Empowering Foster Youth with Disabilities through Effective Transition Planning

1. Welcome! Effectively Engaging Foster Youth with Disabilities in Transition Planning: Cheryl A. Theis, Education Advocate and Director, Foster Youth with Disabilities in Transition (FYDT) at DREDF andJacob Lesner-Buxton, CSUEB MSW Student and DREDF Intern

2. About the Presenters Cheryl Theis is an education advocate at DREDF*, a foster and adoptive parent of children with disabilities, and mother of 5. I specialize in working with caregivers and professionals involved with foster youth with disabilities in transition, and have experience in direct service to youth as well, co-developing and running a transition program at a therapeutic high school. *The Disability Rights Education and Defense Fund’s mission is to advance the civil and human rights of people with disabilities through legal advocacy, training, education and public policy and legislative development. We envision a just world where all people, with and without disabilities, live full and independent lives free of discrimination.

3. About the Presenters Jacob Lesner-Buxton Jacob is an MSW student at Ca State University East Bay, a disability rights activisit, and a person with a disabiity.  He has participated in the CA Youth Leadership Forum for students with disabilities, and has participated in trainings around disability issues in the United States and abroad.

4. Learning Objectives What is the current situation? What are the Barriers to more positive outcomes for FFY? Education, Child Welfare, Disability Community What is the YOUTH perspective? What services/supports/rights are available and how can we become an access point? What can stakeholders do to improve outcomes and promote connection and integration Questions and answers, discussion

5. The Dilemma “...in order to access services designated specifically for people with disabilities, a person needs to have an acknowledged diagnosis…a person must meet the appropriate pre-determined criteria in order to access publicly funded services…the diagnosis can come from a number of sources: medical professionals, education professionals, social workers, or the person with a disability himself or herself....for many individuals with disabilities, as well as for many social work professionals, there is a reluctance to self-identify or “label” someone as having a disability…”* * Hill et al, Journal of Social Work Values and Ethics, Volume 5, Number 3 (2008)

6. Snapshot of Outcomes(From the National Collaborative on Workforce and Disability) The average age of functional independence in the US is 26. Parents provide an essential safety net from 18-26 (and on!). Youth in foster care face extraordinary challenges in the areas of mental health, education, employment and finances without that safety net. AB 12 offers a chance to level the playing field around this issue by providing critical supports

7. Snapshot of Outcomes(From the National Collaborative on Workforce and Disability) Almost 80% of adults formerly in foster care have significant mental health disabilities. 25% experienced post-traumatic stress disorder (PTSD) within the previous 12 months. (Higher rates than returning Iraq Veterans) No more than 45% of emancipated youth reporting earnings in any one quarter over a 13-quarter period. 33% have incomes at or below the federal poverty level.

8. Snapshot of Outcomes(From the National Collaborative on Workforce and Disability) High numbers of former foster youth experience multiple school changes from elementary through high school, complete high school via GED, not regular diploma, or drop out altogether. Only 3% go to college, although 70% report wanting to go. 1% complete a BA. Large numbers of former foster care youth exit care without assurance of stable housing. Almost a quarter experiencing homelessness after leaving care.

9. Snapshot of Outcomes(From the National Collaborative on Workforce and Disability) The birth rate for young women in foster care (17.2%) is more than double the rate of their peers outside of the foster care system (8.2%). Mothers who emancipate out of foster care at increased risk of losing child to foster care also. Many unaware of benefits available to them as both former foster youth (financial aid, MediCal, CHAFEE grants, Guardian Scholar Programs) and as a person with a disability (SSI, DSPS support).

10. Snapshot of Outcomes(From the National Collaborative on Workforce and Disability) 70% of California’s inmates were in the foster care system at one time.  42% of inmates have an identified disability. 82% had indications of specific learning or mental health disabilities.

11. Education Issues Many youth in foster care are not identified as having a disability/are never referred for assessment IEP and 504 plans for youth in care are often of poor quality and not IDEA or Section 504 compliant. Transition Planning is a particular issue. Plans are written without meaningful youth input, and services delivered without youth actively consenting

12. What is supposed to be provided to youth in Transition? Beginning at age 16, a plan, called an ITP, should be developed about what services the youth needs This plan should include: -employment training and experience -independent living skills like cooking, cleaning, mobility etc. -career counseling -other services The plan should be reviewed once every year Schools are legally required to conduct reviews of this plan every year as well a provide all services outlined in the plan or linkage to sites to where the services could be provided

13. What goes wrong in transition planning? • Transition plans are limited in scope • Youth often do not have input in the planning • The plans are often not carried out • Foster youth often get excluded from the transition process

14. Transition Planning in Education* IEP’s are less likely to include: Goals for post-secondary education (than youth in special education only). Only 31% of plans had a goal in this area. Goals for developing independent living skills (than youth in special education only).Only 16% of plans had a goal in this area. * Findings from 2004 Fostering Futures Project (OHSU)

15. Transition Planning in Education* IEP’s aren't "individualized" and often have: Significantly fewer goals overall (than youth in special education only). 20% had no Measurable post secondary goals. No plan for how to reach goals.32% of transition goals listed on the plans had no accompanying action steps. * Findings from 2004 Fostering Futures Project (OHSU)

16. FYWD often receive lower level of Special Education Services In a comparison of youth in foster care receiving special education to a group receiving special education but not in foster care: Education and Transition Plans of foster youth were lower in quality. Transition Plans of foster youth were 1/2 as likely to contain goals regarding education after high school. (31% vs. 60%) Foster youth were less likely to have an advocate at the meeting (42% vs. 69%).

17. FYWD often receive lower level of Special Education Services Caseworkers typically absent. Only 31% of plans provided any indication that the caseworker had attended the meeting. Caseworkers and families listed as responsible for transition activities even though not at meeting. Only 7% of Transition Plans contained discussion about student’s emancipation from Child Welfare. Less than 25% of the plans made any reference to Independent Living Programs.

18. FYWD often receive lower level of Special Education Services List the student as responsible for working on transition goals, w/little or no support from others. Almost 25% of time, the student listed as sole person responsible for working towards a goal. Rarely describe effective practices known to promote successful transition outcomes (self-determination training, person-centered or career planning, extra-curricular activities, mentoring, individualized financial support, disability empowerment).

19. FYWD often receive lower level of Special Education Services Less than 25% of the plans make any reference to Independent Living Programs or other Transition Planning occurring through Child Welfare. REMEMBER! BRINGING CIL, DOR, REGIONAL CENTER AND OTHER AGENCIES INTO THE EDUCATION PLANNING PROCESS IS KEY!

20. Child Welfare Issues Focus is on safety first. Voluntary nature of Independent Living Programs means many youth with disabilities are left out--what does voluntary really mean? Lack of understanding of Disability or how to challenge gatekeeping at school district level Perception that labeling youth will harm, not help. Lack of understanding of adult resources (SSI, DOR, Regional Center/DDS).

21. Child Welfare Transition: Requires that a Transitional Independent Living Plan (TILP) be developed for a youth who is between the ages of 15½ and 16 by the county social worker/probation officer, with the active participation of the youth and other supporting adults. Purpose: to describe the youth’s current level of functioning and identify emancipation goals, services, activities, and individuals assisting the youth in the process of obtaining self-sufficiency. [1] This Plan should include connecting youth to resources, and providing hands on training/mentoring/support! [1] California Department of Social Services. All County Letter 08-31

22. Important: Youth in Foster Care need Integration of Services and Advocacy Schools do not understand how the Child Welfare system works. Neither understands Disability issues, history or resources. Laws that provide educational rights, access and nondiscrimination to youth in school presume and depend on Parental involvement and advocacy. Child Welfare depends on reports from Educators to make decisions but no clear bridge between institutions.

23. Important: FYWDs need to learn SELF ADVOCACY Parent or other adult often “runs interference” with CIL, DSP, Regional Centers as youth transition out of school. FY often do not have anyone to take this on. Essential that Transition Plans at School include ACTIVE teaching about the disability and how to self advocate, and that goals be written that require this. Independent Living Centers can be important connection here—Youth Leadership Forum, Disability History, etc Schools need to invite them into process

24. Important: FYWDs need Mentors Double labels: Foster Youth AND Person with a Disability Many see these labels as stigmatizing and wish to emancipate and leave them behind. Success may depend on understanding that labels link to services, not to value, identity or self worth. Nothing speaks to adolescents more than peers or former but still "relevant" peers.   Be a connector!

25. The Youth PerspectiveShame and Lack of Connections “I think it’s part of the culture of foster care to always wonder if you’re worth it. You feel like you were never good enough for your original family, or for any other family. I carried those things around in my own heart without even realizing it. Then I looked at these other people who I thought were so worthy, and found out they had the same feelings of worthlessness that I did. I could recognize that regardless of how they felt about themselves, they were good, they were loveable. Then I could finally extend that to myself. Connecting to other alumni of foster care has been a new kind of freedom and love and belonging that I never found anywhere before”--Former Foster Youth http://www.youthcomm.org/FCYU-Features/MarchApril2008/FCYU-2008-03-35b.htm

26. The Youth PerspectiveShame and Lack of Connections “There’s a perception that … these foster kids … if they’re not with their mother or father, that means no one wants them, and no one wants them for a reason, so I think they’re almost seen as a lost cause.” —Jelani, former foster youth

27. What do FYWD Need?BUY IN! To move from the passenger to the drivers seat in driving their own future. To feel that doing so is likely to result in POSITIVE Outcomes! To understand the relationships between benefits planning and career choices. To learn to communicate their disability-related work support and accommodation needs. To learn to find, formally request and secure appropriate supports and reasonable accommodations in education, training and employment settings. * (From Guideposts to Success/NCWD)

28. What do FYWD Need?* Mentors and role models including persons with and without disabilities. An understanding of disability history, culture, and disability public policy issues as well as their rights and responsibilities.  An ability to try out new skills and independence while still receiving support! * (From Guideposts to Success/NCWD)

29. What do FYWD Need? Active Teaching of Self Advocacy as a SKILL! Help NAVIGATING these systems while still IN SCHOOL Acquisition of appropriate assistive technologies. Community orientation and mobility training (e.g. accessible transportation, bus routes, housing, health clinics). Connections with Adult health care providers Appropriate Durable Medical Equipment when needed.

30. What do FYWD Need? Personal assistance services, including attendants, readers, interpreters, or other such services. Benefits planning counseling. Exposure to post-program supports such as independent living centers and other consumer-driven community-based support service agencies and HELP making initial contact.

31. Barriers to Empowering Youth w/Disabilities Stigma (Youth want to be “NORMAL”). Systemic problems. Youth and other agencies do not understand benefits. Bureaucratic “burnout.” Lack of training for Child Welfare and Education re: disability civil rights/community available. “Voluntary” nature of Independent Living Skills Programs means youth who can’t or won’t participate may not get “plugged in.” Continuing issue with AB12--how to increase buy in.  Foster parents/group homes caring for youth with disabilities lack training in transition AND in disability.

32. What can we DOto support Youth in Transition? Ask Ourselves: How will they find us? How will they get to us? How will they know we are there for them? How will they know that we “get it”?

33. What can we DO? BE AWARE: Many youth clients will not “identify” themselves as former foster youth Homeless youth are very likely to have spent time in Foster Care—ask! FYWD may not be aware of their disability status—ASK if they had an IEP or 504 plan, but also ask if they “received special help” or "resource" in school.

34. What can we DO?  KNOW THE OPTIONS  Has Student been referred to 504 or Spec Ed? Should "I" make that referral? (if not you, who will do it?) ASK ourselves:  Is this student AB 12 eligible?   Remember, students can "reenter" voluntary  dependency, and like many other youth, may crash and burn first time out!

35. What can we DO in our direct service work with youth? Don’t give pointless referrals. Respect Student Choices (don't give choices and then override them) Just because a person doesn’t want spotlighted as a student with a disability at their school, doesn’t mean they do not want support around those issues.  Have alternative ways of assessing students for LD  that raised self confidence Don’t tolerate negative self talk, and refer students for mental health support when you see this as an obstacle Encourage group work in special-ed classes among students . Be HANDS ON when it comes to specific tasks needing to be done. Call together, write letter collaboratively.  Google Docs is a great thing to actively teach!

36. What can we DO in our direct service work with youth?  Be HANDS ON when it comes to specific tasks needing to be done. Call together, write letter collaboratively.  Google Docs is a great thing to actively teach by doing! REFER for Special Education Assessment--do not rely let foster care status be a barrier or excuse for not assessing! (CAHSEE can be waived for seniors who have not passed and have an IEP or 504 plan) Remember that a 504 plan is a general education support plan to LEVEL THE PLAYING FIELD Help Ed rights holders understand:  Special education is not a "place" but a package of services, support, instruction provided in the LEAST restrictive environment

37. What can we DO? Assist Youth in requesting school records to determine when last assessed, if eligible, disability designation, etc.  Making requesting education records routine part of school exit--may be needed later!  Assist youth in creating a PORTFOLIO that includes a letter of introduction and a description of necessary accomodations for employers and/or Colleges/Vocational Training programs

38. What can we DO? For youth coming who have “DROPPED OUT” of school, BE PARTICULARLY AWARE: Mental health, behavioral and learning disabilities put students at risk of being “pushed” out when needs are not met—esp. when there is no parent advocating for youth. Youth with a previous IEP who were never formally exited (meaning assessment showed no eligibility) from Special Education and without a diploma CAN reenter school system in various ways--engage district! For pregnant and parenting teens, understand all options, and keep IEP /504 support in place wherever education is being provided.

39. What can we DO? If assessments in school or health records are more than three years old, youth have difficulty qualifying for services in college, accommodations for GED, SAT, etc. Make sure student has copies of most recent triannual assessments. Encourage youth to use time sensitive benefits (MediCal) to get new assessments, or refer to “assessment classes” available at some community colleges.

40. What can we DO? EDUCATE OURSELVES: What are Chafee Grants? AB 12 nuts and bolts How does financial aid work for these youth? SSI (special requirements for counties to help youth apply prior to emancipation). What Housing Options exist? Know the players in your district and county!  Know the "go to" people up the chain of command.

41. Tips for Best Practice • Engage rather than force a client to engage in the transition process • Learn, educate, and respect client wishes when it comes to disability disclosure • Always make sure your client is given complete and accurate info about things such as sex, drugs, alcohol, and other “adult“ topics. • Understand that clients with disabilities may be accountable to many providers

42. Other Helpful Ways to Build Confidence in Youth with Disabilities • Introduce them to disability sports and art organizations • Have youth come up with a list of 5 things they love about their disabilities • Never let a youth refer to themselves as stupid or dumb • Remind youth they are entitled to receive the resources they need regardless of the budget situation

43. Some Resources Youth Need to Know About… • Youth Organizing Disabled and Proud • Youth Leadership Forum • Disability 101

44. What is YO? Youth Organizing Disabled and Proud (YO) is a statewide initiative for youth with disabilities ages 14 -26 The program offers: • Free workshops and conferences that encompass leadership development, social activities and transition planning • A hotline which youth can call for support around transition • Professional development for agencies • Online directory of disability service agencies throughout California • And many other services

45. What is YLF? • A free conference for youth with disabilities held every year in July at the state capital • Youth are selected to go based on their work in the community • At YLF, participants learn about the disability rights movement receive information and support around transition, and participate in social activities like dances, talent shows and field trips

46. What is Disability Benefits 101? Disability 101 is a website that has information on applying for different cash-aid programs as well

47. Other Resources for Youth • Transition toolkits • Local programs for youth with disabilities • Ed Roberts Campus in Berkeley CA • Disability Mentoring Day • Disability Capitol Action Day

48. For a copy of today’s PowerPoint presentation and links to additional resources, visit the DREDF website at http://www.dredf.org/special_education/trainings.shtml

49. For more information on CILs Contact the local Independent Living Center Or call CFILC at: Phone (916) 325-1690TDD (916) 325-1695Fax (916) 325- 1699 Visit the CFILC web site at www.cfilc.orgfor a listing of Centers and contact information.

50. Parent Training & Information (PTI) Centers provide technical assistance and training to parents/guardians of school-age children with disabilities, and professionals who serve them. PTIs by region/state:http://www.taalliance.org/ptidirectory/pclist.asp Contact DREDF at: Phone/TTY (510) 644-2555Toll Free (800) 348-4232Fax (510) 841-8645Email iephelp@dredf.orgWebsite www.dredf.org