Family Finding and Engagement

After 18: Fostering Connections to Success

Post-Secondary Education: Opportunities for Youth in the Era of AB12

Trainer’s Guide

Version 2.0 | November 28, 2012 Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 TRAINER’S GUIDE

Training Tips, Activities, & Transfer of Learning (TOL) Exercises

Table of Contents Segment Page

Introduction 3 General Training Tips 7 Resources 8 Competencies and Learning Objectives 13 Suggested Lesson Plan 14 Segment 1 – Introduction 17 Segment 2 – Icebreaker 18 Segment 3 – AB 12 – A New Opportunity 19 Segment 4 – Encouraging Education Participation 21 Segment 5 – Role-Play Exercise #1 25 Segment 6 – College – The Basics 26 Segment 7 – Access – Enrollment and Admission 29 Segment 8 – Financial Aid 32 Segment 9 – College Retention 36 Segment 10 – Role-Play Exercise #2 39 Segment 11 – Q & A 40 Segment 12 – Evaluation and Close 41

This curriculum was developed by Debbie Raucher of the John Burton Foundation.

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 2 Trainer Guide Introduction

The purpose of this training is to provide an overview of post-secondary education opportunities for foster youth that is targeted to child welfare social workers and juvenile probation officers. With the passage of the California Fostering Connections to Success Act (AB12) youth will now have two additional years to access the support of the child welfare system, creating a tremendous opportunity to improve higher educational outcomes. The goal of this curriculum is to leverage this opportunity to further enhance foster youths’ educational success by giving social workers and probation officers the tools they need to support young people to achieve their educational goals.

Background In 2011, approximately 4,500 youth aged out of foster care in California, transitioning out of care at age 18, and in some cases age 19. Unfortunately, foster youth are often ill-equipped to handle the realities of adult life at such a young age. Foster youth who have aged out of the system without permanency are more likely to be underemployed, experience poverty, have unplanned pregnancies, and experience the adult criminal system.

The federal Fostering Connections to Success and Increasing Adoptions Act of 2008 made extensive policy and program changes to improve the well‐being and outcomes for children in the foster care system, including changes related to the extension of federal funding for foster care services for non‐minors from ages 18‐21 -if they meet certain participation criteria. Participation by states is optional.

California chose to participate in the optional federal program and enacted Assembly Bill 12 (“AB 12”) in 2010, taking a phased-in approach to extend care to ages 19 and 20, and eventually 21 with additional legislation. AB 12 was authored by Assembly Member Jim Beall, Jr. and Speaker‐Emeritus Karen Bass, and is also known as the California Fostering Connections to Success Act. AB 12 was signed into law by former Governor Arnold Schwarzenegger on September 30, 2010.

AB 12 was amended by Assembly Bill 212 in 2011, and further amended by AB 1712 in 2012 to continue the extension of care. AB 212 was signed by Governor Jerry Brown on October 4, 2011 as an urgency measure (meaning its provisions took immediate effect). AB 1712 was signed on September 30, 2012; its provisions take effect January 1, 2013.

Beginning January 1, 2012, foster youth became eligible to participate in extended foster care.

Now called After 18, the extended foster care program in California is already making a difference for young adults.

Extension of Foster Care until age 21

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 3 Trainer Guide On June 27, 2012, Governor Brown signed SB1013 Budget Trailer bill, which closed a gap for those youth who would have had to exit foster care at age 19, and re-enroll, which some youth did experience for the first six months of 2012. The bill authorizes aid to continue to any youth who turns 19 in 2012, or age 20 in 2013. In addition, the trailer bill allows those youth who exited foster care in 2012 solely because they turned 19 during this “gap” to re- enter foster care after July 1, 2012. With the help of SB1013, foster care is extended to age 21 effective January 1, 2014.

Extended Foster Care Participation Requirements In order to be eligible for extended foster care benefits and services, a youth must have had an order for foster care placement on his/her 18th birthday and also had an open dependency/delinquency case on or after January 1, 2012 and continued to be a dependent or Ward of the Juvenile Court (commonly referred to as WIC 300 Dependent or WIC 602 Ward). Youth whose cases closed to guardianship and those receiving Adoption Assistance Program (AAP) support prior to age 18 are not eligible for the same services as the aforementioned youth; they are only eligible to receive extension of Kin GAP, NRLG or AAP benefits paid directly to the guardian or adoptive parent for the care of the young adult until age 21 (if they meet program and eligibility requirements). Kin GAP and AAP youth are not eligible for case management services. NRLG non-minors are no longer dependents, but do have case management services.

Eligible youth who participate in extended foster care are referred to as Non-minor Dependents (NMD) by the statute. Non-minor dependent youth must agree to reside in an approved or licensed placement, remain under juvenile court supervision, meet with the social worker or probation officer monthly, participate in a Transitional Independent Living Plan (TILP), and participate in one or more of the following: 1. Completing high school (secondary education) or an equivalent program (i.e. GED); 2. Enrolled in college, community college or a vocational education program; 3. Participating in a program or activity designed to remove barriers to employment; 4. Employed at least 80 hours a month; 5. Unable to do one of the above requirements because of a medical condition.

Participation in extended foster care is voluntary for foster care youth. Some youth may choose to exit at 18, or any point after 18. In addition, eligible youth who opted out of extended foster care have the option to re‐enter foster care at a later date prior to reaching age 21. (Guardian youth and those receiving AAP are not eligible to re-enter foster care as court dependents). A youth can re-enter by signing a Voluntary Re-entry Agreement with the county child welfare agency or by petitioning the juvenile court to have the court resume dependency or transition jurisdiction.

Extended Foster Care Placement Options Eligible youth in extended foster care must agree to reside in an approved or licensed placement. The placements available to non-minor dependent youth include: 1. Home of a relative or NREFM (approved);

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 4 Trainer Guide 2. Foster family home (licensed) – including whole family foster homes and regional center homes; 3. Foster Family Agency certified home (licensed); 4. Group home, (licensed) subject to new limitations; 5. THP‐Plus Foster Care (licensed); 6. Supervised Independent Living Placement (SILP) (approved).

In general, a non-minor dependent youth may continue living in the same setting that he or she was living in prior to turning 18 or the youth can live in another (approved or licensed) placement. The goal is for the non-minor dependent youth to transition to the least restrictive, most family-like setting in preparation for exiting foster care. As was true before the youth turned 18, the setting where the youth lives must continue to be either an approved or licensed foster care setting, depending on the type of placement or facility.

The THP+ Foster Care and SILP options are new placement options. THP+FC is a licensed program that provides transitional housing in a single site or scattered site setting. Additionally, intensive case management and support are provided by the THP+FC program. The SILP is a setting in which the non-minor dependent youth can reside independently. This setting must be approved by the social worker and can include a dorm, apartment or room for rent. Additionally, the non-minor dependent youth must be assessed for their readiness for the SILP (i.e. assessed to be ready to manage money, live independently, etc.). The SILP is the only placement that allows the non-minor dependent youth to receive the foster care benefit directly. An alternative payee may also be selected. In all other placements, the state approved rate is paid to the caregiver for non-minor dependent youth in placement.

Implementation Partners On January 26, 2011, the California Department of Social Services Department (CDSS) sponsored an AB12 kick-off event for all stakeholders. Many attended the event which provided an overview of the legislation and began a dialogue about the ways in which the act would be implemented by CDSS and its co-sponsors (listed below).

CDSS has engaged its stakeholders in a collaborative process to develop the deliverables for AB12. These stakeholders include the following co-sponsor agencies: . Judicial Council of California . California Alliance of Child and Family Services . California Youth Connection (CYC) . Children’s Law Center of Los Angeles . County Welfare Directors Association of California (CWDA) . John Burton Foundation . Service Employees International Union . The Alliance for Children’s Rights . Youth Law Center

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 5 Trainer Guide Together, CDSS, the co-sponsors, counties, regional training academies, CalSWEC, and several foundations rolled up their sleeves and developed the following deliverables in 2011, leading up to the 2012 implementation: . All County Letters drafted by CDSS for review by stakeholders . Survey of youth by co-sponsors regarding policies related to extension of foster care . Community Stakeholders Meetings throughout California . AB12 Communications plan County Implementation Plan and AB12 Organizational Readiness Tool Supervisor’s Guide to Implementation . Youth, caregivers, and California Tribes engaged in process . Rules of Court published . CCL licensing regulations regarding the adult needs of youth living in supervised placements

Anticipated Benefits Extending foster care and services for youth ages 18-21 provides an opportunity for young adults to transition to adulthood in a supportive environment. We expect young adults who participate to benefit in several key ways: . Permanency is promoted for foster youth. . Youth have a safety net of support while experiencing increasing independence in a secure supervised living environment. . Youth will be better prepared for successful transition into adulthood

Values and Principles in Action Moving forward, the success of After 18 depends on all involved (youth, caregivers, social workers, probation officers, service providers, and families) having a shared understanding of the values and principles that guide our work with young adults: . Value permanency . Help youth transition to lifelong connections . Create a collaborative youth-centered process . Work proactively with youth to develop and reach independent living goals . Allow youth to gain real life experiences with independence and allow them to learn from their mistakes . Be a safety net for the most vulnerable youth so they can achieve success living as independent adults . Ensure that all youth establish and maintain permanent lifelong connections to caring and committed adults

Model for the Future This far reaching legislation has been analyzed and synthesized to create a newly emerging Extended Foster Care system. Partnering to create this system has been innovative and a model of achievement for others to emulate. With vision and leadership by CDSS, AB 12 co- sponsors, CWDA, and foundations, this program is sure to be a true safety net for the most vulnerable in our society!

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 6 Trainer Guide Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 7 Trainer Guide General Training Tips  The information included in this curriculum was reviewed and approved by the AB12 Youth Engagement, Training and Informing Focus Area Team. The materials are intended for public use, to be distributed widely and at no cost, providing that proper citation is noted. Sections of the training may also be used and modified for specific audiences. Please note that any modifications of the factual information within the curriculum may result in provision of incorrect information to training participants. If you have questions or concerns about the content, please contact Debbie Raucher at the John Burton Foundation ([email protected]).

 The curriculum is intended primarily for those who work in the child welfare and juvenile probation systems.

 Prior to the training the facilitator should read and be familiar with the following documents for each topic area: . Trainer guide . PowerPoint . Additional Resources

 The following training supplies will be needed to present this curriculum: . Laptop computer . LCD . Projection screen . Role play scenario cards . Handouts o Post-Secondary Education Resource Guide o Three public higher education system resource overviews and checklists (CC, CSU & UC)

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 8 Trainer Guide Resources

Recommended Reading Regarding AB12 and Associated Legislation It is recommended that trainers review the following reference materials in order to familiarize themselves with the basics of AB 12.

Highly recommended reading: · All County Letter 11-61, Extended Foster Care, · All County Letter 11-69, Extension of Foster Care Beyond Age 18: Part One · All County Letter 11-67, Case Plan and Kinship Guardianship Assistance Payment Program · All County Letter 11-15, New Kinship Guardianship Assistance Payment Program Requirements · All County Letter 11-74, Adoption Assistance Program Rates · All County Letter 11-78, California Work Opportunity And Responsibility To Kids: Extending Benefits To Non-minor Dependents · All County Information Notice I-40, Program Information Regarding Assembly Bill (AB) 12 and the Extension of Foster Care to Age 20 · All County Letter 11-85, Extension of Foster Care Beyond Age 18: Part Three · All County Letter 12-12, Re-Entry into Extended Foster Care (EFC) · All County Letter 12-13, Relative/NREFM Assessment/Approval; Revised and New SOC forms for Non Minor Dependent Placement · All County Letter 12-27, CalWORKS: Extending benefits to Non-minor Dependents – Questions and Answers (Part One) · All County Letter 12-32, Eligibility Aid Code Information for the Implementation of Extended Foster Care beyond 18 · All County Letter 12-37, Aid to Families with Dependent – Foster Care (AFDC-FC) California Necessities (CNI) increases and other rate increases; Clarification of the Continuation of AFDC benefits beyond age 19. · All County Letter 12-44, Transitional Housing Placement Plus Foster care and Changes to Transitional Housing Placement Program and Transitional Housing Program Plus · All County Letter 12-48, Extended Benefits for Non-minors Living with current or Former Nonrelated Legal Guardians.

All current and future All County Letters and Notices can be accessed at the California Department of Social Services Website: http://www.dss.cahwnet.gov/lettersnotices/PG931.htm

Helpful reading:

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 9 Trainer Guide · Assembly Bill Primer - October 2012 http://www.cafosteringconnections.org/pdfs/AB12%20Primer_Updated%2010-1- 12.pdf · THP+ Primer http://www.cafosteringconnections.org/pdfs/THP-Plus%20Primer%2011-3-10.pdf · The entire text of AB12 http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0001- 0050/ab_12_bill_20100930_chaptered.pdf · California’s Fostering Connections to Success Act and the Costs and Benefits of Extending Foster Care to 21 (2009) Mark Courtney, et. al. http://www.chapinhall.org/research/report/midwest-evaluation-adult- functioning-former-foster-youth

Optional Video: From Place to Place http://fromplacetoplacemovie.com/about.html From Place to Place (a movie that depicts the lives of young people in foster care) evokes a range of emotions about how foster care affects youth who have experienced abuse and neglect. The film sends a powerful message about the challenges faced by youth in foster care and those who have left foster care and the need for a better response for our nation’s most vulnerable children. By itself, From Place to Place does not stimulate the kind of commitment to action and change that is needed to make a difference for America’s next generation of foster youth. The power of the film, in combination with a facilitated dialogue, confronts audiences with the reality that although the young people in the film might be from “somewhere else”, they exist in every community in America. There is a facilitator’s guide that walks one through the steps to facilitating a dialogue about the film.

For more information and additional resources, including California-specific videos, training resources and implementation tools visit the following websites:

National Fostering Connections resources and Information: www.cafosteringconnections.org

California Fostering Connections resources and information: www.fosteringconnections.org/california , also accessed at www.after18ca.org

Training and implementation resources: http://calswec.berkeley.edu/toolkits/fostering-connections-after-18-ab-12

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 10 Trainer Guide Post-Secondary Education Resources CalSWEC’s After 18 Online Resource Guide has a wide variety of online links to resources for youth, including a section for post-secondary education resources: http://calswec.berkeley.edu/toolkits/fostering-connections-after-18-ab12-online-resources- guide

Applying for College: . www.college.gov/wps/portal/? WCM_GLOBAL_CONTEXT=/wps/wcm/connect/college/college/whattodo/whattodo: Provides general planning guide on applying for college including how to pick a college, steps to apply and how high school students can begin preparing for college. . www.cccco.edu/CommunityColleges/CommunityCollegeListings/tabid/949/Default.as px Listing of all California Community College by name and region. . Community College application: www.cccapply.org . Cal State application: www.csumentor.edu . University of California application: www.universityofcalifornia.edu/admissions/how- to-apply/apply-online/index.html

Career Assessments and Inventories: . www.cacareerzone.org /: Fun interactive website that allows users to assess their skills and interests, explore different career fields and get a “reality check” on what standard living costs are for a desired life style and occupations pay rates of different occupations . www.careeronestop.org/studentsandcareeradvisors/studentsandcareeradvisors.aspx : Includes a variety of career assessments and salary information for different careers . www.californiacolleges.edu/career/careercenter/career_self_assessment.asp: Website with links to various interests, skills, values and personality assessments related to career choice.

Financial Aid: . FAFSA application: www.fafsa.ed.gov/index.htm . Cal Grant information: www.calgrants.org/index.cfm?navId=10& . www.icanaffordcollege.info: Information on financial aid targeting community college students and applicants . www.chafee.csac.ca.gov/default.aspx: Chafee grant application and information . www.calgrants.org/index.cfm?navId=16: Search for free FAFSA workshops in your area . http://studentaid.ed.gov/PORTALSWebApp/students/english/index.jsp: Information about federal grant and loan programs. . www.finaid.org/: Offers an overall look at financial aid, where to look for it, how to get it, and gives hints on completing the FAFSA and common errors to avoid. . http://cccapply.org/BOG_Waiver/: How to apply for the Community College Board of Governors fee waiver

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 11 Trainer Guide Career and Technical Education: . http://www.cde.ca.gov/ds/si/rp/: Regional Occupational Centers & Programs directory by region. . http://www.onetonline.org/: Explore the range of career options by industry, level of preparation required or employment prospects. . http://www.healthjobsstarthere.com/: Online resource designed to introduce young adults to health jobs including information about training programs. . http://www.rwm.org/rwm/tf_cal.html: Database of vocational schools

Scholarships: . www.fastweb.com: One of the largest free scholarship search services on the Internet. Contains a searchable database of millions of public and private scholarships, grants and loans. Registration is required. . www.collegenet.com/mach25: Free scholarship search engine with more than 500,000 private sector awards searchable by key word. No registration required. . www.scholarshipexperts.com : Free scholarship search database. Registration is required. . http://www.unitedfriends.org/youth-access/resources-links/foster-youth-scholarships : List of several resources for scholarships for foster youth . http://fc2success.org/what-we-do/scholarships-and-grants/apply-for-an-ofacasey- scholarship: Scholarships for youth under 25 who were in foster care on their 18th birthday

Support Programs: . http://www.cacollegepathways.org/programs.php: Search for campus support programs by zip code or region. . http://www.cccco.edu/ChancellorsOffice/Divisions/StudentServices/StudentFinancialA ssistancePrograms/FosterYouthSuccessInitiativeFYSI/tabid/997/Default.aspx: Provides an overview of the Foster Youth Success Initiative Program as well as a list of all FYSI representatives at each community college by both college name and region. . http://www.cccco.edu/ChancellorsOffice/Divisions/StudentServicesandSpecialProgra ms/EOPS/tabid/703/Default.aspx : Information about the Extended Opportunity Programs and Services (EOPS) available at community colleges . http://www.csumentor.edu/planning/eop/: Information about the Educational Opportunity Program (EOP) at Cal State campuses.

College Preparation: . http://www.collegeaccess.org/member_directory.aspx: Provides information on college access programs throughout California . http://collegeaccessfoundation.org/grants/grant-recipients.aspx: List of grantees for the College Access Foundation of California, including links to each grant recipient’s website. . http://www.going2college.org/actPage.cfm?stateID=5&isMain=0&pageID=18: List of federally funded TRiO programs in California.

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 12 Trainer Guide . http://www.collegeboundbros.org/directory/search.php: Searchable database of college readiness and enrichment programs in the San Francisco Bay Area

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 13 Trainer Guide Competencies and Learning Objectives

CORE COMPETENCY

The trainee will understand concepts related to post-secondary education and how they intersect with the role of child welfare social workers.

LEARNING OBJECTIVES:

Knowledge K1. The trainee will have an understanding of the benefits of post-secondary education for foster youth.

K2. The trainee will have a basic understanding of the types of post-secondary education available in California.

K3. The trainee will have a basic understanding of admissions and enrollment requirements at the three public college/university systems.

K4. The trainee will have a basic understanding of financial aid options and how to apply for financial aid including Chafee.

K5. The trainee will understand how they can assist youth to be successful in post secondary education, including an understanding of available support resources.

Values V1. The trainee will recognize the value of post-secondary education and how it can improve educational outcomes for foster youth.

V2. The trainee will value assisting young people with whom they work to access post- secondary education.

V3. The trainee will value strengthening collaboration between local post-secondary educational institutions and child welfare systems in order to facilitate positive outcomes for foster youth.

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 14 Trainer Guide Suggested Lesson Plan

Segment Learning Objective Methodology Segment 1 Slide 1-2 10 min (9:00 – 9:10) Welcome and introduction of trainers

Segment 2 V1. The trainee will recognize Icebreaker Exercise 10 min (9:10 -9:20) the value of post-secondary Icebreaker education and how it can improve educational outcomes for foster youth.

Segment 3 V1. The trainee will recognize Present slides 4-11 10 min (9:20 -9:30) the value of post-secondary AB 12—A New Opportunity education and how it can o Relationship between improve educational child welfare and outcomes for foster youth. higher ed in the V3. The trainee will value context of AB12 strengthening collaboration o Potential of AB12 between local higher educational institutions and child welfare systems in order to facilitate positive outcomes for foster youth. K1. The trainee will have an understanding of the benefits of post-secondary education for foster youth.

Segment 4 V1. The trainee will recognize Present slides 12 – 20 20 min (9:30 – 9:50) the value of post-secondary Encouraging Education education and how it can Participation: An improve educational Evidence Based outcomes for foster youth. Approach o Encouragement and V2. The trainee will value early preparation assisting young people with o Financial and other whom they work to access benefits of education post-secondary education. o Role models o Holding youth V3. The trainee will value

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 15 Trainer Guide Segment Learning Objective Methodology accountable strengthening collaboration o Career assessments between local higher and interest educational institutions and inventories child welfare systems in order to facilitate positive outcomes for foster youth.

K1. The trainee will have an understanding of the benefits of post-secondary education for foster youth.

Segment 5 V2. The trainee will value Role play exercise 10 min (9:50 – 10:00) assisting young people with Role Play Exercise #1 whom they work to access post-secondary education.

Break 10 min (10:00 – 10:10)

Segment 6 K2. The trainee will have a Present slides 23 – 30 20 min (10: 10 – 10:30) basic understanding of the College – The Basics types of post-secondary o Community College education available in o CSU California. o UC o Career & Technical

Segment 7 K3. The trainee will have a Present slides 31 – 37 20 min (10:30 – 10:50) basic understanding of Access – Admission and admissions and enrollment Enrollment requirements at the three o Community College public college/university o CSU systems. o UC o Transferring

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 16 Trainer Guide Segment Learning Objective Methodology Segment 8 K4. The trainee will have a Present slides 38 – 45 20 min (10:50 – 11:10) basic understanding of Financial Aid financial aid options and how o College Costs to apply for financial aid o Types of Aid including Chafee. o FAFSA o Chafee Grants o Other Aid Issues

Segment 9 V3. The trainee will value Present slides 46 – 53 20 min (11:10 – 11:30) strengthening collaboration College Retention between local post-secondary o The TILP and Higher educational institutions and Ed child welfare systems in order o Your Role in to facilitate positive Retention outcomes for foster youth. o Foster Youth Support Resources K5. The trainee will understand how they can assist youth to be successful in post secondary education, including an understanding of available support resources. Segment 10 V2. The trainee will value Role play exercise 10 min (11:30 – 11:40) assisting young people with Role Play Exercise #2 whom they work to access post-secondary education.

Segment 11 15 min (11:40 – 11:55) Q&A

Segment 12 10 min (11:55 – 12:00) Evaluation and Close

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 17 Trainer Guide SEGMENT 1 Welcome and Introduce Trainers Total Segment Time: 10 min Materials: PowerPoint Slides 1-2

Training Tips and Discussion Points: Step #1. Display slide 1 and welcome participants and introduce yourself. Explain any logistics and ground rules you or the group want to include. If the group includes participants who do not know one another, facilitate introductions.

Step #2. Display slide 2 and review the agenda for the day.

End of Activity

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 18 Trainer Guide SEGMENT 2

Icebreaker Total Segment Time: 10 min

Materials: PowerPoint Slide 3

Training Tips and Discussion Points: Step #1. Icebreaker: Facilitator asks participants to write down their favorite memory or memories from college. Break into pairs and share or share as a group. Reflect on all the ways that college contributed to their development and why it can make such a difference in the trajectory of a person’s life.

End of Activity

AB 12—A New Opportunity Total Segment Time: 10 min

Materials: PowerPoint Slides 4-11

Training Tips and Discussion Points: Step #1. Display slide 5 and explain that last year in California over 4600 foster youth aged out of care. Of youth surveyed regarding AB12, 83% indicated a desire to go to college and yet studies show that only 25% will complete one year of college and 5% will obtain a 2 or 4 year degree. From these statistics it is clear that emancipated foster youth are significant in number and have aspirations of going to college and yet these youth are not living up to their dreams.

Note: The survey referenced was conducted by the Alliance for Children’s Rights in 2011 and surveyed 136 youth.

Step #2. Display slide 6 and explain that whether or not a person participate in post- secondary education can have a huge impact on their life. Studies demonstrate that higher education results in . significantly higher incomes and job stability (a person with a BA degree earns > $20K more per year than a person with a high school diploma and twice the job stability) . lower incarceration rates . improved health outcomes (including lower smoking rates and more positive perceptions of personal health) . higher levels of civic participation, including volunteer work and voting and . improved academic achievement of offspring.

Note: Source: “The Benefits of Higher Education for Individuals and Society”, College Board, 2004.

Step #3. Display slide 7 and discuss the challenges that foster youth currently face in higher education. This slide and the next two go together as a continuum. These 3 slides show how AB12 will help improve educational outcomes but AB12 alone is not enough. Challenges foster youth currently face in higher education include: . Inadequate housing; . Lack of financial resources; . Poor preparation for higher education;

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 20 Trainer Guide . Lack of adult role models; . Lack of information about higher education, financial aid, support and resources.

Step #4. Display slide 8 and explain how AB12 does address a number of the barriers that young people in foster care historically have faced when considering higher education by helping youth with: . Housing . Financial assistance (provided directly to the youth in some cases) . Support and assistance in the transition process . Continued health coverage . Independent living services

By addressing these barriers AB12 creates a tremendous opportunity.

Step #5. Display slide 9 and carry this message further by highlighting the data that shows improved outcomes for youth who spend time in EFC. The Midwest Study (Courtney et al, 2010), a longitudinal study that interviewed 732 youth 4 times over 6 years found that the value of extending foster care goes beyond just being the “right thing to do.” Extended care results in significant positive outcomes for foster youth and society. In particular as you can see from the statistics cited on the slide, AB12 presents a tremendous opportunity for young people in foster care to have dramatically improved educational outcomes. Although AB12 will help improve educational outcomes AB12 alone is not enough. Youth will need additional support from you.

Step #6. Display slide 10 and discuss the new overlap between child welfare and post- secondary education now that youth can be in care up to age 20 and the need for new forms of collaboration and bridging between the two systems. Prior to AB12, a student’s involvement with post-secondary education typically did not overlap with child welfare. They exited foster care at 18 or when they graduated high school and were on their own by the time they came to post-secondary education.

Step #7. Display slide 11 and explain that with AB12, child welfare and post-secondary education will overlap. This creates new opportunities for leveraging resources to support foster youth and makes the creation of a bridge between the two systems that much more imperative.

End of Activity

Encouraging Education Participation: An Evidence Based Approach Total Segment Time: 20 min

Materials: Handout: Post Secondary Education Resources PowerPoint Slides: 12-20

Training Tips and Discussion Points: Step #1. Display slide 12 and explain that there are number of ways that you can help to motivate young people with whom you interact to consider attending post-secondary education.

Step #2. Display slide 13 and explain that the first step is to simply encourage youth who think they can’t go to college. 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. . The self-fulfilling prophecy can have significant impacts both positive and negative. o Example 1: 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. (Rosenthal, Robert; Jacobson, Lenore (1992). Pygmalion in the classroom. http://www.ntlf.com/html/pi/9902/pygm_1.htm) o Example 2: In colleges across the US, women with the same credentials do worse in advanced math tests than men. In an experiment researchers told women prior to taking a test that the test has been structured to eliminate the gender gap in results. Just making that statement prior to giving the test completely eliminated the actual performance gap even thought the test itself had not been altered. (Research by Claude Steele, Dean of Stanford School of Education). . Set high expectations – regardless of past performance . Emphasize opportunity that extended foster care presents

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 22 Trainer Guide . Consistently express the expectation that the student will graduate from high school and go on to post-secondary education . Encourage all adults involved with the student, including teachers, to give this message and to use such phrases as, “When you go to college….”

Step #3. Display slide 14 and read the quote on the slide (“The intervention of one significant person at a critical point in the life of a student is extremely significant to educational success for students from low-income backgrounds.”). Note that the “significant person” is not restricted to any particular role. It could be a caretaker, mentor, teacher, or you. It is not expected that the Social Worker become an educational expert but they should understand the available resources listed on the slide and bring in these resources early on to assist with the youth’s educational goals. The earlier that youth begin to prepare for life after high school, the greater their chances of success.

All those who work with older youth should also understand that in order to enter 4-year public universities, youth must not just take the courses required to graduate from high school but must take specific classes known as the A-G requirements, which include specific requirements for English, math, history, science, foreign language and art. Educational progress should not be limited to tracking credits for graduation but should also include an understanding of the A-G requirements.

Step #4. Display slide 15 and explain that it can be a strong motivator for young people to see the actual difference in income from attending college. Over a person’s lifetime this difference adds up to several hundred thousand dollars. Many jobs in the fastest- growing industries such as health care, education and business support services require a bachelor's degree or above-and the number keeps growing. On the flip side, there are fewer options for those without college degrees now-and there will be even fewer in the future. Occupations losing the most jobs are jobs like clerks, cashiers and telemarketers. 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!

Step #5. Display slide 16 and explain that it is important for youth who have had negative experiences in high school to understand the many ways that college and high school are different. This includes: . Students choose to be there . Flexible schedule – students manage their own time . Breaks between classes . Students get to pick their own classes . Much wider range of subjects . Career and technical education pathways (vocational programs) include both theory and practice; students get to apply theory to practice and are not limited to learning is a traditional classroom setting . Opportunities for extra-curricular activities

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 23 Trainer Guide Step #6. Display slide 17 and explain that there are other benefits to higher education as well that youth should be aware of including: . More career options . Chance to explore new fields . Opportunities to develop communication skills, social interaction skills, analytical skills, and reasoning skills . Make new friends and meet valuable connections . Long term improved health

Upon entering school, youth don’t have to know what major they want or even what they want to do after finishing school. College gives youth a chance to explore different options.

Step #7. Display slide 18 and describe that a technique that is often very successful is to expose youth to role models and college life. This can include: . Connecting youth with foster care alumni in college or who have completed postsecondary education . Enrolling in mentoring programs such as programs that match at-risk youth with mentors, including foster care alumni, who have achieved academic and career successes. . Field trips to local colleges . Locating ILSP service on college campuses . Using the influence of peers. Peers can also affect aspirations for postsecondary education in both positive and negative ways. Researchers have found that students with friends planning to enroll in a four-year college were far more likely to enroll themselves.

Brainstorm other ideas with participants. For example one social worker put the logo of every college or vocational school where a foster youth from her county went to school on her wall. When youth would ask about the logos she would use this as an opportunity to explain how foster youth had been successful at a whole range of institutions.

Step #8. Display slide 19 and describe that holding youth accountable can be a huge support for young people. Former foster youth in focus groups indicated that many social workers never asked them about school. Youth often express that knowing that someone is paying attention to whether they are meeting goals and accomplishing tasks on schedule can be a strong motivator. This can include: . Hold high academic aspirations . Set clear expectations . Ask every month about school and grades. Make sure to include education in all of your monthly check-ins. . Follow up on tasks related to education . Use texting for reminders (e.g. if a youth indicates they plan to apply for community college, send them a text a few days later asking if they’ve done it yet)

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 24 Trainer Guide Accountability should always be used as a motivational tool, not as a punitive measure. Authenticity is key. If your questioning is not backed up by an actual interest in the youth’s progress, they will know it.

Step #9. Display slide 20 and explain that on-line career assessments and interest inventories can help youth to . Assess what career fields might suit them best . Broaden thinking about career options . Recognize previously unknown skills and interests . Create linkage between career choice and educational attainment

These assessments can help youth to understand the educational path required to lead to the type of job that they would like to get. Many are also designed to be fun to complete. The higher education resources handout includes links to a number of online assessments.

End of Activity

Role-Play Exercise #1 Total Segment Time: 10 min

Materials: Role Play Cards Scenario A PowerPoint slides 23-30

Training Tips and Discussion Points: Step #1. Divide room into groups of 2. Give each group scenario A from the Role Play Cards. One participant plays the role of the youth and one plays the role of the social worker. Ask them to role-play the scenario given for 3-5 minutes. The scenario provides only a very general overview and participants are free to add details as they play out the scenario.

Step #2. Following the role-plays, lead participants in a brief discussion about the exercise.

Questions that can help prompt discussion:  Did you learn anything new from playing the role of the young person?  What surprised you the most from the exercise?  What did you find most challenging when in the role of the social worker?  Did you use any of the techniques talked about thus far in the training to help your discussion?  What was most effective during the conversations?

End of Activity

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 26 Trainer Guide SEGMENT 6 College – The Basics Total Segment Time: 20 min

Materials: Handout: Post Secondary Education Resources Handout: Three public higher education system resource overviews and checklists (CC, CSU & UC). PowerPoint slides 23-30

Training Tips and Discussion Points: Step #1. Display slide 23 and explain that while as a social worker you aren’t expected to have all the ins and outs of higher education at your fingertips, having a good understanding of the basics will help you to guide youth to appropriate resources and make good choices.

Step #2. Display slide 24 which provides an overview of the different post-secondary options. Community colleges, Cal State Universities and University of California are the three public post-secondary education systems in California. CSU and UC are four year institutions with more stringent entrance requirements than community college. Career and technical education programs (formerly known as vocational programs) exist at community colleges but there are also private colleges such as DeVry Institute, Heald College, and University of Phoenix. Finally there are private 4-year institutions.

Step #3. Display slide 25 and provide an overview of the community college system. The CC system: . Serves greatest number of foster youth of all three systems (est. 7,000-10,000) . Has 112 Colleges throughout state . Provides a variety of options for students including . High school diploma . 2-year Associate (AA) degree . Career & Technical Education – occupational certificates . Transfer to 4-year university . Offers a wide range of programs

Note that for youth who need to obtain a high school diploma, this can often be accomplished at CC, giving youth the opportunity to experience the college environment while working towards their high school diploma.

Examples of the range of programs beyond traditional academics include accounting, journalism, computers, television and film, art, engineering, early childhood development,

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 27 Trainer Guide human services, dental assistance, architecture, landscape design, auto mechanics and much more.

Step #4. Display slide 26 and provide an overview of the CSU System. The CSU system: . Are all 4-year institutions . Includes 23 campuses and 412,000 students . Has more stringent admissions requirements than community college and less than UC . Accepts freshman admissions and transfer from community college . Serves around 1200 – 1300 foster youth

Step #5. Display slide 27 and provide an overview of the UC System. the UC system: . Are all 4-year institutions . Have more stringent admissions requirements than CSU . Includes 10 campuses with 222,000 students . Accepts freshman admissions and transfer from community college

Step #6. Display slide 28 and explain that Career and Technical Education (previously referred to as vocational education) includes fields such as building trades and construction, graphic design, fashion design, auto repair, health care, energy technology, paralegal studies, and cosmetology.

Step #7. Display slide 29 and continue the discussion around CTE by explaining that there are various options for CTE including: . Regional Occupational Centers and Programs (ROCPs) ROCPs provide high school students 16 years of age and older, and also adult students, with career and technical education to prepare youth to enter the workforce or go on to more advanced education. A link on the resources handout provides contact information for different regions. There are 74 sites across the state. . Non-profit community based programs . Community colleges . Adult schools . Private schools

It is important to know that community colleges and local adult schools provide opportunities for CTE at very low cost

The resources handout includes a list of web resources for vocational training.

Step #8. Display slide 30 and complete the overview of CTE by discussing some of the other considerations related to CTE including:

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 28 Trainer Guide . CTE provides targeted, career-focused training. Research shows that the sooner students choose or declare a major or career track the more likely students will succeed in completing a program. . Can be shorter term programs. Shorter term programs are “short wins”, especially for youth who are questioning their ability to do school. . Some programs lead to the completion of a certificate and others are designed to put the student on track for eventual obtainment of an AA degree. . Career Advancement Academies operate at nearly one-third of the California Community Colleges (32 of 112 colleges) in three major regions: the East Bay, Central Valley and Los Angeles. CAAs accelerate student progress by integrating work readiness, career guidance, support services, contextualized basic skills, language learning and career technical training. Students take classes together as a cohort, forming a peer learning community. . Financial aid is available . Cost considerations and risks associated with private CTE schools. Some vocational schools target disadvantaged populations and don’t deliver on promises. Youth can get deeply in debt without the career skills to pay off the debt after graduation. Youth should be advised to be extremely cautious when considering private vocational programs and look carefully at costs, job prospects, and the need for loans to complete the program. Youth can often find the same or similar training for much cheaper at community college or programs operated by community based non- profits

End of Activity

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 29 Trainer Guide SEGMENT 7 Access – Enrollment and Admission Total Segment Time: 20 min

Materials: Handouts: Three public higher education system resource overviews and checklists (CC, CSU & UC). PowerPoint slides 31-37

Training Tips and Discussion Points: Step #1. Display slide 31 and explain that this next section will review admission and enrollment policies for the three public systems. The three system overview and checklists provide an easy “cheat sheet” for a lot of this information that you can keep at your desk for reference.

Step #2. Display slide 32 and explain the admissions requirements at community colleges including the following: . A high school diploma is not required. There are no testing requirements, minimum GPA requirements, essays, letters of recommendation or application fee. . A student without a high school diploma or GED will however not be eligible for federal financial aid . The application can be completed on line at www.ccapply.org. Computer access and assistance with the on-line application is available on most campuses as well as over the phone. Application deadlines vary by campus. . Youth will need to request their final transcript from their high school and provide it to the college. . Most foster youth are eligible to have their California community college course enrollment fees waived through the Board of Governor’s (BOG) fee waiver program although youth may be responsible for other nominal health and/or student activity fees.

Step #3. Display slide 33 and discuss additional admissions considerations at community colleges as follows: . All new students are required to take a Reading, English, and Mathematics assessment called Assessment-COMPASS Evaluation (ACE). Youth MUST MAKE AN APPOINTMENT at the college assessment center to be assessed. . A Student I.D. number and student e-mail address will usually be assigned shortly after processing your application. Correspondence from the college will be sent to the e-mail address, so youth should be sure to check it at least once per week. . The application has a box for youth to check if they are a current or former foster youth. While foster youth may be reluctant to identify for fear of stigma, they should

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 30 Trainer Guide be encouraged to check the box as it gives them access to additional resources targeted towards foster youth. . Following admissions and enrollment, youth should apply for the EOPS program which provides additional support to disadvantaged youth attending full time. More info on EOPS is provided later in this presentation. Most colleges require youth to submit a separate application to the EOPS program.

Step #4. Display slide 34 and explain the following: . Youth should consult with a college counselor and create an academic plan to determine which courses to take. In some cases, youth may need to take basic skills courses in math and English in order to gain the skills necessary for completing college level courses. . To enroll in courses youth must have a Student I.D. number and have met the assessment requirements. Most colleges offer on-line registration. If youth experience problems registering, live support is provided online by most colleges. Registration assistance is also available on most campuses. . Classes fill up and so registering early is key. New legislation (AB194) allows foster youth to register before most other students. This will start for most schools as of the spring or summer term 2012 and applies to current and former foster youth up to age 24. . In addition to enrollment fees, many colleges have nominal health and/or student activity fees. These fees are due at the time of registration and payments may be made online at most colleges. . Warning! Disenrollment may occur after registration if fees have not been paid within a certain timeframe. Youth should check with the college admissions office for relevant deadlines. . Each College generally has a deadline by which classes can be dropped and not appear on a student’s transcript. A later deadline is also in place to drop a class and receive a “W”. W’s do not negatively affect a student’s GPA but an excess of “W’s” can reflect negatively on a student hoping to transfer. Dropping a class after this date could result in an F grade. Students should find out what these deadlines are so that they can make informed decisions regarding dropping classes.

Step #5. Display slide 35 and describe the admissions requirements for the CSU system as follows: . Applicants must complete all A-G requirement classes with a grade of C or better and must graduate from high school or have a GED . Must have at least a 2.0 GPA. The “eligibility index” combines GPA & SAT or ACT score to determine qualification for admission – e.g. 2.5 GPA + 900 SAT qualifies for admission; a 3.0 GPA means that no SAT is required. Only reading and math scores are considered on the SAT (not writing). Requirements can be more stringent for impacted campuses and impacted majors (the CSU mentor website has info on which campuses and majors are impacted).

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 31 Trainer Guide . CSUs are required to provide preference for local students so there is an advantage to applying locally. . Applications can be completed online at www.csumentor.edu and the application deadline for the fall term is November 30. . The EOP application, which provides additional support to disadvantaged students, is completed at time of application on CSUmentor. More info re EOP is provided later. . In case of financial hardship, campuses allow a limited number of application fee waivers. If you file the admission application via CSUMentor, the fee waiver request is included in the online system as part of the application process. . All students must take math and writing assessment tests prior to enrollment (unless waived due to completion of college level courses or exceeding minimum SAT or ACT test scores).

Step #6. Display slide 36 and explain the admission requirements for the UC system as follows: . As with CSUs, applicants must have completed the A-G requirements. UC applicants must take the SAT. The minimum GPA is 3.0 and a personal statement along with letters of recommendation are required. . Applications can be completed online at www.universityofcalifornia.edu/apply and the application deadline for the fall term is November 30. . UC will waive application fees for up to four campuses. Applicants can apply for a fee waiver within the online application and be notified immediately whether they have qualified. . Freshmen must demonstrate their command of the English language by fulfilling an Entry Level Writing Requirement which can be met through test scores or through an examination administered in May. . EOP can be applied for by checking a box on the application and providing a brief statement about the reason for interest in EOP.

Step #7. Display slide 37 and explain that students who wish to transfer to a four year school from community college should begin to plan for transfer as soon as they enter community college. An academic counselor can help create the plan. In order to transfer, 60 semester units of college credit are required plus specific course requirements. The minimum GPA for CSU is 2.0 and for UC is 2.4.

End of Activity

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 32 Trainer Guide SEGMENT 8 Financial Aid Total Segment Time: 20 min Materials: PowerPoint slides 38-45

Training Tips and Discussion Points: Step #1. Display slide 38 and explain that understanding financial aid is crucial to ensuring young adults success in college. A study by the Stuart Foundation found that students in community college with financial aid are 5 times more likely to attain a degree than those without.

Step #2. Display slide 39 and explain that with a combination of financial aid and AB12 benefits, attending college is financially feasible for foster youth.

Note: source: http://californiacolleges.edu/finance/how-much-does-college-cost.asp

Step #3. Display slide 40 and explain that there are many different sources of financial aid including: . Federal grant programs include Pell Grants, awarded to low-income students and Federal Supplemental Educational Opportunity Grants for low-income students with exceptional financial need. The maximum Pell Grant award is $5,550. . Cal Grants: Provide assistance with tuition costs (Cal Grant A) and living expenses (Cal Grant B) for low-income students. Can also help with tuition and books/equipment for vocational programs (Cal Grant C) . Work-study programs allow students to earn money to pay for their education through part-time jobs. . The board of governor’s fee waiver is available to low-income community college students to waive the enrollment fee. . Subsidized Stafford Loans – available to students who meet financial requirements and are attending school at least part time. With these loans, the government pays the interest from the time you get the loan money until up to six months after you leave school. Perkins Loans – are low interest (5%) loans administered by colleges and are for students with exceptional financial need. . Private scholarships are also available including some specifically for foster youth and youth should explore if they are eligible to apply for scholarships.

The resource handout has descriptions and resources for scholarships and other financial aid information.

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 33 Trainer Guide Step #4. Display slide 41 and provide the following additional information about financial aid: . The FAFSA is the one stop shop for state and federal aid (Pell, Cal-Grant, loans) . Help is available completing the FAFSA through ILSP, financial aid officers, high school counselors, foster youth services. Most colleges provide financial aid workshops. All foster youth planning to attend community college should meet with the FYSI liaison in the financial aid office of the college they plan to attend. . BOG fee waiver permits enrollment fees to be waived at community colleges and can generally be applied for through online CCC application . The deadlines for maximum financial aid is March 2 but someone who misses this deadline should still apply at whatever point they decide to go to college. The sooner youth apply, the better. . Social workers should remind youth to check the e-mail address that they put on the application frequently. They should also offer to review letters received regarding financial aid to help students understand what they mean and let youth know that if they get a letter saying they don’t qualify, don’t ignore it – get help! . The John Burton Foundation and three chancellor’s offices are currently seeking guidance from the federal government about whether AB12 income is counted against financial aid. Preliminary research indicates that it will not be. Also financial aid is not counted against AB12 eligibility as long as it’s related to activities described in the Transitional Independent Living Plan (TILP).

Step #5. Display slide 42 and describe the process for applying for aid. . Prior to completing the FAFSA, applicants must obtain a Personal Identification Number (PIN). . Documents needed to complete FAFSA o Social security number o Most recent tax return, if filed or W-2s o College codes (available at www.fafsa.gov) . Questions about independent vs. dependent status determine if parental income must be reported. Note that the term “dependent” has a different meaning in the context of financial aid than it does in child welfare. All foster youth or those in legal guardianships are considered “independent” for the purposes of the FAFSA which means they do not need to report their parent’s income. It is crucial that youth respond to questions designed to determine independent vs. dependent status correctly. . A few days after the FAFSA has been submitted they will receive a Student Aid Report (SAR). This should be reviewed carefully for any errors. . Cal Grants also require the submission of the FAFSA as well as an additional GPA verification form that goes directly to the State.

Step #6. Display slide 43 and describe some of the most common FAFSA errors that those completing the forms should be aware of.

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 34 Trainer Guide . The number one mistake students make is leaving a field blank. All income questions must be completed. If the answer is zero or the question does not apply to you, write in a 0. Do not use dashes or leave the question blank. If you leave an income or asset question blank, the federal processor will assume that you forgot to answer the question. . Must use legal name as it appears on Social Security card. Use of nicknames or errors in SSN or DOB will delay processing . “Were you born before January 1, 1988?” question can be confusing to some . Do not check “Early Analysis” flag. Early analysis is intended for students who will not be attending college next year, but would like to file the FAFSA to get an idea of what their EFC will be for the following year (i.e., high school students and parents who are trying to plan ahead). If you set the early analysis flag, your information will not be sent to the state, which can prevent you from getting state aid. . A common error is to report total income tax equal to the Adjusted Gross Income (AGI). Generally speaking, total income tax should be less than the AGI. This happens most often when you report the amount of taxable income (AGI) in the answer to the question about tax liability. This is such a common error that there are standard rejects for such FAFSAs. . Household size includes only the youth and children in their custody.

Step #7. Display slide 44 and explain that foster youth are eligible to apply for an additional source of aid known as Chafee grants. th . Requirements are an open dependency case or ward after 16 birthday and being under 22 as of July 1 of the year they are applying . Chafee provides up to $5000 for college or vocational school . To apply: must complete FAFSA and separate Chafee application . Funds are limited and the priority system means that youth are unlikely to get funds the first time they apply, but all eligible foster youth should be encouraged to apply as this then identifies them as a “renewal” student the following year and increases their chances of getting funds. . A Needs Analysis Report must be submitted by the college. . Enrollment requirements are that applicants must be enrolled at least half-time and maintain satisfactory academic progress. Program of study must be at least one academic year long.

Step #8. Display slide 45 and describe some final issues related to financial aid. . Youth should have a copy of their “ward of the court” letter available at all times. . Dropping classes will impact eligibility for financial aid. Youth should consult with a financial advisor to determine impact prior to withdrawing from courses. . Students must maintain “satisfactory academic progress” to maintain eligibility for financial aid. The definition of SAP varies by campus but generally includes a minimum GPA requirement and a maximum time frame for completing a course of study.

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 35 Trainer Guide . If youth experience delays in financial aid they should contact the financial aid office to determine the problem. If at a community college, contact the FYSI liaison.

End of Activity

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 36 Trainer Guide SEGMENT 9 College Retention Total Segment Time: 20 min Materials: PowerPoint slides 46-53

Training Tips and Discussion Points: Step #1. Display slide 46 and remind participants that getting into college is only the first step. Once enrolled, foster youth will continue to need support to stay in school and be successful.

Step #2. Display slide 47 and explain that one useful tool for supporting retention is the Transitional Independent Living Plan (TILP). Specific goals related to higher education can be incorporated into the TILP such as . Researching colleges . College visits, meeting with peers and mentors . Meet with FYSI liaison . Applying for financial aid . Obtaining transcripts . Connecting to support resources

TILP activities should also include support resources at the colleges.

Step #3. Display slide 48 and explain that there are number of techniques for helping youth to stay in school. These include: . Connecting to campus based resources . Ensuring basic needs such as housing are met . Collaborating with caregivers . Identifying local resources. Identify which schools in your area have support programs as well as programs operated by community based organizations so that you can refer youth to specific programs in your community. . Developing relationships with local college personnel. In particular, find out who the FYSI liaisons and other support personnel are at your local schools so that you can help youth to make these connections

Step #4. Display slide 49 and continue the discussion about retention. Many youth don’t know where to start. You can be a huge resource just by pointing them in the right direction. Social workers should motivate and hold youth accountable through . Regular check-ins . Asking for mid-term grades . Texting with reminders . Following up after key deadlines

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 37 Trainer Guide . Providing practical information . Providing an outlet

Brainstorm other ideas that people have (e.g.; help youth shop for school supplies and use this opportunity to help them figure out how to best organize notes, folders).

Step #5. Display slide 50 and explain that there are many resources that can help youth to stay in college if they know how to access them. These types of support programs have proven their success in improving retention and college success. For example, the Career Advancement Academies have a 75% course success rate and 90% course retention. According to the CA Child Welfare Co-Investment Partnership, when provided with comprehensive campus supports, foster youth have a 71% college persistence rate as compared to a 56% rate in the general population.

Step #6. Display slide 51 and explain that many campuses offer Comprehensive campus support programs such as Guardian Scholars, Renaissance Scholars etc. These programs offer supportive services, both academic and non-academic and are located on CC, CSUs and UCs. There is a range of programs available and information about programs at a specific campus can be found at www.cacollegepathways.org

Foster Youth Success Initiative (FYSI) Liaisons are located at each community college generally in the school’s financial aid office. They can assist with navigating all academic and student support services and programs and accessing financial aid

Step #7. Display slide 52 and explain that EOP and EOPS programs are for low-income, educationally challenged students that provides a wide range of assistance, including book vouchers, child care referrals, etc. You can explain further that:

. EOPS is at community college and EOP is at CSU and UC . Requirements for EOP include an income maximum of $14,700 or $44,100 with one child. The student must be in the upper 1/3 of California graduates. . Students can apply using a regular application for admission + additional application materials must be submitted . A list of EOPS contacts is available on-line and is listed on the resource guide handout. . Students must be attending full time (with some exceptions for disabled students).

Step #8. Display slide 53 and explain that other campus-wide services exist as well. 20% of foster youth have a learning disability and may benefit from a Disabled Students Programs and Services office that provides support services, specialized instruction, and educational accommodations.

Other Services include: . Student Education Plan . Tutoring programs

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 38 Trainer Guide . Resources for parenting youth . Financial Aid Officers . Career and Transfer Centers . College/career success courses

End of Activity

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 39 Trainer Guide SEGMENT 10 Role-Play Exercise #2 Total Segment Time: 10 min

Materials: Role Play Cards Scenario B PowerPoint slide 54

Training Tips and Discussion Points: Step #1. Display slide 54. Divide room into the same groups of 2 from the previous exercise. Give each group scenario B from the Role Play Cards. One participant plays the role of the youth and one plays the role of the social worker. Participants should reverse roles from what was played during the first exercise. The scenario provides only a very general overview and participants are free to add details as they play out the scenario. Ask them to role-play the scenario given for 3-5 minutes.

Step #2. Following the role-plays, lead participants in a brief discussion about the exercise.

Questions that can help prompt discussion:  Did you learn anything new from playing the role of the young person?  What surprised you the most from the exercise?  What did you find most challenging when in the role of the social worker?  Did you use any of the techniques talked about thus far in the training to help your discussion?  What was most effective during the conversations?

End of Activity

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 40 Trainer Guide SEGMENT 11 Questions and Answers Total Segment Time: 15 min

Display slide 55 and open the floor to the participants for any final questions or comments. In order to prepare for any questions the trainees might have, it is recommended that you familiarize yourself with the basics of AB12 as well as higher education by using the resources listed above. Be sure to review the most recently available information prior to the training.

End of Activity

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 41 Trainer Guide SEGMENT 12 Evaluation and Close Total Segment Time: 5 min

Materials: Evaluation Form (if applicable)

Training Tips and Discussion Points: Step #1. Ask for volunteers to share the ideas they plan to implement back at work to assist emerging adults in this transition.

Step #2. Thank the trainees for their participation and complete any evaluation materials for the training.

End of Activity

Post-Secondary Education: Opportunities for Foster Youth in the Era of AB 12 - v2.0, November 28, 2012 42 Trainer Guide