1. Student-Centered Planning
Stephanie Neil
Manager, Education Programs

2. Less than half of youth in foster care graduate from high school.
Why we are here today.
Fewer than 50% of youth in foster care in Washington state graduate from high school on time
Less than half of youth in foster care graduate from high school.

3. No High School Diploma = Dire Outcomes

4. In late 2009, Treehouse received a report from the Washington State Institute for Public Policy (WSIPP) that said that not only had the graduation rate not increased – despite the work that Treehouse had been doing for many years – that in King County, it was the worst in the state
Our own data was telling us that, while we were having success with individual students, many needed more comprehensive, ongoing, intensive educational support than we were providing.
And so we set launched the Graduation Success academic support program in King County and set our ambitious goal: that foster youth will graduate from high school at the rate of their peers with a plan for their future by 2017.
Treehouse Goal:
Foster youth graduate from high school at the same rate as their peers with a plan for their future by 2017.

5. Treehouse Progress to Goal
24 persistent 5th year seniors graduated in 2017.
The Treehouse Class of 2016 graduation rate is now 7% higher than the extended rate for all students in Washington state!

6. Working with Youth

7. Why is it important? Provides youth the opportunity:
for their voices to be heard
to create personally meaningful goals
Builds self-determination
Helps youth identify needs and/or extracurricular activities they want to participate in
Helps youth identify people they can count on
Student Centered Planning

8. Self-determination is…
Believing you can control your own destiny.
A combination of attitudes and abilities that lead people to set goals for themselves, and to take the initiative to reach these goals.
Being in charge.
Not necessarily the same thing as self-sufficiency or independence.
Making your own choices.
Learning to effectively solve problems.
Taking control and responsibility for one’s life.
Experiencing the consequences of making choices.
Student Centered Planning

9. Systems that are created to “protect” youth in foster care often hinder opportunities to build self determination.
For example:
Life decisions are often made for them not by them.
Few opportunities to take supported risks.
Few opportunities to self-advocate

10. Getting Started
Understand what, if any, transition or goal planning has already been completed.
By law youth receiving Special Education must have a transition plan by age 16.
The youth may have started college & career planning at school.
The youth may be involved in an ILP.
The youth may have worked with their caseworker and/or caregiver to create a plan.
Student Centered Planning

11. Student Centered Planning Tools
Student Map
Sociogram
Community Integration Tool
Action Plan
Self-Advocacy Tool
Student Centered Planning

12. Student Map Generally a good starting point
*unless low motivation, awareness, or reluctant to discuss future
Captures the student’s hopes
Builds awareness of interests, needs, and strengths
Allows students to identify and offer ideas about what they need to change to reach goals
The STUDENT generates the plan; increases motivation (Example on Page 8)
You will use Dynamics to report student’s goals
Student Centered Planning

15. Sociogram Helps student identify who can be a source of support
Allows students to visualize their relationships and the value of them
Helps them identify who they can count on
Helps identify extracurricular activities
Helps identify who can be the champion for the plan
Student Centered Planning

17. Community Integration Tool
Used along with the MAP Addresses independent living skills Useful when students have a hard time talking about or identifying personal goals
Student Centered Planning

19. Action Plan Makes the SCP Happen
Encourages self evaluation & monitoring
Creates a To –Do list (you will use Dynamics to track action items)
When one action plan is complete; create another with the youth, outlining the next steps.
Student Centered Planning

21. Self-Advocacy Helpful for IEP & Transition Planning Meetings
Self- Advocacy contributes to success, especially in situations where student might be misunderstood or not taken seriously
Helps student state what he/she needs
Student can make expectations clear
Student Centered Planning

23. Examples of Student Centered Plans

24. Your Turn! Think of a personal goal (Can be short-term or long-term)
In pairs, pick a tool to start with:
Sociogram
Map
Community Integration
Create1-3 action steps to move toward goal
Student Centered Planning

25. What was easy about creating the plan?
Reflection:
What was easy about creating the plan?
What was hard about creating the plan?
What goals came up?
Where do they want to live as an adult (e.g.,- Apt., House, with Family, Alone, on a boat)
How many people could they identify as someone they can count on?
What next steps were identified & who is responsible for them?
Student Centered Planning

26. Wrap Up Student Centered Planning in everything we do
Connecting goals to school performance
Questions?
Student Centered Planning

27. Thank you!