CASA volunteers are community members working collaboratively to support and advocate for children and families involved in the child welfare system.

Below are just a few examples of actual Family Court cases in counties where the CASA volunteer advocate made a real difference in the life of a child. These are just a small example of how CASA volunteers in New York State are part of a community working to change a child’s story.

*Due to the importance of confidentiality, the names have been changed to protect the children’s identities in the examples listed below.

A MISSED DIAGNOSIS

CASA was assigned to David, an 11-year-old who was diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD) and experienced repeated school suspensions. During a CASA visit, David’s grandmother mentioned he had been diagnosed with autism when he was five. Although CASA inquired to the DSS caseworker and the school, no one, including the Committee on Special Education (CSE), had any record of David ever having such a diagnosis. CASA investigated further, eventually tracking down the doctor who had made the original diagnosis. The doctor provided CASA with medical documentation of the diagnosis. After notifying all parties, including the DSS caseworker, attorney for the child, and in a written report to the judge, David was provided with the correct services to support his diagnosis.

READING BOOST

CASA was assigned to two girls, Jill and Judy, ages 8 and 11-years-old. Upon assignment, Jill and Judy, who were in the second and fourth grades, tested at reading levels in pre-K and first grade. In less than a year, the girls were at first grade and third grade reading levels. By getting to know the children during regular monthly visits, the CASA Volunteer discovered Jill liked Barbies and Judy liked animals. Subsequently, at every visit, CASA brought books for the girls according to their interests. Much of CASA’s visit time was spent reading to them and being read to. CASA also had several communications with both Jill and Judy’s teachers to be sure the books purchased were at the proper reading level. Previously, it was reported to CASA that the girls never did their homework. After less than a year with their CASA volunteer, it was reported the girls almost always came to school prepared with their homework.

EDUCATION ADVOCACY

CASA was assigned to a 14-year-old girl named Lisa, who was removed from her home due to parental neglect. She was placed in the care of an older adult sister who lived a few hours away, and she started 8th grade at the end of September in the new district. After settling in for a few weeks, CASA contacted the school to check on Lisa’s attendance, grades, and IEP. CASA learned that the school had Lisa registered as a regular education student and had no record of her IEP. CASA alerted them that Lisa did indeed have an IEP and followed through to make sure they made those accommodations in her schedule. The school then quickly set up the IEP re-evaluation/transfer meeting, which CASA attended.

stability and permanency

CASA was assigned to Stephanie, a 4-year-old girl with multiple special needs, who was one of nine children removed from their parents due to severe neglect. Sadly, the parents’ substance abuse led to their death soon after the children came into foster care. Stephanie was first placed alone in a foster home where she was really thriving.  A decision was made to place her in another home with her sibling.  However, that placement was not a good fit for Stephanie, and, eventually, the foster mother asked for her removal. CASA alerted the DSS caseworker, the child’s attorney, and the court that the original foster mother of Stephanie not only wished for her to be re-placed into her care, but that she also intended to adopt Stephanie. The Judge ordered Stephanie to be placed with her original foster mother. Today, Stephanie is thriving, and she was eventually adopted.