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College? Job Training? Work? How can we help?

College? Job Training? Work? How can we help?. Foster Youth. Nationally –25,000 youth age out of foster care system each year Nationally, 10% of youth emancipate from foster care In NJ, 3000 youth ages 14-21 are in foster care, and approximately 800 youth “age out” of foster care each year.

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College? Job Training? Work? How can we help?

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  1. College? Job Training? Work? How can we help?

  2. Foster Youth • Nationally –25,000 youth age out of foster care system each year • Nationally, 10% of youth emancipate from foster care • In NJ, 3000 youth ages 14-21 are in foster care, and approximately 800 youth “age out” of foster care each year.

  3. Challenges Foster Youth Face • Educational Deficits • Economic Insecurities • Homelessness • Mental Health Concerns • Early Child-Bearing Chapin Hall Study

  4. Educational Deficits • By age 23-24, nearly 25% no diploma/GED • Only 6% have 2 or 4 yr college degree • Only 33% completed 1 yr of college • Compared to other young adults, 3x as likely not to have diploma/GED, half as likely not to complete any college, 1/5 as likely to have college degree. Chapin Hall Study

  5. How can these outcomes be improved?

  6. Are there programs, policies and approaches that have been found to be effective?

  7. Ella • Ella is eighteen-years-old and in the 11th grade. She has been in foster care since she was fourteen-years-old due to severe physical abuse by her mother’s paramour. After several foster care placements, Ella has resided with the same foster parent for the past two years and seems to be stable in this home. The foster parent has stated that Ella can remain in her home for as long as Ella needs. Ella’s case will remain open with DCP&P until she turns twenty-one years of age. DCP&P policy permits Ella to remain in this foster home (DCP&P will continue to provide the foster parent with a monthly stipend called a foster care board payment). 

  8. Ella – Hypo #1 • Ella has special needs in the educational setting. Since the age of nine, Ella has been deemed to be a classified student. She suffers from severe Attention Deficit Hyperactivity Disorder (ADHD). Her special education classification is “Other Health Impaired,” which is the classification that encompasses ADHD. She was held back in the 6th grade due to academic difficulties, which is why she is only in the 11th grade. Ella has serious problems attending and focusing in class, leading to many negative behaviors. Because of all of this, her academic functioning has suffered. Recent testing shows that she is only reading and writing at the 4th grade level and doing math at the 5th grade level. For the last several years, Ella has been placed in self contained classes. These are small classes (no more than roughly twelve students) led by a special education teacher and typically one or more paraprofessionals (classroom aides). • Ella has stated that after high school she wants to work, but is unsure of what she wants to do.

  9. Ella11th Grade Student • ADHD • Reading and Writing – 4th grade level • Math – 5th grade level • Self-contained classes

  10. What can the schools be doing to help?

  11. Special Education Services The local school district can: • Conduct an interest inventory • Assist with course selection for areas of interest and skill. • Provide instruction in pre vocational skills: resume writing, career exploration, scholarships, • Provide exposure to vocational skills, through Structured learning experiences, introductions to local vocational programs, and meetings with DVR.

  12. NJ Career Assistance Navigator (NJCAN) Overview

  13. Who Am I?

  14. Career Cluster Inventory 1.

  15. Learn About Me

  16. Things I Like to Do

  17. My Portfolio

  18. Practical Learning Activities

  19. Subject-Based Lessons

  20. What can DCP&P be doing to help?

  21. Family Team Meetings • Permanency Planning • Lifelong Connections • Caring Adults • Permanency Pact • Transition Planning • Life Skills • Education • Casey Life Skills Assessment (CLSA) • Housing (AHH) • Education & • Post-Secondary Supports • Tutoring Support • Employment/Career Training • DVRS

  22. What can the courts and other child welfare stakeholders do to help?

  23. Courts • Require that Ella’s most (1) recent report card, (2) IEP, and (3) DCP&P transition plan is attached to court report. • At compliance review hearings, ask questions to ensure that Ella is receiving appropriate and meaningful transitioning services from the schools and DCP&P • Have Ella present at court and ask her what she thinks she needs

  24. Law Guardians • Meet regularly with Ella and make certain that Ella is receiving appropriate and meaningful transitioning services from the schools and DCP&P • Attend child study team meetings at school and Family Team Meetings with DCP&P • Ensure that Ella knows she can and should remain involved with the Division until the age of 21 • Ask Ella what else she needs/wants to transition to adulthood. Advocate for this in court and with DCP&P and schools, if necessary. • Make it possible for Ella to appear in court if she desires

  25. Ella – Hypo #2 • NOW ASSUME THAT THE FACTS HAVE CHANGED SOMEWHAT • Ella continues to be a classified student as described above, but now assume that she has been performing at close to grade level with the supportive special education program that the school district has been providing. Ella wants to go to college, but is worried that without the small classes and extra help whether she will be able to make it.

  26. Ella11th Grade Student • ADHD • Reading and Writing – close to grade level • Math – close to grade level • Wants to go to college • Looking for small classes and extra help

  27. What can the schools be doing to help?

  28. Special Education The district can • Conduct a learning and skill inventory through guidance. • Assist her in her research of local colleges for requirements. • By scheduling meetings with local and community colleges, Ella will be able to determine what supports are available to her. • Assist with college applications and course selections. • Assist Ella with self advocacy communication and how to recognize the accommodations that she currently benefits from.

  29. Please remember: • Colleges require self reporting of all disabilities and requests for accommodations. The IEP is not accepted, and any accommodations would be provided through a 504 plan.

  30. My Career Plan • Student-directed career and education planning curriculum for grades 8-12 • Who Am I? • Where Am I Heading? • How Do I Get There?

  31. NJCAN Assessments Assessments help students learn more about themselves – specifically career interests and employable skills.

  32. NJCAN Assessments

  33. School Sort

  34. Location

  35. What can DCP&P be doing to help?

  36. Family Team Meetings • Permanency Planning • Lifelong Connections • Caring Adults • Permanency Pact • Transition Planning • Life Skills • Education • Casey Life Skills Assessment (CLSA) • Possible IL Stipend Support • Education & • Post-Secondary Supports • Tutoring Support • School Selection • NJ Foster Scholars • Project MYSELF • & DCF Scholarship • EOF/EOP

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