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Foster Parent Resource Guide

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Welcome to the Foster Parent Resource Guide, a tool designed to assist you in your vital role as caregivers and advocates for children in foster care. Whether you are new to fostering or have years of experience, this guide aims to provide valuable information, practical advice, and essential resources to help you navigate the unique challenges and rewards of fostering. It also provides a general overview of several frequently asked questions and policies unique to fostering with Fairfax County Department of Family Services (DFS), sometimes referred to in this document as the Local Department of Social Services (LDSS).

Throughout this guide, the term “foster parent” will be used to refer broadly to adults who care for children in out-of-home care, including those sometimes called “resource parents” or “resource families.”

Foster parenting is a journey of compassion, resilience, and dedication. You play a crucial role in providing stability, love, and support to children who have experienced trauma, loss, and uncertainty. This guide has been thoughtfully curated to support you every step of the way, ensuring you have access to the knowledge and tools you need to create a nurturing and safe environment for the children in your care.

For additional information on these or related topics, please contact us at BeAFosterParent@fairfaxcounty.gov.

The Foster Parent Support Line is an answering service available to Fairfax County foster parents, residential facilities and group homes after hours during the week and weekends. The phone number is 703-257-3974. This number is written on the Foster Care Agreement that is signed when a child(ren) is placed in a home. Families can also obtain the number from their resource specialist, foster care and adoption specialist or placement coordinator.

The Foster Parent Support Line is always monitored by a live person. Once a call is received, the individual from the support line will either patch the foster parent directly to the resource specialist or placement coordinator on call or take a message so that the family can be called back. The Foster Parent Support Line is a conduit for the foster parent to pass on important information about the children in their home regarding a medical need or emergency, behavior challenges or changes, or to seek advice and reassurance.

The Child Protective Services (CPS) Hotline is a number used by a caller concerning the maltreatment of a child. Foster parents, along with other community members, are mandated reporters. The CPS Hotline is a 24-hour hotline. During business hours, which are Monday through Friday, callers may call the Fairfax County CPS Hotline at 703-324-7400. After business hours and on the weekends, calls are rolled over to the Virginia Department of Social Services hotline in Richmond, Virginia. In addition, VDSS supports the Mandated Reporter Portal, which provides a secure, fast, and convenient way for reports of suspected child abuse and neglect to be reported.

The placement coordinator’s role is to choose the most appropriate and least restrictive placement options for youth in care. Placement coordinators wear many different hats and interact daily with specialists from CPS, Foster Care and Adoption (FC&A), the Permanency Unit and outside agencies and providers. Placement coordinators attend staffings that involve CPS, Protection and Preservation Services (PPS), and FC&A, to make sure that they gather relevant information for current or possible future placement needs. Placement coordinators consider that information along with written materials that are provided to them by foster care specialists to look for the best placement options for children. To match a youth with a DFS resource home, placement coordinators look at the family’s location, their flexibility regarding transportation needs and childcare and the number of young people that the family could take in. They also look at the family’s previous fostering experiences, their skill levels and their age and gender preferences. In addition to working with our DFS resource homes, our placement coordinators also engage with therapeutic foster care agencies, group homes, residential facilities and hospitals when looking for appropriate placement options. Lastly, our placement coordinators handle emergency calls to our after-hours support line.

The resource specialist is an extended support to the foster family. The resource specialist works in conjunction with the foster care and adoption specialist to assist a foster parent with identifying needed supports for a child placed in their home. The resource specialist ensures that the foster parents understand their role and helps them manage challenges around that role. The resource specialist can make referrals for identified services, in collaboration with the foster care and adoption specialist. This can include, but is not limited to, referrals for childcare services, identification of community providers and home-based services. The resource specialist maintains a neutral role as they support the foster family with understanding any nuances related to the foster care process/system, such as Bridging the Gap.

The resource specialist is also responsible for ensuring that the foster home certifications, background checks and training remain current for their assigned foster families. They monitor changes that occur in the household which could impact children or certification, such as changes in composition of the household, criminal activity, illness and moves. The resource specialist assesses a foster family’s training needs, facilitates respite services, etc. The resource specialist maintains communication with the foster care specialist. This communication then allows the resource specialist to help the foster parent to understand the progress that is made towards the child’s permanency plan.

Resource specialists are also available on a rotating basis after hours, along with placement coordinators, to assist with crises or children requiring placements after hours.

The role of the foster care specialist is to work with the birth parents, relatives and children to develop and work towards a plan that addresses the safety, permanence and well-being of the children in care. The foster care specialist is responsible for coordinating visitation, making referrals for needed services, monitoring progress and ensuring that the basic, educational and social-emotional needs of the children in care are met. In addition, the foster care specialist is responsible for day-to-day case management for children in foster care. This can include coordinating Family Partnership Meetings, accessing funding, writing court reports and regularly communicating with other professionals and service providers connected to the family. Throughout the life of the case, the foster care specialist will engage extended family and “fictive kin,” to assist with maintaining and/or developing natural supports and connections for the families and children. The specialist will assess and determine, on an ongoing basis, the appropriateness and frequency of visitation and contact with birth parents, relatives, prior foster parents or fictive kin.

The role of the adoption specialist is like that of the foster care specialist. Please see the above description for more information. It is the role of the adoption specialist to ensure that every child has an opportunity to grow in a permanent family. The adoption specialist prepares children for adoption and provides support and services to strengthen family connections. In addition, the adoption specialist coordinates the negotiation of post adoption services/support to optimize the functioning of the adoptive family. Lastly, the adoption specialist assists the adoptive family with all adoption legal requirements and documentation in order to finalize the adoption.

The role of the permanency coordinator is to provide intensive support and casework services, to help achieve permanency and/or find lifelong connections for a child in foster care. Legal permanency can occur through reunification, placement with relatives or adoption. Lifelong connections refer to adults who demonstrate that they have entered an unconditional lifelong relationship with a child, and the child agrees that the adults will have this role in their life. The goal of this position is to help reduce the number of children who leave foster care without permanent families or lifelong connections.

The permanency coordinator may work directly with the child or with the foster, biological or adoptive family to remove barriers to successfully achieving permanency and lifelong connections.

Some of the services the permanency coordinator may provide are:

Family Finding/Family Search – A search for biological family members.
Mobility Mapping – An activity with the child, to identify possible family members, fictive kin (non-relatives who have an existing relationship with the child and/or family) or lifelong connections.
Permanency Assessments – Assessments that help the child and foster parents determine readiness for permanency.
Child-Specific Recruitment – Assistance in identifying an adoptive family for a specific child.

An Independent Living coordinator provides access and opportunities for youth 14 years and older in foster care to establish and expand their Independent Living skills. The Independent Living coordinator is responsible for coordinating workshops, assisting the youth in developing and supporting a youth’s educational, vocational and educational plan and providing learning opportunities for youth. Independent Living specialists are assigned to each of the Foster Care and Adoption Units. They are responsible for the timely completion of assessments and surveys dictated by the state and federal government. Additionally, each specialist and the coordinator have specialties: Educational and Training Vouchers, Vocational and Career Planning and Exit Planning, in order to prepare our youth for success after foster care in the Fostering Futures program, designed specifically for youth ages 18 to 21. You are most likely to see or hear from a specialist on the Independent Living Team when your youth is 14 and older, at a Family Partnership Meeting (FPM), during a home visit and or while coordinating/accessing workshops and summer employment opportunities.

Kinship navigators help identify and engage relatives in the hopes of finding a placement option for a child at risk of coming into foster care or already in foster care. Family searches are required at separation, annually and prior to a placement change. Kinship navigators start searching and engaging relatives during the CPS assessment to find a relative placement option if needed. If a relative is identified, the kinship navigator completes all necessary paperwork for a kinship waiver. A kinship waiver allows the child to be placed immediately in the relative’s home while they work over the next six months to complete the certification process, which includes the mutual family assessment, pre-service training and paperwork. The kinship navigator will continue to search for relatives throughout the life of the case.

Supervisors and program managers play an important role in supporting you and your foster child. Each foster parent is connected to a caseworker who is supervised by a supervisor and overseen by a program manager.

Supervisors and program managers are available to:

Discuss questions, concerns, or challenges you may be experiencing
Provide clarification on policies, case plans, or next steps
Help resolve issues if you feel your concerns are not being addressed

If your assigned worker is unavailable, you may contact the supervisor or program manager for assistance, especially in urgent situations or when significant concerns arise. Contact information and the appropriate steps for reaching them will be provided to you at the start of each placement.

The timing of a child joining your family is dependent upon your openness, flexibility and availability. The need to place children in foster care can arise at any time. We need families who can accept and parent children of various backgrounds and needs. The type of child a family is interested in will hopefully mirror the children who are awaiting a home. The more open your family is, the more likely you are going to have a child joining your family.

If a family is very specific about the type of child they are willing to parent, and children necessitating placement do not meet their criteria, it will take longer for a child to join their family. There may be a delay in placing a child with a family, if the family has had recent or significant changes in the status of their home, such as a new household member, marriage, death or divorce. Families sometimes take a break following a very difficult fostering experience, either by their choice or based upon a recommendation from DFS.

You will sign a copy of the Financial Agreement for LDSS Approved Resource Parents. This form will correlate to the age of the foster child(ren) who you welcome into your home. There are separate rates for three age categories of children. The specialist who places the child(ren) with you will also sign this document.

You will also receive a copy of the Foster Care Agreement: Code of Ethics and Mutual Responsibilities. This form will list the Code of Ethics and will also give a list of responsibilities for the foster family and for DFS. On the last page of the document, our after-hours foster parent support line is listed, along with the Child Protective Services hotline number.

Lastly, you will receive a copy of the Medical Authorization form. This form should be signed by the specialist who brings the child to your home. This form allows you to take the child for medical appointments. If we have the youth’s Medicaid information, we will also place it on this form.

Basic Maintenance is a standard monthly stipend that every foster parent receives. The monthly amount is based on the child’s age. These monthly amounts may increase with the approval of the Virginia General Assembly.

**IMPORTANT—These rates may change annually. The rates below were effective July 2025.

Maintenance Payment Rates
Age of Child	Room and Board	Clothing	Monthly Allowance	Personal care, recreation, reading	Total Payment Rate
0-4 years	$397	$72	$0	$111	$580
4-12 years	$453	$94	$12	$118	$677
13 years & over	$551	$144	$38	$128	$861
Independent Living Stipend					$800
Supplemental Clothing Allowance
0-4 years					$387
5-12 years					$485
13 years & over					$581

Maintenance payments are designed to assist the foster parents in providing for the child’s basic needs. These basic needs include food, clothing, shelter, daily supervision, school supplies, a child’s personal incidentals, liability insurance with respect to a child, and reasonable travel for the child to visit with family or other caretakers and to remain in his or her previous school placement. It is not expected that the maintenance rates will cover all the needs of the child.

For children in foster care, the purpose of the Virginia Enhanced Maintenance Assessment Tool (VEMAT) is to assess the child’s behavioral, emotional, and physical/personal care needs to determine if an enhanced maintenance payment is necessary to ensure the safety and well-being of the child.

When children first enter foster care, it is expected that their needs may be higher due to the circumstances that led to the child’s removal and the impact of the removal itself. However, as the child stabilizes in the foster home and the child’s needs are met consistently over time, it is expected that the child’s on-going need for support and supervision would decrease, and therefore the VEMAT score would decrease with subsequent reassessments. Virginia’s practice of providing basic and, when applicable, enhanced maintenance payments to foster or adoptive parents is consistent with federal law and regulation.

Enhanced maintenance payments made to foster parents for a specific child may increase or decrease over time based on changes in the child’s needs as reflected by changes in the child’s VEMAT score. Enhanced maintenance payments for children in foster care are to be paid exactly as directed by the score on the VEMAT. When administering the VEMAT, the rater and child-specific team shall consider the services provided to the child that reduce or eliminate any direct additional supervision or support provided to the child by the foster parent and reduce the enhanced maintenance payment based on these services.

The VEMAT consists of a series of items (i.e., characteristics) that are used to identify a child’s needs in three domains: emotional care needs, behavioral care needs and physical/personal care needs.

Under each domain, four categories exist under which a child’s identified characteristics are rated. These categories are “not applicable,” “minimal,” “moderate,” or “severe.”

“Not applicable” means the characteristic either does not occur or occurs occasionally and is responsive to intervention. Evidence that a characteristic exists (e.g., an act of aggression) is not sufficient for the characteristic to be rated in a category above “not applicable.”
“Minimal” means the characteristic occurs occasionally and requires occasional intervention.
“Moderate” means the characteristic occurs frequently and requires occasional intervention.
“Severe” means the characteristic occurs frequently and requires frequent intervention.

The rating shall consider if the child’s characteristics are:

Appropriate for the child’s age group or developmental level. Developmental delays include any significant lag in a child’s physical, cognitive, behavioral, emotional or social development in comparison to norms.
Not due to a short-term condition (e.g., recent move from one placement to another; new prosthetic device; recovery from surgery).
Clearly documented in terms of the frequency, duration and intensity of the characteristic and the need for foster parent intervention.

The frequency, duration and intensity of a characteristic shall be considered when describing the child’s characteristics.

Frequency is defined as the rate of occurrence or how often an event repeats itself over a set amount of time. A frequent occurrence is the fact of happening often or regularly at short intervals.
Duration is defined as the period of time that something lasts or exists, continuance or persistence in time or a period of existence or persistence.
Intensity is defined as: the strength, power, force or concentration of something.

Points are assigned under each domain as applicable. Each domain may score 0, 4, 8 or 12 points based only on the highest category (N/A, mild, moderate or severe) that receives points. No more than a total of 12 points may be assessed for each domain except for the physical/personal care domain (see below). The maximum total points that may be assessed across all three domains is 36. The number of characteristics required to accrue points in each category is listed on the VEMAT.

The physical/personal care domain alone may result in a total score of 24 or 36 points when: a child presents with characteristics indicating catastrophic physical needs; the child’s scores in the emotional and behavioral domains are N/A; and two (24 points) or three (36 points) items are checked as severe in the physical/personal care domain.

Sample VEMAT Form

Foster parents may request a VEMAT review if they believe that (1) the administration of the VEMAT did not accurately portray the needs of the child or (2) the VEMAT was not held in accordance with guidance. Foster parents have five business days after receiving the completed VEMAT form to request a review. The request shall be in writing and document the specific reasons as to why the results of the VEMAT did not accurately capture the needs of the child.

DFS has 15 business days in which to complete the review and determine if the VEMAT should be re-administered. The reviewer considers information from the documentation, foster parents, foster care specialist, and other professionals working with the child(ren) when determining whether the VEMAT rating was accurate. If it is determined that the rating could be higher, a new VEMAT should be completed in ten business days with a new rater. It should be noted that having a new rating completed does not guarantee a higher score, as the new rating could be the same, higher, or lower than the previous rating. If the reviewer determines that the VEMAT rate is accurate, foster parents can document any new behaviors for thirty days and request a new VEMAT from their specialist.

A new VEMAT can be requested at any time after collecting documentation for thirty days of any new behaviors or issues that may impact the rating.

The VDSS administers a yearly clothing allowance to all children in foster care. The amount depends on the age of the child and is listed on the Financial Agreement that foster parents sign at the time that a child joins their family. Clothing, socks, shoes, coats, scarves, hats, gloves and undergarments are reimbursable. Individualized receipts are required for each child. If upon a child’s arrival, it is necessary to buy clothes, foster parents should spend no more than $100.00 until the 5-Day Hearing. Any amount of money spent in the first few days of a child’s arrival is applied to the yearly amount. The monthly maintenance also provides money for additional clothing expenditures, and this amount varies based on the age of the child. This amount is given, in addition to the annual clothing allowance, and it does not require receipts.

Foster parents will need to be made a “vendor” with Fairfax. If there is a two-parent household, then a decision must be made as to which foster parent will be the designated “vendor.” That foster parent will complete the vendor agreements and a W9 form. The resource specialist or the foster care specialist will provide the documents to the Finance Department as well as the email address of the foster parent. The Finance Department will send an email directly to the foster parent who is the designated vendor providing a Vendor ACH Set-up Form and additional directions to complete the process. The email will be from: DOFAChPayments@fairfaxcounty.gov. If you are already a vendor and would like to be set up for direct deposit, then please notify your foster care specialist and/or resource specialist.

As soon as damage is discovered, contact your foster care or resource specialist. The foster care specialist must review the damage in the home within 30 days of damage occurring.

Within seven days of the report to the foster care or resource specialist, the foster parents should file a claim with their own insurance for damages that total $3000 and above. All damages of $1000 or more require a second estimate.
For claims involving destruction, damage, or theft of property, the foster parent must produce evidence that the items stolen or damaged were in their possession (pictures showing proof of damages, proof of purchase, etc.).

An original signed estimate is required for claims involving repair or replacement of damaged property. A statement regarding the feasibility of repair, versus replacement, should be included. Additional estimates may be requested at the discretion of the Department of Family Services or Virginia Department of Social Services (VDSS).

A completed claim should contain the following: Foster Care Contingency Fund Claim Form, VDSS W-9 Form and all supporting documentation, to include a picture of the damage. These must be submitted to VDSS within 45 days of the discovery of the loss or damage to the foster parent.

All damage or destruction of property claims are reviewed and approved by the Virginia Department of Social Services Regional Consultant.

The WIC program safeguards the health of women with low-income, infants and children up to the age of 5, who are at nutritional risk by providing nutritious foods to supplement diets, information on healthy eating and referrals to health care. The program is administered by the Virginia Department of Health.

Children in foster care are eligible for WIC. To apply for WIC, you will need a copy of your placement agreement and documentation from DFS. You can schedule an appointment at one of the local offices, such as Annandale, Herndon, Alexandria, Reston, Springfield or Falls Church. General office hours are Monday to Friday, 8 a.m. to 4:30 p.m. Learn more about the Fairfax County WIC program.

Children and youth in foster care qualify for free meals at school, including breakfast and lunch. Learn more about this program in Fairfax County Public Schools. Please contact your foster care specialist. They will apply for free/reduced lunch for the child.

Medical Insurance

Medical insurance for children and youth in foster care is provided by the Virginia Department of Medical Assistance, birth parents’ insurance, or Children’s Services Act if the child does not have insurance.
Foster parents should never put their information as the guarantor on any medical documents. Fairfax County Department of Family Services should always be listed as the guardian and guarantor for children in foster care for medical bills and expenses. This ensures that any bills are sent to DFS for payment. In addition, birth parents may request copies of their child’s medical records, and the foster parents’ personal information would be in those records if they were listed as a guarantor.

What happens if I lose the child’s Medicaid card?

If the child’s card is lost or misplaced, please contact the foster care specialist who will request a new card.

What do I do when my child gets sick?

The Medical Authorization form, which is given to foster parents at the time of the child’s arrival, explains explicitly what to do in a medical emergency. If a child has a fever or illness after hours, foster parents can take them to the emergency room or any medical facility that accepts that child’s insurance. Foster parents should call the Foster Parent Support Line to inform the on-call person that the child will be taken to the emergency room. Foster parents should take the Medical Authorization form and Placement Agreement with them, in case the facility asks for it. Foster parents should be provided with a discharge summary and send that to the foster care specialist with 72 hours of the appointment.

How do I identify a medical provider?

The first step in identifying a medical provider, for a child placed in your home, is to speak with their foster care specialist about previous providers the child has had. When possible, previous medical providers should be maintained. If the child does not have a primary doctor or maintaining that provider is not realistic, medical providers should be located through the Medicaid directory. Please speak with your foster care specialist when exploring new providers, because they may already have knowledge of medical/dental providers that are accepting new patients and Medicaid. They may also want you to choose a provider close to the birth family or relative home, if reunification is the plan. This helps to ensure continuity of medical care for a child when they leave foster care. It is also the expectation that the birth family be invited to all routine medical appointments which the foster care specialist will manage. It is important for foster parents to schedule out appointments and provide the date and time of the appointment to the foster care specialist so that the birth parents can be given proper and timely notice. For youth who are undocumented, foster parents in conjunction with the child’s specialist can select a provider and DFS is responsible for medical costs.

Child in my home needs surgery

If a child requires surgery, the foster parent must alert the foster care specialist immediately to provide all necessary information. The foster care specialist is required to send a memo to the DFS Children, Youth and Families Division director about the need for surgery. All related documents detailing the need for the procedure, risks, aftercare and consents (to include for the use of anesthesia) must be obtained by either the foster care specialist or foster parent at least two weeks prior to the procedure. The birth parent and/or DFS must sign off on any consent and approval for surgery. Birth parents have the right to be present for the procedure, and this will be managed by the foster care specialist. The surgery should be scheduled in conjunction with the foster care specialist when at all possible.

If a child requires emergency surgery, the foster parent should contact the foster care specialist immediately. If the specialist is not available, the foster parent should contact the duty worker for the unit or the specialist’s supervisor for assistance. If this occurs after hours, the foster parents are to contact the Foster Parent Support Line for guidance and instructions (703-257-3974).

Administration of Medication

If a youth needs over the counter (OTC) or prescribed medication, the foster parent will discuss it with the foster care specialist as soon as possible prior to administering the medication.
If there is a need for psychotropic medications, the medication form must be filled out completely and provided to the foster care supervisor who will either approve or deny the request. The medical provider or foster care specialist will complete the form. Consent must also be obtained by the birth parent and/or DFS only. No psychotropic medications are to be given to a youth in foster care without prior permission.

Common Childhood Health and Hygiene Concerns

Head lice: Head lice can be very difficult to tackle. If a child coming into care has a case of head lice, you might speak with the specialist about whether the hair has been treated prior to the youth coming to your home. If the head lice was previously treated with an over-the-counter method, there are very detailed instructions on the packaging that speak to the frequency with which it can be used. Please read the instructions very carefully because the solutions can cause harm if not used in accordance with instructions. In addition, lice have become somewhat resistant to these solutions, and it is becoming harder to clear the lice and their nits with one usage.
Along with the chemical solution, there is a specific “nit comb” that users have to employ to make sure that the tiny nits are removed. Lice and nits can get on clothing, bedding, furniture and car seats. There is a book called “Lice Advice” that can be helpful for a parent to understand the ins and outs of safe nit removal. If a case is severe, please talk with your specialist and ask for permission and funding to take the child to a specialized clinic where the lice can be handled by a professional.
There is a resource in the community as well called Lice Clinics of America (https://www.liceclinicsofamerica.com/).
Ringworm: Ringworm is a contagious fungal infection that can be spread by contact with infected surfaces. Individuals can contract ringworm in gyms, on exercise mats, from clothing, hats, and bedding, and through contact with infected animals, such as cats. If you suspect a child in your care has ringworm, please contact a medical professional. Most of the time, they will suggest an anti-fungal cream. However, in some cases, the infection may become severe and require prescription oral medication. To prevent the infection from spreading to others, please make sure that towels and other personal care items are not shared with the youth. Skin to skin contact is also not advised. If it is a young child, please make sure that the infected area is covered.
Bed Bugs: If you suspect that a youth in care who is coming to your home has been exposed to bed bugs, please ask the specialist who is bringing the youth if the youth’s clothing has been changed and if any signs of bed bugs have been seen by the specialist since the separation. It is good practice to not let any of the original items of clothing into your home. Please speak with the specialist in a discreet way that does not alarm the child about the precautions that have been taken. Then, if the clothing items that the child is wearing can be placed outside of your home, that would be best. You will most likely want to put them in a sealed trash bag. The child should then have a bath or shower and change into another set of clothing.

Vaccinations

Consent must be provided to the foster care specialist by the birth parent for all routine vaccinations. If vaccines are needed, the foster parent shall inform the foster care specialist. The specialist will then obtain consent from the birth parent.

If an assessment by either the treating physician or through Infant and Toddler Connection (ITC)/Child Find, etc. determines the need for additional supportive services, such as occupational, speech or physical therapy, a provider should be selected using the youth’s current insurance. Provide documentation of the need to the foster care specialist. The foster parent in conjunction with the foster care specialist will determine which days and times will work for the birth family and foster family. Often services are provided one-two times per week and can take place during a family visit to support the birth family’s participation in the service when reunification remains the goal.

Occupational Therapy
Occupational therapy helps children (and adults) develop, improve or regain the skills they need for daily living, learning and playing. The goal of OT is to make it easier for individuals to participate in everyday activities that are essential for their independence and well-being.

For children, occupational therapy often focuses on building motor skills, sensory processing, coordination and self-care abilities. Foster children in particular might benefit from OT to address challenges related to trauma, developmental delays or disabilities.

Examples of How OT Can Help:

Fine motor skills: Activities like writing, coloring, cutting with scissors or buttoning clothes.
Gross motor skills: Skills like jumping, climbing or balance needed for running and playing.
Sensory processing: Helping children who are overly sensitive or not sensitive enough to certain sensations like touch, sound or movement.
Self-care skills: Tasks like feeding oneself, getting dressed or toothbrushing.
Coping and emotional skills: Learning how to manage emotions, handle stress and build social skills.

An occupational therapist works with children to create personalized exercises and activities to improve the specific areas in which they struggle. This helps enable the child to participate more fully and confidently in school, home and community life.

Physical Therapy
Physical therapy helps children improve their strength, balance, coordination and movement abilities. The goal is to help children move and function as independently as possible in their daily lives. Physical therapy can be particularly important for children who have physical disabilities, developmental delays, injuries or medical conditions that affect their ability to move and participate in physical activities.

Examples of How PT Can Help:

Gross motor skills: Activities like walking, running, jumping and climbing.
Strength and endurance: Building muscle strength to help with tasks like standing, sitting up or carrying objects.
Balance and coordination: Improving the ability to stay steady when walking, standing or playing.
Mobility: Helping children use assistive devices like wheelchairs, crutches or braces if needed.
Range of motion: Increasing flexibility and movement in stiff joints or muscles.
Rehabilitation: Supporting recovery after an injury or surgery.

Physical therapists use exercises, stretches, play-based activities and specialized equipment to help children gain the skills they need to move better and more confidently in their everyday environments, whether at home, school or during recreational activities.

Speech Therapy
Speech therapy helps children develop and improve their communication skills so they can express themselves clearly and understand others. It also addresses challenges with speaking, listening, understanding language or even swallowing. For children with speech or language delays, disorders or conditions like autism, hearing loss or developmental trauma, speech therapy can play a key role in helping them communicate effectively and build connections with others.

Examples of How Speech Therapy Can Help:

Speech sounds (articulation): Helping children pronounce words correctly and speak clearly.
Language skills: Teaching children how to understand and use words, sentences and grammar effectively.
Social (pragmatic) communication: Helping children learn skills like taking turns in conversations or understanding body language and facial expressions.
Stuttering (fluency): Assisting children in reducing or managing stuttering and speaking more fluently.
Voice issues: Helping children with problems like a hoarse or strained voice.
Swallowing and feeding: Improving oral-motor skills needed for eating, drinking or swallowing safely.

Speech therapists use games, exercises, visual aids and interactive techniques to engage children in improving their communication skills. The ultimate goal is to help children feel more confident and successful in expressing their thoughts, needs and feelings, whether at home, at school or with friends.

Community Services Board

Fairfax-Falls Church Community Services Board is a vital resource in supporting the mental health and well-being of children and youth placed in foster care. As the public provider of mental health, substance use and developmental disability services, the CSB is committed to providing accessible and individualized care. Foster parents can utilize the CSB’s wide range of services, including mental health assessments, counseling, youth-specific behavioral interventions, and crisis support. These services are designed to address the unique emotional and psychological challenges that children in foster care often face due to trauma, loss or instability. The CSB's experienced clinicians work collaboratively with foster families, specialists and other professionals to develop tailored treatment plans that nurture healing and resilience in children. Additionally, the CSB offers 24-hour emergency services and mobile crisis units to provide immediate support when urgent behavioral health needs arise.

Private Providers

At times, the child’s foster care specialist may identify private therapeutic providers to meet a child’s specific need.

Assessments and Evaluations

A variety of assessments and evaluations may be available to gather information to understand what the challenges are for the child in your home. These assessments are coordinated and scheduled in partnership with the child’s foster care specialist.

Evidence-based Interventions

Evidence-based interventions for children and youth are therapies and interventions that have been scientifically tested and proven to be effective in addressing specific emotional, behavioral, or mental health challenges. These practices are based on research and clinical evidence, ensuring they are both safe and reliable. Examples include Cognitive Behavioral Therapy (CBT), which helps children identify and manage negative thoughts and behaviors, and Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), designed specifically for youth who have experienced trauma. By using evidence-based practices, professionals can provide children and youth with strategies and tools that are shown to work, helping them build resilience, improve emotional well-being and achieve positive outcomes in their lives.

Fetal Alcohol Spectrum Disorders (FASD)

The term, fetal alcohol spectrum disorders, refers to the wide range of physical, behavioral and cognitive impairments that occur due to alcohol exposure before birth (also known as prenatal alcohol exposure). These impairments may appear at any time during childhood and last a lifetime.

Alcohol exposure during pregnancy can result in FASD by interfering with development of the baby’s brain and other critical organs and physiological functions. This can lead to deficits after birth and beyond. Alcohol can disrupt development at any stage, even before a woman knows that she is pregnant.

What Are the Types of Fetal Alcohol Spectrum Disorders?

The term, fetal alcohol spectrum disorders, refers to a range of physical, cognitive and behavioral abnormalities caused by prenatal alcohol exposure. Depending on the features identified, the disorders categorized as FASD include:

Fetal alcohol syndrome.
Partial fetal alcohol syndrome.
Alcohol-related neurodevelopmental disorder.
Alcohol-related birth defects.
Neurobehavioral disorder associated with prenatal alcohol exposure.

Prenatal alcohol exposure and central nervous system (CNS) involvement are factors common to the disorders encompassing FASD. Evidence of CNS involvement can be structural (e.g., small brain size, alterations in specific brain regions) or functional (e.g., cognitive and behavioral deficits, motor and coordination problems). For fetal alcohol syndrome, which is also characterized by growth deficiencies, distinct facial features, and other physical factors in addition to CNS involvement, confirmation of prenatal alcohol exposure is not required.

What Are the Symptoms of Fetal Alcohol Spectrum Disorders?

Individuals with FASD experience day-to-day challenges, which may include cognitive and behavioral impairments as well as secondary disabilities including medical, educational, mental health and social challenges throughout their life. They are also subject to stigmatization for their disorder. People with FASD may have difficulty in the following areas.

Learning and memory.
•    Understanding and following directions.
•    Switching attention between tasks.
•    Controlling emotions and impulsivity.
•    Communicating and developing social skills.
•    Experiencing depression and anxiety.
•    Performing daily life skills, including feeding, bathing, counting money, telling time and minding personal safety.

What Are the Interventions or Treatments for Fetal Alcohol Spectrum Disorders?

There are various approaches that may help reduce the symptoms of FASD and lessen the impact on affected individuals and their families. These include education and behavioral interventions for individuals with FASD and their caretakers as well as medications, social support, case management and other services for children and adults with FASD. New interventions are currently being developed and evaluated. These treatments include:

Prenatal nutritional supplements for pregnant women and postnatal supplements for their children.
Learning and behavioral interventions aimed at improving cognition, daily life skills and impulsive behavior.
School-based approaches focused on specialized teaching strategies and computer-based games.
Mobile health apps and other interventions that support families and caregivers to assist them in caring for children with FASD.

Prenatal Substance Exposure

Prenatal substance exposure can have physical, cognitive and socio-emotional consequences across the continuum of child development from infancy through adolescence to young adulthood. Effects vary depending on a variety of factors, including exposure to multiple substances, the timing of exposure and the type of substance to which the fetus was exposed.

Child protection agencies report that parental substance use was a factor for out-of-home placement for more than a one-third (35%) of children entering foster care. Further, studies find that up to 90% of child welfare cases involve families affected by substance use disorders.

Infancy and early childhood
Infants with prenatal substance exposure must be screened for developmental delays and engaged in services to mitigate the potential effects of exposure. Services include early intervention and therapeutic support to promote parent-child bonding and attachment. Screening at well-baby and well-child check-ups, or at other points of engagement, such as early childhood programs, helps ensure identification of infants and young children who would benefit from these early intervention services.

Primary school-aged children
Children with prenatal substance exposure require screening and interventions for a wide array of developmental delays, and socio-emotional and educational challenges. Screening must be conducted with validated, age-appropriate assessment tools and be followed with engagement in appropriate services.

Adolescents and young adults
Adolescents affected by prenatal substance exposure are at an increased risk for mental health concerns and other challenges, including involvement with the justice system. They also are at an increased risk for developing their own substance use disorder. Adolescents who age out of foster care without a permanent home are at even greater risk for a variety of harms. These harms are magnified for youth affected by prenatal substance exposure or parental substance use.

Substance Use Disorders

Substance use disorders are medical conditions that happen when someone has trouble controlling or stopping the use of alcohol, drugs or other substances, even when it causes problems in their life. These problems can include issues with their health, relationships, school or work.

Substance use disorders in teens and young adults can have significant effects on their mental health, often creating a cycle where substance use and mental health challenges intensify each other. Substances like alcohol, drugs or prescription medications can interfere with brain development, leading to issues like anxiety, depression, mood swings or difficulty managing stress. SUDs can also worsen existing mental health conditions, making symptoms harder to treat. Additionally, substance use can impact sleep, relationships, school performance and self-esteem. All of which are critical for healthy emotional growth during adolescence and early adulthood. Early intervention and treatment are essential to help teens and young adults break free from substance use, address underlying mental health concerns, and develop healthier coping strategies for the future.

LGBTQIA+

LGBTQIA+ is an acronym that represents an inclusive community of individuals with diverse sexual orientations, gender identities and experiences. It stands for Lesbian, Gay, Bisexual, Transgender, Queer or Questioning, Intersex, Asexual, and the "+" acknowledges the wide spectrum of identities that go beyond these terms. This community celebrates diversity and the right to live authentically, while also advocating for equality, acceptance and legal protections. Understanding and supporting LGBTQIA+ individuals is essential to fostering respect, inclusion and a sense of belonging for people of all identities.

An affirming family creates a safe and inclusive environment where children feel valued for who they are, which is crucial for their emotional well-being and healthy development. Affirming families play a vital role in foster care by providing love, acceptance and support to children and youth, particularly those who may identify as LGBTQIA+. For LGBTQIA+ youth, having affirming caregivers can significantly reduce the risks of depression, anxiety, self-harm, and other challenges often linked to rejection or discrimination. Affirming families actively listen, educate themselves about LGBTQIA+ experiences, respect each child’s gender identity or expression, and advocate for their rights and needs. By being affirming, foster families help children build self-esteem, resilience and a sense of belonging, all of which are essential for their long-term success and happiness.

Impact of Trauma

Trauma is a deeply distressing or overwhelming experience that can affect a person's ability to cope and feel safe. It can result from events like abuse, neglect, violence, loss, or natural disasters and may cause emotional, physical, or psychological harm.

Trauma can significantly impact a child’s development across all age groups, affecting their emotional, physical and cognitive growth. In infants and toddlers, trauma can disrupt attachment and lead to issues with emotional regulation, sleep and developmental milestones like walking or talking. For preschool and early school-age children, trauma may impair social and emotional skills, causing increased anxiety, aggression, or difficulty focusing and following instructions.

In older children and preteens, trauma can hinder academic achievement, peer relationships and self-esteem, often manifesting as withdrawal, anger or risky behaviors. For teenagers, trauma can affect identity formation, decision-making and relationships, potentially leading to depression, substance use or other harmful coping strategies.

Across all age groups, early intervention, safety and consistent support from caring adults, such as foster parents, can significantly reduce the long-term effects of trauma and promote healing and resilience.

Emergency Mental Health and Suicide Prevention

National Suicide Prevention Lifeline (988 Suicide & Crisis Lifeline): Dial 988
https://988lifeline.org
(Available 24/7 for anyone in emotional distress or suicidal crisis)
Crisis Text Line: Text HOME to 741741
https://www.crisistextline.org
(24/7, free, confidential crisis support via text)

Abuse & Trauma Support

Fairfax County Child Protective Services Hotline:
Dial 703-324-7400
Childhelp National Child Abuse Hotline:
Dial 1-800-4-A-CHILD (1-800-422-4453)
https://www.childhelp.org
(Available 24/7 for reporting or discussing child abuse concerns)
Fairfax County Domestic and Sexual Violence 24-Hour Hotline
Dial 703-360-7273; TTY 711
Domestic Violence Hotline (National Domestic Violence Hotline):
Dial 800-799-SAFE (1-800-799-7233)
TTY: 1-800-787-3224
Text START to 88788
https://www.thehotline.org

Parenting and Family Support

Fairfax County Parent Support Line:
Dial 703-324-7720 (Monday-Friday 8 a.m.-4:30 p.m.)
https://www.fairfaxcounty.gov/familyservices/children-youth/child-abuse-prevention
National Parent Helpline:
Dial 1-855-4A-PARENT (1-855-427-2736)
https://nationalparentyouthhelpline.org/
(Emotional support for parents)

LGBTQIA+ Support

The Trevor Project (for LGBTQ Youth): Dial 1-866-488-7386
Text START to 678678
https://www.thetrevorproject.org
Trans Lifeline (Peer Support by and for Trans People): Dial 1-877-565-8860
https://www.translifeline.org

Substance Abuse & Addiction Support

SAMHSA’s National Helpline (Substance Abuse and Mental Health Services Administration): Dial 1-800-662-HELP (1-800-662-4357)
https://www.samhsa.gov/find-help/national-helpline
(Free, confidential, 24/7 treatment and referral support)

Grief and Loss

The Dougy Center (National Center for Grieving Children and Families):
https://www.dougy.org
(Resources and tools for families navigating grief)

Runaway and Homeless Youth

National Runaway Safeline: Dial 1-800-RUNAWAY (1-800-786-2929)
https://www.1800runaway.org
(Support for runaway youth and their families)

A Best Interest Determination meeting is a collaborative meeting held to decide the most appropriate school placement for a child in foster care, prioritizing their well-being and academic success. According to federal and state laws, children in foster care have the right to remain in their school of origin—where they were enrolled before entering foster care or changing placements—if it is determined to be in their best interest. Professionals, such as specialists, foster parents, school staff and other key stakeholders, come together during a BID meeting to discuss factors like the child’s educational stability, academic progress, social relationships, emotional needs and transportation feasibility. The goal is to ensure that the decision supports the child’s overall development and minimizes any disruptions to their education. If remaining in their school of origin is not in their best interest, the meeting will help decide the best alternative school placement to meet their needs.

Special education services are tailored educational supports and programs designed to meet the unique learning needs of students with disabilities. These services, guided by an Individualized Education Program (IEP) or 504 Plan, provide accommodations, specialized instruction, and resources to help students succeed academically, socially, and emotionally in the least restrictive environment.

504 Plan

A 504 Plan is a formal plan developed in public schools to provide students with disabilities the accommodations they need to access the general education curriculum and participate fully in school activities. This plan is created under Section 504 of the Rehabilitation Act of 1973 and is designed to support students with physical or mental impairments that significantly limit one or more major life activities, such as learning, walking, or concentrating, without altering academic expectations.

Individualized Education Plan (IEP)

An Individualized Education Program is a legally binding document developed for students with disabilities who qualify for special education services under the Individuals with Disabilities Education Act. It outlines the student’s unique learning needs, specific goals, and the services or accommodations the school will provide to support their academic progress. The IEP is created collaboratively by a team that includes the student’s parents or guardians, teachers, school staff and sometimes the student. It is reviewed and updated annually to ensure the services meet the student’s evolving needs and help them succeed in school.

If the child or youth in your home is struggling academically, please reach out to the foster care specialist. Support through tutoring may be available. However, be sure you have spoken with the child’s school to see what free options might be available.

What are the DFS foster parents’ primary transportation responsibilities?

DFS foster parents’ primary responsibilities include: transportation of the child to and from community activities, school/college, recreation/leisure time activities, therapy, medical appointments and Family Partnership Meetings (FPMs). It is important for foster parents to accompany the child for medical and psychological appointments.

What mutual responsibilities are both DFS and foster parents responsible for?

Dependent on the foster parent’s employment and family commitments, DFS will support foster parents by sharing responsibilities on transportation related to court hearings, birth parent/child visitations, FAPT meetings, and training events related to independent living programs.

What are DFS’s responsibilities in providing/arranging transportation?

DFS is committed to supporting foster parents and children that have joined their families through foster care. DFS will assist with transportation when such transportation is considered above and beyond, such as transportation of children who remain in their original schools as a result of the “Best Interest Determination” meeting, or multiple weekly parent/sibling visits. DFS will also provide transportation for emergency appointments when the foster parents are provided with less than one week notice and are unable to adjust their schedules. For emergency foster care, DFS will collaborate with the foster parents during the first 72 hours of a child’s arrival. We will then provide transportation for up to two weeks, to support foster parents as they adjust their schedules if needed.

What is Modivcare?

Modivcare is a transportation service that provides non-emergency medical rides for eligible individuals to get to and from health-related appointments, such as doctor visits, therapy, or treatment. In Virginia, Modivcare is the contracted broker for non-emergency medical transportation (NEMT) covered by Virginia Medicaid, so eligible Medicaid members can use Modivcare for approved medical trips at no cost to them.

When can children ride in a cab or Modivcare vehicle on his/her own?

Sending children in foster care to any appointment or activity without an accompanying adult or caregiver is not permitted unless approved by the DFS specialist. The DFS specialist together with the foster parent will consider all factors, including the youth’s chronological and developmental age, in making those decisions.

Will DFS take my availability into consideration when setting appointments?

Yes, the specialist will consult with foster parents on their availability in setting up appointments. Since some appointments involve other parties, such as the birth families, providers and other professionals, these appointments may need to occur at a time that conflicts with the foster parents’ schedule. DFS will arrange for transportation under these circumstances.

What is the expectation of transportation for foster parents who receive a VEMAT payment?

Foster parents may receive a VEMAT payment when a child has a clearly defined need that requires the parent to provide increased support and supervision, due to the child’s behavioral, emotional or physical/personal care requirements. If a foster parent is receiving a VEMAT rating due to a particular behavioral/emotional/medical need, it is the primary responsibility of the foster parent to provide transportation to the appointments that are related to such needs. Foster parents may request assistance from DFS on a case-by-case basis. Such requests should be made to the DFS case manager and approved by the supervisor.

DFS utilizes several different vendors to transport youth in support of foster parents. Some of our vendors have limited capacity at times.

HopSkipDrive

This provider can transport youth over the age of 6 (or who do not require a car seat) to and from visits, school and community events as authorized by the foster care specialist. The foster care specialist will submit the request and will provide the foster parents’ and youth’s (if old enough) contact information and telephone numbers so that they are made aware of the trip information to include pick up time, drop-off time and progress during the ride. The foster care specialist should be made aware of any necessary changes as soon as possible.

Each foster care specialist and youth will create a code word to use should changes need to be made to the ride. This word is not to be shared with anyone unless the foster care specialist has approved. The foster care specialist will alert HopSkipDrive of any individuals allowed to make changes to the ride request. Should a foster parent wish to make a change request, please contact the foster care specialist. This vendor does not transport on holidays.

Fairfax County Department of Transportation

FCDOT is primarily used for younger children to and from visitation and school. All drivers have ID and will provide hand-to-hand drop off and pick up. The foster care specialist is responsible for making all transportation requests to this vendor. The foster parent will inform the foster care specialist about any need for transportation at least five business days ahead of time. It is best to alert the foster care specialist as far in advance as possible.

If there is an urgent change in the transportation request, such as the child is sick, and the foster parent is unable to reach the foster care specialist, the foster parent should call either the duty specialist or the after-hours line to request a change. The foster parent can also call the FCDOT Dispatch line at 703-324-7062. It should be noted that there is no transportation from this vendor on holidays.

Springfield Yellow Cab

This vendor is used primarily for older youth (14 years and up) and can be set up the same day with adequate notice. The foster care specialist will make the request to the cab company. It is best to alert the foster care specialist of any upcoming transportation needs two to three days ahead of time. Rides can be scheduled up to six weeks ahead.

Approval for out-of-country travel must be obtained from the director of the Fairfax County Department of Family Service. Efforts will be made to locate the birth parent to obtain permission for the trip. We will also need the following information from foster parents to obtain approval:

Information about who will be accompanying the child or who is the caregiver responsible for the child during the trip.
Details and an itinerary for the trip.
Information about how DFS will be able to contact the caregiver accompanying the child, in the event of an emergency.

Please submit requests for out-of-country travel at least three to four weeks before the anticipated travel dates.

The foster care specialist will ensure that proper passports, visas or other requirements for traveling out of the country are obtained prior to the trip. The specialist will work collaboratively with the birth parent or foster parent to obtain this information. In addition, prior to leaving for the trip the specialist must obtain written assurance from the caregiver accompanying the child that he/she will provide for the child’s safety and legal needs during the trip. The specialist will provide the caregiver with authorization to obtain medical treatment.

For planned out-of-state travel, foster parents should notify the specialist at least one week prior to the departure. For emergencies, foster parents should notify the specialist as soon as possible. The specialist will need to assess whether such travel conflicts with other activities, such as visits with birth family members.

If foster parents are requesting DFS to pay for any travel expenses, they must notify DFS at least three weeks before departure. Foster parents will need to provide their itinerary so travel arrangements for the child(ren) can be coordinated through the DFS-approved vendor. DFS will not reimburse any expenses after the fact.

Note: Traveling to DC and Maryland is not considered out-of-state travel.

For non-Medicaid eligible trips, any mileage beyond a 10-mile one-way distance may be reimbursed to the foster parent. DFS may choose to also reimburse mileage for the first 10 miles when such transportation is considered excessive. For example, if foster parents are already transporting a child more than once or twice a week, foster parents can request mileage reimbursement. DFS will reimburse additional trips starting from mile one. A DFS supervisor’s approval will be required for all mileage reimbursement requests.

Note: Foster parents should submit mileage monthly to the DFS specialist. Please also see below: How will foster parents be paid?

Medical and psychological appointments are typically eligible for Medicaid transportation or mileage reimbursement. If a youth is enrolled in a Managed Care Organization (MCO) plan and eligible for transportation, they will contact their MCO plan for transportation arrangements. The medical/mental health service provider must be a Medicaid provider for the trip to be eligible. Foster parents seeking reimbursement for mileage for Medicaid eligible trips should become a Modivcare transportation provider. Modivcare can verify eligibility of trips when you are not sure. You can contact your resource specialist if you need assistance in signing up with Modivcare. Modivcare can be reached at 866-386-8331 or online.

DFS will also reimburse mileage to foster parents who are transporting children to school on a regular basis. Contact your child’s specialist for information about reimbursement procedures.

Daycare is a service provided to foster parents on a consistent basis, depending on the foster parents’ schedule and the child’s needs. At the time of a referral, placement staff will ask foster parents if they need daycare and make a referral for childcare assistance at that time. Foster parents will be asked if they have flexibility to remain at home until daycare is arranged. If daycare is necessary during a placement, a foster parent can request assistance from the foster care and adoption specialist or resource specialist. Please note that both foster parents must be working or in school to qualify for daycare. When a foster parent is home full-time, short-term daycare needs must be assessed and approved on a case-by-case basis.

Summer camp is a special activity or interest that is provided for youth in foster care. Children who are placed in foster homes approved by DFS may attend a specialized summer camp within the following guidelines: Approval of expenditures up to $500.00 may be given by the child’s specialist. The program manager will consider exceptions to this amount only if the child has a significant disability or the cost of camp is less than the child’s daycare expenses. The approval must be given in advance by the child’s specialist, with sufficient time for DFS contracts staff to work out a fiscal agreement with the camp. Payment for camp may be made only by DFS directly to the camp. We are unable to reimburse foster parents if they make payment to a camp.

Reimbursement for other types of recreational fees, such as for a class must be approved in advance by the specialist. The decision to make a direct payment to the vendor by DFS or to reimburse the foster parent will be made on a case-by-case basis.

The Fairfax County Park Authority offers many activities, classes, programming and recreation centers for Fairfax County residents. Fairfax County youth in foster care often meet the criteria for scholarships or reduced class fees for Park Authority classes. Please review the qualification criteria and steps to apply for fee waivers and scholarships online.

In addition, Fairfax County Park Authority offers Camp Fairfax (formerly Rec-PAC) Summer programs. Fairfax County also offers therapeutic recreational camp programs through Neighborhood Community Services. To access information regarding these programs, please see the links below.

DFS does not need background checks for babysitters. The expectation is that the foster parent has vetted that person and this is not ongoing childcare/daycare. The child’s special needs should be considered by the foster parent when choosing a babysitter. We do need background checks on childcare providers for our children in care. A childcare provider would provide ongoing childcare/daycare. If appropriate, older youth can participate in after-school programs at Teen Centers (for example: Fairfax County Neighborhood and Community Services), rather than going to a babysitter.

The Preventing Sex Trafficking and Strengthening Families Act (P.L. 113-183) is a federal policy that was created to assist in the provision of normalcy in foster care by empowering caregivers to make everyday decisions regarding the activities of foster children and youth in their care so that these children can have as normal a childhood as possible. Normalcy can be further explained through the Reasonable and Prudent Parent Standard which is defined as: "Careful and sensible parental decisions which ensure the child's health, safety, and best interest while at the same time encouraging the child's emotional and developmental growth, that a caregiver shall use when determining whether to allow a child in foster care to participate in extracurricular, enrichment, cultural, and social activities."

What is the law?

The law states that caregivers must utilize the Reasonable and Prudent Parent standards when making decisions regarding the activities of the foster youth in their care, which includes considering the following:

The child's age, maturity, and developmental level to maintain the overall health and safety of the child;
Potential risk factors and the appropriateness of the activity;
The best interest of the child based on the caregiver's knowledge of the child;
The importance of encouraging the child's emotional and developmental growth;
The importance of providing the child with the most family-like living experience possible;
The behavioral history of the child and the child's ability to safely participate in the proposed activity;
The wishes of birth parents whose rights have not been terminated; and
The child's foster care plan.

More information about Normalcy can be found on the VDSS website.

Cell Phone Usage

Cell phone privileges are dependent on the youth’s age and development. This is an arrangement that should be discussed and planned with the youth’s specialist and foster family. Every situation is different regarding who is responsible for payment. A birth parent, youth, foster family or DFS may pay for a cell phone. As with any youth, foster families should be engaged with the youth placed in their home and get to know their friends and acquaintances, and monitor relationships.

Social Media

Use of social media is not recommended for children under 13 years of age. Children are permitted to participate in social media as long as permission has been given by their caregiver. To ensure adherence to the biological family’s and children’s privacy and confidentiality, foster parents should not post any images or information on social media.

All Foster Parents are required to complete this VDSS training on Digital Safety: Family Services Training - Virginia Department of Social Services

The training covers the safe and responsible use of social media and will provide you with tools to support the youth in your care as they navigate the digital world. The duration is approximately 45 minutes.

Fairfax County also has a resource: Social Media Tips! What’s Normal for Youth in Foster Care?

Driving and Car Insurance

Resource Parents and Foster Care Specialist should:

Assist the child in enrolling in a driver's education program;
Support the child's efforts to learn to drive a car, obtain learner's permit & driver's license (age, maturity, insurance); and
Assist the child in obtaining automobile insurance.

Drive to Thrive

The Virginia Department of Social Services implemented a statewide driver’s licensing program for youth in foster care, also known as Drive to Thrive, with the goal of supporting youth in foster care in obtaining a driver’s license and securing car insurance.

Individuals with a driver’s license need to have valid auto insurance to be legally behind the wheel, and Drive to Thrive funds can be used to alleviate barriers to securing a driver’s license and auto insurance. The Drive to Thrive funds are to be used to cover the following expenses:

Driving school, behind the wheel training, classes and testing fees, practice lessons, practice hours.
DMV fees which include photo identification, learner’s permit, driver’s license fee, title, and registration.
Reimbursement to foster care providers for increases to their existing motor vehicle insurance premiums because youth placed in their care have been added to their insurance policy.
Reimbursement to foster care providers for additional coverage that provides liability protection should a youth in care get into or cause an accident.
Obtaining motor vehicle insurance for youth participating in Fostering Futures

The Drive to Thrive funds cannot be used for car repairs and purchasing vehicles.

To access these funds, please contact the Fostering Futures Unit by email.

Overnight / Planned Outings

The caregiver shall determine that it is safe & appropriate.
Background screenings are not necessary for a child to participate in normal school or community activities and outings, such as school field trips, dating, scout camp outs, sleepovers and activities with friends, families, school and church groups.

Bank Accounts

Whenever it is appropriate, children should be encouraged to open and maintain bank accounts.

Babysitting

Youth are allowed to babysit consistent with their foster care plan.
A babysitting course is recommended.

Caregivers can have a babysitter in their home to provide short-term babysitting. When arranging for a babysitter the caregiver shall ensure:

The babysitter is suitable for the age, developmental level and behaviors of the child.
The babysitter understands how to handle emergencies and has appropriate contact information.
Discipline and confidentiality policies for the child have been explained.

Vacations

Caregivers are encouraged to take children on vacation as they would their own children. However, children may have visits and/or appointments that would be important for them to attend.
The biological family must also be advised to determine if they agree with the vacation plan and/or missing visitation. Foster parents should advise their foster care specialist and resource specialist of their vacation plans to obtain approval.
See “Traveling out state or out of the country” section.

Special Considerations:

Foster youth with disabilities shall be provided with an equal opportunity to participate in activities.
Confidentiality requirements for department records shall not restrict the child's participation in customary activities appropriate for the child's age and developmental level.

Consistent with the child's foster care plan, the child shall be given permission/encouragement to:

Have opportunities to spend his or her own money.
Have access to a phone.
Have reasonable curfews.
Travel with other youth or adults.
Have his or her picture taken for publication in a newspaper or yearbook.
Receive public recognition for accomplishments.
Participate in school or after-school activities.

Children should be provided with information when it is appropriate regarding:

Teen sexuality issues
Drug and alcohol use and abuse
Runaway prevention
Health services
Community involvement
Locating available resources
Identifying legal issues
Understanding his or her legal rights
Accessing specific legal advice

The child and parent(s) have the right to visit and maintain communication with each other, unless visitation has been restricted by the court. This is referred to as Family Time or Visitation.

When a child enters foster care, the foster care specialist will aim to arrange family time with the child's family immediately unless disallowed by court order. The initial visit should occur within five days of placement and subsequent visits should be as often as possible to build and maintain the parent-child relationship. In some cases, visitation may serve to build a relationship if one parent had little or no involvement with the child prior to the removal. At a minimum, visitation should occur at least weekly.

Dependent on the case’s circumstances or identified safety concerns, the visits may be supervised, monitored, or unsupervised. In supervised visits, the foster care specialist may contract a visitation supervisor to maintain line of sight and sound supervision and intervene as necessary. Monitored visits require a trusted adult to periodically observe and intervene as needed. The trusted adult may be the foster care specialist, contract visitation supervisor, or foster parent. Unsupervised visits place the responsibility for care and safety with the parent caregiver.

Additionally, children have the right to regular contact with their incarcerated parents and incarcerated parents have the right to continue to parent their children. Unless the court has determined that visiting the parent will put the child in danger, children and incarcerated parents have the right to regular, ongoing visits. Family time should never be limited or denied due to a child’s inability or lack of motivation to progress in a placement program’s treatment process. The right to family time should never been denied as a means of discipline. Additionally, while sobriety during visits is critical, a positive drug screen at any point in the life of the case should not be the sole basis for suspending or cancelling a visit.

How can you support Family Time/Visitation?

Connect with the foster care specialist to understand the intended structure and plan for family time.
Be positive and encouraging! Support the child/ren by showing them you are excited for them to see their family. Some children may be reluctant or hesitant to have family time. Encourage them by finding positives and value in their family time.
Provide transportation to and from visitation. When the foster parent drives the child, the child may feel more secure going into family time versus being transported by a stranger. In addition, this can allow for contact between you and the parent(s) to begin Bridging the Gap.
Supervise the visitation between family and siblings when appropriate and as agreed upon between the foster care specialist and foster parent.
Understand that visitation is not normal for families. Children will often have strong emotional reactions when it is time to leave and return to your care.

Sibling visits

When siblings are not placed together, a visitation or communication plan should be developed within five days of placement. The visitation or communication plan should address who is responsible for ensuring the visitation or communication occurs and limitations on the visit or communication. Visits or communication should include face-to-face visits, telephone calls, email correspondence, and any other form of communication available to the children. The visitation plan should include twice monthly contact at a minimum.

Post Permanency Visitation

If the child's goal is adoption and the parents' rights have been terminated, it is likely that visitation will not end. The frequency and duration of family time may change, however, sustaining the emotional connections a child has made should be prioritized. Continued visitation and contact will only occur if it continues to benefit the child. If any of the people, whom the child needs to have contact with, continues to have problems related to the abuse, drug addiction, mental illness or violence, the contact may look differently. Instead of in-person contact, it might consist of holiday and birthday letters, sharing of pictures and videos, or the occasional phone call.

Communication is key when fostering a child who speaks a different language, and it's important to get creative with the resources you use. Here are some tools and strategies, including options like flashcards and smart technology, that can help bridge the language gap:

Flashcards
- Why Use Them: Flashcards with pictures and labels (in both the child’s language and English) can be very effective, especially for young children or visual learners.
- How to Use Them:
  - Start with basic, essential topics like household items, emotions, foods, and daily routines.
  - Use them in fun, interactive activities like matching games or memory games to keep the child engaged.
  - Create a set together using drawings or prints if the child feels comfortable. This can also turn into a bonding activity.
Smart Technology
- Google Translate or Microsoft Translator:
  - These apps can translate words and sentences between languages.
  - Use the voice feature to say something in English, and the app will speak or show the translation in the child’s language.
  - They also have a "conversation mode" that allows back-and-forth communication in real-time.
- Smart Speakers (Google Home, Alexa, etc.):
  - These devices can translate words and phrases on demand (e.g., "Alexa, how do you say, 'Are you hungry?' in Spanish?").
  - For older kids, they can be used as language learning tools by playing interactive language games or quizzes.
  - While convenient, always double-check translations for accuracy.
Picture-Based Communication Tools
- Communication Boards: These are boards with pictures representing common needs (food, water, restroom, etc.) that the child can point to when they don’t know the English words.
- Apps with Visual Support: Apps like "Proloquo2Go" or "Avaz" (primarily designed for nonverbal communication) can also be adapted for use with language differences. They enable the child to communicate using pictures and symbols.
- Online Resources: Websites like "Boardmaker" allow you to create custom communication boards or picture cards tailored to the child’s needs.
Drawing and Writing
- Drawing: Drawing can be a universal language. Keep crayons or markers handy and encourage the child to illustrate what they’re trying to express.
- Bilingual Writing: Provide a notebook where the child can write or draw questions, thoughts, or things they want to communicate using their native language.
- Keep in mind that children from some backgrounds may not yet have strong writing skills, so be flexible with this idea.
Language Learning Apps and Websites
- Apps like Duolingo, Babbel, or Rosetta Stone: These can help both you and the child pick up the basics of each other’s language.
- For Learning English:
  - Apps like "Lingokids" (for kids) or "Khan Academy Kids" include age-appropriate activities for vocabulary building.
  - "BBC Learning English" or "Mango Languages" are other good options.
- Fun Games or Videos:
  - Use YouTube videos or animations in the child’s native language or English depending on their comfort.
Printed or Digital Dictionaries
- Bilingual Dictionaries: Age-appropriate dictionaries in both languages (print or app-based).
- Ideal for short phrases, single words, or quick translations.
Nonverbal Tools
- Gestures and Body Language: Use universal types of communication, like smiling, pointing, or showing hand signals.
- Keep a dry-erase board or sketchpad around for quick sketches or written translations.
Visual Schedules
- Create a daily schedule in the child’s language and English. Use images for key activities to make it child-friendly.
- Situations in which something unexpected happens can cause anxiety if the child doesn’t yet understand English. A visual schedule helps them grasp the day-to-day routine.
Physical Objects
- Use actual objects as prompts when communicating. For example, point to the refrigerator or hold up an item to indicate questions like, "Are you hungry?" or "Do you want these?"
- Sorting and naming games with toys or household items can encourage natural communication.
Games and Play
- Nonverbal games (like charades, puzzles, or board games) and activities can create a fun way to bond and communicate without relying solely on words.
- Play is a universal language for younger children, so games like ball throwing, art, or physical play can convey care and connection.
Audio-Visual Media
- TV Shows/Movies in Their Language: Streaming services often have content in multiple languages. Watching together can help foster discussion and bonding.
- Bilingual Storybooks: Read books that include both the child’s native language and English, or audiobooks that allow them to listen in their preferred language.
Foster Relationships
- Connect with a bilingual translator (in person or online). This could be a friend, family member, or professional like a teacher or counselor.
- Build connections with community members who speak the child’s language. This might include attending cultural events or accessing support networks for immigrant or refugee families.

What if the child/youth in my home doesn’t want to attend church with me?

Before taking any child to a place of worship, it is important to talk with the foster care specialist and obtain the parent’s permission. Children have the right to refuse attending religious services. If children refuse or their parents do not allow them to attend, then resource parents need to plan accordingly. They can either seek childcare or plan to attend their place of worship at a time when they are not caring for the child.

What if the child in my home is of a different faith than my family?

Due to the diversity within Fairfax County, it is probable that there could arise a situation where a child belongs to a place of worship that is different from the resource family. If this situation arises, it is the responsibility of the resource parent to ensure that child has exposure and the opportunity to practice their faith and/or attend their place of worship. This could entail the resource family taking the child to a particular place of worship for a service, or it could involve utilizing normalcy and leaning on a trusted adult in the resource family’s personal community who may be of the same faith. If comfortable, it would be permitted that the child attend with that trusted person and could even benefit the child by having exposure to another adult that shares their faith. It is important to understand that no two families are the same therefore, consulting with the children’s parents and foster care specialist is an important step in learning which customs and holidays are a part of the child’s faith so the resource family can support the child in honoring those. This piece of bridging the gap ensures that children do not lose connection to their faith despite their separation from their birth family.

Family members are the experts about their own families. It is everyone's responsibility to understand children, youth, and families within the context of their own family rules, traditions, history, and culture. Cultural identity is a part of who children are and plays a significant role in their lives. When children enter foster care, they may lose that connection. Foster parents are asked to create an environment where children feel seen, heard, and valued for who they are, including their cultural background. The foster care specialist will identify language needs and any cultural and religious traditions that need to be respected and considered in planning and implementing services. Cultural needs and traditions may involve dietary restrictions, hygiene, clothing, or religious preferences.

*Any changes to a child's personal appearance, such as haircutting or piercings, must not happen without the parent's and foster care specialist's permission. *

How can you support a child's cultural and family traditions?

Ask questions of both the family and the child. For example: what is the bedtime routine? How do they celebrate milestones? Do they have any weekly traditions, such as family dinner on Sunday? Are there any dietary restrictions due to allergies or religious/spiritual reasons?
Share your traditions and culture with the child and family. The parents may appreciate learning more about who is caring for their child. As a group, you can develop ways to incorporate the family's traditions and culture to support the child.

Foster parents play a vital role in the child welfare system, and your presence in court can help ensure the voice of the child is heard and considered. This guide is intended to help you prepare for and navigate the courtroom process with confidence and professionalism.

In Virginia, foster care court proceedings are part of a legal process that ensures the safety, permanency, and well-being of children who are removed from their homes due to abuse, neglect, or other serious concerns. These proceedings are governed primarily by the Virginia Juvenile and Domestic Relations District Courts (J&DR Courts) and follow guidelines under the Code of Virginia and federal laws like the Adoption and Safe Families Act (ASFA).

Emergency Removal Order (ERO)

When: Within hours to days of separation.
Purpose: Allows immediate separation of a child from their home when there’s imminent danger.
Authority: Social Services and law enforcement can initiate it.
Hearing: Must be followed by a preliminary removal hearing within 5-7 days.

Preliminary Removal Hearing

When: Within 5-7 days of ERO.
Purpose: Judge decides whether the child should remain in foster care pending further investigation.
Outcome: Temporary custody may be given to DFS, the local department of social services.

Adjudicatory Hearing

When: Typically held within 30 days of the preliminary removal.
Purpose: Determines whether the allegations of abuse or neglect are valid.
Outcome: If the court finds sufficient evidence, the child remains in foster care.

Dispositional Hearing

When: Held shortly after the adjudicatory hearing.
Purpose: Determines the child’s foster care plan (e.g., reunification, relative placement, or adoption).
Outcome: The court orders services for the family and sets the goals.

Foster Care Review Hearings

Frequency: Every 6 months.
Purpose: To monitor progress on the foster care plan, ensure permanency planning, and review parent compliance.
Outcome: The court may continue the plan, revise it, or order new services.

Permanency Planning Hearing

When: Within 12 months of the child entering foster care.
Purpose: To determine the long-term plan—reunification, placement with relatives, adoption, or permanent foster care.
Outcome: The court may terminate parental rights if reunification isn’t feasible.

Termination of Parental Rights (TPR) Hearing

When: If reunification fails and adoption becomes the goal.
Purpose: Legally severs the rights of biological parents.
Outcome: Child becomes legally free for adoption.

Other Information about Court and the Court Process

Key Participants in the Court Process

Judge (J&DR Court)
Guardian ad Litem (GAL): Represents the child’s best interests.
DFS, the Local Department of Social Services (LDSS)
Attorneys for parents and LDSS
Foster parents or relatives (sometimes invited to participate)

Logistics: Getting to the Courthouse

Parking: Public parking is not located immediately adjacent to the courthouse and usually requires a parking fee.
Security: Expect airport-style security. You will need to remove belts, hats, and shoes. Leave unnecessary items at home to expedite the process.
Arrival Time: Arrive at least 30 minutes early, especially if you are unfamiliar with the location or process. Court may not begin at the scheduled time, but being early shows preparedness.

Reunification

The initial court process to work towards reunification and/or relative placement is one year. However, this time can be extended for a variety of reasons. The first foster care related court hearing is called a dispositional hearing and occurs within 60 days of a child entering foster care. This is the hearing where the permanency goal outlined on the child’s service plan is approved. Prior to this hearing, you will receive a copy of the service plan that describes the permanency goal (i.e. return home) and what needs to happen to achieve the goal. The next court hearing is called a foster care review hearing. This hearing is scheduled within four months after the 60-day dispositional hearing. The purpose of this hearing is to review progress made on the initial foster care service plan by all parties and/or to make changes to the plan.

Placement with Relatives

The secondary goal to reunification or return home is placement with relatives. Placement with relatives can be a primary goal and a concurrent goal for a child in foster care. Relatives can become foster parents to provide temporary care for the relative child while they are in foster care, or they can provide permanency if the child is unable to safely return home. Please see the KinFirst NOW section below for more information about DFS’s work to search for and engage relatives.

Termination of Parental Rights

A third foster care hearing known as the permanency planning hearing occurs within five months of the foster care review hearing and within 11 months of the date. The purpose of this hearing is to establish a permanent goal for a child and to either achieve the permanent goal, or to defer through the approval of an interim plan. If an interim plan is approved, a second permanency planning hearing will occur within six months. Other outcomes for this hearing include a change of goal and/or requesting approval of a termination of parental rights (TPR) petition. If approved, a subsequent hearing for a trial is scheduled. The timeframe for this varies. In some cases, the trial can occur at the time of the permanency planning hearing.

Adoption

After the court approves the termination of parental rights, cases are reviewed by the court annually. The purpose of these hearings is to monitor the progress towards the goal of achieving permanency through adoption. In addition, six-month adoption progress reports are sent to the court and all parties on the case. The permanency timeline for finalizing an adoption is twenty-four months from the time a child enters foster care. This timeframe varies based upon the adoption recruitment process, needs of a child and of the adoptive family. The adoption process will include the following:

An approved adoptive home study or mutual family assessment for the family.
The adoptive family enters into a legal adoption agreement.
DFS provides supervisory visits to the child and adoptive family for at least six months.
Adoption full disclosure is given to the adoptive family.
An approved adoption assistance agreement for support and needed services.
Adoption Consent given by the agency director.
An adoption attorney contracted for/retained by the adoptive family.
All legal documents completed and filed in Circuit Court.
A Final Order of Adoption signed by the Circuit Court Judge.

When a child enters foster care, achieving permanency becomes the ultimate goal to ensure they grow up in a stable, loving, and supportive environment. Permanency can take different forms, including reunification with their biological family, adoption, or placement with a legal guardian, depending on the child’s best interests. Practices that support permanency focus on strengthening family connections, prioritizing relationships, and providing children with a sense of belonging and security. These include working collaboratively with biological families to address barriers to reunification, maintaining sibling and cultural connections, and exploring long-term options when reunification is not possible. By prioritizing permanency, caregivers and child welfare professionals can help children build a foundation for emotional well-being, stability, and success in the future.

Bridging the Gap

Bridging the Gap refers to the collaborative effort between foster parents, biological parents, foster care specialists, and other key individuals to create a supportive, team-based approach to caring for children in foster care. It emphasizes open communication and partnership between foster parents and biological families to help maintain continuity and positive relationships for the child. This approach reduces the stress and trauma children may experience by ensuring that their connections to their biological family, culture, and identity are preserved. Bridging the Gap allows foster parents to serve as mentors and allies to biological families, helping them work toward reunification when safe and possible.

Do Children in Foster Care Have Better Outcomes When Foster Parents Bridge the Gap?

Yes, research and anecdotal evidence suggest that children in foster care experience better outcomes when foster parents bridge the gap. When foster parents actively support and cooperate with biological families, children experience less confusion, mistrust, and conflict between caregivers. This consistency fosters emotional security and helps children maintain stronger relationships with their biological families, which can be critical for reunification efforts or long-term stability. Moreover, bridging the gap can model healthy communication and parenting strategies for biological parents, increasing the likelihood of successful reunification. This approach prioritizes the child’s best interests and reduces feelings of loss, ultimately promoting resilience and positive development.

Family Partnership Meetings (FPMs)--Facilitated Family Meetings

Family Partnership Meetings (FPMs) are collaborative meetings that bring together biological parents, foster parents, foster care specialists, and other key support individuals to make important decisions about a child in foster care. The goal is to ensure the child’s safety, well-being, and path to permanency by involving everyone in the decision-making process, while also strengthening family relationships and providing support for reunification whenever possible. These meetings typically occur at critical points in the child’s case, such as during placement changes, transitions toward reunification, or when new challenges arise. FPMs are designed to promote open communication, shared responsibility, and a team approach to finding the best outcomes for the child.

Kinship care is a way for Virginia’s children to stay connected to family when they are unable to live with their parents due to illness, incarceration, housing instability, and/or abuse or neglect. Relatives and other important people in their lives (such as neighbors, godparents, family friends, etc.) can sometimes become their primary caregivers (also called “kinship care providers”). Kinship care can reduce trauma, promote stability, and maintain family and cultural connections.

In Virginia’s Kin First culture, we recognize families as experts who should always be included in decision-making and should be empowered to rely on one another for support.

KinFirst Now prioritizes search, discovery, and assessment of relatives/fictive kin through a teaming approach. It focuses on the urgent discovery and engagement of family at first point of DFS contact and including the family and natural supports in planning for permanency.

Data has shown that placement with relatives and fictive kin produces the following outcomes:

Reduces the trauma of separation from parents.
Children placed with relatives/fictive kin experience fewer placements.
Children placed with relatives/fictive kin are more likely to stay in their schools & communities of origin.
Relatives/Fictive Kin can facilitate more natural family time opportunities.
Kinship caregivers are more likely to accept challenging behaviors & maintain sibling groups.

Searching for and engaging relatives is an ongoing process throughout the child’s involvement with the child welfare system. It should begin as soon as the child is at risk of being placed outside of the home and continue with a sense of urgency until the child has achieved permanency.

Even when placed in safe and loving foster homes, children often want a connection to their biological family. Relatives and other individuals can provide important connections and support for the child at risk of or in foster care. They can help the child in preventing foster care, during the foster care experience, in transitioning to permanency, and throughout adulthood. Having a strong connection with family members provides the child with stability, long-term safety nets, and the necessary foundations for success in adulthood.

Within 30 calendar days (five days when feasible) after separating a child from the custody of the parent(s) (Social Security Act, Title IV, § 471 (a) (29) [42 USC 671]), DFS shall notify in writing all grandparents and other adult relatives, both maternal and paternal. The purpose of the written notice is to explain to the relative options they have, to participate in the care and placement of the child, in an effort to establish permanency for the child.

The goal of reunifying the child with birth parents or prior custodians is, in most cases, the best plan for a child. However, ongoing engagement of relatives allows for the concurrent goal of adoption by a relative or placement with a relative. Engaging relatives can reduce the number of children aging out of foster care without a permanent family and increases the number of children leaving foster care to a permanent, safe and loving home.

The process of engaging relatives should be guided by the desires and needs of the child, consistent with the child’s developmental level. The child should be involved as soon as possible in the process considering the child’s circumstances and best interests.

As family members are identified, opportunities for reconnecting and re-engaging them in the child’s life should be explored.
When family members indicate interest in connecting with the child, DFS will engage these individuals to gather information, build relationships, and explore relative placement options for the child.

Relationships with family members and other adults should be reconsidered throughout the child’s involvement with the child welfare system. The child’s needs and desires, and the individual’s circumstances, may change over time. Someone who initially couldn’t assist the child may be a valuable resource at another time.

Engaging relatives is crucial for children in foster care because it helps maintain family connections, cultural identity, and a sense of belonging during a challenging time in their lives. Relatives are often able to provide a loving and familiar environment that reduces the trauma of being removed from their parents. These connections can promote stability, emotional security, and continuity of relationships, which are key to the child’s overall well-being. Additionally, involving relatives can expand the child’s support network and increase opportunities for permanency, whether through reunification, kinship care, or guardianship. Prioritizing relative engagement not only benefits the child but also allows the entire family to participate in the healing and rebuilding process.

Foster parents play a critical role in providing children with safe, nurturing homes, and a wide range of support is available to help them succeed in this journey. Resources such as training programs, support groups, financial assistance, and access to mental health services are designed to equip foster families with the tools they need to meet the unique challenges of fostering. By offering guidance and a strong support network, these services ensure foster parents can focus on creating a stable and caring environment for the children in their care.

Respite

Respite is a service provided to foster parents when they need assistance caring for the child in their home. It is used to maintain or stabilize the family. Respite occurs when a child needs to stay with another foster family either overnight or for an extended period during the day. Respite may be used if the foster parents need to go out of town and are unable to take the child into their home. Respite funds may be used for preplacement visits or visits with siblings or when a youth is stepping down from a higher level of care.

Respite is not to be used as punishment for a child. Foster parents can request respite through the foster care and adoption specialist, resource specialist or placement coordinator. The specialist may also request respite, but they should discuss it with the foster parent first. Respite can be provided in the home of the foster parent where the child lives or in the home of the foster parent providing the respite.

In-Service Training is training approved/certified foster parents must complete to continue their learning and gain valuable knowledge and skills to add to their trauma-informed parenting toolbelt.

The Fairfax County Foster Care and Adoption Program Training Team’s goal is to cultivate a sense of community through active participation in our In-Service Training classes while also ensuring our foster parents are provided opportunities to increase their skills to confidently care for the needs of children that join their home. The state requires that all certified resource families complete 10 hours of in-service training per year. The training team aims to provide/foster:

An In-Service Training opportunity at least once per month.
A user-friendly registration process.
Follow up calls/emails to ensure participation.
Anonymous evaluation forms to promote positive change in content and process.
Subject matter experts leading training courses.
Collaboration with the Resource Unit to ensure a smoother re-certification process.
Resources outside Fairfax County DFS where you can also complete your state-required in-service training hours.

Foster Family News shares resources, news, tips, events, and trainings relevant to foster parents; it is emailed to all families monthly. If you are not receiving it, please reach out to Neda Ghodsi at through email or call 703-324-5378 so we can add you to our mailing list. Please check the monthly Foster Family News for updates on special events and in-service training opportunities.

Formed Families Forward

Formed Families Forward provides free services such as virtual and in-person trainings, information and resources, peer support groups, youth and parenting classes as well as fun family events all to support foster, kinship and adoptive families.

The Foster Care and Adoption Program provides and is continuing to develop programming specifically for our youth 14 years of age and older. When a youth in foster care turns 14, they are eligible for Independent Living services. Regardless of permanency plan, the Department of Family Services is responsible for ensuring that older youth receive education to gain the skills needed to function independently, as they age and exit care.

The Fostering Futures Unit, not to be confused with the Fostering Futures legislation, is the newest addition to the Foster Care and Adoption Program and it’s housed within Resource and Support. The team is futures focused and for that reason, it’s staffed with two permanency coordinators and two Independent Living coordinators. In addition to the services that the permanency coordinators provide, the Independent Living coordinators plan and facilitate workshops, administer Chafee Independent Living and Educational and Training funds, ensure that assessments and surveys are completed in a timely manner and participate as a team member for all of the youth on their caseloads (assigned by region), among many other things.

The Fostering Future’s Unit’s first major undertaking has been working with the local Department of Housing and Urban Development to access affordable housing and develop a community of donors. We are excited to continue to build out our programming, serve our youth and ultimately improve the outcomes and futures of the youth exiting our care.In Virginia, the 2016 Appropriations Act (item 346 #3c) authorized the extension of foster care up to 21, in a program known as Fostering Futures, for youth who reach age 18 on or after July 1, 2016, and who were:

In foster care at the time they turned 18 years old but have not yet turned 21,
In Permanent Foster Care (PFC) when they turned 18. They will remain in PFC and concurrently qualify for Fostering Futures.
Released from Department of Juvenile Justice (DJJ) between ages 18 and 21 and who were in foster care in custody of a Virginia LDSS immediately prior to the commitment to DJJ.

Youth must meet at least one of these five criteria to continue to be eligible for the program:

Completing secondary education or in a GED program.
Enrolled in college or a vocational program.
Attending classes to promote employment or remove barriers to employment.
Working at least 80 hours per month.
Unable to meet one of the four conditions above due to a documented medical reason.

Youth adopted from foster care after age 16 may qualify for extension of adoption assistance under Fostering Futures after reaching age 18, up to age 21 if they do not meet the criteria for continuation under adoption assistance policy.

Free Tuition for Virginia Foster Youth

In 2024, The Virginia General Assembly passed House Bill (HB) 700 that provides grants for the payment of tuition and mandatory fees at Virginia’s public institutions of higher learning for youth in or formerly in foster care. The law went into effect July 1, 2024.

The Code of Virginia (§ 23.1-601) specifies that individuals who were in foster care or in the custody of a LDSS at the age of 14 and over, adopted as a special needs adoption at age 14 and over, or who aged out of foster care, may attend a Virginia public college or four-year university and have their tuition and fees, as well as room and board funded. However, the student must:

Have a high school diploma or GED.
Be a permanent legal resident or U.S. citizen.
Be seeking a first-time bachelor’s degree.
Be taking at least six credit hours of classes at the institution.
Have not been previously enrolled as a full-time student in a post-secondary program for more than five years.
Demonstrate financial need
Apply and qualify for grants and scholarships through FAFSA at each institution’s financial aid office.

The Education and Training Voucher (ETV) Program

The Education and Training Voucher (ETV) Program assists teens and young adults in foster care or who were formerly in foster care with post-secondary education and training expenses.

Current funding includes up to $5,000 per year or the total cost of attendance per year (whichever is less), per eligible student. ETV funds can be combined with other grants or scholarships to minimize or eliminate the need for student loans.

Eligible ETV expenses include:

Tuition, fees.
Room, board.
Rental or purchase of required equipment, materials, supplies (including a computer).
Books.
Transportation.
Special study projects.
Childcare.
Accommodations related to the student's disability, such as a personal assistant or specialized equipment, that is not paid for by another source.
Expenses related to the youth's work experience in a cooperative education program.
Student loan fees or insurance premiums on the student loan.
Other education related expenses.

Who Can Receive Education and Training Vouchers (ETV)?

High school graduates or GED earners who are in or were in foster care.
Youth adopted from Virginia Department of Social Services or entered KinGAP after 16th birthday.
U.S. Citizens or a Permanent Resident (“green card”).
Youth who maintain a 2.0 or higher cumulative grade point average.
Youth with an up-to-date Casey Life Skills Assessment and Transition Plan (until age 21).

Note: ETV ends on the26th birthday or after receiving five total years of ETV funding.

Please contact the ETV coordinator, Emily Quijano at 571-407-4970 or by email for additional information on how to apply for ETV funding for eligible youth.

The Education and Training Voucher (ETV) coordinator provides comprehensive support to current and former foster youth in identifying and pursuing their post-secondary education pathways. This includes assistance with the FAFSA completion, college and vocational program applications, coordination of college tours, and conducting searches for college or training program that aligns with the youth's education goals or field of study. The ETV coordinator also works with youth to clarify and establish individualized educational goals. In addition, through established partnerships with certification and training programs in fields such as plumbing, certified nursing assistant (CNA), cosmetology, ophthalmology, paralegal studies and others, the ETV coordinator connects youth to a wide range of opportunities that promote both academic achievement and long-term career readiness.

Please contact the ETV Coordinator by email for assistance with college or training program searches, application, or other assistance.

Summer Youth Employment

Each spring, foster youth may apply for department-sponsored participation in one of two summer youth employment programs. These programs are the Educating Youth through Employment (EYE) Program and the Virtual Career Academy (VCA). EYE provides paid, in-person work experiences to eligible youth, ages 16 – 20, throughout the Northern Virginia region. In the VCA Program, eligible youth, ages 14 – 20, earn stipends while completing online job readiness classes and assignments, such as creating a resume and practicing interviews. For year-round assistance with career exploration or job readiness training, foster youth may also connect with their IL coordinator for one-on-guidance, community resources, free career assessments and access to a career/college navigation website called Pathful, and more.

Foster parents can expect a response from our specialists within one business day, but no more than two days. Please contact the supervisor if a foster parent does not receive a response within this time frame. If you do not hear from the supervisor within two business days, please contact the program manager.

Fairfax County Department of Family Services recognizes the growing popularity of and participation in online social media platforms and their unique opportunity to support interactive discussions, stories and the sharing of pictures and information using a wide variety of outlets, such as Facebook, Instagram, Twitter, TikTok and Snap Chat, to name a few. However, it is important to understand the importance of being virtually responsible while protecting the identity of the youth and teens in foster care.

Details or images of children, adolescents, and/or their families should not be shared on any social media sites. Please do not post pictures of the faces of children who are in foster care or post about their stories online. The use of social media can present risks to our confidential information, reputation, and can jeopardize our compliance with legal obligations to our families and children in foster care and is therefore prohibited. Foster parents, prospective adoptive parents, or individual(s) that provide respite care shall adhere to this social media/photography agreement as it is consistent with all existing confidentiality regulations. Failure to comply may result in losing certification as a foster parent or respite provider. We encourage resource parents to document a child’s journey through foster care in pictures and stories.

Please remember that information about foster children and their families is confidential and should only be shared with members of the child’s child welfare team and/or professionals who are providing services to the child. When you are uncertain if information should be shared, please consult either your resource specialist or the child’s foster care specialist. It is imperative that foster parents ensure others residing in the home are also aware of the importance of maintaining confidentiality. The following are expectations related to confidentiality:

All information revealed to a foster parent regarding children in care is privileged information and subject to all state and federal laws which protect the rights of children in foster care. Foster parents will not share information about children in foster care using email or other electronic means, including social media platforms, with any unauthorized parties.
Foster parents agree to maintain confidentiality with respect to information learned about the families of children in care and will not discuss this information with anyone except the personnel of Fairfax County Department of Family Services.
Foster parents agree to maintain all information, correspondence, records, documents and files concerning a child in foster care in a secure location and to share the file and its contents only with those approved by Fairfax County DFS. When a child in foster care is removed from the home, foster parents will give the child’s information, correspondence, records, documents and file and its contents to Fairfax County DFS.
Foster parents will make others in their home aware of the need for confidentiality and understand that their obligation to maintain confidentiality continues even after a child leaves their care.
Foster parents understand that breach of confidentiality may result in denial of approval or immediate revocation of approval as a resource parent and that they will be subject to state and/or federal regulations and laws which may include legal consequences.

Individuals interested in becoming foster parents can connect with Fairfax County in several ways:

Email
Call 703-324-7639
Visit www.FairfaxCounty.gov and search: Foster Care and Adoption to learn about our Foster Care and Adoption Program
Once on the Foster Care and Adoption Page, they may click the link to fill out our Foster Parent Interest Form

Foster parents who want to be active in supporting other foster parents or supporting the program in community education and recruitment efforts may consider becoming a Foster Parent Ambassador. To learn more about being a Foster Parent Ambassador, email us.

Department of Family Services – Children, Youth and Families

Department of Family Services Alert:

Department Resources

Related Resources

Foster Parent Resource Guide

Emergency Contacts/Supports

Roles of Program Staff

Placement

Concrete Supports

Health and Wellbeing

Education

Transportation, Travel, and Logistics

Childcare and Activities

Normalcy

Connection to Family, Culture, and Traditions

Court Process and Permanency Goals

KinFirst Now – Placement with Relatives

Support for Foster Parents

Older Youth and Independent Living Services

Working as Part of a Professional Team

Recent Interactions

Ask Fairfax

Related Resources

Department of Family Services – Children, Youth and Families

Department of Family Services Alert:

Department Resources

Related Resources

Foster Parent Resource Guide

Emergency Contacts/Supports

After hours—Foster Parent Support Line

Child Protective Services Hotline—Mandated Reporting

Roles of Program Staff

Placement Coordinator

Resource Specialist

Case-Carrying Specialist—Foster Care or Adoption

Permanency Coordinator

Independent Living Coordinator

Kinship Navigator

Supervisors and Program Managers

Placement

How soon will a child join my family?

Why am I not getting a placement?

Placement Paperwork

Concrete Supports

Basic Maintenance

Enhanced Maintenance Payments or VEMAT

Clothing Allowance

Direct Deposit

What to do if a child damages property in my home?

Women, Infants, and Children (WIC)

Free and Reduced-Priced Meals for School-Aged Kids

Health and Wellbeing

Medical Care

Developmental Milestones and Therapy Options

Mental Health Care

Crisis Hotline Numbers

Education

Best Interest Determination (BID) meeting

Special Education Services

Tutoring

Transportation, Travel, and Logistics

Foster Parents’ Transportation Responsibilities

Transportation Vendors

Traveling out state or out of the country

Mileage reimbursement

Childcare and Activities

Daycare

Summer Camp

Recreation Activities, Sports Teams and County Rec Centers

Babysitting

Normalcy

What is the law?

Frequent Challenges to Navigate under Normalcy

Connection to Family, Culture, and Traditions

Family Time (Visitation)

Languages other than English

Faith Based Communities

Family Traditions

Court Process and Permanency Goals

Juvenile and Domestic Relations Court Hearings

Permanency Goals

Practices to Work toward Permanency

KinFirst Now – Placement with Relatives

What is KinFirst?

When do we engage relatives in the foster care process?

Why do we engage relatives?

Support for Foster Parents

Respite

In-Service Training

Foster Family News

Community Supports

Older Youth and Independent Living Services

Fostering Futures Unit

Fostering Futures Legislation

College or Trade School

Additional Supports for Post-Secondary Education

Working as Part of a Professional Team

What are the expectations between DFS and foster parents regarding communication and response time?

Guidelines for Social Media Posts

Confidentiality

Referring Others to be Foster Parents

Recent Interactions

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