Foster Youth Supporting Educational Success Acknowledgements Thank you

Foster Youth: Supporting Educational Success

Acknowledgements Thank you to the following for their contribution to this training… � John Burton Foundation � Career Ladders Project � Stuart Foundation � Walter S. Johnson Foundation � Kizzy Lopez, CSU Fresno � Ana Homonnay Photography � Foster Club

CA College Pathways Ø Statewide initiative Ø Includes CCC, CSU, UCs and Private Campuses Ø Goal is to increase college access, retention & graduation for foster youth Ø Provides Technical Assistance, Training, Advocacy and Support for Foster Youth Campus Support Programs Ø More information at www. cacollegepathways. org

A Glimpse at Child Welfare

Overview of Child Welfare Ø Children 0 -17 typically enter foster care due to abuse and/or neglect in the home. Ø Approx. 50, 000 children and youth are currently in foster care in California. Ø Although the goal is to move children out of the system into permanent homes, in 2011 approximately 4, 000 foster youth in care turned 18 in California.

Closer to Home: County Specific Data �{Add information to this slide specific to the county in which the training is taking place if available. }

Where do Foster Youth Come From? Ø Factors associated with increased likelihood to enter foster care Poverty Adolescent parenthood Drug and Alcohol abuse Ø Common experiences prior to entering foster care Inadequat e health care Exposure to violence

Myths and Facts �Myth: All youth in foster care juvenile delinquents �Reality: Contrary to this common misconception, the vast majority of children and youth in foster care were placed in foster care because they experienced abuse or neglect, not because of their own behavior

Experiences Foster Youth Face Removal from home Separation from siblings Instability - multiple placements Frequent changes in school

By age 24… Ever homeless Currently employed Women ever pregnant Median income Men convicted of crime Women convicted of crime Foster Youth 24% 48% Comparison 75% $8, 000 59% 28% 40% $18, 300 10% 2% NA 74% DESPITE THESE STATISTICS – MANY FOSTER YOUTH DO ENROLL IN COLLEGE

Recent Changes AB 12 (2011) – Extended Foster Care �Youth can now stay in foster care until 21 �Eligibility requirements can include going to college or vocational school � 2. 5 times greater likelihood of attending college and 3 times more likely to obtain BA �Can live with foster parents, relatives or independent housing AB 194 (2012) – Priority Enrollment

Trauma and Brain Development Importance of early development Quality of architecture Changes in adolescence Prefrontal Cortex

The Gap Limbic System Prefrontal Cortex Emotionality Impulse control Mood State Setting Priorities Reward/Pleasure seeking Processing social information Decision making Self-control; self-regulation Initiating appropriate behavior

Trauma and Toxic Stress Complex trauma Ambiguous loss Brain Development Disruption Hypersensitivity to Stressors Increase risk for psychopathology & physical illness

Summary of Impact Ø Problems with trust, autonomy, initiative Ø Difficulty with independence, intimacy, self-care Ø Patterns of intense, unstable relationships and interactions Ø Interference with cognitive development Ø Difficulty interpreting and identifying emotional responses

Mental Health Warning Signs Ø Changes in academic performance Ø Inability to cope with daily problems/activities Ø Excessive worrying and anxiety Ø Withdrawal, loss of interest, anger Ø Drug/alcohol use Early intervention is key to long term recovery

The Good News – Resiliency! �Support protective factors ◦ Promote social capital ◦ Set high expectations ◦ Provide opportunities for meaningful participation �Trauma-informed interventions and practices ◦ Avoid re-traumatization What is wrong with you? What has happened to you?

Putting it into perspective “Aging Out and the Brain” http: //www. youtube. com/watch? v=CVOX 1 d. Z 1 J 6 s&feature=youtu. be

Foster Youth and College About 83% of foster youth say they want to go to college In California 43% enroll in college as compared to 59% of the general population Approx. 15, 000 enrolled in community colleges and 3 -4, 000 more in CSUs and UCs.

Why do foster youth experience poor academic outcomes? Children and youth in foster care four times more likely to change schools in a given school year than other students. Placement changes disrupt their education High rates of disability Nearly one in five youth in foster care has a disability, twice the rate of the general population Poor school quality 15 percent of children and youth in foster care attend the lowest performing 10 percent of schools in California, as compared to just 10 percent of the general

Together, these experiences result in serious academic delays 100% 11% 90% 80% % of students who scored at each of five proficiency levels at the California Standards Test in English Language Arts 24% 15% 23% 35% 13% 17% 50% 70% 60% 27% 28% Far below basic Below basic 32% 50% Basic 40% 26% 30% 23% 20% 15% 22% 12% 4% 0% General population Economically disadvantaged Foster youth Proficient Advanced

Barriers to Retention � Lack financial and emotional support from a caring adult � Uncertain how to ask for help � Study skills and other basic know-how not well developed � Difficulty navigating college system � Most are first-generation, low-income students � Housing instability Foster youth are three times more likely to persist in college if they participate in a campus support program for foster youth

Percentage of community college enrollees who persisted at least one year 70% 62% 60% 48% 50% 41% 40% 30% 20% 10% 0% General population Comparison population Foster youth

Overview of Campus Support Options Comprehensive Foster Youth Campus Support Program Light-touch support Community College FYSI Liaisons EOP/EOPS Programs Disability Support Programs

Support on Your Campus �{Describe �{how support on your campus} to refer} �{provide contact information}

IN THEIR OWN WORDS http: //www. youtube. com/watch? v=Z-IFJew 3 Hys&feature=youtu. be

How You Can Help

Campus Success Factors Directed Students have a goal and know how to achieve it Focused Students stay on track – keeping their eyes on the prize Nurtured Students feel somebody wants them to succeed and helps them succeed Student Support (Re)Defined: Using student voices to redefine support, RP Group, January, 2013.

Campus Success Factors Engaged Students actively participate in class and are involved in extracurricular activities Connected Students feel they are part of the college community Valued Students’ skills, talents, abilities and experience are recognized. The can contribute and are appreciated. Student Support (Re)Defined: Using student voices to redefine support, RP Group, January, 2013.

How Faculty Can Support Foster Youth � Identify who the foster youth are in your classes � Provide career exploration, discipline specific advising and mentoring to foster youth � Connect students with the foster youth campus support program or FYSI liaison ◦ Include information on syllabus ◦ Post flyers in classroom � Let foster youth campus support program know you are willing to be a resource

How Faculty Can Support Foster Youth (cont. ) �Provide regular feedback on these students’ performance and progress �Offer direct and tangible academic support – ensure foster youth understand course material �Communicate and demonstrate to foster youth that you care about their success �Respect foster youths’ privacy

Counselors and Support Staff Ø Connect foster youth to support programs and academic assistance Ø Be aware of the signs and symptoms of mental distress and refer to resources Ø Communicate and demonstrate to foster youth that you care about their success Ø Ensure that all eligible foster youth receive priority registration Ø Assist students to obtain needed documentation of foster youth status

Counselors and Support Staff (cont. ) Ø Make sure foster youth are accessing all available financial aid Ø Prioritize access to student success services and academic supports for foster youth Ø Create mechanisms for accountability to incentivize student performance Ø Identify a point person in each department (financial aid, admissions, disabled students services, etc. ) for foster youth.

Believe in Foster Youth “No one rises to low expectations” – Les Brown � Danger of the self-fulfilling prophecy � Set high expectations – regardless of past performance � Consistently express expectation that the youth will graduate from college and go on to a successful career � Use such phrases as, “When you transfer to a four year university…. ”

For More Information www. cacollegepathways. org Devon@johnburtonfoundation. org Debbie@johnburtonfoundation. org