A Summary of:

 

 

IT’S MY LIFE:

POSTSECONDARY EDUCATION AND TRAINING

 

Casey Family Programs

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Recommendations

 

The following is excerpted from the Casey Family Programs publication “It’s My Life:  Postsecondary Education and Training”, and is intended to summarize the Recommendations and Strategies contained therein.  Please refer to this publication for more detail in each of the areas listed below.

 

Recommendation #1:  Foster High Academic Aspirations

Strategies:

  1. Hold high academic expectations – express these to students and help them take steps to make postsecondary education a reality
  2. Help students take charge of their own education – help them clarify what they want in their lives; no later than in middle school, involve youth in all case planning and transition planning; train youth to speak out on their own behalf; teach goal setting
  3. Encourage students to connect career dreams with postsecondary education plans – help students explore careers and their educational requirements; talk with students about the benefits of postsecondary education; develop academic plans; encourage students to enroll in college preparatory programs/help them find a program; take students to campuses
  4. Introduce youth to role models and encourage positive peer relationships – connect youth early and often with foster care alumni who are enrolled in college or who have completed postsecondary education or training; enroll youth in mentoring programs; take youth to hear speakers who have inspiring stories about “beating the odds”; provide books that feature role models students can relate to

 

Recommendation #2:  Encourage Long-Term Planning for Postsecondary Education

Strategies:

  1. Help students connect with a mentor – ideas:  the youth’s caregiver, teacher, tutor, coach, youth leader, caseworker or IL coordinator, mentor from a community or school mentoring program, the youth’s CASA, or for youth with disabilities, the youth’s IEP coordinator or special education teacher
  2. Help students build an academic portfolio – have them collect all school-related records, such as their SS number (they should apply in 7th grade, if they do not have one already), official record of their immunizations, official transcripts, report cards, records of any standardized test, records of any honors received, records of extracurricular activities, records of part-time and summer jobs, internships or any other career-exploration experiences and community service work, and for students with disabilities, copies of all IEP’s and 504 plans, and accompanying testing
  3. Help students start exploring options for postsecondary education – attend college fairs and tours; meet with representatives of postsecondary schools who come to school; start browsing postsecondary education guides in high school guidance office
  4. Help students enroll in college preparation programs – such as TRIO Talent Search or Upward Bound programs
  5. Discuss preparation for postsecondary education at IEP and Section 504 meetings for students with disabilities

 

 

 

Recommendation #3:  Stress Rigorous Academic Preparation

Note:  Only 32% of all students leave high school qualified to attend a 4-year college, and youth in foster care may have their own set of academic challenges, making it especially likely that they will be unprepared.

Strategies:

  1. Help students reach grade-level skills in reading and math – encourage students to read for pleasure and make books available to them; encourage caregivers to read to them at an early age; monitor the reading and math progress of students with particular care; if the student is not at grade level, work with the student’s school on interventions
  2. Make sure students develop good study skills – assess their study skills using an inventory, and give students a list of study tips from that material; encourage students to enroll in a study skills program and to use resources such as the library and the internet; work with students on dialing and weekly planning and on budgeting time
  3. Help students develop rigorous academic plans (see page 43 of Casey’s “Postsecondary Education and Training” for details)
  4. Monitor students’ academic progress closely
  5. Advocate for stable, high quality educational placements for students – keep students in stable school placements if at all possible; champion high-quality educational placements for students; enlist the court’s assistance
  6. Promote appropriate, rigorous educational programs for students with disabilities

 

Recommendation #4:  Support Students in Taking Standardized Tests

Strategies:

  1. Help students prepare for standardized tests – take the ACT and SAT pretests and also take the ACT and SAT practice tests that are available online and in preparation booklets; enroll in ACT and SAT prep classes (see if offered free at the high school) or hire and experienced tutor; follow a self-study program using on of the online programs or a commercial text; take the ACT or SAT at least twice:  once in the spring of 11th grade and again in the fall or winter of 12th grade
  2. Help students register for and get to standardized tests – check all dates for registration and dates to take the tests; get and complete applications; apply for a fee waiver and/or see if Chafee IL funds are available for testing fees; encourage students who are in AP classes to register for AP tests and check for fee waivers and/or Chafee funds for fees; for CLEP tests, encourage students to contact the postsecondary school’s admissions office or to find a test center online
  3. Track student performance on state exit exams
  4. Get an updated educational assessment for students in special education

See “The Basics of Standardized Tests” – pages 60-69 of Casey’s “Postsecondary Education and Training” for details

 

 

 

 

Recommendation #5:  Support Students in Choosing, Applying for, and Enrolling in Postsecondary Education

Strategies:

  1. Discuss with students the wide range of postsecondary education and training opportunities – help students understand the different academic choices (4-year universities vs. technical training programs vs. community and 2-year colleges, etc.); help students understand the social and cultural differences in programs (public vs. private, HBCU’s, single-sex schools, etc.)
  2. Help students match postsecondary programs with their goals and skills – see pages 77-82 in “Postsecondary Education and Training” on how to choose a postsecondary program; and pages 82-85 on making the most of college visits
  3. Help students submit a strong application – see pages 85-87 for the steps involved
  4. Assist students in making acceptance decisions and enrolling – make a decision about what to do next:  decide between schools or programs, financial aid offered, what to do if you are wait-listed, and what if the student has not been accepted anywhere; and then respond to letters of acceptance and finish enrolling

 

Recommendation #6:  Help Students Apply for and Get Adequate Financial Aid

Strategies:

  1. Make sure students have a mentor to help them apply for financial aid
  2. Help students explore their financial aid options – research costs of postsecondary education; research financial aid options; build a budget
  3. Help students apply for financial aid, including scholarships* Help students finalize their financial aid packages – meet with financial aid counselors at each school to which they have applied; review financial aid award letters; accept a financial aid package

*See attached “Steps to Follow in Applying for Financial Aid” and “Links to Scholarships” and

“The Basics of Scholarships, Vouchers, Waivers and Grants” – pages 108-116 in Casey’s “Postsecondary Education and Training”.

 

Recommendation #7:  Engage Young Adults Who Have Missed out on Postsecondary Preparation

Strategies:

  1. Help young adults see the importance of postsecondary education and how it can be a reality – provide specific data on the economic and career benefits of postsecondary education; talk about the importance of job satisfaction and the intrinsic value of education; connect them with adults, especially alumni of foster care, who ultimately succeeded in postsecondary education
  2. Help young adults improve basic skills and study skills – check into adult basic education programs, adult literacy programs or TRIO programs
  3. Help young adults to evaluate the pros and cons of a GED – increased benefits of high school diploma; most postsecondary colleges and programs accept GED, but many 4-year colleges also require SAT, ACT, or a college placement test
  4. Give young adults options for getting a high school diploma – credit retrieval programs, distance learning, early college programs
  5. Offer guidance and support for postsecondary enrollment – enroll in TRIO programs, get ahead with testing – take ABT’s, get postsecondary credit for work experience, explore postsecondary alternatives, use TANF funds

 

Recommendation #8:  Help Students Adjust to and Complete Their College or Training Program

Strategies:

  1. Help students transition to the postsecondary program – get summer job and start saving for college expenses; help student solve transportation issues; help student get childcare if the student is also a parent; work with students on list of items they will need for campus life; direct students to internet resources about campus life; help students identify a mentor; encourage students to find out in advance about campus support programs; help students of color learn about and access multicultural and support programs designed specifically for them; encourage students with disabilities to make and appointment with the office of disability services before the first day of classes to discuss their needs; mentor or another adult should accompany students when they move to campus or start classes
  2. Help students identify a mentor for their postsecondary education
  3. Make sure students know about support services and access them as needed – academic, career, financial, basic living and health, social and personal, programs for students of color, any programs for students from foster care, programs for students with disabilities, and programs for other groups of students, such as GLBT or veterans
  4. Help students adjust academically – identify problems at the first sign of academic difficulty, and explore options to address this
  5. Help students adjust personally and socially – take advantage of campus resources; join or form study groups; join a club or athletic team and participate in other social, recreational and community services activities; make an effort to interact with teachers, support staff and other campus personnel; find cultural and spiritual opportunities on campus and in the community that satisfy personal needs

Help students successfully complete their postsecondary program – monitor student progress; help students adjust their college plans and build a career plan; help students keep financial aid during the postsecondary years