May 2019 Foster Care Special Edition

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 

ENVISION 

EQUITY 

DIVERSITY, EQUITY, AND POVERTY PROGRAMS 

MAY 2019 

ISSUE NO. 63 

FREE 

JCPS 

FOSTER CARE 

PROGRAM 

Special Edition 

1 

Photo, Getty Images

May is National Foster Care Month, and 

we at JCPS wanted to take the time to 

honor this special group of students. 

Introduction 

By Lindsay Bale—JCPS Foster Care Liaison 

Did you know that nationally, there are over 

400,000 children in foster care? In the state of 

Kentucky, we have 9739 foster youth and in 

Jefferson County alone we have 1,177 children in 

foster care according to the Jefferson Foster Care 

Fact Sheet (April, 2019). 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. In the 2017-2018 school year, data 

was collected and students in foster care were 

listed as a group on the school report card for the 

first time. According to data published by the 

Kentucky Department of Education, only 29.7% 

2 

Continue on next page

ENVISION EQUITY MAY 2019 

of JCPS elementary students in foster care scored proficient in reading, 32.4% of middle school 

students, and 22.2% of high school students in foster care. Math scores paint an even more 

concerning picture, with only 5.7% of high school students in foster care scoring proficient/ 

distinguished. 

National data paints a similar picture of the 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. 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. 

We have been working very hard over the past year to bring awareness to the needs of our 

students in foster care and to provide equitable access to opportunities that will help them 

achieve. We are proud of the work we have done, and continue to focus on opportunities for 

growth. 

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, programs and 

services that have been offered to students in foster care 

in JCPS, 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, trauma-informed 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 Liaison 

You can reach me at 485-6358 or by email at 

Lindsay.bale@jefferson.kyschools.us 

3

Foster Youth Achievement Program Successes 

• Over 200 students in foster care have received transportation services from 

JCPS to maintain school stability in the 2018-2019 school year (75 students in 

2017-2018). 

• Students in foster care are now identified in the Infinite Campus database 

which is updated monthly. This allows schools to ensure they have appropriate 

contact information for students and also allows schools to target students for 

services and activities that will be beneficial for them. 

• The JCPS Foster Care Handbook was written and published (https:// 

drive.google.com/file/d/1C1peVBijF_jjgNZUs3QNOL6wggrqLO-m/view) 

• Collaborative conference “Promoting Educational Resilience for Students in 

Foster Care” held in conjunction with Kentucky Youth Advocates. Over 85 

attendees including foster parents, community partners, and educators came 

together to learn about the Every Student Succeeds Act (ESSA) regulations for 

students in foster care, self-care, and trauma-informed practices. 

• Professional Development sessions have been provided to include information 

on the Every Student Succeeds Act (ESSA), Understanding Indicators of Child 

Abuse and Neglect, and Adverse Childhood Experiences and Foster Care. 

• Over 75 social workers, 80 foster parents, and 500 educators have received 

training on the protections of students in foster care under ESSA. 

• Policies were passed by the Jefferson County Board of Education and added to 

JCPS Policy Manual to include policies and procedures for students in foster 

care. 

• Registrar handbook and Pupil Personnel handbook were updated to include 

procedures for students in foster care. 

• Foster Care webpage was developed and added to the JCPS website. 

• Four foster parents have been added to the Title 1 Parent Advisory Council . 

• Students in foster care are represented on the Superintendent’s Student 

Advisory Council. 

• Spring Break Camp at the Louisville Zoo allowed for 18 students in foster care 

to have a fun, educational Spring Break experience. 

• Step Up for Students collected hygiene items for students in foster care for 

foster care awareness month in May 2018 and will collect again in May 2019. 

4 


• A Special Edition of Envision Equity was created for Foster Care Awareness month 

in May 2018, and again in May 2019. 

• Back to School Bash held in partnership with Aetna Better Health and True Up. 

Over 85 students who attend State Agency Schools received school supplies. 

• JCPS was able to provide over 1200.00 in gift cards for students in foster care at 

a collaborative holiday celebration. 

• The FAFSA Challenge with school counselors allowed 17 seniors in foster care to 

complete their FAFSA within the first 30 days of eligibility. 

• 27 students in foster care attended the Equity in Higher Education Conference at 

the University of Louisville and 3 received scholarships toward higher education. 

• Students in foster care have received new uniforms and shoes, and gently used 

clothing, coats, etc. from the 15th District PTA Clothing Assistance Program. 

• Graduation celebration held in collaboration with DCBS and Private Child Care 

agencies to celebrate the 28 seniors in foster care who graduated in 2018 and a 

celebration will be held again in 2019. 

• As part of the FACES of JCPS video collection, a video for foster parents was 

recorded to inform them of the services available to students in foster care. 

• VOICES of Students in Foster Care audio recording was developed for training 

purposes. This video incorporated interviews of 6 JCPS students in foster care 

and the importance of educational stability. 

• Students in foster care have been provided with access to out-of-school time 

activities, including literacy and programs, tutoring at the JCPS satellite office, 

Girls on the Rise, and more. 

• College and Career Fair will be held May 21, 2019 in collaboration Boys and Girls 

Haven, Youth Build Louisville/Summer Works, and other child welfare and 

advocacy agencies to allow students in foster care to explore a variety of 

colleges and careers. 

• 1 mile walk to be held May 18, 2019 at Shawnee Park to bring awareness to the 

needs of various groups of students, including students in foster care. 

5

Professional Development Offerings Provide JCPS 

Staff with Tools to Support Foster Youth 

By Lindsay Bale—JCPS Foster Care Liaison 

Over the past year, we have 

made an intentional effort to 

offer professional 

development sessions that 

will provide teachers with the 

skills necessary to work with 

our students in foster care 

and students who have 

experienced trauma. Not only 

have we trained educators on 

the importance of school 

stability and The Every 

Student Succeeds Act, but we 

have also offered a variety of 

sessions to help teachers create a culture and climate that is safe and welcoming for our students. 

By partnering with the U of L Center for Promoting Recovery and Resilience, staff have received 

invaluable information on Adverse Childhood Experiences and Foster Care and Best Practices for 

Establishing a Trauma Informed Classroom. These sessions were designed by the CPRR specifically 

for JCPS educators. The trainings were engaging, interactive, and participants left with information 

that will allow them to be better prepared to work with students experiencing trauma. Staff who 

attended the initial session, ACES and Foster Care, learned about the basics of trauma and how to 

identify students who have experienced trauma. They were also challenged to dive deeper into 

behavioral issues to determine “what has happened” to a student as opposed to “what is wrong” 

with a student. Following this session, participants reported that they would like more specific 

information about what they can do to help our students who have experienced trauma. This led 

to the development of the Best Practices PD offering. In this session, participants learned the 6 

core elements of trauma informed practices: safety, trustworthiness and transparency, peer 

support, collaboration and mutuality, empowerment, voice, and choice, and cultural, historical, 

and gender Issues. Educators were able to see examples of classrooms, schools, and individuals 

who are doing an exceptional job at creating a trauma informed climate. In addition, educators 

6

were able to reflect on current practices at their schools on both an individual level and school 

level, and discuss strengths and areas of growth in each of the 6 core elements. 

In addition to these offerings Dr. Melissa Currie, Medical Director and Division Chief at Kosair 

Charities Division of Pediatric Medicine, shared her expertise with participants to help identify 

signs and symptoms of abuse and neglect, and also appropriate reporting of concerns. She 

provided a session specifically for ESL bilingual educators and a session was also offered 

districtwide. Dr. Currie provided real examples of patients she has seen in the emergency 

department. She also provided valuable information on differentiating between neglect and 

poverty. She also explained that child maltreatment happens across all ethnic, social, and 

economic groups and there is not one group that is exempt from child maltreatment. Dr. Currie 

also discussed the importance of recognizing our own biases when deciding whether to report 

abuse or neglect. 

All sessions received very positive feedback and many participants left these sessions wanting to 

know more! Outcomes for students depend not only on students making progress, but also by the 

district providing equitable access to opportunities, and helping educators develop the tools that 

will help all students be successful. We are committed to improving the whole system of support 

for our students, and offering enriching professional development sessions is just one way to make 

that happen! 

7

JCPS Foster Care Data 

Total Number of JCPS Students in Foster 

Care as of April 2019 = 945 

Number of Foster Youth in 

Grade Level 

1 

0 237 474 711 948 

JCPS Foster Youth by Ethnicity 

Early Childhood Elementary Middle High 

School Stability 

2018-2019 

Hispanic African American Caucasian 2+ races 

1 enrollment 2 enrollments 3 enrollments 

4+ enrollments 

School Setting 

Foster Youth in Non-Traditional School Settings 

Foster youth in Traditional School Settings (A-1 schools) 

8

KPREP Data for JCPS 

Students in Foster 

Care 2017-2018 

Data taken from Kentucky Department of Education website 

Data is limited due to only reporting on schools with over 10 students in foster care for the 

purpose of confidentiality 

Scores for students in State Agency Programs are reported as state data and not Jefferson 

County data 

9


10


Legislation to Support 

Students in Foster Care 

By Lindsay Bale, JCPS Foster Care Liaison 

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. In addition, 

laws were passed in the most recent 

legislative session that provides supports for 

families and caregivers, and provides foster 

youth with a Bill of Rights. Below is an 

overview of each law: 

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. 

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 

11 



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 (KRS 199.802): This bill was passed and signed by the governor 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. 

House Bill 1: This bill was passed in the 2018 legislative session and seeks to keep kids 

safe and improve how Kentucky responds to and supports families. It addresses policy 

change within the courts, within the Cabinet for Health and Family Service (CHFS), and 

within the organizations and agencies serving kids who come to the attention of child 

protective services to ensure all the parts of the child welfare system and related policies 

work together and produce better outcomes for all involved. 

House Bill 158: This bill was passed in the most recent legislative session. It aligns state 

law with the Family First Prevention Services Act and establishes a Foster Youth Bill of 

Rights. 

House Bill 2: Passed in the 2019 legislative session, this bill establishes the development 

of supportive services for kinship and fictive kin caregivers, including, but not limited to, 

monetary and respite supports. It would also establish a reporting mechanism to track 

and analyze data on relative and fictive kin caregiver placements. 

2008 

Fostering 

Connections 

2015 Every 

Student 

Succeeds Act 

2018 KY 

House Bill 

527 

2019 KY 

House Bill 

158 

2013 

Uninterrupte 

d Scholars 

Act 

2017 KY 

House Bill 33 

(KRS 

620.146) 

2018 KY 

House Bill 1 

2019 KY 

House Bill 2 

12


Foster youth Bill of Rights 

By Joshua Degnan, President —Voices of the Commonwealth 

“ 

A child who is placed 

in foster care shall be 

considered a primary 

partner and a member of 

a professional team. A 

foster child, as the most 

integral part of the 

professional team, shall 

have the following rights” 

Foster Youth Bill of Rights; 

KY House Bill 158. This statement is profoundly important to any youth who finds 

themselves in foster care because it shows hope and that times are changing. On March 19 th 

of 2019 Governor Bevin signed House Bill 158 into law. This Bill covered a substantial 

number of topics that affect youth who enter into the state’s system such as background 

checks for caretakers, parental rights, and a bill of rights for foster youth. It is the latter of 

these topics that myself as well as a number of other youth from across the state rallied 

behind and advocated for because we knew the momentum that it would carry. 

I have had the privilege of traveling across the county and talking to young people who have 

gone through foster care. Their stories of trial and triumph are as diverse as they are but one 

common theme tends to arise; feeling powerless and having no control over their lives while 

under the care of the state. I myself experienced this as I went through my years in care and 

13 



this feeling came from a general lack of knowledge about my own life and the plans made 

for me. Young people are frequently having decisions made about them on matters that will 

have an impact on the direction of their life without their knowledge. One such decision is 

their residency. Youth in care are moved from place to place sometimes at a very high rate 

and with very little notice. I have talked to youth who have been moved fifteen times or 

more. This constant displacement directly impacts being able to develop friendships, 

growing in their community, and the ability to develop in a healthy manor. 

I myself experienced this when I was twenty. I was preparing to leave the state’s care at the 

age of twenty-one and had begun to create success for myself. I had done well in college, I 

had begun my career, and was well on the way to creating a life for myself. Then over six 

months prior to when I expected to move out onto my own that process was sped up 

drastically! When my state worker came to meet with me I was told that I had done too well 

for myself and because of that it was going to be requested that I be removed from the care 

of the state. That is exactly what resulted, after meeting with the judge I was told I had two 

weeks left before I was to be removed from care. This meant very little time to secure a new 

residence and move every earthly belonging I had. My hope is that by involving youth in 

these decisions and recognizing them as the most integral part of the team making these 

choices that no one will have to experience such a drastic change under such a short notice. 

The Foster Youth Bill of Rights continues to support the health and wellbeing of youth in care 

in several ways. It specifically points out basic human needs such as adequate food, 

clothing, and shelter, rights that all people should have. It then progresses to deeper matters 

such as being free from abuse, being free to develop, and to having a stable family. These 

three topics will aid the mental health of youth in care. So many have already experienced 

trauma and a lack of stability for such an extended period that they can not find peace. My 

hope is that this bill of rights will be able to provide young people with some type of 

consistency so they can have the opportunity to find themselves and grow to be healthy 

14 



members of society. I believe the persons who formed this bill of rights had the same vision 

as myself because it continues to support that theme. 

Normal growth is addressed frequently throughout this bill of rights in a number of ways 

such as a stable educational setting, being allowed to participate in extra-curricular 

activities, the right to see and speak with family and friends. Young people who grow up out 

of care are normally permitted to these rights and foster youth have longed for them for a 

long time. I have been told time and time again by individuals in care that they are so heavily 

restricted on who they can talk to and see that they are not able to maintain friendships and 

are often incredibly isolated. I hope to see this change as these rights become law. 

The one underlying theme that I saw as I read through the bill of rights was hope. Often 

enough youth in care do not have any hope and feel lost. I hope that seeing our law makers 

recognize the need for these rights in legislation will show that they care about these young 

peoples’ futures. Until the day this bill goes into effect youth in foster care legally have no 

rights. Policies are in place suggesting these rights exist but those hold no legal standing. 

Every member of the Senate and House who voted on this bill was in its favor showing me 

that Kentucky cares about its youth! 

15


Foster Youth Bill of Rights 

A child who is placed in foster care shall be considered a primary partner and member of 

a professional team. A foster child, as the most integral part of the professional team, 

shall have the following rights to: 

(1) Adequate food, clothing, and shelter; 

(2) Freedom from physical, sexual, or emotional injury or exploitation; 

(3) Develop physically, mentally, and emotionally to his or her potential; 

(4) A safe, secure, and stable family; 

(5) Individual educational needs being met; 

(6) Remain in the same educational setting prior to removal, whenever possible; 

(7) Placement in the least restrictive setting in close proximity to his or her home that 

meets his or her needs and serves his or her best interests to the extent that such 

placement is available; 

(8) Information about the circumstances requiring his or her initial and continued 

placement; 

(9) Receive notice of, attend, and be consulted in the development of case plans during 

periodic reviews; 

(10) Receive notice of and participate in court hearings; 

(11) Receive notice of and explanation for changes in placement or visitation agreements; 

(12) Visit the family in the family home, receive visits from family and friends, and have 

telephone conversations with family members, when not contraindicated by the case 

plan or court order; 

(13) Participate in extracurricular, social, cultural, and enrichment activities, including but 

not limited to sports, field trips, and overnights; 

(14) Express opinions on issues concerning his or her care or treatment; 

(15) Three (3) additional rights if he or she is age fourteen (14) years or older. These 

additional three (3) rights are the right to: 

16 



(a) Designate two (2) additional individuals to participate in case planning conferences 

or periodic reviews, who are not the foster parent or his or her worker, and who may 

advocate on his or her behalf. The cabinet, child23 caring-facility, or child-placing agency 

may reject an individual with reasonable belief that the individual will not act 

appropriately on the child’s behalf; 

(b) Receive a written description of the programs and services that will help prepare him 

or her for the transition from foster care to successful adulthood; and 

(c) Receive a consumer report yearly until discharged from care and to receive assistance 

in interpreting and resolving any inaccuracies in the report, pursuant to 42 U.S.C. sec. 

675(5)(I); and 

5 (16) Receive, free of charge when he or she is eighteen (18) years or older and preparing 

to exit foster care by reason of attaining the age of eighteen (18) years old, the following: 

(a) An official birth certificate; 

(b) A Social Security card; 

(c) Health insurance information; 

(d) A copy of the child’s medical records; and 

(e) A state-issued identification 

17


My Public School Experience 

as a Student in Foster Care 

By Tamara Vest 

The adolescent stage is 

one of the most critical 

stages for young people to 

explore their social 

environment and develop their 

identities. This is one of the 

things I learned in my high 

school sociology class. For me, I 

had a lot of boundaries that 

were outside of my control during this time. In the middle of my adolescence at the age of 

sixteen, I was placed in foster care. It was a really hard transition for me. A few months prior, I had 

spent my time in a children’s homeless shelter. A few of my teachers knew what was happening. 

They were very supportive and understanding, and they always made time to pull me aside and 

make sure that I was doing okay. 

When I went into my first foster home, I lost a lot of friends. Being a foster child, there are a lot of 

boundaries that keep you from doing things that regular kids do. Much of my social life was 

depleted when I was in foster care. I wanted to be on the cheerleading team, and the track team, 

but due to lack of proper funding when you are in foster care, I could not afford to join any sport’s 

teams. I was in the Advanced Women’s Choir, and if it were not for my amazing choir teacher at 

18 



the time I would have missed out on several opportunities there as well. Ms. Stohlmann 

helped me afford three field trips with the choir. Choir was one of the only places left in my life 

where I felt like I belonged. I also lost many friends due to the regulations set by the Cabinet 

for Health and Family Services that did not allow their foster kids to stay at another house 

unless the adult’s in the home had undergone a background check. Many of my friend’s 

parents didn’t like this stipulation and my friends didn’t understand me when I tried to 

explain to them that it was out of my control. 

During this year I turned seventeen. I wanted to get my permit like any other normal teenager 

but there were barriers for that too. The DMV did not allow my foster mother to sign for me to 

get my permit, and my social worker was unable to do the job. During this time when I felt I 

had no one on my side, aside from my choir teacher, I had developed a relationship with my 

school social worker. Ms. Davis helped me obtain many resources that I was lacking at the 

time and always had an open door when I needed someone to talk to. 

By the beginning of my senior year, I was living in one of the Independent Living Programs for 

foster care children who are seventeen or older. I had been accepted into the Opportunity 

Middle College program. I took college classes at Bluegrass Community and Technical College 

while also finishing my last high school credits that I needed in order to graduate. Leaving my 

home school was hard. I had to leave choir but I wanted a better future for myself so I chose to 

try and get ahead. In my current situation as a foster youth, I knew that college would be 

challenging because I would have to support myself while also paying for college and that’s 

why I made the decision to go into the OMC program. 

I was starting my senior year in another new environment, with no friends and no support 

system for me. It was hard. I missed a lot of classes due to lack of transportation and other 

19 



circumstances of my living situation. I still managed to pass my college courses that semester 

with a 3.0 average and the representatives for OMC were very understanding of my situation. 

For my last semester of my senior year, I opted to go through the plato co-op program. I 

turned 18 at the beginning of this semester which meant I had aged out of foster care, and had 

to live on my own and provide my own housing. This allowed me to have the freedom I needed 

to work in order to afford my bills. In this program I could finish the last credit of Biology that I 

needed in order to graduate online while working at my job. This meant I did not have to show 

up to campus, which was beneficial to me since I did not have a car nor a license. All I needed 

was access to internet. Over my winter break, I finished my online school work at a local public 

library and I spent the last part of my semester working to afford my own apartment. 

During the time I experienced foster care, I missed out on many opportunities that normal 

teenagers got to have. I wasn’t able to join clubs and teams that required funding, which hurt 

some of my scholarship chances for college. I was not able to go to social events with friends 

whenever I liked, and I was unable to obtain my license. Transitioning into foster care, and 

being put into a home where I had to live with and trust people that I didn’t know with my 

well-being was nerve wracking. Then transitioning into an independent living program where I 

learned to support myself while still in high school was challenging. I had no control over 

things that happened in my life. It seemed like all of these experiences defined me as lessthan. 

One of the things I always had pride in, and that I knew was under my control, and reflected on 

me as a person was my school. I always took pride in doing well. I graduated high school with a 

3.8 accumulative GPA. Many foster youth do not finish high school, and do not go on to college. 

After high school, I went on to college at BCTC in Lexington where I wanted to major in Political 

Science and go to law school. 

20 



After about a year in, I realized it was really difficult to keep up a full-time course load of 

studies, work to afford bills and take care of myself while still being blocked by 

transportation issues. I had to catch the bus at 6 a.m. for an 8 a.m. class, and I didn’t finish 

classes until 3 p.m. I had to catch the bus right after school to be at work on time by 5 p.m. 

and worked until 10 or 11 p.m. almost every day. I also was not really enjoying the topic I was 

studying. 

I decided that I wanted to take the time to figure out what I really wanted for myself, what I 

enjoyed and I wanted to get my living situation to stable. After a year and a half of working 

different jobs and reflecting on myself, I decided to go back to college at BCTC in May of 2017. 

Putting all of my experiences together, and thinking about other role models I had in my life, 

I decided that Social Work was the right path for me. I took full time summer courses and 

continued taking courses throughout the year and the next summer to catch up. I finished 

my Associate in Arts degree at BCTC in the fall of 2018. 

I was accepted into the College of Social Work at the University of Kentucky and transferred 

there for Spring semester of 2019. I am currently finishing my first semester at UK and plan to 

continue the road to my Bachelor’s degree. 

In May of 2019, my commencement ceremony from BCTC will take place. I am now a college 

graduate. I have also obtained my drivers license as of April 2019, and I had saved money and 

bought my first car. 

I am so grateful for how far I have come on my own considering the obstacles that I had to 

cross in order to get here. I may not have had the same opportunities as others, but I am 

21 



grateful for the ones I did have, and the ones that I made for myself. My future goals are to 

help advocate for people who feel like they are being marginalized, or that their opinion 

doesn’t matter and to help make more opportunities for them. My goal population is to work 

with adolescents because that is where my journey started. I would ultimately love to 

become a school social worker for a high school. I believe there is a lot of good work that a 

school social worker can do since the youth spend half of their lives in our schools. 

None of these options would be possible for me if it wasn’t for the few people who supported 

me during the initial harder times. Overall I think the public school system is supportive of 

foster youth, but there is still much more work to be done. In the future, I would love to see 

that foster youth are able to join the same teams as others with or without proper funding. 

This may be one of the policies that I will advocate for when I have obtained my career goal 

as a school social worker. 

22


Have No Fear 

Transportation is Here 

DBy Tonya Clinkscales—Transportation, Jefferson County Public Schools 

ue to the hardship each student in foster care endures, it’s the 

responsibility of the community, the Cabinet, and the District to 

provide educational continuity for the students of Jefferson County 

Public Schools. This task at times can be complex, complicated, and 

sometimes impossible. Providing transportation outside of a student’s 

attendance area, network and/or cluster limits the availability of buses. 

Transportation realized our foster care population was expanding and more 

students were in need of stability. Even though the laws of foster care allows 

students to stay in their school of origin this became a more complex task. 

In 2018, the transportation department met with cabinet members of Jefferson County Public Schools 

and voiced our concerns, and the responsibility we have for all students of Jefferson County including 

foster care students. Transportation was allotted a budget to purchase 6 vans, and 8 buses dedicated 

to foster care students. I work with all 13 compounds daily to assist in this task. We are currently 

transporting 238 students. I take so much pride in working with each family, as I search high and low 

for a bus for each of my students to give them stability, comfort, and some consistency during their 

time of hardship. When working for my students, I am diligent in making certain that they receive the 

attention and support. I spend time searching each route individually to provide the best, most 

effective services to my students. Their education is important regardless of their status or where they 

live. 

As one who has faced challenges and continues to strive for my personal best, I understand the 

importance of community guidance and partnership. Therefore, I am committed to serving my 

community through services such as, providing motivational conversations with single mothers and 

young ladies, organizing job fairs in the community, contributing business clothing for young ladies 

seeking employment, working with The Center for Women and Families to provide necessary items for 

families starting over, providing transportation for church functions in the community, as well as 

transportation for after school activities for disadvantaged children. 

I believe that my life experiences were fated to allow me the personal challenge and growth necessary 

to be able to go forward and share with my community, helping others who face the same adversity, 

giving them the necessary tools to turn their obstacles into opportunities. After all, everyone deserves 

an opportunity. 

Thank you again for allowing me to provide service to the most important students in our District. 

23


Spring Break Camp 

at the Louisville Zoo 

By Stephanie Dorton 

Spring break is always a time that students 

look forward to. Some students travel, 

while others enjoy time with family and 

friends. For one group of at-risk students, Spring 

Break was spent at the Louisville Zoo. A camp 

was held at Louisville Zoo as part of JCPS 

Diversity, Equity, and Poverty Programs. Eighteen 

students spent the week learning about primates 

and getting to know the animals in the zoo. Each 

day, Mr. Josh (the teacher who led the camp), 

taught the students about a different primate. On 

the first day of camp the students arrived and 

seemed guarded and to themselves. As the 

camp continued they opened up, started making 

friends and really enjoyed their time with all of 

the animals. They started coming in with smiles 

on their faces eager to learn about the next 

primate. There was 100% attendance most days 

and absences only because of preexisting 

24 



doctors’ appointments. The students seemed to have a wonderful time and learned a lot. 

The differences in the pre and post tests were outstanding and showed remarkable 

improvement. 

On Monday, the first day of camp, the students learned about chimpanzees and Jane 

Goodall. They were taught, to their amazement, that chimpanzees’ DNA is 98% the same as 

humans and that they can use tools. Students practiced how chimpanzees use sticks during 

snack when they were given pretzel sticks, WOW butter and chocolate chips to simulate a 

chimpanzee using a stick to catch ants. 

Tuesday the focus was 

gorillas. Did you know that 

gorillas have distinct prints 

on their nose that enable 

them to be identified, like 

our fingerprints? They took 

turns in the ape cut out 

measuring up to the gorillas! 

Wednesday was all about 

orangutans, which are only 

found in Borneo and 

Sumatra, two islands in 

southeast Asia. The two 

islands were used as 

answers to a bonus 

question. If they all 

answered correctly, they 

received a special snack. All 

of the students got to enjoy 

an ice cream sandwich for 

their hard work. 

Thursday the students got to 

learn about colobus 

monkeys, the newest exhibit 

at the Louisville Zoo, and found out they can eat poisonous plants! The new exhibit was 

enjoyed by the students and they were excited to see the monkeys playing overhead. 

Friday’s primate was the lemur, which are considered to be one of the most endangered 

animals in the world because they only come from Madagascar and a very small set of 

nearby islands. 

25 



Each day after the students had learned about their primate for the day, they would take a 

zoo walk to observe that animal, with the exception of chimpanzees which unfortunately are 

not housed at the Louisville Zoo. Zoos have to compete for them because there are so few of 

them. 

The students also got to see the rest of the zoo and received information on the other 

animals as they saw them. The zoo walks were broken down over all five days so that the 

students were able to experience the entire zoo and all of the animals. The students loved 

finding out the names of the animals. Their favorite was Lebron the Jaguar! They also got 

the privilege of being some of the first visitors to ever see the zoo’s two newest exhibits: the 

colobus monkeys and a new snow leopard exhibit. The students were able to tour the 

private classroom looking into the snow leopard exhibit. In addition to learning about the 

different primates and the informative zoo walks, the students also had animal contact each 

day. They got to see and touch two or three animals each day from the MetaZoo. The 

students were able to interact with a bearded dragon, hedgehog, rabbit, turtle, snake, 

armadillo, chinchilla, ferret, opossum, hissing cockroach, gecko, tegu, and owl. 

The JCPS DEP Zoo Camp provided students with an opportunity they may not have 

otherwise had. For a group of students who often have so many worries, transitions, and 

uncertainties, this was a time for them to just be kids and enjoy themselves! They made new 

friends, interacted with animals, and demonstrated overall growth in both knowledge and 

social emotional skills. It was an awesome week, indeed! 

26


In the Midst of Difficulties 

Lies Opportunity 

RBy Karen Corbeill and Crystal McElroy—Maryhurst Academy 

ape, human trafficking, abuse, neglect, homelessness, and TRAUMA do not define our 

students in foster care and residential programs. While this trauma will always be a part of 

their history, it is our responsibility as their educators to help them write a new chapter and 

change their trajectory. At Maryhurst Academy we take this responsibility very seriously. We serve 

over 70 middle and high school females residing on Maryhurst’s main campus and two group homes, 

who are committed to the Cabinet for Families and Children. We provide a trauma-sensitive 

environment, along with 

academic and behavioral 

supports to help our 

students flourish. One 

critical key to our success at 

Maryhurst Academy is our 

college and career 

readiness. We know that 

truly educating our students 

reaches beyond the 

classroom. It means that we 

are actively and consistently 

providing programs and 

experiences that allow our 

students opportunities to 

open their eyes and see the 

world of possibilities so they 

can write their new chapter. 

On March 21, our Maryhurst Academy juniors and seniors had the opportunity to participate in the 

Equity in Higher Education Conference at the University of Louisville Student Activities Center, 

helping them to continue writing this exciting new chapter. The conference was sponsored by the 

University of Louisville OYES (Order Your Educational Steps) Program and JCPS Student Equity and 

Community Engagement. The conference provided a wealth of information for our students on postsecondary 

options, transition readiness and life skills. 

27 



Our students, who have been outside the circle in the past, were welcomed, inspired and truly 

felt a part of the conference. One of our students said that the conference, “is motivating me to 

move forward in life and (look) at all my options…they gave me the information I needed.” 

Another student shared, “they made me think long and hard on what I really want to be and do 

after high school.” Students felt the presentations were helpful and motivating, especially 

Twany Beckham’s inspirational story. Presenters brought messages of acceptance, inspiration, 

perseverance and real possibilities for the future. The conference allowed them to see that 

despite their challenges and misfortunes, they do have opportunities to achieve their goals. 

One student said that she learned to, “make sure you try no matter what obstacles you face.” 

Not only did the conference provide a wealth information, but our students were empowered 

and motivated when they returned to school. 

The Equity in Higher Education 

Conference was a key event for our 

students this year. Throughout the school 

year, students have been on a variety of 

college campus tours including sessions 

at Eastern Kentucky University, Jefferson 

Community and Technical College, and 

Kentucky State University. We have also 

invited several guest speakers to talk with 

our students including representatives 

from KHEAA. Our guidance counselor also 

coordinated a college and career fair 

where a host of college and university 

representatives, trade schools, local 

employers such as UPS, and support 

services participated to provide our students with valuable information about their programs 

and post-secondary education. Providing programs and conferences such as these have really 

motivated and challenged our students to want to be more successful in the classroom and on 

assessments. 

Enriching our students’ education with post-secondary possibilities has lit a fire in many of our 

students. They are more invested in their studies and take more pride in their work. Our 

students even ask to take their MAP tests and can’t wait to see their growth. It is also important 

for our students to see that we, as their educators, are invested in them. We believe in them. We 

believe in the possibilities and we believe in who they can become. Providing a world of 

possibilities for post-secondary success should be the norm for all of our students across the 

district, especially for our students in foster care and residential programs who are busy writing 

their new chapters. 

28


Building 

Relationships to 

Engage Student 

in Successful 

Learning Habits 

By Kelly Hagan 

Imagine for a moment you are a teacher with 30 days left before summer break and the 

school counselor sends you an email letting you know a new student will be joining your 

class tomorrow. Naturally, there are a million things running through your head, mostly 

frustration because of 

the timing, but also 

what can you learn 

about this student very 

quickly to get them 

what they need before 

testing? You sit at your 

computer, log into your 

class roster, look at 

their demographics, 

test scores, behavior incidents, and finally their enrollment history. Here is what you have 

found. This student has several different addresses and phone numbers listed, shows novice 

test scores in all subject areas, has several suspensions and behavior related incidents from 

previous schools, and finally has been enrolled in two or more schools every year since they 

became school aged. After the initial shock wears off from this new enrollee, you realize one 

thing; this child needs a positive relationship with an adult. 

Many of the students that enter in our classrooms everyday have similar statistics and all of 

them are looking for the same things; consistency, safe space, and self-worth. Whether you are 

a foster parent or a classroom teacher, utilizing your ability to build relationships and instill 

29 



these three qualities in a child will drastically increase their ability to succeed at home and in 

the classroom. 

Consistency 

Children who have experienced trauma need time to process what has happened in their lives. 

Something has happened to them that has caused them to be removed from their family and 

start a lot of 

“new”. 

Understandably, 

this takes time 

to come to terms 

with and the 

new adults in 

their lives need 

to comprehend 

that these 

children are not 

going to jump in 

and be okay 

immediately. 

Students from a 

traumatic background typically come from inconsistency and chaos. By having consistent 

routines that are applicable to all students, you will bring a sense of normalcy back to the 

student’s life. Along with these types of expectations, students will also need to see fairness 

and follow through. Consequences need to be the most consistent system in your classroom 

and in your home. Very simply put, “if this happens then this happens,” and it needs to happen 

every time. If some students receive a consequence while others do not, you will not be 

providing a consistent environment that promotes normalcy. However, the most consistent 

thing about education and life in general, is inconsistency. 

Things happen during the school day and in life that cause schedules and routines to change. 

One thing you can do to help students who have experienced trauma to cope with these 

variations is to communicate them clearly. Remember, children who are in foster care come 

from chaos, so much that inconsistencies have become their normal. This is the main barrier 

between them developing healthy, positive relationships with the adults in their lives. By 

30 



simply communicating the changes and the purpose of these alterations, students will all be 

more understanding and more trusting. 

Safe Space 

Students have a tendency to become defensive when they are hurt and embarrassed. For 

students in foster care, they are coming in with these qualities and will typically react by 

retaliating to get themselves removed from the situation. Sometimes their form of retaliation is 

violent while other times it is simply refusal to complete a task. Children from trauma need a 

safe space to work through their feelings. There are many triggers that can send a student into 

their defensive mode; some easily foreseeable, others not so much. There are two ways in 

which you can provide a safe space for your child both at home and in the classroom. 

First, make 

sure they have 

a space that is 

their own. In 

the classroom 

this can be a 

cool down 

corner away 

from other 

students where 

they can collect themselves and reflect on the event causing their reaction. At home, this can 

easily be their bedroom, but also creating another type of safe corner, like a reading corner, can 

be equally as beneficial. The second way to help students is to avoid embarrassing moments. 

Things will go awry, especially with students from trauma, and when they do, having private 

conversations away from peers or family members is the best course of action. Traumatized 

students have been embarrassed enough by adults in their lives, so avoiding additional 

humiliating experiences increases their trusting relationship with you. Getting to know your 

child’s limitations will assist in disseminating their familiarity with such occurrences. Through 

observation, determine what types of things your student avoids. If it’s reading, avoid forcing 

them to read aloud. Instead, read to your student. Research shows that adults reading to 

children has a much higher effect size on achievement then students reading aloud to each 

31 



other. Include simple questions like, “what do you think will happen?” to gauge interest and 

comprehension. This strategy can build a child’s confidence while providing a safe space for 

them to learn. 

Self-worth 

A child who has 

entered foster care 

carries the weight of 

the world on their 

shoulders. There is a 

lot of self blame 

although all of the 

issues in their life are 

from the failures of 

adults to provide the 

necessities for their 

care. As parents and 

educators of these 

children, we need to 

build their nonexistent 

confidence through celebrations of the most minor tasks. By focusing on what the 

student can do instead of the gaps in their learning, the children will be more motivated to 

learn more. It is human nature, especially for educators, to focus on what is missing and what 

is wrong, however, telling a child from trauma what they did wrong is normally a trigger that 

forces them to not want to make corrections. By making a simple shift in language and mind 

set, you can help a student go from shutting down to persevering through difficult tasks. 

When completing a math assignment, focus on the problems and steps the student completed 

correctly. “Let’s see how you did number 5, because you got that right!” Find books that have 

words a student can read, and if they cannot read many words, have them create a book with 

the words they know. Shifting your own mindset from failure to success for your child will not 

only boost their own confidence, but continue to build a positive, trusting relationship 

between the two of you. 

32


33


Fostering Self-Care 

By: Patrick Wager, LCSW 

Self-care is a term that has crept into the 

zeitgeist over the last several years. As 

additional research continues to expose the vital 

need of taking care of ourselves, teachers and 

other direct care professionals are constantly 

trying to adapt to keep up. In a recent study, it 

was reported that an average of 16% of teachers 

leave their school or the profession every year; 

this is roughly half a million teachers. The loss of 

a teacher in the middle of the year can not only 

be stressful for the students and staff, but also 

has huge implications on academic success. 

Losing a teacher mid-year could result in the loss 

of up to 72 instructional days. That’s almost half 

the year! It should also be noted that the study 

34 


found that in areas of 

abject poverty, teachers 

were twice as likely to 

leave mid-year or before 

their third year of 

service. 

We know that there are 

constant macro systems 

being put into place to 

combat these numbers 

and support teachers, 

but what can be done 

on a more micro scale. 

Let’s look at the aforementioned term self-care: what do we really know about this term, when 

should we be using it, and does it actually help? 

Compassion fatigue, secondary traumatic stress, vicarious trauma, these are all terms that can 

more commonly be used to describe “burnout,” which is usually how we describe a co-worker 

who is on the verge of quitting. Burnout comes from many different sources, but one of the main 

contributors can be from working trauma-adjacent to students that are greatly impacted by past 

or present experiences. And if you are working in a school, affluent or otherwise, you have 

students who have experienced trauma. To give you an example, we have all heard of the ACE 

study, which collected data from participants to demonstrate the effects of adverse childhood 

experiences. The study showed the higher your ACE score, the more likely you were to have 

serious medical and emotional issues. A typical response to the ACE score might be a one or a two 

for most people. But when looking at another study specific to foster care, it showed that one of 

our most vulnerable populations reported that 70% had an ACE score of 5 or more. This of course 

is troubling for the youth that are experiencing these traumas, but when focusing on the teachers 

and staff that work with them, we are finding that without proper support and self-care they are 

up against challenging odds. 

What are some of the signs that I might be getting close to burning out? They can at times be very 

similar to symptoms that are associated with first-hand trauma: isolation, depression, difficulty 

focusing, aggression, anxiety, insomnia, excessive drinking, appetite changes, anger/sadness. It 

35 


has also been shown 

that staff members 

report having a 

worldview shift that 

can feel all or 

nothing. Staff 

members feel that 

their world or the 

people around them 

aren’t safe, or a very 

real feeling of us vs 

them. In a school 

setting on a larger 

scale this can be 

played out more in chronic absenteeism, negativity toward school leadership and resistance to 

change to name a few. 

Now that we have established some of the signs, let’s talk about what to do about it. Self-care 

when distilled down can feel extra or luxurious, but it doesn’t have to be. Here are a few 

examples of ways to improve your resiliency, establish a self-care routine, and reduce your 

symptoms of burnout. 

Hope - One factor to build resiliency and establish self-care is hope. Making a goal to give 

yourself permission to have a weekly outing or planning a trip can all be helpful ways to build in 

long term self-care. When we have an idea of future plans that excite us, it can make our 

challenging weeks feel more manageable. 

Connections - Spend more time with those outside of your profession. Seek out relationships 

with people that don’t work at your school or have nothing to do with your field and cultivate 

those relationships. Having friends at work is great and can also be an indicator for placement 

longevity, but this can also be dangerous when the majority of your building can be experiencing 

compassion fatigue. Putting too much time into those relationships cannot be as uplifting and 

in many ways leave you feeling worse after spending time with them. 

36 



Serving others - Do something for someone else or better yet, make it a goal to do something 

monthly or weekly for others. It could be your friends, your neighbors or co-workers, but putting 

time into reflecting about someone you care about and doing something nice for them is a 

powerful form of self-care. This can be a note of encouragement, a gift card or even just an 

intentional compliment in public. Regardless, caring for others is not always seen as self-care but 

has only positive side effects and can greatly impact your ability to increase your overall outlook 

on work and life in general. 

One thing that isn’t always mentioned with self-care is that it can be hard. Not everyone has the 

awareness or the resources to effectively utilize self-care, and pushing people to take care of 

themselves can be a touchy topic. People can be offended or hurt that you think there is 

something wrong with them or have concerns about their well-being. Due to the stigma paired 

with the fact that self-care just isn’t a reality for everyone, taking the initiative to motivate 

someone else can also benefit your health. If you decide you are going to walk every day, invite 

your co-worker and work to remove the barriers for them. Give them a ride, bring an extra water, 

come with a positive attitude, save all your funny uplifting stories to share during the walk and 

continue to model this consistency. Sometimes our peers just can’t get started and if self-care 

comes naturally to you, work to help those around you. This can only positively affect the overall 

mood in your building. This can have a contagious effect, allowing others as they grow to 

positively influence those around them as well. 

Bottom line, our jobs are hard and as we have learned, working around trauma can only make it 

harder. Don’t let compassion fatigue overcome you. Pay attention to the signs in yourself and 

others. Self-care is not extra, it’s mandatory. 

37


Relative and Fictive Kin 

Caregivers—The Unsung 

Heroes of Foster Care 

Shannon Moody, Kentucky Youth Advocates Child Welfare Policy Director 

As May is National Foster Care 

Awareness Month, we wanted to 

highlight those caregivers who 

sometimes get less attention and 

recognition but play a very similar role that 

foster parents play. 

In Kentucky, we have an estimated 96,000 

children being raised by relatives, with a 

majority of those relatives being 

grandparents. That is currently the highest 

rate in the nation. There are many reasons 

for those children being raised by relatives including but not limited to deployment; 

mental health issues; substance abuse issues; parental incarceration; and death, with a 

large percentage of them never having been identified by the Department for Community 

Based Services. 

For those children who have been identified by the Department for Community Based 

Services (DCBS) Division of Protection and Permanency, over 15,000, they have 

experienced child abuse, neglect, or dependency and have been placed with a relative or 

fictive kin, arranged by DCBS. A kinship caregiver is a legal relative by means of blood, 

marriage, or adoption. A fictive kin caregiver is someone known to the child with a familylike 

relationship—often a neighbor, teacher, coach, or church member. Relatives can be 

foster parents, but currently in Kentucky, only 12% of foster care placements are with 

38 



relatives. Relatives and fictive kin are often used as a means of diverting, or keeping kids 

from entering, the foster care system. 

These fictive kin and kinship caregivers play similar roles to that of foster parents— 

stepping up to raise children who are unable to be safely raised by their parents, often 

times on very short notice. Research tells us that those kinship care and fictive kin care 

providers that step up to raise children are helping to ensure; less trauma at separation, 

less behavioral issues in the home, and less disruption to their education. Those 

relationships can help to create a more stable placement for children, and increased 

opportunities to ensure connectivity to culture, family traditions, and connections to 

siblings. 

During the 2019 legislative session, the General Assembly passed House Bill 2 which 

creates provisions that help to better support relative and fictive kin caregivers. House Bill 

2 will establish the development of supportive services for kinship and fictive kin 

caregivers, including, but not limited to, monetary and respite supports. It would also 

establish a reporting mechanism to track and analyze data on relative and fictive kin 

caregiver placements. 

While the details of the implementation of the bill are still being worked out, we anticipate 

more relative caregivers will become foster parents, which will create better access to 

needed supports like subsidies, child care, respite care, and behavioral health services. 

The Cabinet for Health and Family Services has developed a website with additional 

information for relative and fictive kin caregivers to get information. Research also says 

that kinship caregivers can benefit from participating in support groups, as well. 

Information about support groups for kinship caregivers across Kentucky can be found 

here. 

Kentucky Foster Adoptive Caregiver Exchange System, with information for supports for 

kinship and fictive kin caregivers can be found here. 

Additional information about kinship caregivers in Kentucky is below. 

https://kinshipky.org/wp-content/uploads/2019/03/Kinship-Care-in-KY-2019_imagefile_2.jpg 

39 



Kinship Care in Kentucky 

Benefits of Kinship Care 

When children cannot remain safely with their parents, grandparents, 

other relatives, and close family friends often step up to help raise them. 

This situation is commonly known as kinship care—or in the case of a 

close family friend raising children, “fictive kin.” 

Kinship care—ranging from placements with relatives by blood or marriage to placements with caring 

adults like teachers or pastors—helps to relieve trauma children often face upon removal from their 

home. Children living with relatives or close family friends have fewer behavioral and mental health 

problems and experience fewer educational disruptions. Kinship care also helps to keep kids 

connected to their culture, family traditions, and siblings. 

Types of Kinship Care in Kentucky 

Kinship care may be informal or may involve the Department for Community Based Services (DCBS) 

in the Cabinet for Health and Family Services (CHFS). 

Informal 

Kinship Care 

Children who live with 

relatives or close family 

friends with varying types 

of custody depending on 

arrangements made 

within those families 

Kinship Care 

Due to Removal 

from Home 

Children are placed with 

kin as a result of removal 

by the Cabinet or courts. 

Either the caregiver or 

CHFS may maintain 

custody. 

Relative 

Foster Care 

The relatives or close 

family friends raising 

children become 

certified as foster 

parents. CHFS maintains 

custody of the child. 

96,000 Kentucky kids 

live in kinship care. That rate—9% of all 

children—is the highest in the nation. 1 

Estimated 15,000 kids in kinship 

care due to removal from home 2 

Of those 15,000, only 5,140 are in 

the Kinship Care Program. No 

new families have been able to 

enroll and receive financial 

support since a moratorium was 

put on the program in 2013. 3 

1,182 kids live in 

relative foster care 4 

Majority of kids 

living with relatives are in informal kinship care 

SOURCES: 1. U.S. Census Bureau, Current Population Survey, Annual Social and Economic Supplement, 

2016-2018. 2. Kentucky Cabinet for Health and Family Services, Department for Community Based Services, 

October 2017, received November 2017. 3. Kentucky Cabinet for Health and Family Services, Department 

for Community Based Services, October 2017, communicated July 2018. 4. Kentucky Cabinet for Health and 

Family Services, Department for Community Based Services, Foster Care FACTS, March 2019. 

kinshipky.org 

kyyouth.org/blueprintky 

40

Family Scholar House 

Offers Support for 

Foster Alumni 

By Thomas W. Evans, M.Ed.—Young Adult Services Coordinator Family Scholar House 

Students who experience being in the care of the state are less likely to be academically 

prepared for college programs. Nationally, studies have shown foster alumni are also 

less likely to have resources and networks of support available to be successful as they 

transition during early adulthood. Without those crucial supports, many foster alum find 

themselves working hard just to get through today and not able to plan for the future. 

Seeing the need in our communities, Family Scholar House has adapted its long running 

support program for single parents to fit the needs of foster alum. This unique approach 

combines academic and social supports in a coaching environment with direct services that 

help ease the burden of food insecurity and social isolation. By helping participants envision a 

future without the complications of poverty FSH is helping participants build a life they may 

not have seen as a possibility before. To date more than 200 local and national foster alum 

have connected with the Young Adult Program, and more are connecting each month. 

Academic Support that works. Whether the goal is a traditional college path or an 

apprenticeship program combining work and learning, FSH staff work with participants to set 

realistic and well informed plans to help build self-sufficiency. While tutoring, advising, and 

41 


access to school supplies are crucial for student success, the program also works to develop 

participants’ critical thinking skills. Participants range from those looking to finish their GED 

or graduate high school to those about to finish college degrees. 

 

Family Advocacy that is relevant. The needs of foster alum are varied, and no cookie cutter 

approach could ever work. FSH works with participants to identify the resources that they 

need to connect to build self-sufficiency. Often times this means navigating the SNAP or 

Health Insurance processes, registering for cooking classes, working on mental and physical 

wellness, or building financial literacy skills. No matter the need, FSH is committed to helping 

participants navigate around the barriers in their lives that keep them from being successful. 

Housing for those that qualify. No one can perform at the fullest if their basic needs aren’t 

being met. FSH helps participants who qualify connect with housing support on and off of FSH 

campuses so that they can focus on the life they are working to build. For some residents, this 

means a safe and affordable (or even rent free) one bedroom apartment just steps away from 

the program staff that they rely on for support. For others this means a referral to community 

partners who can help. 

Anyone interested in more information about the Young Adult Program is encouraged to visit 

www.familyscholarhouse.org or call 502-584-8090 for more information. Interested 

participants can call the same number and ask for an intake. 

42 



University of Louisville’s TRIO 

Program Helps Student Find Success 

By Athenia Brown—Criminal Justice major at The University of Louisville 

Throughout my educational experience at the 

University of Louisville, I have been very 

thankful for the help I have received. We have 

a program called TRIO, which is additional tutoring 

services, advising, and peer mentoring. This program 

has helped me understand how to navigate through 

college and receive help, however not all colleges have 

programs like this. TRIO is a program that welcomes 

foster youth and other low income families. Many 

scholarships are offered through this program as well. 

Many foster youth attend big universities and we feel 

lost. We have no idea how to navigate through college. Our first instinct is to quit and I felt like 

quitting many times. My advisor Erica walked me through everything starting with scheduling 

classes, choosing a minor, looking for housing, and being a listener. All foster youth need this 

type of program. Many times I struggled with finding a job or paying for books and she 

managed to help find resources to help with it all! I believe the graduation rates would go up 

if we all had support like this. 

I think sometimes as foster youth we feel that we are at a disadvantage academically 

compared to other students because education wasn’t a top priority in our lives. For me, I 

went into the classroom not knowing basic math and many times I was afraid to ask 

questions or embarrassed to ask for help. Many times I found that professors would get 

frustrated because they’d have to repeat themselves constantly because I just couldn’t grasp 

the concept they were teaching. I don’t think the professors realize that we all come from 

different backgrounds and we’re not all on the same educational level even though we’re at 

the same grade level. Although the professors can’t take the time to understand each student 

and their academic needs I believe programs like TRIO can. I believe success rates of students 

would go up and we’d see more foster youth graduate if more programs like TRIO were 

available. 

43 



Foster Parents 

Join the Title I 

Parent Advisory 

Council 

By Lindsay Bale, JCPS Foster Care Liaison 

Families come in all shapes and sizes. In 

JCPS, we have children who are cared 

for by biological parents, step-parents, 

relatives, family friends, foster parents, and 

more. Children in foster care are categorically 

eligible for Title I services, making it especially 

important to have foster parents represented 

as part of the Title I Parent Advisory Council. 

The Title I Parent Advisory Council has 4 core 

beliefs: 

• All families have dreams for their 

children and want the best for them 

• All families have the capacity to support 

their children’s learning 

• Families and school staff are equal 

partners 

• The responsibility for cultivating and 

sustaining partnerships among school, 

home, and community rests primarily on 

the district and school staff; especially 

district and school leaders 

The JCPS Title I Parent Advisory Council meets 

on a monthly basis. The Parent Advisory 

Council ensures that parents are empowered 

to advocate for their children by providing 

them with knowledge about services and 

resources available to them. This academic 

year, Parent Advisory Council members have 

learned about a number of topics, including: 

Backpack of Success Skills, Understanding MAP 

scores, The Every Student Succeeds Act, 

Community Asset Mapping, 15 th District PTA 

Clothing Assistance Program, Summer 

programs for students, Early Childhood 

Programming, the Student Assignment 

process, Student Relations and Choice Schools, 

Language Services, Adult Education, 

Exceptional Child Education and more. 

In addition to leadership skill building, parents 

developed a community directory that is all 

their own! This directory was created BY 

PARENTS, FOR PARENTS! Parents have also 

helped plan community events in each JCPS 

district. Parents have built a supportive 

community where they can share information, 

learn about services available to them, address 

concerns, and provide input for our JCPS 

family engagement policies. Our foster parents 

have even recruited more foster parents!! 

Parent and Family Engagement means 

engaging all families, and foster parents are 

just one piece of the puzzle. They bring a 

unique perspective to the council and are 

strong advocates for the education of a special 

group of students who have historically been 

underrepresented. We are truly grateful for the 

partnership and inclusivity of foster parents on 

our JCPS Title I Parent Advisory Council. 

44 



Education Benefits for Youth in 

Foster Care and Foster Care Alumni 

By Lorraine Wilbur, Chafee Program Administrator 

Youth in state’s care are eligible for a 

variety of benefits and resources aimed 

at supporting their success in high 

school and beyond, including: 

• Foster Youth 16 and over are eligible to 

receive $250 for completing the state’s 

independent living curriculum. The curriculum 

covers such topics as education, life skills, 

personal finance, employment, 

communication skills, health and healthy 

relationships. 

• Youth in state’s care are eligible for $650 to 

assist with the cost of their senior expenses, 

such as the prom experience, senior pictures, 

class ring, class trip, etc. 

• Youth who were adopted from the Kentucky 

Foster Care system or who were in state’s care 

on their 18th birthday, are eligible for the 

Tuition Waiver for Foster and Adopted 

Children, which waives their tuition at any 

public state college or institution. The student 

must start using this benefit within 4 years of 

graduating from high school. Once applied, 

the waiver is good for 5 years. 

• Youth who were in foster care on their 18th 

birthday, or who were adopted at 16 years old 

or older, are eligible for the Education Training 

Voucher (ETV) program. The program provides 

up to $5000 per year to cover the cost of 

attendance at any accredited post-secondary 

or job-training program. The student is eligible 

for the program for 5 years or until their 26th 

birthday, whichever comes first. 

• Youth in state’s care are eligible for 

education assistance to assist with the cost of 

completing a post-secondary program. Eligible 

expenses includes books, room & board, 

tuition, etc. The student must have completed 

the FAFSA form. This benefit applies to foster 

youth living on a college campus, or those 

seeking to complete a vocational program not 

offered through KCTCS. 

• Many of the public colleges in Kentucky 

waives the cost of the application fee, 

orientation and housing fees for foster youth. 

Foster youth should contact with the college’s 

admissions or housing office for more 

information. 

• Youth between the ages of 18-23 years old 

who aged out Kentucky’s foster care system 

are eligible for an assortment of Aftercare 

Services including case management, housing 

assistance, and funds to cover the cost of 

education expenses such as the GED test, 

tutoring, vocational training, etc. 

• State Independent Living Specialists 

facilitate Transition Planning meetings with 

youth in Foster care starting at 17 years old. 

The purpose of these meetings is to ensure 

youth are aware of the benefits available to 

them and to support them in making a plan for 

their future. Teachers, guidance counselor and 

other school personnel are strongly 

encouraged to participate in these meetings as 

their insight is crucial is assisting the youth in 

planning a realistic plan for the future. 

For more information on these resources, 

please contact the Department for Community 

Based Services at chafee.ilp@ky.gov 

45


Foster Care FAQs 

W 

hat 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 child’s 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 

46 



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. 

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 child’s 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 Kentucky’s 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 

47


48


A Child Called It 

Dave Pelzer 

Ages 8-12 

Books for Young Readers 

Another Place at the Table 

By Kathy Harrison 

Ages 6-10 

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." 

For more than a decade, Kathy Harrison has sheltered a 

shifting cast of troubled youngsters-the offspring of 

prostitutes and addicts; the sons and daughters of abusers; 

and teenage parents who aren't equipped for parenthood. All 

this, in addition to raising her three biological sons and two 

adopted daughters. What would motivate someone to give 

herself over to constant, largely uncompensated chaos? For 

Harrison, the answer is easy. 

The Deepest Well 

By Nadine Burke Harris, M.D. 

Ages 10 and up 

The Deepest Well is a rousing wake-up call, challenging us 

to reimagine pressing questions of racial and social 

justice as matters of public health. The research and 

stories shared in this highly engaging, provocative book 

prove beyond a reasonable doubt that millions of lives 

depend on us finally coming to terms with the long-term 

consequences of childhood adversity and toxic stress. 

49


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/fostercare/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/ 

Child Trauma Toolkit for Educators 

https://rems.ed.gov/docs/ 

NCTSN_ChildTraumaToolkitForEducators 

.pdf 

For more information about becoming a 

foster parent, call 595-KIDS. 

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 

50 


51

ENVISION EQUITY MARCH 2019 

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 

2019 

MALES OF COLOR 

CELEBRATION 

Editor—Catherine Collesano 

Editor, Photo Contributor—Abdul Sharif 

Credits 

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 

52

May 2019 Foster Care Special Edition

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?