1. TURNING DREAMS INTO DEGREES
Ed. Course 1: Supporting Foster Youth through Early College Awareness and Preparation

2. Facilitator’s Note: Use this opportunity to provide welcome and introductions

3. Acknowledgements
This presentation was developed by John Burton Advocates for Youth and UNITE-LA, with input from L.A. County Department of Children and Family Services (DCFS) and Foster and Kinship Care Education (FKCE) specialists. This curriculum is part of an overall strategy within the L.A. Opportunity Youth Collaborative’s Foster Youth College Advancement Project to increase postsecondary attainment for foster youth in Los Angeles County.

4. Agenda Why college matters
Unique barriers that foster youth face in higher education
How caregivers can make a difference
Understanding the different college pathways
Tools for exploring college and career paths
Resource and supports for foster youth- college is possible!
Educational Planning milestones- 6th-10th grade
Where to get support
Practice case scenarios
Facilitator’s note: The purpose of this module is to empower caregivers to discuss the value of higher education with their youth and provide ideas for how they can play an active role in supporting their youth to college. For caregivers with youth in middle school or in the early high school grades, college can seem so far into the future that it can take secondary importance to more immediate concerns. Caregivers will learn the significance of early college exploration and preparation and key steps that they can take to help youth turn their dreams into degrees.

5. Why College?
Understanding what is at stake for our youth

6. Are they a former foster youth?
Colin Kaepernick,
Former NFL Quarterback
Attended University of NV
Richard Martinez, Pomona USD Superintendent
Attended Cal State L.A.
Bobby Cagle,
DCFS Director
Attended UNC Chapel Hill
Faith Hill,
Singer
Attended Hinds Community College
Steve Jobs,
Co-Founder of Apple
Attended Reed College
Simone Biles,
Olympic Gold Medalist
Attending University of the People
Facilitator’s note: To use this slide as an interaction opportunity, the facilitator may click through each individual and ask participants to raise their hand if they think the individual is a former foster youth. Alternatively, the facilitator may list all individuals and then ask participants to vote by show of hands for the individual who they think is a former foster youth. After participants make their guesses, inform them that each and every one of these successful individuals were not only in foster care, but also went on to college and pursue their career interests. This activity is meant to illustrate some of the many possibilities that foster youth can achieve by pursuing a higher education.
This shows us that, despite the challenges that foster youth may face, attending college and building a successful future are possible!
Today’s training will help equip you with the skills and resources to support your youth and help them turn their dreams into degrees.

7. This translates to $1 MILLION more dollars over your lifetime!
Education Pays Off
Median Annual Salaries, by Education Level
This translates to $1 MILLION more dollars over your lifetime!
$61,400
$46,000
$36,800
Why is higher education so important? Simply put, the investment you make to pursue a college degree pays off in terms of future earnings. When added up over the course of one’s lifetime, the difference in earnings can equal to a million more dollars!
Source:
H.S. Diploma
Associate Degree
Bachelor’s Degree
Source: College Board, “Education Pays” (2016)

8. Education Pays Off in Other Ways...
Lower unemployment rates
Improved health outcomes
Increased civic participation (ex: higher voting & lower incarceration rates)
Greater likelihood of one’s children attending college
Increased career satisfaction
Not only do college graduates earn more on average, but they also have greater job stability and lower rates of unemployment.
College is the key to ensuring economic security. Nationally, 65% of all jobs will require postsecondary education by 2020.
On the flip side, there are fewer options for those without college degrees now, and there's more competition for jobs that pay less and have less security. Investing in a college degree is a much better deal- you have more options that pay better, too!
A college degree is also associated with other positive life outcomes such as improved health outcomes, increased civic participation and greater likelihood of one’s children attending college.
The goal isn’t just getting foster youth a job, but helping them achieve meaningful careers, and become self-actualized adults. It’s thinking beyond self-sufficiency, and recognizing that higher education is a key part of achieving well-being.
Sources:

9. College Aspirations vs. College Realities
91% want to go to college
This study looks at foster youth students within California.
Our foster youth understand that a college degree is desirable - 91% report that they want to go to college.
However, aspiring to college and making it through to that degree are two different things.
Source:
CalYouth Study ( page 64.

10. College Aspirations vs. College Realities
43% enroll in college
Foster youth face many obstacles and information gaps along the way - only 43% end up enrolling in community college in California.
Source:
At Greater Risk ( page 12.

11. College Aspirations vs. College Realities
8% complete a degree
Once in college, foster youth also experience unique challenges - resulting in just 8% completing a 2- year or 4-
year degree by the age of 26.
Many foster youth face unique barriers that are linked with poor academic outcomes for foster youth.
Foster youth often get labeled as “not college material” or “not college ready”, however it is important to be aware of the factors that may be contributing to their current performance in school and know that these youth, in spite of these challenges, can still go to college and be successful. It’s up to us, as caring and supportive adults, to continue to help them reach their goals and believe in their potential.
Source:
8% is from the Midwest study ( page 20.

12. What do you think about college?
Do you have any fears or concerns about college for your youth?
Do you have a question about college?
Our perceptions of college are informed by many external messages and information that we receive from family and friends, teachers and counselors, peers, the media, and of course, caregivers.
Let’s take some time to reflect on your thoughts about college, any fears or concerns about college for your youth, and a question about college that you might have. Throughout the training we will aim to address these questions and concerns and think about how your perception of college may inform or influence your youth.
Facilitator’s Note: Here’s a chance to get your audience engaged. Take minutes to try one of our suggested facilitation activities:
Pair and Share: Ask caregivers to introduce themselves to one person seated next to them. As a pair, caregivers will ask each other the questions listed on the slide. Once the facilitator calls participants back into one large group, volunteers will share back what responses their partner provided. Facilitator will then guide the discussion to identify common themes and experiences.
Post-It Collage: Before the presentation, facilitator can place 3 Post-It notes at each seat. At Slide 11, the facilitator can ask audience members to jot down their answers on each Post-It that correspond to questions #1-3. Caregivers can then stick their notes up on a wall in a section that corresponds to the question. The facilitator can cluster common responses together and read aloud the messages that were most common and guide group discussion.
Poll the Audience: Before the presentation, facilitator can place a red note card and a green note card at every seat. At Slide 11, the facilitator can read aloud several statements and ask caregivers to hold up a green card if they agree with the statement (or if the statement applies to them) or to hold up a red card if they disagree with the statement (or if the statement does not apply to them). For example, the facilitator might read aloud the statement “I think that college is essential to achieving a meaningful job” or “I think that college is expensive” Facilitator can then call on 1-2 volunteers to elaborate on why they agreed/disagreed with the statement and facilitate a group discussion. The facilitator can then ask 2-3 participants to share any questions they may have about college that they are hoping to get answered during the training.

13. What unique barriers do foster youth face in higher education?
As mentioned before, many foster youth face unique barriers that are linked with poor academic outcomes.
Let’s take some time to better understand what these barriers are and how we can support foster youth who many be experiencing these obstacles.

14. Frequent Changes in Schools
This may lead students to:
Foster youth are
4 times more likely than their peers to change schools in a given school year
Fall behind with course material
Receive only partial credit from not finishing a full-term course
Research shows that children and youth in foster care are four times more likely to change schools in a given school year than other students.
This instability comes from frequent placement changes and can lead to students falling behind in studies, missing needed classes and being unable to form relationships with teachers, peers and school counselors who may be able to help them academically.
Changing schools can be traumatic for many students, and is often also associated with changes in their neighborhood, community, friends and even family.
Source:
Barrat, V. X., & Berliner, B. (2013). The Invisible Achievement Gap, Part 1: Education Outcomes of Students in Foster Care in California’s Public Schools. San Francisco: WestEd.
Have difficulty forming trusting relationships with teachers, peers and school counselors who may be able to help them academically

15. Caregivers can advocate for students to stay in their school of origin, if it is determined to be in their best interest. Learn more at:
Given the impact of changing schools, caregivers can play a role in advocating for students to stay in their school of origin, if it is determined to be in their best interest.
For example, it might be best for the student to finish their semester to take their exams so that it doesn’t interfere with their learning and completion.
Caregivers can learn more about student’s educational rights at the link provided.

16. Foster Youth Often Lack Information and Support
Lack consistent adult role models
Lack information about higher education, financial aid, and other supports
Lack support in applying to college
Foster Youth Often Lack Information and Support
This slide highlights some additional reasons why foster youth may struggle to realize their college dreams.
Lack of adult role models to provide support and guidance.
Lack of support applying to college. Filling out applications for college, including applying for financial aid, can often be challenging and overwhelming. Most students benefit from having an adult assist them with this process, but for many foster youth, they lack this type of support and guidance.
Lack of information about higher education, financial aid, support, and resources. Many foster youth may not learn about the resources available to support them, until it is too late.
High school counselors often label foster youth as not college ready
High schools often don’t have the appropriate supports for SPED students

17. High rates of trauma WHAT PEOPLE SEE Behavior Values Beliefs Feelings
Thoughts
Expectations
See below the surface. Child’s behavior is just the tip of the iceberg.
It is estimated that approximately 90-percent of children in foster care have experienced a traumatic event, with nearly half reporting exposure to four or more types of traumatic events (Stein et al., 2001).
Trauma can affect a child’s values, beliefs, feelings, thoughts and expectations not only about themselves, but also about the adults who care for them and the world around them.
The effects of trauma are often not visible. People only see the child’s behaviors and tend to forget about what might be below the surface.
WHAT IS HIDDEN

18. The Invisible Backpack
“I don’t want to go to college”
The Invisible Backpack
I’m not rich enough.
I’m not good enough.
No one will understand me.
I’m stupid.
I’m scared.
I can’t trust anyone.
It’s important to keep in mind the role of trauma and how that might affect a student’s believe about education, college and their future.
Remember, trauma can affect a child’s beliefs and expectations about themselves, the adults who care for them and the world around them.
Facilitator’s Note:
Prompt the audience to first share their ideas about some of the beliefs and attitudes that a foster youth may hold, due to their traumatic experiences, which may contribute to the belief or statement of “I don’t want to go to college.” After they have shared their ideas, show the possible responses in the blue comments.
Connect this slide back to the caregiver’s perception and thoughts about college and reflect on how this might affect the youth’s beliefs, attitudes or thoughts about college.
You can connect these concepts to the Invisible Backpack activity caregivers may have participated in during their RFA Training
No one cares about me or my future.
I always fail. Something is wrong with me.

19. Impact of Trauma at Home & in the Classroom
Impaired sleeping
Changes in appetite
Difficulty focusing or concentrating
Lower school performance or impaired learning
Changes in behavior- anger outbursts, irritability, absenteeism, etc.
Difficulty with authority, redirection or criticism
Emotional numbing
Over or under reaction to environment stimuli (sirens, physical contact, doors slamming, bells, etc.)
In addition, some youth get labeled with a disability or Individualized Educational Plan (IEP) due to their trauma and the impact of their trauma.
This label can often come with a negative stigma that teachers, providers or even youth may hold about themselves. At times, youth are not challenged or supported to their full potential.
Even if a youth has experienced trauma or has an IEP, college can still be possible.

20. Using a Trauma-Informed Approach
Acknowledge the trauma that youth have experienced
“What’s wrong with them?” vs. “What happened to them?”
Avoid labels that the youth “isn’t college material”- continue to motivate and instill hope.
Be patient - many youth are in “survival mode” and may have difficulty thinking of or planning for their future.
Fixed mindset vs. growth mindset
Example: A student does bad on their math test and thinks “I’m stupid or I’m bad at math” vs. “If I practice and study I can do better”
Caregivers can support and reward efforts and actions, instead of just telling them that they are smart in general
It’s important to use a trauma-informed approach, even when supporting youth with their educational goals.
This includes acknowledging the trauma that youth have experienced, and remembering what events may have occurred that are leading to the behaviors, attitudes or beliefs of the child.
Avoid labels that the youth “isn’t college material”- continue to motivate and instill hope. We’ll talk more about why this matters.
Be patient - many youth are in “survival mode” due to the trauma that they have experienced. It can be an automatic response when someone’s life or safety has been threatened. This means that their brain shifts to be on the defensive and focused on making sure that they are safe. They may have difficulty thinking of or planning for their future.
In a fixed mindset, people believe their qualities are fixed traits and therefore cannot change. These people document their intelligence and talents rather than work to develop and improve them. They also believe that talent alone leads to success, and effort is not required.
Alternatively, in a growth mindset, people have an underlying belief that their learning and intelligence can grow with time and experience. When people believe they can get smarter, they realize that their effort has an effect on their success, so they put in extra time, leading to higher achievement.
Source:
Facilitator’s Notes: Prompt the audience to identify more examples of a fixed mindset vs. a growth mindset. Example- someone with a fixed mindset might avoid challenges, or give up before ever trying, while someone with a growth mindset might embrace challenges as opportunities for growth.

21. How Can You Make a Difference?
In spite of all of the unique challenges that foster youth face, the good news is that foster youth are resilient and strong and can overcome these obstacles and achieve their educational and career goals.
Creating a college-going culture in your home

22. The single most important factor influencing a positive outcome for
children and youth is a
lasting relationship
with a caring, engaged adult.
Host of research that supports this.
For foster youth – they often have never had this and it’s likely they don’t have such a person in their life. You can be that person who inspires them to see themselves in college and who can support them in the college planning and enrollment process.
Or you can ensure that they are connected to someone who can be their educational champion and mentor through this process.
In your day to day interactions with youth, you have the ability to send positive messages about them, motivate them as they undertake this journey, and help connect them to resources and supports.

23. How to Create a College-Going Culture
Inspire:
Hang college posters or pennants in their room
Display awards or good grades to praise their academic performance or improvements
Connect to mentors and role models
Complete career assessments to discover strengths and interests
There are many ways to create a college-going culture in the home.
Whether you have gone to college or not, or maybe it’s been awhile, you can play a meaningful role in helping to motivate youth and building their knowledge about college.
Here are a few suggestions of how to inspire youth:
Hanging college posters or pennants can help to create an environment that is college-friendly.
Display awards or good grades to encourage their academic performance. It’s important to also praise improvements in grades or positive changes in academic behaviors to recognize if efforts were made. Remember, this can help encourage a growth mindset.
Connect young people early and often with foster care alumni who are enrolled in college or who have completed postsecondary education or training to help them envision that college is possible.
Career assessments can be a fun way to expose youth to the range of career options available, as well as bring home the reality of schooling needed for most career paths.
Attend a foster youth celebration on a local college campus (these usually happen in May)
Facilitator’s note: More information about career exploration will be further discussed in Slide 31.

24. How to Create a College-Going Culture
Encourage:
Danger of the self-fulfilling prophecy
Set high expectations – regardless of past academic performance
Consistently express the expectation that the student will graduate from high school and go on to college
Use such phrases like “When you go to college….” or “where…” instead of “If…”
Motivate from a young age
What you say to a young person matters more than you may think.
Assuming that a youth cannot go to college can have a significant negative outcome whereas believing in a youth’s ability to be successful, regardless of their past, can be a strong motivator.
Example:
In the famous Oak School experiment, teachers were led to believe that certain students selected at random were likely to be showing signs of a spurt in intellectual growth and development.
At the end of the year, the students of whom the teachers had these expectations showed significantly greater gains in intellectual growth than did those in the control group.
Studies conducted in higher education settings show an equally significant "expectancy advantage" for those for whom instructors maintain higher expectations.
It’s important to send these encouraging messages early and often!
“No one rises to low expectations.”
– Les Brown

25. How to Create a College-Going Culture
Build College-Knowledge:
Visit college websites with youth
Attend college tours, college fairs or college events (i.e. sports games)
Connect youth to campus support programs
Explain the differences between college and high school
Discuss the non-academic benefits of college
Discuss the long-term financial benefits
In addition to inspiring and encouraging youth, it’s also important that they build their knowledge and awareness about college and know what to expect.
Have students attend college tours or college fairs. This can be a great activity to do together and helps the student get exposed and familiar with a college campus. If you aren’t able to take a student on a tour, you can visit a college website together. Many now have interactive virtual tours and videos.
Another creative way to expose youth to college is to bring them to college events, such as sporting or performing arts events and activities
Connect foster youth to the campus support programs. We will talk more about these programs & what they offer, but helping to facilitate a warm-handoff to a staff member can make a youth feel more comfortable and connected to a college.
Explain how college is different from high school. College has flexible schedule, student chooses own classes based on educational and career goals, much wider range of options (including vocational training), opportunities for extracurricular activities, online classes, Saturday and weekend schedules. This is particularly important for youth who didn’t like high school to understand the differences.
Non-academic benefits include more career options, chances to explore new fields, opportunities to develop critical thinking and communication skills, meet new friends and develop connections.
Show youth the statistics from the earlier slides that demonstrates income differentials between a high school diploma vs. a college education. For some youth, money can be a motivator!
Virtual or in-person tours

26. Keep Youth Accountable:
How to Create a College-Going Culture
Keep Youth Accountable:
Regularly ask how they are doing in school.
Instead of asking “How was school?”, ask specifics like “What did you learn in class today?” or “How did you feel about the math exam?”
Check for homework completion
Explore incentives or rewards for positive school performance
Holding youth accountable can include setting clear expectations, asking frequently about school and grades, checking for homework completion, following up on tasks related to education, or using texting for reminders about tasks.
In addition to hanging positive grade or awards at home, explore ideas to provide incentives or rewards for positive school performance.
This may be for positive performance academically or behaviorally. Get creative- this may not be a “gift” but could include an outing or activity.
Facilitator’s Note: This can be an opportunity to ask the audience if they have any other ideas that they have used that have been effective.

27. A College Path for Everyone
The term “college” can mean a lot of things. While the common college experience portrayed in the media is that of a first-time college freshmen enrolling directly at a four-year university, there are in fact many more paths available. Foster youth should be empowered with information about these various paths so that they can make the choice that is best for them at this point in time.
Understanding available higher education options

28. Finding Your Best Fit Type of College Example What to Know…
Public 2-Year: California Community College (CCC)
Public 4-Year:
Cal State University (CSU) or University of California (UC)
Santa Rosa Junior College
Affordable option for a 2-year degree (Associate’s Degree), certificate or CTE program, or transfer path to a 4-year school
Many resources and supports for foster youth
Smaller classes, but often a longer time for completion
More accessible: No GPA minimum, admissions tests or essays. Open to everyone!
Priority transfer admission to CSU’s, UC’s and more than 37 HBCU’s!
Close to home, but generally no housing available
Depending on your student’s educational goals, learning styles, and other preferences, there is sure to be a type of higher education institution that is a good fit for them. It’s important to understand the various college pathways available to students.
Facilitator’s Note:
Use this as an opportunity for group interaction. Ask if they can identify examples for each type of college or things to know before showing the responses in each box.
CTE stands for Career and Technical Education. Let the audience know that we will talk about about these programs shortly, but it’s important to note that they are offered at our community colleges.
HBCU stands for Historically Black Colleges and Universities, many of which are located across the U.S. south and east coast. Some participating HBCUs include Fisk University (where Congressman John Lewis attended) and Tuskegee University (home of the famous Tuskegee Airmen, who fought in World War II).
To learn more about transfer to HBCU schools, visit:
CSU Sacramento
Affordable option for a 4-year degree (bachelor’s degree)
Many resources and supports for foster youth
Typically larger class sizes
Have a selective admissions process that requires testing and essays
Higher tuition than community colleges but financial aid is available
Generally offer housing (ex: dorms, apartments)

29. Finding Your Best Fit Type of College Example What to Know…
Private college or university
Out-of-state college or university
Typically more expensive 4-year degree at a UC or CSU, however, financial aid may be available
Some have smaller class sizes
Typically have a selective admissions process that requires testing and essays
Foster youth specific resources vary by school
Generally offer housing (ex: dorms, apartments)
USC
Typically more expensive than a 4-year degree at a UC or CSU, however, financial aid may be available
Large and small class sizes
Can provide a new environment, or can be culture shock
Admissions processes vary by school
Foster youth specific resources vary by school
Housing options will vary by school
Arizona State University
Regardless of which of these paths a student choses, those who enroll in college directly after high school are 40% more likely to persist in college than those who take a year or more off.  
Facilitator’s Note:
Use this as an opportunity for group interaction. Ask if they can identify examples for each type of college or things to know before showing the responses in each box.

30. Career & Technical Ed. (CTE)
Can be shorter programs (ex: 6 months - 12 months)
Financial aid is available
Many CTE programs offered at community colleges, which foster youth can often attend for free
Programs prepare students for good-paying jobs in specific industries
Manufacturing
Transportation
Agriculture
Architecture
Bio Technology
Culinary Arts
Construction
Fashion
Healthcare
And more!
Career & Technical Education include fields such as building trades and construction, graphic design, fashion design, auto repair, health care, energy technology, paralegal, cosmetology and more!
Can be shorter term programs leading to certificates and increased wages
They provide targeted, career-focused training
Financial aid is available for CTE programs as well
Many CTE programs are now found at local community colleges which many foster youth can attend for free. This is much more affordable than private and for-profit vocational programs, or Proprietary Schools.
Earn a Plumbing Technology
certificate at L.A. Trade Tech
and make $60,000!

31. PROPRIETARY OR FOR-PROFIT (PRIVATE) VOCATIONAL SCHOOLS
Costs more than similar community college programs
High rates of student debt
Poor job outcomes
Some are under federal investigation
Use extreme caution before enrolling
In recent years, several proprietary institutions have come under scrutiny for the poor employment outcomes of their graduates.
In some cases, graduates struggle to find employment and may even have difficulty repaying any student loans that they took out to cover the costs of their education.
Overall, it is important to take into consideration the cost of these private institutions and encourage students to explore all of their options to avoid unnecessary debt.
Some institutions lead to higher debt and do not necessarily lead to favorable employment outcomes, wage gains or expanded career opportunities.
One tip for foster youth who are interested in vocational education is to consult the California Student Aid Commission website for a list of schools that are approved for use of Cal Grant dollars as these institutions have demonstrated more favorable employment outcomes

32. Tools for Exploring Career Paths
TIP:
Do it together!
Tools for Exploring Career Paths
Learn what the cost of living is in your community and what you need to earn using the Living Wage Calculator: livingwage.mit.edu
Take a career assessment, explore careers, and find California Community College programs with My Path:
Find degree programs that match your career interests with Here to Career, a mobile app developed by the CA Community colleges.
A free web-based career exploration system where students can learn about their career interests:
Explore the real earnings of California Community College graduates, by program type, using Salary Surfer: salarysurfer.cccco.edu
Here are many tools available to help youth find a meaningful career. These websites are a great activity to do together with your youth.
Why is it important to help youth find a meaningful career?
-Increases motivation and meaning to stay engaged in school
-Decreases the likelihood of choosing the wrong degree which can lead to increased time and money
-Goal is to get youth into meaningful careers and avoid college debt
It’s best to begin this exploration in middle school. It’s never too early to start exploring youths dreams and careers.
While not always possible, it’s ideal to first guide youth in exploring their career interests, then find the appropriate major or certificate to match their career interests and then help them determine which institutions offer programs that are in line with their career interests.
Living Wage Calculator- online tool to estimate the cost of living in your community or region. The calculator lists typical expenses, the living wage and typical wages for the selected location.
California Community Colleges “My Path”: Provides info on exploring careers, choosing a college, applying for college and paying for college – lists all CTEs in California!. My Path also includes career assessment tools through “Career Coach.”
Facilitator’s Note: More information about salary surfer will be shared on the next slide. If you have access to internet, use this opportunity to demonstrate one of the website to familiarize the audience with the tool. You could also use this time to have caregivers to use their smartphones or tablets to try these tools on the spot.

33. Salary Surfer: Videos Medium Annual Salary
Explore the real earnings of California Community College graduates: salarysurfer.cccco.edu
Videos
Medium Annual Salary
Example, median annual salary for a certificate in Computer Programming will make $50, years after graduating and $75,885 5-years after
List of colleges that offer that program
Salary Surfer provides salary information for the various programs offered at the California Community Colleges. Students can search by a specific field and learn about the various programs or certificates available. In this example, the results are shown for computer and information science.
Students can explore the various curriculums within that field and watch videos to learn more about that program.
In addition, students can find which community colleges offer the program that they are interested in.

34. College is Possible
Now we are going to go through a set of True or False questions to test your knowledge about higher education.
Facilitators note: There are several ways to facilitate this activity depending on group size and energy. For each slide, the facilitator should read each statement in green aloud before displaying the answer in blue. Facilitator may call on participants individually, ask for a volunteer to raise their hand, or invite the group to shout out  their answer. To encourage audience participation, the facilitator may give out candy or small prizes like college pens, pencils, buttons, or stickers. At times, these items may be donated to trainers by college offices like admissions and records, Extended Opportunity Program & Services (EOPS), NextUp (formerly CAFYES), or foster youth campus support programs of other names.  
Regardless of current academic performance, grades, behaviors or income.

35. True or False?
“Foster youth qualify for a lot of financial aid to assist with the costs of college.”
True:
Most foster youth qualify for a lot of financial aid.
This aid is often “gift aid” that does not need to be repaid and is based on the student’s own finances.
Some financial aid is just for foster youth!
While other students have to provide their parents’ income, foster youth are considered “independent” and don’t have to report parent or caregiver’s income. This also includes youth who have a legal guardian.
Most foster youth qualify for a fee waiver and can attend community college for free.
The Independent Living Program, found within Probation and Child Welfare agencies, may offer additional resources for youth who are attending college, such as help with school supplies, books, clothing and more!
Facilitator’s Note: When discussing bullet point 4, facilitator’s may want to note that even if you have a young person whose case was closed through reunification or adoption, they may still qualify for enhanced financial aid if the case was closed after age 13.

36. True or False?
“Foster youth can register for classes before their peers.”
True:
Foster youth who have been in care on or after their 16th birthday qualify for priority registration at California Community Colleges, UC, and CSU campuses until the age of 26.
“Students with disabilities can go to college.”
True:
All of California’s public colleges and universities have disability services and supports for students, as do most private universities.
Students can get special accommodations, such as extended test-taking time or assistance with note-taking.
Facilitator’s Note: If a young person is adopted or reunified after their 16th birthday they still qualify for priority registration.

37. True or false?
“Most colleges don’t offer support programs for foster youth.”
False:
Most community colleges and public 4-year colleges in California have support programs for foster youth.
They offer a range of supports, from counseling, workshops, tutoring, and opportunities for student’s to build a community with other foster youth in college.
Most of these campus support programs have varying eligibility requirements.
Facilitator’s Note:
See facilitator’s guide to learn more about these programs in Ed. Course 2, Section III: Setting up Foster Youth for College Success.

38. True or false? “Students with a bad GPA can’t go to college.” False:
Even if a student performs poorly in high school, they can still go to college. Community colleges don’t have a minimum GPA requirement.
“Foster youth can get priority access to on-campus housing."
True:
All UC and CSU campuses give foster youth priority access to on-campus housing, which is often impacted.
CSU’s and UC’s have priority placement for foster youth during school breaks, for those that have housing available.
Financial aid can be used for housing costs.
Facilitator’s Note: Almost all UC’s and CSU’s report having housing available during school breaks. Of all those that have housing available during school breaks, they provide priority to foster youth in campus housing during breaks. However, some campuses allow students to remain in that housing at no additional charge, while other campuses do charge the student. There is a range across the state. Not all campuses are open during the Summer term, and for many that are open, students must pay additional fees to remain in on-campus housing. Because these requirements can vary, we recommend reaching out to the campus your youth would be interested in attending.

39. True or false?
“Students can get Extended Foster Care (AB 12) benefits even if they attend college out-of-state.”
True:
Students can continue to get Extended Foster Care (AB 12) benefits, even if they attend a college out-of-state.
In addition, students with AB 12, don’t have to work if they are in school at least half-time.
Extended Foster Care benefits can be used to assist with the cost of living, such as housing or the costs of college.
Assembly Bill (AB) 12 is the law that extends foster care to age 21 in California. If a young person is in a foster care placement (child welfare or Probation) on their 18th birthday, they may be eligible for Extended Foster Care. That means they can take advantage of all the services and benefits Child welfare and Probation has to offer including support, funding and housing (placement). They also may be eligible for re-entry up to age 21 if they decided leave foster care after age 18.
Facilitator’s Note: While technically youth are allowed to do this, some states don’t’ allow social workers to practice social work in their state and some youth do face difficulty with this process.

40. True or false?
“Social workers are required to identify an individual to assist youth with financial aid and college applications.”
True:
Due to SB 12, social workers and probation officers are now required to identify someone to assist foster youth, ages 16 or older, with their college applications and financial aid applications.
Facilitator’s Note: SB 12 became effective on January 1st, 2018, however the All County Letter (ACL) to provide guidance to counties was not released until September While this is the law, LA County is still working on implementation
See CDSS ALL COUNTY LETTER NO 

41. Youth Voice https://www.youtube.com/watch?v=HdEaXo7U5KQ or
Facilitator’s Notes: If you have access to internet, use this as an opportunity for caregivers to watch a video directly from youth about their experiences. Preview the video ahead of time to determine which is best for your audience.
The You Tube video: designed for foster youth and created by the California State University system (4:50)
Students can check out calstate.edu/fosteryouth to find additional resources and information for foster youth at CSU’s.
NextUp videos: These video’s are created by the NextUp program, within the California Community College Chancellor’s Office. NextUp is a foster-youth support program available at various community colleges throughout the state. This program is found at 41 community colleges across the state, in 16 community college districts.
Recommended videos of foster youth students within the NextUp program:
Alicia’s story (1:46)
Jordyn & Ernesto (3:05)
Hear foster youth talk about their dreams (2:19)

42. Education Planning Milestones
As mentioned before, there are many pathways to higher education.
This can include career and technical education, an associate’s degree or a bachelor’s degree.
Which type of higher education is right for your youth will depend not only on their interests and goals, but also on their educational path in middle school and high school.
Depending on the path that the youth chooses, there are various educational planning milestones for each grade that are necessary along the way to ensure that they reach their educational goal successfully.
Helping foster youth chart a course to their college pathway.

43. Foster Youth Educational Planning Guide
Use the Foster Youth Educational Planning Guide for step-by-step information on how to prepare and apply to college
Available for FREE at:
The Foster Youth Educational Planning Guide can be a helpful tool to remember all the steps necessary from middle school to high school to successfully prepare a foster youth for postsecondary education.
This guide also includes resources available to foster youth at both California community colleges and CSU and UC’s.
In today’s training, we will just review the key educational planning milestones in 6th-10th grade, however this guide includes important steps and details for those in 11th and 12th grade as well.

44. Free Resource: Financial Aid Guide for CA Foster Youth
www. student.cacollegepathways.org/ financial-aid or
For those of you with 10th graders, students will have to apply for financial aid in their senior year.
The financial aid process no longer has to feel intimidating and confusing; the student-friendly Financial Aid Guide for California Foster Youth takes the mystery out of applying for and keeping financial aid.
This comprehensive guide begins with an explanation of different types of financial aid available, includes a step-wise guide to completing the FAFSA, tips on what to do after the FAFSA to ensure maximum aid awards, and explains how to stay in good standing and keep getting financial assistance for school.
When the time is right for your student, this guide can be an excellent resource for both students and caregivers.

45. Grade 6-8: Middle School Foundations
Meet with your school counselor
Maintain regular attendance
Seek tutoring, as needed
Explore careers through elective classes and extracurricular activities
These foundations are important not only in middle school, but throughout their high school career.
Meeting with a counselor, both in middle school and high school, helps to make sure that students are on track to graduate.
Facilitator’s Note: Caregivers can speak to their AB 490 liaison to determine what resources are available for tutoring both at their district and in their community. This will be discussed further in the “Where to get support” slide.

46. Grade 9: High School Transitions
Meet with your school counselor
Maintain regular attendance
Seek tutoring, as needed
Explore careers through elective classes and extracurricular activities
* Enroll in “A-G” college prep courses
Join an academic enrichment program (ex: AVID, Puente)
Go on a college tour
Optional: Take the ACT 9th grade practice test
* “A-G” college prep course categories:
History/Social Science
English
Math
Laboratory Science
Language (other than English)
Visual and Performing Arts
College Preparatory Elective
Once in high school, it is important that the student meets with their school counselor every semester to not only make sure that they are on track to graduate, but to also make sure that they are in the right courses depending on their college and career interests.
What are “A-G”? The CSU’s and UC’s require the college preparatory pattern of classes referred to as the “a-g” courses for admission.
There are specific requirements for each of the following categories listed. For example, Math requires 3-years of college-prep math that include or integrate the topics covered in elementary and advanced algebra and two- and three-dimensional geometry.
See page 13 of the Educational Planning Guide to learn more about the specific requirements for each category.
Each school offers different programming and resources. Find out what type of academic enrichment programs are available at your student’s high school.
College tours can occur in 9th grade or even in middle school. It’s recommended that students have multiple opportunities to attend college tours or college fairs.
As mentioned earlier, this can also be a chance for students to learn about the foster-youth specific resources available at college campuses and meet staff and students from these programs.
In addition to college tours occurring at the student’s high school, there may be other foster-youth specific college tours occurring through child welfare agencies, Probation and local non-profits.
Facilitator’s Note:
Learn about any resources or events for foster youth in your local community to share with caregivers. Ask the foster-youth support program at your community college is they have any resources or events to share with caregivers.
More than 4,000 high school career/technical classes are accepted as fulfilling one of the “a-g” course requirements. See “a-g course lists” at ucop.edu/agguide to find out which ones qualify

47. Grade 10: Further Career Exploration and Academic Preparation
Meet with your school counselor
Maintain regular attendance
Seek tutoring, as needed
Explore careers through elective classes and extracurricular activities
Enroll in “A-G” college prep courses
Join an academic enrichment program (ex: AVID, Puente)
Participate in Teen Club with ILP
Go on a college tour
Optional: Take the ACT 9th grade practice test
Request a fee waiver to take the PSAT or ACT Aspire practice test
Register for concurrent/dual enrollment classes at your local community college
Take a career assessment
Find a summer job or internship
PSAT= Practice Scholastic Assessment Test) or ACT= American College Test.
These exams will be required for students applying to a CSU, UC or some private 4-year colleges. It’s recommended that students take the practice exams in 10th grade to help prepare for these exams.
Foster youth qualify for a fee waiver and should not have to pay for these exams. Students can speak to their high school counselor to receive this fee waiver.
Concurrent or “dual enrollment” are courses that count for both high school and college credit. These are often offered at the local community college and are a great way for students to get early exposure to college and continue to explore their college and career interests, while getting course credit.
Use summer wisely and find a summer job or internship to begin to develop workforce readiness skills and explore career interests and strengths.

48. Where to get support
High School Counselor: can help youth obtain a fee waiver for the SAT or ACT and make sure they are taking the right classes to reach their goals.
Foster Youth District Liaison (AB 490 Liaison): can help collect transcripts from different schools, assist students to obtain partial credits to stay on track for graduation, identify tutoring resources at the district and in the community, and assist with determinations for AB 167/216 (graduation requirements for foster youth).
Child and Family Team (CFT) Meeting: can be used to make a plan to support foster youth in reaching their college goals and get connected to supports and resources.
Navigating the college matriculation process can be overwhelming and confusing, even for caregivers.
There are a range of resources and supports to assist caregivers and youth throughout this process.
Facilitator’s Note: For caregivers interested in a comprehensive list of resources, facilitators may print and distribute the “Additional Resources” page found at the end of the Facilitator’s Guide.
Further information about AB 167/216 can be found in the handout provided earlier that is created by the Alliance for Children’s Rights.
AB 490 liaisons are at each K-12 district

49. Independent Living Program (ILP)
Connecting to the
Independent Living Program (ILP)
Example: LA County’s ILP office provides service information and updates at ILPonline.org
The Independent Living Program can be found within each county throughout the state. While the program varies across counties, they can provide services and supports to help eligible foster youth achieve self-sufficiency.
Youth and caregivers can find the contact information of their local ILP director above. It’s a good idea to be in touch with this office about services available to foster youth,
Facilitator’s Note: ILP programs vary county-to-county. Facilitators may update this slide to share information about your local ILP program, the resources available, and the contact information.
Find the contact for your local ILP office by going to Fosteryouthhelp.ca.gov and selecting “Housing.”

50. www.student.cacollegepathways.org STUDENT RESOURCE PORTAL
*Also find the free Educational Planning Guide and Financial Aid Guide for CA Foster Youth
This website includes a range of resources and information for foster youth about higher education. It also includes a search tool to find campus support programs in California and their staff’s contact information.
A version for adults and providers can be found at cacollegepathways.org

51. Let’s practice! Divide into small groups.
Identify one person to take notes.
Discuss as a group how you would handle the student scenario that you are given.
Identify one person to report-out to the larger group.
Facilitator’s Notes: Depending on the number of people in attendance, divide the audience into two or more groups and provide the two vignette’s included in your facilitator’s guide. If you anticipate a larger number of attendees, create a 3rd vignette.

52. So now, what will YOU do? What do you think about college?
Do you have any fears or concerns about college for your youth?
Do you have a question about college?
Facilitator’s Note: This slide is similar to Slide 12. Utilize this slide as an opportunity to explore if caregiver’s perceptions about college have shifted or changed throughout the training. Trainers can reflect with caregivers about their experience and check-in to see if they still have any fears or concerns about college for their youth. Facilitators should ensure that their questions have been answered during the training as well.
As discussed throughout the training, caregivers can play an active role in supporting their youth to college. Lastly, ask the group the new question on the slide that states, “So now, what will YOU do?”
Ask each caregiver to share aloud one thing that they plan to do differently with their youth within the next 30 days to support them in achieving a higher education based on what they have learned in this training.

53. Despite the barriers, foster youth are going to college and beating the odds!
Facilitator’s Note: Use this slide as an opportunity to share photos of foster youth students and graduates from your local college to continue to promote the message that college is possible. Partner with your local Guardian Scholars or NextUp program to gather photos.

54. Thank you!
Insert your contact information on this slide.