Fostering Success Coaching: Effective partnering with students from foster care Maddy Day, MSW Jamie Crandell, MSW Courtney Maher
Graphic courtesy of Foster Care Alumni of America. Fostercarealumni.org
Presenta(on Objec(ves Par(cipants will leave with: An overview of the Fostering Success Coaching model A holis8c, student- centered coaching framework that builds students capacity to self- advocate, resul8ng in improved outcomes for the student, their campus, and their community. Methods for teaching in a student- coach partnership by building awareness, knowledge and skill. Strategies to use data in a student- coach partnership to increase posi8ve outcomes for students from foster care.
Holis(c System Approach Statewide Network Campus Community Student
Large Scale Social Problem We need to increase access and success in postsecondary education and professional careers for students from foster care ages 12-25 in Michigan.
Youth Ages 12 21 in Michigan Foster Care Number of youth age 12 and older: 4,402 Number of youth age 18 and older: 1,201 Counties with highest number of youth age 12 and older in care: Wayne: 1,198 Kent: 281 Macomb: 260 Oakland: 254 Genesse: 249 * Source: Michigan DHS June 2013
Collec(ve Impact Collec(ve Impact is the commitment of a group of actors from different sectors to a common agenda for solving a complex social problem.
Common Agenda Fostering Success Michigan has adopted the Lumnia Big Goal of increasing the number of students from foster care who obtain high-quality degrees and credentials to 60% by the year 2025.
Common Agenda The available estimate to date is that 21.5% of Michigan alumni of foster care have earned a diploma, certificate or college degree beyond high school graduation. *White, C. R., O Brien, K., Pecora, P.J., Kessler, R.C., Sampson, N., Hwang, I., and Buher, A. (November 2012). Michigan Foster Care Alumni Study Technical Report: Outcomes at Age 23 and 24. Casey Family Programs: Seattle, WA.
Backbone Organization Fostering Success Michigan supports Michigan s network of experts versus being an expert organization. Fostering Success Michigan utilizes 3 main strategies: Resourcing Supporting Networking www.fosteringsuccessmichigan.com
FSM Backbone Strategies Resourcing Creating a youth-friendly website Accessible and Convenient Resources Examples: Resource Guides Webinars www.fosteringsuccessmichigan.com
FSM Backbone Strategies Supporting FSM Higher Education Consortium Regular convening of IL Coaches, Program Directors and Coordinators to share programming ideas, build shared measurement strategies and provide professional development Community partner presentations Professional development for FSM partners and their community partners. Ex. Guidance counselors, DHS Ed Planners, Michigan College Access Corps FSM Google Group Member listserv to provide information and a space for partners to ask questions and seek resources www.fosteringsuccessmichigan.com
FSM Backbone Strategies Networking Fostering Success Michigan Statewide Summit Annual gathering of partners from across the State to share innovative strategies and partnerships FSM Regional Network Meetings 5 community-based meetings co-hosted by a Higher Education Campus Support Program Alumni Leadership Consortium Organization to give students from foster care on college campuses across the state a voice in informing the education pipeline process www.fosteringsuccessmichigan.com
Mutually Reinforcing Activities Each partner in the Fostering Success Michigan Network plays a vital role in the educa8on to career pipeline for youth and alumni of foster care. By working together with toward a common goal, everyone plays an important role in access and success in postsecondary educa8on and professional career for students from foster care.
Mutually Reinforcing Activities Postsecondary Education Institutions staff and campus champions Youth and Alumni of Foster Care Middle and High School Educators and Staff Community Organizations and Other Service Providers Caregivers and Mentors The Department of Human Services Local College Access Networks, The Department of Education Courts, Law Enforcement and Juvenile Justice System Career and Work Forces Services Housing champions
Michigan Campus Based Support Programs
Continuous Communication www.fosteringsuccessmichigan.com
Why are supportive adults key to student success? In his 2008 report, James Vacca states that foster youth are of the most educationally vulnerable populations in our schools. Supportive adults are key to students developing skills of interdependence and perseverance. This is where YOU come in!
Fostering Success Coaching A MODEL OF INTEGRATIVE SUPPORT FOR STUDENTS FROM FOSTER CARE IN EDUCATIONAL SETTINGS
Why Coaching? Foster Care Issues
Why Coaching? Growing in foster care can result in skill gaps Coaching aims to narrow and eliminate gaps in skill Coaching differs from casework and therapy Future focus Partnered relationship
Why Coaching? 3 rd Semester Retention At WMU, 3 rd semester retention rates for freshman students from foster care are similar to other freshman who are first time in any college (FTIAC)
Fostering Success Coaching Model
Fostering Success Coaching Model: Interdependent Rela(onships Partnering, promo8ng reciprocity Cultural Humility Learning the student Learner- Centered Student is expert and drives decisions and goals Core Elements
Fostering Success Coaching Model: Teaching in Real- Time In educa8onal context Knowledge, Insight, Skill Skill- based Asset Development Seven Life Domains Core Elements
Fostering Success Coaching Model: Network Development Family, social, academic, professional Empowerment Evalua(on Progress indicators Ongoing feedback loop Core Elements
Fostering Success Coaching Model: Practice Method
Fostering Success Coaching Model: Assess Seven Life Domains Priori(ze Student Needs Hierarchy Teach Cycle of Teaching and Learning Practice Method
Assess: The Seven Life Domains 7. Life Skills for Campus Living 2. Employment (including financial aid, income, and savings) 3. Housing 6. Cultural and Personal Identity Formation (as college and career person) 1. Education 5. Supportive Relationships & Community Connections 4. Physical and Mental Health Casey Family Programs (2008). Suppor&ng success: Improving higher educa&on outcomes for students from foster care A framework for program enhancement. SeaTle, WA: Author. htp://www.casey.org/resources/publica8ons/suppor8ngsuccess.htm
Prioritize: Student Needs Hierarchy
Teach: Cycle of Teaching and Learning 1 What does the student need to know, understand and be able to do to graduate college and transition to a career? 2 4 What are the next steps when a student doesn t learn or progress sufficiently before expectation? What intervention is needed to effectively to ensure that the student learns and progresses? 3 How will you know that the student has learned and progressed?
Prac8ce Method: APT Assess Priori(ze Teach 7. Life Skills for Campus Living 2. Employment (including financial aid, income, and savings) 3. Housing 1 What does the student need to know, understand and be able to do to graduate college and transition to a career? 1. Education 2 6. Cultural and Personal Identity Formation (as college and career person) 5. Supportive Relationships & Community Connections 4. Physical and Mental Health 4 What are the next steps when a student doesn t learn or progress sufficiently before expectation? What intervention is needed to effectively to ensure that the student learns and progresses? 3 How will you know that the student has learned and progressed?
Data Driven Decision Making Coaching Contact Notes Benchmarks Supplemental Agreements Cell Phone Records
Coaching Contact Notes Provide street-level data Interventions Student Progress
10/10/13 FF JC 30 Student dropped in REL Se\ng/observing boundaries SK Assessed student s current situa8on regarding bio mom; assessed students stress using 1-5 scale; validated student s anger towards family; named skill of boundaries se\ng; used proac8ve teaching to teach skill; re- assessed students stress on 1-5 scale Student described situa8on, and stated, I am a 4 and a half ; student stated, I am so mad at her s8ll, and don t want her wri8ng me again; student was willing to discuss boundary se\ng, and named the steps she would take to set a boundary with her mom; student rated at a 2 at end of mee8ng. Plan ahead with student for managing stress if mom con8nues to reach out; discuss boundary se\ng with other family members to generalize skill. Student s mom is in Texas, so a face to face contact is not likely.
Practice Tool: Using Scales in Assessment and for Student Feedback
Fostering Success Coaching THE STUDENT PERSPECTIVE
Real World Application Coaches have supported me personally with Assistance with filling taxes Financial aid naviga8on Seeking educa8on services Building professional connec8ons Seeking mental health services Empowerment Safety Net
The Seven Life Domains 7. Life Skills for Campus Living 2. Employment (including financial aid, income, and savings) 3. Housing 6. Cultural and Personal Identity Formation (as college and career person) 1. Education 5. Supportive Relationships & Community Connections 4. Physical and Mental Health Casey Family Programs (2008). Suppor&ng success: Improving higher educa&on outcomes for students from foster care A framework for program enhancement. SeaTle, WA: Author. htp://www.casey.org/resources/publica8ons/suppor8ngsuccess.htm
The Seven Life Domains Need Assistance with filling taxes Financial aid naviga8on Seeking educa8on services Building professional connec8ons Seeking mental health services Empowerment Safety Net Life Domain Employment Life Skills Employment Life Skills Educa8on and Academics Suppor8ve Rela8onships & Community Connec8ons Physical and Mental Health Cultural and Personal Iden8ty Forma8ons Suppor8ve Rela8onships & Community Connec8ons
Expert on foster care Student Coach Expert on higher educa(on resources
Applying Skills in Real Time Gathering informa8on Asking for help Interviewing for a job Checking back Using community resources Asking for clarifica8on Using strategies to land a job Seeking professional assistance Establishing pride in accomplishments
Graphic courtesy of Foster Care Alumni of America. Fostercarealumni.org
Graphic courtesy of Foster Care Alumni of America. Fostercarealumni.org
For more informa(on: Maddy Day: maddy.day@wmich.edu, (269) 568-9142 Jamie Crandell: jamie.crandell@wmich.edu, (269) 929-0993 www.fosteringsuccessmichigan.com hrp://groups.google.com/group/fostering- success- michigan