, just having a GSA in their school can create a more positive school climate for LGBTQ students.
Resource:
GSA Facilitator’s Handbook
Student Voice Studios is an interactive online learning community for students. This programming provides a collection of podcasts, newsletters, social media content, webinars, trainings and resources. It utilizes technology to boost innovation, engagement, understanding, sense of community, and student voice.
If you’re interested in hosting a podcast, get in touch!
We ensure that all children and youth experiencing homelessness are enrolled, participate, and have the opportunity to succeed in school. Our mission is to reduce and/or eliminate educational barriers using local “best practices” and the authorized activities of the McKinney-Vento Homeless Assistance Act.
The McKinney–Vento Homeless Assistance Act guarantees a free and appropriate public education for all children and youth experiencing homelessness. B.E.C. 42 U.S.C. 11431 outlines procedures for deciding school placement, enrolling students, and determining responsibility. Federal and state laws make our responsibility clear.
Yes. The School District of Philadelphia works with our office to have a liaison or assigned lead to ensure the McKinney-Vento Act law is upheld for students experiencing homelessness. This person helps school staff identify these youth and direct them toward needed resources and support through connection to other services and agencies.
The law does not assign financial responsibility. The School District of Philadelphia will work with the other districts to ensure education stability for the child.
Yes. The McKinney-Vento Act is a federal law and applies in any situation. The student has the right to stay in their school of origin unless the parent/guardian wishes otherwise or it is not possible given the specific circumstances. The School District of Philadelphia will work with the other district to ensure education stability for the child.
Generally, no. For students who fit the qualifying distance (at least 1.0 mile), transportation assistance comes in the form of SEPTA student passes. However, for distinct special circumstances, if there is a yellow bus on the route of the temporary address, an exception can be made. If the student is in special education and their IEP states “door-to-door,” then service must be arranged.
The McKinney-Vento Act requires schools to enroll students experiencing homelessness immediately (standard dictionary definition: “without delay”), even if the student is unable to produce documents normally required for enrollment. “Enroll” means permitting the student to attend classes and fully participate in school activities. Generally this would be same day or the following day.
By law, enrollment remains immediate. The school should work with the family to obtain acceptable proof of age, which can be found in other documents such as medical records, baptismal certificate, or a parent/guardian signed statement.
McKinney-Vento requires immediate enrollment. As the majority of youth experiencing homelessness have been vaccinated and it is often difficult for families experiencing homelessness to obtain and keep copies of records, the school should work with the family to do so. If more help is needed, the school should contact the previous school (if applicable) or the Department of Health in the state of original residence. Un-immunized children should receive initial doses as soon as possible, unless there are philosophical, religious, or medical exemptions.
Following immediate enrollment, the receiving school must contact the previous school for records. If records cannot be transmitted immediately, class schedule information can be obtained from the parent/guardian or youth. The school can also input procedures for a quick assessment to determine class placement and any recommended supportive services.
Yes. Lack of guardianship papers cannot delay or prevent school enrollment for unaccompanied youth. The School District of Philadelphia allows youth to enroll themselves with assistance from our office.
Absolutely. States are required to ensure that their school districts comply with the McKinney-Vento Act. Therefore, the state can sanction noncompliance by withholding federal funds or other means from the offending school district.
The law requires the School District of Philadelphia to remove barriers to retention in school. Since inability to earn credits is an obstacle to remaining in school, the school must address that problem. Any necessary adjustments to the student’s schedule must be made to permit the student to obtain partial or prorated credit for their work.
Yes. The law specifically includes preschool programs in its definition of a free, appreciate public education. State plans must describe procedure to ensure preschoolers experiencing homelessness have access to state-directed preschool programs.
Liaisons must ensure that families and children can enroll in Head Start and Even Start programs and in preschool program directed by the school district. In the School District of Philadelphia, our office works with the Office of Early Childhood to identify these children. Oftentimes, we are able to assist with certain donated items, such as coats and shoes.
For schools entirely privately funded, McKinney-Vento does not apply so these schools are not required to allow students to continue to attend or provide transportation.
Yes and yes. Public charter schools have the same responsibilities under McKinney-Vento as other public schools and school districts. If a student experiencing homelessness attempts to enroll in a charter school, the school must enroll them as long as other students living in the same area would be eligible to attend the school, unless there is overcrowding or a specialized selection process. If the school has specific skills-related entrance requirements, for example, artistic ability requirements for a fine arts school, the student must meet them. Charter schools considered their own LEA (local education agency) should appoint a liaison to work with students experiencing homelessness.
Videos
Students experiencing homelessness have the legal right to either remain in their school of origin or enroll in the neighborhood school/district of their current temporary living address.
If a dispute arises over school selection or enrollment in a school:
The School District of Philadelphia requires all students to wear uniforms to school. Each school should be sensitive to the challenges faced by students and families experiencing homelessness. No child’s education should be interrupted due to lack of proper clothing or school supplies.
If you are a high school student whose living situation is in transition and you want resources and support for education, job, and life success, you’re in the right place! TEEN is a program designed to find, identify, and support high school students interested in exploring their current and future educational and career options while investing in their future.
TEEN is guided by the ECYEH staff who work with other supportive district offices and partner organizations to fight for the best interests of teens experiencing homelessness by focusing on developing education, job, and life skills that lead to independent success. We will visit high schools, emergency housing, and other locations where teens often gather, in order to inform them of the benefits of program involvement and recruit eligible teens.
We base our programming on a TEEN Student Information Intake Form which each interested teen fills out for us. The answers help us determine as many of the students’ needs as possible. We use the information we gather to create customized workshops for the teens.
Some of the workshops include but will not be limited to:
Along with workshops, the TEEN program hosts college tours, career networking events, and other field trips geared toward helping our students become future leaders and make their dreams a reality. Stipends are available for those who attend workshops.
Contact: ZaLisa Fanning, TEEN Program Coordinator
ECYEH ensures transportation is in place for students experiencing homelessness. Students are eligible if the school is one mile or more from the current residence.
The School District of Philadelphia requires all students to wear uniforms to school. Each school should be sensitive to the challenges faced by students and families experiencing homelessness. No child’s education should be interrupted due to lack of proper clothing or school supplies.
Foster care services at the school district of Philadelphia are the point of contact between the School District, the children and youth agencies.
When a student enters foster care or changes a foster care or kinship placement, a Best Interest Determination Meeting (BID) should be held. The primary focus of this process is to maintain school stability, allowing students to remain at the school they were previously enrolled in (their school of origin), whenever possible.
All who participate in the BID process work together to come to a determination about whether the student will remain in their school of origin or be assigned to a new school placement.
Answer Every Student Succeeds Act (ESSA) of 2015 is a federal law designed to promote school stability and protect the educational rights of children and youth in the legal custody of DHS (Philadelphia Department of Human Services). The Act requires students in foster care to remain in their school of origin when they come into initial placement or when they experience placement location change, unless it is determined through the Best Interest Determination (BID) process or explicitly court ordered that remaining in their school of origin is not in their best interest.
Answer School of origin is the school in which a student is enrolled at the time of placement in foster care or at the time of a placement location change.
Answer When students enter or change foster care placement, students are presumed to remain in their current educational setting unless a collaborative best interest determination (BID) meeting among parties produces an alternative decision. A collaborative BID must take place each time school placement may be impacted due to entry or change in foster care placement. BIDs are child-centered and do not consider costs.
Answer A BID meeting may be requested by any of the below persons or entities if a student falls within the guidelines of needing a BID:
Answer A BID should be requested for students in K-12 grade who are committed (foster care, kinship, group home, youth shelter) to a child welfare agency such as the Philadelphia Department of Human Services. A BID is held only when a:
Answer DHS uses three forums for hosting a BID: written exchange, telephone conference, or video via MS Teams or Zoom.
Answer No. Students should remain in school of origin until the BID process is concluded. At no time should foster/kinship care giver, CUA/DHS worker or congregate care worker transfer a student to a new school prior to the BID process being completed and a decision is made. This is also stated in PA Rule of Juvenile Court Procedure 1148.
What is PA Rule of Juvenile Court Procedure 1148?
AnswerIt provides that a child in placement must remain in their school of origin unless the court finds that it is not in the student’s best interest. If the Court decides it is not in the student’s best interest to remain in school of origin, students should be enrolled in a public school, except if the Court orders otherwise.
Answer DHS Education Liaison BID invitation goes to:
Answer The assigned DHS/CUA worker should submit a placement letter for coordinating student transportation by local education agencies which includes the students name, DOB and placement address and is sent to the school the student is attending. It must be on the agency’s letterhead. The school then completes a Transportation Action Request (TAR) and attaches it with the placement letter to alert transportation that the request for transportation is due to the student being in care.
In the interim, while waiting for SDP transportation to be implemented, it is always the responsibility of the Foster/Resource Parent to ensure that the student attends school daily and on time. If the Foster/Resource Parent needs assistance in developing an interim transportation plan, they should contact their Resource Parent Liaison/Foster Care Agency. If there continues to be any barriers, outreach is to be made to the DHS/CUA case management team and ESC for additional assistance.
If a student does not receive a SEPTA Key Card/Transpass, but is on the list to receive it, the Foster/Resource Parent or DHS/CUA case management team should contact the school and speak with the School Counselor or Principal.
Answer At the conclusion of the BID, if it has been determined that a school transfer is appropriate, the assigned DHS/CUA worker should assist the Foster/Resource Parent in preparing the student for the transition, as well as provide assistance with the registration/enrollment process. DHS/CUA and the Foster/Resource Parent Liaison should meet with the Foster/Resource Parent, to implement an interim transportation plan, if the student is awaiting SDP transport.
Answer An Interagency Meeting is a meeting convened with stakeholders to discuss educational concerns and needs of a student that do not meet the above BID criteria. An Interagency Meeting can be organized by any party and for any student whether in care or not. When you submit a referral, the Education Support Center will inform you if your referral will result in a BID or Interagency Meeting.
Answer If you disagree with the BID decision, within 2 business days of the meeting you should send an email to DHS/ESC and SDP Dispute Committee and request a resolution. Please indicate in email your disagreement. The DHS/ESC and SDP Dispute Committee will review your request and schedule a meeting to resolve disagreement. Title the subject line of the email “Request for Resolution”.
The Dispute Committee include:
Philadelphia Department of Human Services:
Clarence Paasewe, MSW or designee
Education Stability Services Administrator Philadelphia DHS Education Support Center
1515 Arch Street, Philadelphia, Pennsylvania 19102
Phone: 267-239-4634
Email: Clarence.Paasewe@Phila.gov
Syreeta Owen-Jones, LSW or designee
DHS Education Support Center Director
City of Philadelphia Office of Children and Families
1515 Arch Street, Philadelphia, Pennsylvania 19102
Phone: 215-683-6530
Email: Syreeta.Owen-Jones@Phila.gov
School District of Philadelphia:
Caitlin Pratt, MSW or designee
Director of Foster Care
Office of Student Rights and Responsibilities
The School District of Philadelphia Education Center
440 North Broad St.2nd Floor, Philadelphia, PA 19130
Phone: 215-400-6124
Email: cmpratt@philasd.org
Rachel Holzman, Esq. or designee
Deputy Chief of Student Rights and Responsibilities
The School District of Philadelphia Education Center
440 North Broad Street, 2ndFloor, Philadelphia, Pennsylvania 19130
Email: rholzman@philasd.org
Questions about foster care services or the educational needs of students
FosterCareServices@philasd.org
215-400-6124
Administrative Transfer Procedures (staff only)
Investigation Stepper (staff only)
Exclusion Letter Protocol (staff only)
Concerns or inquiries regarding sex discrimination, harassment, or retaliation can be made to the School District’s Title IX Coordinators or to the U.S. Department of Education Office for Civil Rights (OCR).
Inquiries related to students:
Andrea Prince, Title IX Coordinator
Email: aprince@philasd.org
Phone: 215-400-4830
Inquiries related to employees:
Michelle Chapman, Title IX Co-Coordinator
Email: mrchapman@philasd.org
Phone: 215-400-4600
Inquiries related to athletics:
Email: athletics@philasd.org or contact the Title IX Coordinator
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