J E F F E R S O N C O U N T Y P U B L I C S C H O O L S
NVISION EQUITY
DIVERSITY, EQUITY, AND POVERTY ISSUE 49 | VOL 3 | MAY 2018
JCPS
FOSTER CARE
PROGRAM
S P E C I A L E D I T I O N
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Photo, Getty Images
JCPS Foster
Care Program
An Introduction
By Lindsay Bale—
JCPS Foster Care
Coordinator
Greetings!
May is National Foster Care Month, and we
at JCPS wanted to take the time to honor this
special group of students.
Did you know that nationally, there are over
400,000 children in foster care? In the state of
Kentucky, we have 9,034 foster youth and in
Jefferson County alone we have 1,033 children in
foster care according to the Jefferson Foster Care
Fact Sheet (April, 2018). That’s enough children to
fill an entire high school!
Students in foster care face numerous challenges
that can affect their educational attainment and
experiences. While 2017-2018 will be the first
school year in which we have collected data at
JCPS specific to foster youth, we have access to
national data that paints a picture of the
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ENVISION EQUITY FOSTER CARE SPECIAL EDITION
achievement gaps that we are working
diligently to close. Some of the data indicates
that students in foster care have increased
rates of suspensions, absences, and special
education services. In addition,
students in foster care
experience school
instability at much
higher rates than
their peers. They
have decreased
reading levels,
achievement
scores, and
graduation
rates. In the
following
pages, you will
get a clearer
picture of the
national data and the local data we
have begun to collect, and obtain a greater
understanding of the urgent need to provide
additional supports and services for this
vulnerable group of students.
In this edition of Envision Equity, you will
learn some facts about foster care and
education, strategies that are effective in
working with foster youth, how to care for
yourself as you engage in this difficult but
rewarding work, and resources that are
available to help foster youth garner
success.
We know the number one way
to change the trajectory for
a child who has
experienced trauma is a
positive adult
relationship. Please
consider becoming a
mentor, foster parent,
advocate, traumainformed
educator, CASA
volunteer, life coach, or
serving in any role that will help
our foster youth reach their full
potential and become all they are destined to
be!
Lindsay Bale, MSSW, CSW
JCPS Foster Care Coordinator
You can reach me at 485-6358 or by email at
Lindsay.bale@jefferson.kyschools.us
Cabinet for Health and Family Services (2018). Jefferson County Foster Care FACTS. Retrieved at http://chfs.ky.gov/NR/
rdonlyres/01F69D78-4728-49D2-B75D-04FB8D1339A3/0/JeffersonFosterCareFactsSheetsApril2018.pdf 3
ENVISION EQUITY FOSTER CARE SPECIAL EDITION
JCPS
FOSTER CARE
DATA
*JCPS Data Management, Planning and Program Evaluation Department.
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ENVISION EQUITY FOSTER CARE SPECIAL EDITION
JCPS
FOSTER CARE
DATA
*JCPS Data Management, Planning and Program Evaluation Department.
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ENVISION EQUITY FOSTER CARE SPECIAL EDITION
JCPS
FOSTER CARE
DATA
*JCPS Data Management, Planning and Program Evaluation Department.
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ENVISION EQUITY FOSTER CARE SPECIAL EDITION
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Legislation to Support Students in
Foster Care
By Lindsay Bale—JCPS Foster Care Coordinator
As legislators continue to recognize the unique needs of children in foster care, State and Federal agencies have
passed several pieces of legislation to support the educational achievement and experiences of youth in foster care.
Some of these federal laws include the Fostering Connections Act, Uninterrupted Scholars Act (USA), and the Every
Student Succeeds Act (ESSA). In the state of Kentucky, House Bill 33 (KRS 620.146) and House Bill 527 are bills that
were passed to support the educational needs of students in foster care. Below is an overview of the laws that
promote educational stability and data sharing for students in foster care:
2008 Fostering
Connections
2013
Uninterrupted
Scholars Act
2015 Every
Student
Succeeds Act
2017 KY House
Bill 33 (KRS
620.146)
2018 KY House
Bill 527
Fostering Connections: This federal
law was passed in 2008. This law
requires child welfare agencies to
ensure that a student in foster care
remains in the same school they were
enrolled in at the time of placement into
foster care.
Uninterrupted Scholars Act: This law
was passed in 2013 and amended FERPA
to allow child welfare workers access to
educational records of youth in their
care without parental consent.
Every Student Succeeds Act: This law was passed in 2015 and requires the collaboration of child welfare agencies
and educational agencies to ensure educational stability for youth. This law allows students in foster care to remain in
their school of origin when it is in their best interest, with transportation provided. In addition, it allows for students to
be immediately enrolled in a new school, even when records that are normally required to enroll in school are not
available. Lastly, it requires that educational agencies report annually on student achievement and graduation rates
for foster youth.
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House Bill 33 (KRS 620.146): This law was passed in 2017 and requires CHFS social workers to notify school
personnel of people who are authorized to contact the student at school or remove the student from school
grounds. This is required when an order for emergency, temporary, or permanent custody has been received by
CHFS.
House Bill
527: This
bill was
passed
and signed
by the
governor
in the most
recent
legislative
session in
2018. This
bill
codifies
ESSA into
Kentucky
state law.
This bill
requires
that CHFS
place
foster
youth in
their same school district when practicable. It also requires social workers to make a determination as to whether it
is in a child’s best interest to remain in his/her school of origin. It maintains that the cost of transportation cannot be
a factor in determining the best interest for a child’s school placement, and that reasonable transportation must be
offered for a child to remain in the school of origin. If it is determined to be in a student’s best interest to change
schools, school districts must establish procedures for immediately enrolling a student in the new school.
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House
Bill 527
Encouraging Students Who Need It Most
By Karena Cash
L
ast year, I had the opportunity to tutor a young girl in foster care, Jaden. Whenever I first met
her, I was blown away at how much she struggled at basic division problems. She was in fifth
grade, so she must know thirty divided by six, right? I simply thought that she didn’t pay attention in
school. As the months trickled on, however, I learned that she was in foster care and had moved
homes three
times over a twoyear
period. Each
new placement
caused her to
move to a new
school, each of
which were at a
different place in
the curriculum.
In addition to
this, it took
weeks in order
for her to be
enrolled in a new
school and
records
transferred. The
reason she didn’t know how to divide is that she had never been taught. Not only that, but she had
fallen so behind that she felt like there was no reason to even try. Further, she never bothered to make
friends at any of these schools. In her mind, it was impossible to catch up or form lasting relationships,
and even if she did manage to, she’d just move schools again in a few months anyways, so what was
the point? This cycle repeated. Three months into me tutoring her she moved schools again.
Like many, I started my junior year with the idea that you just need to pull up your bootstraps and get
to work. In reality, though, this is often never the case. I quickly learned that the lack of stability in
Above, a JCPS student is welcomed by
Flash Dads at Wheatley Elementary
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Jaden’s life meant that she didn’t have bootstraps to begin with. She had no stable home, no stable
relationships, and no stable education. She faced deep trauma from the abuse and neglect she
suffered at the hands of her parents. Her family home created a situation in which she not only acted
out as a response to trauma, but also found no skills on how to cope with her environment. Jaden is
not an anomaly in the foster care system. She is not someone from whom we can write off as a lost
cause, because she never was one. She is one of many foster children in Kentucky who share the
same experiences of neglect on behalf of failed foster care polices.
Stability is the key for kids to fully develop emotionally, physically, and academically. For foster
children, this stability can often only be found in the school setting. In recognition of this, the
Kentucky Legislative recently passed HB527. HB527 bill does three major things to help kids like
Jaden. First, it spells out the process for determining if a child placed in foster care should remain in
the same school. It does this by looking at what the best interest of the child is, taking into
consideration things like transportation time and a child’s relationships with others. When it is in the
best interest of a child to remain in their same school, it clarifies how transportation to the current
school will be handled. This ensures that children can continue to attend the school that they are
familiar with, have a continuous curriculum, and maintain the relationships they already have.
However, if it is in the best interest of the child to move schools, the bill requires that children in
foster care be immediately enrolled in a new school and that their most essential records be
transferred within three working days. This deadline allows them to adjust to their new environment
as soon as possible. That way foster children can begin to catch up on school work and build
relationships with other students and teachers. Overall, these measures help give foster children
school stability in the long run.
As educators, we cannot continue to allow this instability to be the norm. We must halt the
progression of failing foster care children. We cannot continue to have an average of three different
placements by the norm. We cannot continue to allow foster care graduation rates hovering around
50% be the norm. While some instability will always be inevitable for foster care children, we must
work to prevent as much of it as possible. By prioritizing school stability, we give them a stable
environment, stable relationships, and stable access to education. All of these policies have the
potential to counteract years of abuse and neglect that often stem from foster care. As educators, it
is crucial that we understand foster youth’s need for stability and our role in ensuring their success.
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12
Barries to
Academic
Success
For Kentucky’s Foster Youth
By Tiffany Thompson, MSW, CSW—Foster Care Case Manager
C
urrently, the United States Department of Education reports that virtually 400,000 children
are in foster care and roughly 20,000 of these will age out of care annually (U.S.
Department of Education, 2016). In the state of Kentucky, it was documented by the Cabinet for
Health and Family Services that 9,034 children and youth had active foster care placements
(http://chfs.ky.gov, 2018). As a foster care case manager, one of my responsibilities is to ensure
that the educational needs of my clients are met. The exigent demands of achieving academic
success for each foster youth are distributed by treatment team members such as therapeutic
support specialists, therapists, psychiatrists, treatment directors, and state workers. These
interdisciplinarians work in tandem with teachers, family resource coordinators, foster care
coordinators, guidance counselors, and special education coordinators to provide educational
supports.
However, there are barriers to educational attainment for foster care youth such as psychiatric
diagnoses, medication side effects, problem behaviors, lower academic performance, Individual
Education Plan (IEPs) guidelines, and elevated school and home placement ratios. A recent study
at George Fox University in Portland, Oregon revealed that these barriers originate from problems
with maltreatment, powerlessness, and resentment (Morton, 2015). Coupled with the imperative
of safety and placement maintenance, positive educational outcomes for foster youth cannot be
forgotten.
Within the first 30 days of care, foster youth undergo an initial psychiatric assessment. Some
clients have a history of psychiatric diagnoses and prescription medications. This information is
used by the psychiatrist to determine the current diagnosis. Other foster youth who are new to
care, may require a series of assessments. Many clients find the assessment process retraumatizing.
Due to their past experiences, they may have issues trusting people—especially
adults. Some clients are hesitant to answer probing questions about their history, their parents or
caregivers, or their emotional state. Many clients are opposed to taking medication because they
don’t think they need it. Others don’t like the way medication makes them feel or they don’t want
their peers to know that they take medication.
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According to the National Conference of State Legislators, roughly 80% of foster children have mental
health diagnoses, compared to virtually 20% of the general public. Furthermore, foster youth are
prescribed psychotropic medications at a much higher rate than their non-foster peers (National
Conference of State Legislators, 2016). Medication side-effects can make it difficult for foster youth to
concentrate on or complete their work. Therefore, the possible re-traumatization of psychological
assessment, the stigma attached to diagnosis, and the side-effects of their medications present a
barrier to their academic success. For this reason, mindful re-evaluation of client treatment and
supervision plans along with medication management are essential. For further insight on medication
side-effects visit the WebMD.com web page at: https://www.webmd.com/drugs/2/drug-19857/
concerta-oral/details
Another barrier to academic success for foster care youth is problem behaviors. As Morton (2015)
pointed out in her University study, many of these actions stem from the trauma and emotional
turmoil that these youth are facing. It is important for teachers and other school staff to be aware of
these issues and approach the students from a trauma-informed perspective.
Some clients believe that they are receiving unfair treatment due to the shame associated with being
in care. When some foster youth feel threatened, they often push back by presenting with one or more
problem behaviors. These behaviors can disrupt class instructional time and lead to in-school
suspensions, expulsions, or involvement with law enforcement. They can also initiate Individualized
Education Plans (IEPs) for behavioral/emotional challenges, increased home and school placement
rates, and complications evolving from care to emancipation (Morton, 2015). To address these
concerns, cooperation should occur between the treatment team, foster parents, and school staff to
brainstorm strategies for behavior management and academic supports.
Subsequently, lower academic performance and IEP guidelines can be barriers to academic success
for foster care youth. A child maltreatment study by Sullivan and Knutson (2000) (as cited in Morton,
2015) discloses that 37.4% of the participants experienced behavior disorders, 25.3% were
academically challenged, 16.4% had learning disabilities, and 11.2% had physical disabilities. These
experts go on to convey that participants with special education needs have a greater probability of
poor scholastic outcomes. Furthermore, they contend that participants with special education needs
typically had more placements than those without. The uncertainty that foster care youth face
regarding placements, schools, academic performance history, and attendance poses difficulties for
foster parents and school staff who are unacquainted with the client’s history (Zetlin, Weinburg, &
Shea, 2006 as cited in Morton 2015).
When foster youth have multiple home and school placements, their records do not always travel with
them. In many cases, records are requested multiple times before they are sent to the new school.
Additionally, if termination of parental rights (TPR) has not occurred, it is difficult to contact biological
parents in order to obtain their consent for IEP requests. Thus, the client’s academic supports may be
put on hold until attempts to reach the biological family are documented. Since foster parents and
state workers cannot automatically be deemed education surrogates, this can delay the IEP process.
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For this reason a solid rapport with the school staff involved in the client’s case can ensure the best
possible supports are put in place.
The following are strategies that educators can use to improve academic outcomes for foster care
youth:
• Research the student’s scholastic background
Touch base with the student’s previous teachers to find out the student’s education level,
records, courses completed, and Individual Education Plans (IEPs)
• During class time
Evaluate the student’s emotional, social, and education level. Then create ways to assist
the student via supports such as tutoring and mentoring.
• Building Rapport with the student’s caregiver(s)
Adoptive parents, foster parents, and kinship caregivers can be vital allies in the student’s
academic success. Invite them to participate in the student’s educational journey.
• Provide Postsecondary Education Resources
Offer assessment preparation for the ACT/SAT, career counseling, scholarship information,
and options for community/technical and college programs (fosteringsuccessmichigan.com,
2008).
Along with securing their safety, foster care agencies are committed to meeting the academic needs
of all children in care. As foster care advocates, we should remain steadfast in our partnership with
treatment team members, foster parents, and school staff to ensure that foster care youths’
educational needs are met. However, the barriers that foster care youth encounter such as mental
health diagnoses, medication side effects, problem behaviors, lower academic performance,
navigating IEP guidelines, and placement inconsistency must be eliminated to improve academic
outcomes. By applying best practices in the school setting, we will see more foster care youth thrive
in primary and secondary education.
References
Cabinet for Health and Family Services. (2018). Jefferson Foster Care FACTS. Retrieved from http://chfs.ky.gov/NR/rdonlyres/01F69D78-4728-49D2-
B75D-04FB8D1339A3/0/JeffersonFosterCareFactsSheetsApril2018.pdf
fosteringsuccessmichigan.com. (2008). What Teachers and Educators Can Do to Help Youth In Foster Care. Retrieved from http://fosteringsuccessmichigan.com/
uploads/misc/EducatorsFC.pdf
Morton, B. (2015). Barriers to Academic Achievement for Foster Youth: The Story Behind the Statistics. Retrieved from http://digitalcommons.georgefox.edu/cgi/
viewcontent.cgi?article=1145&context=soe_faculty
National Conference of State Legislators. (2016). Mental Health and Foster Care. Retrieved from http://www.ncsl.org/research/human-services/mental-health-andfoster-care.aspx
Sullivan and Knutson. (2000). (as cited in Morton, 2015). Barriers to Academic Achievement for Foster Youth: The Story Behind the Statistics. Retrieved from
http://digitalcommons.georgefox.edu/cgi/viewcontent.cgi?article=1145&context=soe_faculty
United States Department of Education. (2016). Students in Foster Care. Retrieved from https://www2.ed.gov/about/inits/ed/foster-care/index.html
WebMD.com. (2018). Drugs & Medications: Concerta. Retrieved from https://www.webmd.com/drugs/2/drug-19857/concerta-oral/details
Zetlin, Weinburg, & Shea. (2006). (as cited in Morton, B., 2015). Barriers to Academic Achievement for Foster Youth: The Story Behind the Statistics. Retrieved
from http://digitalcommons.georgefox.edu/cgi/viewcontent.cgi?article=1145&context=soe_faculty
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ENVISION EQUITY FOSTER CARE SPECIAL EDITION
Fostering a Supportive
School Environment for
Students in Foster Care
By Lindsay Bale—JCPS Foster Care Coordinator
Students in foster care have unique
challenges they bring to school with
them as a result of abuse, neglect, and/
or dependency. These challenges can include
not knowing where they will be living from
week to week, difficulty building relationships
and trusting others, not having a “typical”
family, and learning problems. Students in
foster care often exhibit trauma responses such
as difficulty concentrating, acting out
behaviors, nightmares, etc. which can be
misdiagnosed as anxiety, behavior disorders,
and attention disorders. There are nearly 800
children in foster care who attend JCPS
schools. As educators, we are often the lifeline
for students in foster care. We have the
opportunity to create school cultures that will
help students in foster care build resilience and
feel supported and safe.
One important thing school personnel can do
to help students in foster care is to maintain
confidentiality. It is important that only those
who need to know are made aware of the
student’s foster care status. Ensure that you do
not discuss the student’s private matters in
public places. Also, notify students of school
visitors related to their foster care status in a
private manner.
Educators should also be aware of the
challenges faced by students in foster care
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when they are given an assignment or activity
that is related to family. Assuming that
students live with their birth families, or know
their family history (i.e. family trees, making
Mother’s Day or Father’s Day cards) can
present challenges for students in foster care.
Help students by providing alternative
activities for all students, which will avoid
calling attention to the students in foster care.
If a student in foster care is frequently absent,
the absences could be related to their foster
care status. For example, they may have
parent visits, sibling visits, therapy
appointments, court dates, etc. Ensure that
these absences are excused and work with
students to make up any work missed due to
these absences.
Another way for school personnel to build a
safe and supportive environment for students
in foster care is to invest in building a trusting
relationship. This will take time, as students in
foster care can have a difficult time trusting
adults, but your investment will be worth it. Go
out of your way to engage students. Celebrate
accomplishments and successes, recognize
birthdays, encourage students to build on their
strengths, and spotlight their positive
attributes to students and their caregivers.
Positive, caring adult relationships are
instrumental to the success of children in
foster care.
Students in foster care often feel out of control
due to the circumstances in which they were
placed in foster care without a choice in the
matter. It is imperative that students in foster
care are given the opportunity to express their
opinions and have a voice in the decisions
made about
their
education. For
example, when
best interest
determinations
are made
regarding a
student’s
school
placement, a
student’s
opinion on
whether they
want to stay in
their school
should be
taken into
consideration.
Ensure that students in foster care know what
supports are available to them at school.
Identify a trusted adult in the building that the
student can speak to when he/she is having a
rough day, having worries about parents or
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siblings, having difficulties
in the foster home, etc. Be
certain that students know
about counseling services,
FRYSC services, CAP closet,
or other supports available
to them. Students may
need basic supplies, such
as uniforms, back packs,
clothing, hygiene supplies,
etc., especially when they
first enter foster care. When
possible, help students
access these things.
Implementing traumainformed
practices in the
classroom is imperative to
the success of students in
foster care. It is important
for school personnel to
understand the impact that
trauma can have on
students, especially related to learning, behaviors, cognitive development, responses to adults,
and interaction with peers. Being informed about trauma informed practices will help
educators and those working with children who have been traumatized to respond to children
in a way that is sensitive to their unique needs. For a free copy of the Trauma Toolkit for
Educators produced by the National Child Traumatic Stress Network, follow this link: https://
rems.ed.gov/docs/NCTSN_ChildTraumaToolkitForEducators.pdf.
Educators and schools are in the unique position to counteract the trauma children in foster
care have experienced and to help them build resilience. By following these suggestions we can
ensure that children feel safe and supported, resulting in greater overall well-being and
academic achievement.
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With a total population of 26,790, Hispanics are the fastest growing demographic in Louisville/
Jefferson County. From 2000 to 2010, the Hispanic population grew by 163.1% in Louisville/Jefferson
County. Between 2012 and 2015, the Hispanic student population grew by 5.4% in JCPS.
Latinos may be the largest ethnic minority group in the United States, but stereotypes
and misconceptions about Hispanic Americans abound. A considerable number
of Americans believe that Latinos are all recent immigrants to the U.S. and that unauthorized
migrants to the country exclusively come from Mexico. Others believe that Hispanics all speak
Spanish and have the same ethnic traits.
During a recent PD titled Latino Student Voices, JCPS Educators were able to hear firsthand about
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ENVISION EQUITY FOSTER CARE SPECIAL EDITION
Trauma Informed
Practices for
Caregivers
By Patrick Wagner, LCSW, Mental Health Counselor—Roosevelt Perry Elementary
A
s we continue to gain more
knowledge on the subject of
trauma we are able to grow and
change the way we view fostering
our most vulnerable children. We
are no longer asking what’s wrong
with this child and asking what
happened to this child? We now
know thanks to groundbreaking
research of Dr. Felitti through the
ACE study (Adverse Childhood
Experiences), that children that
experience traumatic and or
painful events early in life, are far
more susceptible to substance
misuse, maladaptive behaviors
and even medical illnesses. Those
impacted by trauma struggle to
connect with their caregivers and
rely on their maladaptive behaviors to help them feel safe. As the foster children push back, poorly
equipped families are left wondering how to keep going and inevitably seek out alternative
solutions. Thus, leading to yet another rupture in the child’s attachment helping them to only
solidify their belief that adults will let them down.
Thankfully, the landscape of our caregivers continues to redefine itself. In a recent five year study
of the foster care system in Kansas, families were trained in trauma systems therapy to
supplement their interventions and trauma knowledge. The study yielded statistically significant
positive results for the 1,500 children that were assessed during the study (KVC Health Systems,
2017). New families were taught how to shift their mindset about trauma so as to effectively
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support the children in their homes. Families learned that no matter the child’s age, nurturing
and attachment were an ongoing, never ending process. This is a vital piece of the puzzle for a
lot of children as we cannot allow ourselves to believe that they have been nurtured enough.
Families were taught that trauma causes fear and afraid children don’t always act the same as
children who feel safe. They must provide reassurance rather than shaming their children for
being afraid – no matter what the child’s age.
For many
children their
needs and
developmental
stages may
have been
arrested, which
is why it’s so
important to
recognize that
they may
require more
than what is
deemed
normal. Too
many times, parents will say, he’s too old for a teddy bear; or why does she still need the light
on? Being sensitive to the needs of each individual child is paramount to the strength of the
relationship. And lastly, one of the most important skills taught was that the caregivers don’t
take the pain of their children personally. They see pain for what it is and they respond
accordingly. One of the most successful maladaptive behaviors for a traumatized child is
pushing others away. As healthy adults attempt to make connections with children, if they don’t
feel safe they will use their words to keep them at bay. For those that do not have the awareness
this can feel extremely painful and confusing. Caregivers are taught to see the challenging
behaviors and ask themselves, what is driving the child’s behavior and what can I do to improve
my relationship with them? Armed with this insight, caregivers can remove themselves from the
combative behaviors and focus more on how to cultivate a healthy relationship. The most
important take away from the training and study was that with the right interventions applied at
the right time, children with significant challenges can and do get better.
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With all that focus on how the caregivers can be more successful, it’s still a hard job. On average
95% of all foster care children experiencing at least one disruption while in the system. So what
can be done to reduce the chances of families disrupting on children for their difficult
behaviors? For starters, self-care. If you are learning about trauma then you are learning that
taking care of yourself to combat the vicarious affects of being around an impacted child is a
real thing. Without intervention, a traumatized child can effect your stress response, emotional
regulation, hope and even raise your risk of illnesses. In Dr. Nadine Burk Harris’ new book, The
Deepest Well, Harris highlights the necessity for caring for yourself. Within her medical practice
she was able to quantify this truth; one such example was seeing the reduction in a child’s stress
response once their caregiver began doing yoga regularly. The child made no changes to their
life, but as their caregiver began to feel better through the self care yoga practice, the effects
permeated to those around them. Caregivers are strongly encouraged to exercise, eat well and
or engage in a hobby to help aid them when faced with stressful events.
Dr. Harris also explains that on top of self-care, fostering a child should not be done alone. The
most successful examples of caring for a child with trauma, came when they had a team of
healthy adults willing to support them. Whether that be a teacher, coach, pastor, aunt, the
more healthy adults you can add to a child’s life the higher probability of success. When a
caregiver can utilize the team approach, providing them with outlets for respite, venting
frustrations, resource building, or consistency with discipline they are able to feel supported. As
children continue to risk connection with a healthy adult and are reinforced with a positive
relationship, they are then able to break the cycle that was previously formed. They are able to
learn that they can establish trust with adults, create a new truth for building future
relationships and brighten their hope for tomorrow.
Citations:
Fisher, P., Stoolmiller, M., Mannering, A., Takahashi, A., & Chamberlain, P. (2012). Foster
Placement Disruptions Associated With Problem Behavior: Mitigating a Threshold Effect.
Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3334279/
KVC Health Systems (2017). First Ever Study of Trauma-Informed Foster Care Shows Stunning
Results. Retrieved from https://www.kvc.org/blog/first-ever-study-trauma-informed-foster-careshows-stunning-results/
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ENVISION EQUITY FOSTER CARE SPECIAL EDITION
SELF-CARE
IS ESSENTIAL FOR
EDUCATORS
By Dr. Jay Miller-Owens & Dr. Erlene Grise-Owens
I
ndubitably, being an educator
can be challenging.
Collectively, evidence suggests that
educators often face expectations
difficult to meet, inadequate
resources and supports, and
students with complex issues,
among other challenges. Further,
educators (like all helping
professionals) are often
disproportionately impacted by
uncertain or divisive political
contexts and cumbersome bureaucratic processes.
These inimical employment circumstances can have real consequences. Professional
burnout, stress, workforce attrition, and high turnover have become commonplace in many
educational settings. Indeed, these consequences can negatively impact educators, and
students, alike.
In this context, self-care is not optional for educators; it is imperative! Research has shown
that self-care can allay professional burnout, increase professional practice efficacy, and
increase levels of professional compassion satisfaction, among other positive affects.
Yet, despite the need for and promise of self-care, mistakes and misconceptions about selfcare
persist. For several years, we have been intensively studying self-care, doing professional
presentations/trainings, and developing resources. We could (and have) written reams about
self-care, including an A-to-Z book.*
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ENVISION EQUITY FOSTER CARE SPECIAL EDITION
But, we know you are busy educating our children and protecting your pensions! So, below, we
distill the core, inter-connected essentials on this important topic in a brief framework, Self-
Care IS. [Think: Self-Care CliffsNotes!]
Individualized. The very term “self”-care encapsulates the notion that self-care is
individualized. What works for others, may not work for you. One of the biggest barriers
to self-care is the myth of a “perfect,” magical, one-fits-all self-care strategy. But, the
“perfect” plan is the plan that works for YOU. To be successful in achieving your self-care
goals, you need to devise a plan that takes into account your values, personality, and
circumstances. If you’re not a gym person – that’s fine, do something else to be active.
Not a social person, that’s fine, read a book. Take a nap. Call a friend. Plant a garden.
Play in the sand. No matter the approach, just do YOU.
Integrated. You’ve heard of the notion “work-life balance.” We propose an important
simplification: “life” balance. One of the myths about self-care is that it is something to
do after work—usually to deal with work stress. Successful self-care is not only about
doing things after work, but how you work. It’s about taking care of yourself throughout
the day—rather than just recovering from the day. Successful self-care is a lifestyle and
way of being. Integrated self-care means anything from seeking support from
colleagues, to practicing mindfulness, to incorporating movement, to going to a yoga
class, and any other strategy that mitigates stress at work, home, and LIFE!
Intentional. As much as we would like it to be so: Self-care does not just happen. Rather,
you must be intentional about engaging in self-care. Intentionality requires being
purposeful in thought and action. A pragmatic strategy for this intentionality is to plan
your day in such a way that you can consistently integrate attention to self-care. For
example, you may need to put that professional development course, or your Zumba
class, or just taking a time out to breathe on your calendar—along with all those other
obligations and commitments.
Structured. Engaging in individualized, integrated, and intentional self-care requires
structure. We recommend developing an individualized Self-Care Plan. This plan ought
to include attention to physical, emotional, social, professional, and spiritual aspects.
We emphasize that your self-care must include professional care—such as supervision,
stress management strategies, professional development, setting boundaries, practicing
mindfulness, and so forth. And, because this plan is individualized, you can add any
other element you wish. This plan will provide you with the structure necessary to make
self-care a reality, rather than just a vague wish.
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ENVISION EQUITY FOSTER CARE SPECIAL EDITION
SMART. For conceptualizing your structured self-care approach, we recommend
developing SMART goals. That is, are your goals: Specific (i.e., targeted in a specific area
for improvement); Measurable (i.e., quantifiable so as to monitor progress), Attainable
(i.e., achievable), Relevant (i.e., worth doing), and Time-limited (i.e., deadlines, specific
time frames). Attention to these areas will assist you in strategically accomplishing your
self-care goals and identifying strategies that hold promise, and others that you should
exclude. We recommend developing a preliminary SMART self-care plan, testing it out for
a week or so, then re-assessing. Most of the time, if you don’t “succeed” in your plan, it is
because you need to redefine success—make it SMARTer! Typically, after this initial
testing, your goals will need to be tweaked! And, over time, you will need to revise your
goals, as your circumstances change. Keep getting SMARTer!
Sustained. Just like any professional practice skill, such as developing lesson plans or
classroom management, self-care is a skill that requires ongoing, sustainable
development. Several “A” strategies can help in developing self-care practices that are
sustainable. For instance, Accountability is key. What people, strategies, and tools can
you use to keep you accountable in your self-care commitments? Also, sustainable selfcare
requires ongoing Awareness. For instance, one of the studies we conducted found
that practicing self-compassion contributes to better self-care; learning how to be more
self-compassionate increases ability to practice self-care. Finally, self-care requires
ongoing Attention. Just like any skill, self-care requires ongoing development. Seek out
opportunities to develop this important skill and commit to it.
Self-Care IS individualized, integrated, intentional, structured, SMART, and sustained. These
inter-related elements comprise the foundational fundamentals for self-care. We hope you will
use these fundamentals to take steps on a successful and meaningful journey of self-care. As
educators, your role is too important to neglect essential self-care!
Dr. Jay Miller is an Assistant Professor in the College of Social Work at the University of Kentucky.
Dr. Miller currently oversees national and international research related to self-care in the helping
professions, including education. Dr. Erlene Grise-Owens is a Founding Partner at The Wellness
Group, ETC. Questions, comments, concerns, and/or celebrations about this article can be directed
to Jay at Justin.Miller1@uky.edu.
Citations
Grise-Owens, E., Miller, J., Eaves, M. (2016). The A-to-Z Handbook for social workers and
other helping professionals. Harrisburg, PA: The New Social Worker Press.
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Catching Kids While
Jumping Through Hoops
By Sarah Stalker—Foster Parent & Educational Advocate
I
t was Valentine’s Day 2017 when I picked her up from the L&N building on Broadway in
downtown Louisville. She was 14-years-old and coming into foster care for the first time,
despite the fact that Child Protective Services had an open case for the last six years. As I stepped
inside the office and stated why I was there, I was pointed to a closed door. I softly knocked as I
slowly opened the door, not knowing who was on the other side. She was small in size for her age
with long, thick, brown hair that came to
her waist and she wore an oversized
hoodie. She had difficult time making eye
contact with anything but the floor and
what little she did say I strained to hear
due to her quiet voice. I signed a few
papers and we left the building. There
were no suitcases or even trash bags with
any belongings; she only had the clothes
on her back.
When my husband and I opened our
home to become foster parents in 2015, a
critical focus of ours was ensuring quality
education. When we have a new
child(ren) come to our home, the first
question I always ask a kiddo is what
school they attend and all the questions
Photo by Megan Hile
that go with it to assess how they feel
about that school. In most cases, kids
want to stay at their school. It’s familiar and they are tired of bouncing around. In this case, she
didn’t want to stay at her school. The idea of starting over fresh where no one knew her was very
appealing to her, so we transferred her to our home reside school. Fast forward eight months and
we started the process of applying for high school. It was clear to us early on that this kiddo had an
amazing artistic talent, so one of the schools we began to talk about was the Youth Performing
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ENVISION EQUITY FOSTER CARE SPECIAL EDITION
Arts School (YPAS) at Manual. She had never even heard of the school and as she learned more
about it and as others continued to mentioned it to her, the more intimidating it became to her.
For every ounce of talent she had, it was countered by a pound of low self-esteem mixed with
lack of confidence weighing her down. Still we persisted, asking her to trust us and consistently
telling her she was good enough, smart enough, and talented enough.
As we went through the time intensive and rigorous process of applying to a top public school, I
became increasingly angry. All the “hoops” that I jumped through were barriers for others. The
short of it is this, if a kid doesn’t have an adult in this process who can and will do all the things
that are required, there is no way that kid is ever going to be able to apply to the school much
less attend it. So how can we as a community catch kids while we improve the equity challenges
in our public school systems across the country? I would say we have to do a better job of
bringing awareness and education to our communities at large on the issues; you can't fix what
you don't know. Hopefully once you know it bothers you enough to take action.
We are challenged by a lack of
understanding in our
community on how many
kids are in foster care. With
that, an even greater
inability to understand
how many times kids
in care change
schools every
time they are
moved from
one home or
institution to
another. I’ve
seen kids move
schools as
many as five
times in one
school year. I think we can all agree that allowing this to happen is not any child’s best interest.
Everyone reading this article can remember something difficult about their school years. Now,
compound that issue with the many challenges that come with moving schools frequently. You
might show up to a school that is ahead of your last school in the math curriculum. On top of
dealing with the pressures of finding your way around a new school, adjusting to the way things
operate at that school, and having zero friends, you now are struggling with math and the
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ENVISION EQUITY FOSTER CARE SPECIAL EDITION
teacher most likely has no clue that you are in foster care and how many times you have
changed schools. These are just the struggles that come with the new school and don’t take
into account that the child has just moved to a new home with strangers, new room, noises,
food, schedule, neighborhood (in some cases an entirely new county) and often a new social
worker and therapists. Imagine going through this routine over and over.
We have amazing teachers throughout our district and state who go well beyond teaching the
subjects they are passionate about. Our teachers are the experts in most cases, and if we can
make sure they have the information they need about students in their classrooms, this will
ensure not only students getting connected to resources they are entitled to, but also helps our
teachers to put a child’s behavior into some general context. Just like we all remembered a
difficult time about our school years, we also all can remember a teacher or staff member at
our school that we connected with, trusted and made a difference in our life.
Children need consistency and structure rooted in a loving and safe environment. When a child
grows up without the basic needs that all humans require in order to function, you can expect
to see failure at varying levels at school. Maslow's Hierarchy of Needs gives us a clear and
simple guide to understanding why children can fail. If you are unfamiliar with them, imagine a
triangle cut into five levels. At the bottom you have physical needs, moving up is physical
safety, then social belonging. Next is esteem, and at the top of the triangle is self-actualization.
The four deficiency needs must be fully met before the child is in any condition to benefit from
their school experience. I’ve had children in my home who have not had heat in their house in
the middle of winter and they slept under piles of clothes to stay warm, children with no food
in the house, children who have had the water and lights cut off in their home for weeks or
months on end, who have been beaten, and others who have cleaned up needles around their
house from a parent’s drug use so the younger siblings wouldn’t get a hold of one. How can
you achieve the self-esteem needed for learning when you are struggling though so much
trauma? You may think they are safe once they are removed from that home, but being
removed from a horrible situation is traumatizing itself and the trauma continues with every
move.
One of the many mistakes we make as a community is to expect children to “check their
baggage” at the door. I am here to say that is impossible. We can and have to do better. We
need to ask kids when they act out, “What happened to you?” instead of “Why did you do
that?” or worse, “What is wrong with you?” We need to teach social and emotional learning
classes like we do science and math. We need all adults in all schools to be trauma informed.
Offering a one hour class that is optional to attend for professional development credit isn’t
going to cut it. Trauma has a large continuum; the more we can identify the varying types, talk
about them, and learn what tools can be used to support youth who are trauma exposed, the
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etter odds we have of helping children process trauma and move through it. We also need to
look at our school policies and adult behavior with an eye to reduce the likelihood we
traumatize children while in school. We’ve known for years our approach to education is
antiquated in our country, and this isn’t a problem just in the public schools. Additionally, our
public schools are being held hostage by standardized test scores and despite the strong belief
of many that test scores are the wrong metric by which to measure educational success; none of
this is going to improve until we as a community come to grips with the social service issues and
root causes that are plaguing our community and not only boldly address these issues, but use
our school system as a vehicle to do so. Because if not the school system, what other institution
will and can?
You may be wondering if the girl I introduced in the first paragraph got into the YPAS program at
Manual. The letter she received filled with small star shaped confetti is the answer. My husband
and I had the pleasure of watching not only her but also our biological son open a letter that
required a broom and dust pan. People have been shocked to hear that we got two kids into one
of most sought after public high schools in our area. We are too, truth be told. I’m not implying
every child or parent wants to attend this school. There are other great high schools that offer
unique programs, and I am a firm believer in finding the right school and fit for your child. But if
a child doesn’t have an adult advocate to raise their hand and claim a child in need, they will
shuffle from school to school, many falling through the cracks. We were lucky enough to catch
one kid for a long enough time to completely change her trajectory for so many reasons. If I can
charge you with one thing, it is to consider being a foster parent. You have the unique ability and
power to literally change a child’s life. We have over 9,000 children in foster care in Kentucky
and 1,033 of them are right here in Jefferson County. If you can’t be a foster parent, find a way
to raise your hand for a child and change their life by being an educational advocate for them, it
just takes one person to change a child’s life.
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OCA Life Coaching Program
By Beth Pace—OCA Life Coaching Director
The OCA Life Coaching program is designed to provide support and care to youth in foster care and
young adults who have a foster care experience. For many of the young people we serve, their life
coach is the only safe, caring adult in their life that isnʼt being paid to be there. Our hope is to come
alongside these kids and young adults and walk with them as they prepare for adulthood. Below is a
glimpse into the experience for 2 of the young people we serve.
F
rom the moment you see Lorri and 16-year-old Krystal together you know their relationship is
special. There is obvious affection between the 2 of them. You would never guess they’ve only
known each other for about 16
months.
Lorri became a life coach with
OCA in August of 2016. She
says she expected the role to
be more difficult. But she and
Krystal hit it off from the very
beginning. Some of her
favorite times with Krystal
have been simple…riding
around in the car singing,
being silly and having fun.
They have also had more
intentional time together.
Krystal loves animals. So
Lorri signed them up to
volunteer at the Humane
Society. They play with the
animals, take them out, clean up after them and sometimes even help customers. It’s been a good
learning experience for Krystal. She’s learned first hand that all jobs come with some things that are
enjoyable and some that are not. “Poop Patrol”, as they call it, is one of the not so fun aspects of
their volunteer job. They giggled for a solid 2 minutes arguing about who likes poop patrol more.
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Lorri also made it possible for Krystal to participate in a 5-week therapeutic horseback-riding
program. Each session began with a lesson and Bible verse followed with time taking care of and
riding the horses. Krystal quoted one of the verses for me. “For God has not given us a spirit of fear,
but of power, love and a sound mind.”
Looking back on their time together neither can point to one specific area of growth or any
dramatic moment they’ve shared. But in the normal activities of life they have created a strong
bond that will last a lifetime. Lorri has seen Krystal grow and mature in the months they’ve known
each other. And Lorri has grown in her ability too. And as they begin to look at the future together
they have a strong foundation from which to work. In the coming months they plan to talk more
about goals Krystal has for herself and how Lorri can help her achieve them.
On the surface there isn’t anything spectacular about this relationship. But the fact that it even
exists is spectacular. Krystal has spent the majority of her life in residential treatment facilities. In
fact she still lives in a group home with several other teenage girls. This life coach relationship
allows Krystal to build trust
and healthy attachment
with a safe adult without
the pressures and
expectations that a family
would bring. She has grown
to love and trust Lorri and
knows that she will be
there for her. As many of
her peers approach their
transition to adulthood
alone, Krystal will have
Lorri to walk alongside her
and continue to support
and encourage her.
Malik is 20 years old. He plans to be a graphic designer and own his own business one day. He is a
talented artist, musician and athlete. He is kind, smart, hardworking and fun to be around. And
when Dan first met Malik a few months ago, he was also homeless.
Dan decided to become a life coach with OCA and attended training in January. He was matched
with Malik just a few weeks later. OCA life coaches are taught about the basics of the foster care
system, how childhood trauma affects the brain, and invited to be a support to a young person
with a foster care experience. They can be matched with a mentee any where from about 12-21
years of age. The training helped equip Dan to walk alongside Malik without judgment. It also
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ENVISION EQUITY FOSTER CARE SPECIAL EDITION
prepared him to not be surprised if
things didn’t go exactly as planned
and to persevere when things got
difficult.
“It exposes you to some things that I
hadn’t really thought about before.
Like the psychological and emotional
challenges that these kids face that I
hadn’t been exposed to before.”
Today Malik has furnished his own
apartment and is holding down a job.
He’s working hard to establish himself
as an adult. But now he also has Dan
in his life to offer encouragement in the face of struggle and even failure. He has an older man
to hold him accountable to do what is right and keep working toward the goals he has for
himself.
Malik gets support from Dan in many areas of life. Dan has helped him with decision-making,
setting short and long-term goals, and what it takes to be a man. He says he doesn’t have
anyone else like Dan in his life.
Dan is committed to keep pushing him forward toward good things.
Their relationship hasn’t just helped Malik. Knowing Malik has changed Dan’s life as well.
“You may be coming into this thinking that you’ve got something to give somebody else, but
what’s really going to happen is…if you’re serious about this and your fully committed to it…
it’s going to change your life for the better. It really is. It’s not easy. It’s a big commitment. But
in the end, it’s going to change you.”
***some names have been changed to protect privacy
To refer a foster youth to participate or to become a mentor, contact Jonathan Butler at
Jonathan.butler@orphancarealliance.org.
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ENVISION EQUITY FOSTER CARE SPECIAL EDITION
TRUE UP
By True Up – Nikki Thornton, Director of Program Operations
True Up is a groundbreaking
initiative to empower young
people in foster care to
gain the critical life skills they
need to make a successful
transition from a structured
environment to self-sufficiency.
The mission is to focus and
connect people to ensure that
foster youth believe in themselves
and excel in life. This movement is
driven by foster care youth and
alumni who are committed to
providing a support network and
helping one another in their
journeys. In addition to this, True Up youth are advocating for positive change in the foster care
system because True Upʼs foster care alumni have faced the challenges of getting jobs, continuing
their education, building families and starting lives after foster care.
In partnership with other foster care agencies, True Up is committed to helping youth transition
from agency care to productive lives. True Up and its partners provide experience-based learning
to help foster youth gain the skills they need to succeed on their own. The focus is on arming foster
youth with the information and experience they need as they become independent and focus on
building their lives. Hands-on learning includes everything from navigating bus routes and
preparing to get a driverʼs license to comparing apartment options and opening a bank account.
True Up holds monthly youth meetings and monthly meetings of its Youth Advisory Council (YAC).
The True Up Peer Network initiative is a group of former foster care youth who have come together
to support one another and advocate for current foster youth. They have diverse backgrounds and
are working together to improve their lives and the lives of other youth in foster care.
True Up works with KYA (KY Youth Advocates) and the First Ladyʼs Youth Leadership Council to
help give youth voice on public policy and advocacy issues. Senate Bill 213, which gives youth in
state-sponsored foster care an additional six months to seek to continue receiving benefits,
involved True Up youth. True Up is also supporting the ending youth homelessness initiative and
partners with multiple youth serving agencies in the community to provide resources.
To become involved with True Up, contact Nikki Thornton at 502-536-3734 or by email at
nthornton@trueuplouisville.com
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FOSTER CARE
ENVISION EQUITY FOSTER CARE SPECIAL EDITION
What is foster care?
Foster care is a temporary living situation for children who cannot live with their parents due to abuse,
neglect, or dependency. The family has come to the attention of child welfare workers and courts who
have made the determination that children need care outside of their homes.
Why do children enter foster care?
Children enter foster care due to abuse, neglect, and dependency. Abuse can include physical, sexual,
and emotional abuse. Neglect is when a childʼs needs are unmet. This can include basic needs,
educational needs, medical needs, and more. Dependency is when a parent cannot care for his/her child
due to no fault of his/her own.
How long do children stay in foster care?
The amount of time a child remains in foster care can vary from months to years. In Kentucky, children
can remain in foster care until age 21 if they meet certain requirements. The goal is always to reunify
children with their birth families when possible. When it is not possible, the goal is to find a forever family
for each child in foster care.
Where do children in foster care live?
Children in foster care can live with relatives, with fictive kin, in foster family homes, residential treatment
facilities, and independent living programs.
Can a student in foster care remain in their school of origin when they enter foster care or change placements,
even if it is outside of the reside area?
Yes, under the Every Student Succeeds Act (ESSA), students in foster care have a right to remain in their
school of origin when it is in their best interest. A best interest determination should be made by a team of
individuals who are involved with the student, including the social worker, school staff, educational
decision maker, caretakers, and the student themselves. The CHFS social worker is the ultimate decision
maker when a team cannot come to an agreement on best interest. Reasonable transportation must be
provided for student to remain in the school of origin.
ENVISION EQUITY FOSTER CARE SPECIAL EDITION
What is a school of origin?
The school of origin is the school the student was attending at the time of entry into foster care. If it is
determined to be in a childʼs best interest to change schools, the new school then becomes the school of
origin.
Can a student in foster care enroll in school without normally required documentation?
Yes. Under the Every Student Succeeds Act (ESSA), students in foster care are to be immediately enrolled
in school even when they do not have normally required documentation. Records should then be requested
after the student is enrolled.
Can youth in foster care participate in after-school activities?
Yes! Under Kentuckyʼs normalcy law, children in foster care have the right to participate in extra-curricular
activities
Can youth in foster care file a FAFSA as an independent student?
Yes, students who were in foster care at any time after the age of 13 can file an independent status on their
FAFSA
Are resources available to help fund post-secondary education for foster youth?
Yes! There are multiple resources available to help students who are in foster care, students who age out
of foster care, or students who are adopted from foster care to access post-secondary education. For a list
of resources available through the state of Kentucky, visit this website: http://www.chfs.ky.gov/dcbs/dpp/
IndLivingEducationAssistance.htm
ENVISION EQUITY FOSTER CARE SPECIAL EDITION
Famous People
In Foster Care
• Tiffany Haddish – American comedian and actress.
• Lorenzo Mauldin – Former University of Louisville football player and
current NFL linebacker for the New York Jets.
• Simone Biles – American world champion gymnast.
• Michael Oher - NFL player; the movie The Blindside was based on his
life.
• Steve Jobs – Co-founder of Apple.
• Malcom X – Civil Rights Activist and former leader in the Nation of
Islam.
• Willie Nelson – Country music singer and guitarist.
• Marilyn Monroe – American movie star.
• John Lennon – Musician and founder of the Beatles.
• Ice T – Musician, actor, and author. Currently on Law and Order, SVU.
• Eddie Murphy – Comedian, actor, and producer.
• Cher – Singer and actress.
• Jamie Foxx- Actor, singer, and comedian.
• Alonzo Mourning – 7 time NBA all-star.
• Nelson Mandela- Former South African President, anti-apartheid
revolutionary.
36
Clothing:
• JCPS Clothing Assistance Program (CAP) Closet – Provides new and gently used uniforms, clothing,
and athletic shoes to children and families. Schedule an appointment through your FRYSC
Coordinator or JCPS Foster Care Department 502-485-6358 or Lindsay.bale@jefferson.kyschools.us
• Hope’s Closet- Providing childrens' clothing and items free of charge to foster and adoptive families
in Kentuckiana https://www.hopesclosetky.com/
• OCA Kids Care Closet- Provides Kids Care Closet packages for children when they enter foster care.
They also have clothing and supplies for younger children. Contact 502-498-4765
• Prom Project Northeast Christian Church - provides formal attire to girls wishing to attend their
prom, but lacking the financial resources. Students may be referred by their Counselors, FRYSC
Coordinators, or through the JCPS Foster Care Department 502-485-6358
• Westport Rd. Baptist Church Foster Closet- Provides clothing for foster youth of all ages. Contact
502-425-2350
Education:
• JCPS free tutoring- Tuesdays and Thursdays 3:00 p.m. to 5:30 p.m. at the JCPS Satellite Office inside
the California Community Center 1600 W. St. Catherine St. 502-485-8746
• JCPS Foster Care Department: Provides support to students in foster care who attend JCPS schools.
Assistance includes arranging transportation to school of origin, transferring and obtaining records,
referrals for supplies and clothing, counseling, mentoring, extended learning opportunities, and
other services. Contact Foster Care liaison Lindsay Bale 502-485-6358 or
Lindsay.bale@jefferson.kyschools.us
• Family Scholar House- Provides support to 18-24 year olds who have had a foster care experience,
and have obtained a GED or high school diploma. The program aims to empower families and youth
to succeed in education. This assistance comes in the form of educational support, family support,
peer support, and supportive housing. Contact Thomas Evans at 502-584-8090 or
tevans@familyscholarhouse.org-
• KHEAA- Provides resources to improve access to higher education 1-800-928-8926 or kheaa.com
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• Jefferson County Independent Living Coordinators: Coordinators assist youth by teaching the
skills they need to be self-sufficient when they leave care. These services are provided to all
eligible youth regardless of permanency goals. They can assist with completing FAFSA, tuition
waiver, ETV, and tuition assistance forms, access to independent living classes, and Chaffee
services. Contact Kenny Ingram Kenneth.ingram@ky.gov or Jeff Culver Jeff Culver
jeff.culver@ky.gov
• Summerbridge- Summerbridge Louisville (SBL) is a free, 6-week (June 11-July 21) summer
academic program for underserved middle school students in JCPS Contact 502-767-6663 https://
www.summerbridgelouisville.org/
• University of Kentucky EMBRACE Program: EMBRACE is designed to connect students with campus
support programs that provide an array of financial, academic, social and emotional support
throughout the journey to graduation from UK. The program is available to students who are or
have been displaced from their family of origin, former foster youth, orphans, previous wards of
the state, adopted, homeless or an independent student. Submit a referral here: https://
uky.az1.qualtrics.com/jfe/form/SV_3BM0uivB3lhzrOR
Employment
• Fostering Success- Fostering Success is a 10-week workforce development initiative sponsored by
the Department for Community Based Services that provides current and former foster youth the
opportunity to participate in a paid internship, while receiving personal development and career
planning support. Students with a high school diploma or GED may participate. Contact Jefferson
County Independent Living Coordinators at jeff.culver@ky.gov or Kenneth.ingram@ky.gov or
contact the program administrator at chafee.ilp@ky.gov
Housing:
• Family Scholar House: Provides support to 18-24 year olds who have had a foster care experience,
and have obtained a GED or high school diploma. The program aims to empower families and
youth to succeed in education. This assistance comes in the form of educational support, family
support, peer support, and supportive housing. Contact Thomas Evans at 502-584-8090 or
tevans@familyscholarhouse.org
• Pretty in Pearls- Provides assistance to young women who are transitioning out of foster care.
Assistance includes life skills classes, mental health counseling, and transitional housing. Contact
502-356-3160
• Project Life – Provides rental assistance and case management for students 18-21 who have had a
foster care experience 502-634-6050
• VOA Homeless Prevention Program- provides case management, housing, employment,
budgeting, and education for youth released from foster care 502-636-0816
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Independent Living Skills
• Jefferson County Independent Living Coordinators: Coordinators assist youth by teaching the
skills they need to be self-sufficient when they leave care. These services are provided to all
eligible youth regardless of permanency goals. They can assist with completing FAFSA, tuition
waiver, ETV, and tuition assistance forms, access to independent living classes, and Chaffee
services. Contact Kenny Ingram Kenneth.ingram@ky.gov or Jeff Culver Jeff Culver
jeff.culver@ky.gov
• True Up – Education and experienced based learning for foster youth ages 16 and older to gain
critical life skills. Contact Nikki Thornton 502-536-3734 or nthornton@trueuplouisville.com
• YMCA Youth Development Center- Access to food, laundry, clothing, showers, and life-skills classes
for youth 18 and over. Students who are 16 and over can participate in life skills classes if
accompanied by an adult. Contact Corbin Hannah 502-635-4402 or hcorbin@ymcalouisville.org
Mentoring
• Big Brothers Big Sisters – Provides children facing adversity with strong and enduring,
professionally supported 1-to-1 mentoring relationships 502-587-0494
• OCA Life Coaching- Provides support and care to youth in foster care and young adults who have a
foster care experience. Contact Johnathan Butler Jonathan.butler@orphancarealliance.org
• YMCA Web Weavers- Aims to connect young adults ages 18-24 to strong, reliable support networks
in order to ensure their well-being. Youth 16-18 may participate if an adult attends with them.
Contact: Corbin Hannah 502-635-4402 or hcorbin@ymcalouisville.org
• YNOW Mentoring Program- YNOW is a mentoring program for youth ages 11-15 who have or have
had an incarcerated parent Contact Jamari White 502.855.6107 jwhite@ymcalouisville.org or
Brittany Bryant 502.635.4393 bbryant@ymcalouisville.org
Other Resources
• Louieconnect.com – A mobile-optimized website that showcases community resources for a
variety of people, with a specific category for foster youth. All resources are free.
•
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ENVISION EQUITY FOSTER CARE SPECIAL EDITION
OTHER
RESOURCES
Child Trauma Toolkit for Educators
https://rems.ed.gov/docs/NCTSN_ChildTraumaToolkitForEducators.pdf
Child Welfare Information Gateway
https://www.childwelfare.gov/
Child Welfare Toolkit for Early Childhood Professionals
https://www.collaborative.org/sites/default/files/documents/SCSC-Toolkit_EC.pdf
KY Reporting Child Abuse and Neglect Handbook
http://chfs.ky.gov/NR/rdonlyres/0984FD14-A494-4055-9C10-98CDD433F8C9/0/ChildAbuseandNeglectBooklet.pdf
Legal Center for Foster Care and Education
http://www.fostercareandeducation.org/
US Department of Education Foster Care Transition Toolkit
https://www2.ed.gov/about/inits/ed/foster-care/youth-transition-toolkit.pdf
TO REPORT SUSPECTED CHILD ABUSE OR NEGLECT IN JEFFERSON COUNTY
CALL 502-595-4550 OR MAKE A REPORT ONLINE AT https://
prdweb.chfs.ky.gov/ReportAbuse/
40
ENVISION EQUITY FOSTER CARE SPECIAL EDITION
A Child Called It
by Dave Pelzer
2014. High School
Reading Suggestions
Trauma Sensitive Schools
by Susan Craig
2015. High School/Adult.
This book chronicles the unforgettable account of one of the
most severe child abuse cases in California history. It is the story
of Dave Pelzer, who was brutally beaten and starved by his
emotionally unstable, alcoholic mother: a mother who played
tortuous, unpredictable games--games that left him nearly dead.
He had to learn how to play his mother's games in order to
survive because she no longer considered him a son, but a slave;
and no longer a boy, but an "it."
The Deepest Well
by Nadine Burke Harris, M.D.
High School/Adult
Integrating research on children’s neurodevelopment and
educational best practices, this important book will build the
capacity of teachers and school administrators to successfully
manage the behavior of children with symptoms of complex
developmental trauma.
Dr. Susan E. Craig is a sought-after public speaker and
professional developer, offering in-person training anywhere in
the United States. Invite Dr. Craig to your facility to train your
staff. Visit her blog: www.meltdownstomastery.wordpress.com
Through storytelling that delivers both scientific insight
and moving stories of personal impact, Burke Harris
illuminates her journey of discovery, from research labs
nationwide to her own pediatric practice in San
Francisco’s Bayview-Hunters Point. For anyone who has
faced a difficult childhood, or who cares about the
millions of children who do, the innovative and
acclaimed health interventions outlined in The Deepest
Well will represent vitally important hope for change.
Images obtained from Google Images.
41
ENVISION EQUITY FOSTER CARE SPECIAL EDITION
Editor—Catherine Collesano
Editor, Photo Contributor—Abdul Sharif
Credits
Special thanks to all of our community partners and educators who helped make this special edition of
Envision Equity possible.
Envision Equity is a publication of the JCPS Department of Diversity, Equity, and Poverty Programs. All
submissions should be sent to Catherine Collesano at catherine.collesano@jefferson.kyschools.us or Abdul
Sharif at abdul.sharif2@jefferson.kyschools.us. If you are interested in becoming a subscriber or a
contributor to Envision Equity, please contact one of the editors at the above email address.
www.jefferson.kyschools.us
Equal Opportunity/Affirmative Action Employer Offering Equal Educational Opportunities
42
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