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• Nationally –25,000 youth age out of foster care system each year
• Nationally, 10% of youth emancipate from foster care
• In NJ, 3000 youth ages 14-21 are in foster care, and approximately 800 youth “age out” of foster care each year.

• Educational Deficits
• Economic Insecurities
• Homelessness
• Mental Health Concerns
• Early Child-Bearing
Chapin Hall Study

• By age 23-24, nearly 25% no diploma/GED
• Only 6% have 2 or 4 yr college degree
• Only 33% completed 1 yr of college
• Compared to other young adults, 3x as likely not to have diploma/GED, half as likely not to complete any college, 1/5 as likely to have college degree.
Chapin Hall Study

How can these outcomes be improved?

• Ella is eighteen-years-old and in the 11 th grade. She has been in foster care since she was fourteen-years-old due to severe physical abuse by her mother’s paramour. After several foster care placements, Ella has resided with the same foster parent for the past two years and seems to be stable in this home. The foster parent has stated that Ella can remain in her home for as long as Ella needs. Ella’s case will remain open with DCP&P until she turns twentyone years of age. DCP&P policy permits Ella to remain in this foster home (DCP&P will continue to provide the foster parent with a monthly stipend called a foster care board payment).

• Ella has special needs in the educational setting. Since the age of nine,
Ella has been deemed to be a classified student. She suffers from severe
Attention Deficit Hyperactivity Disorder (ADHD). Her special education classification is “Other Health Impaired,” which is the classification that encompasses ADHD. She was held back in the 6 th grade due to academic difficulties, which is why she is only in the 11 th grade. Ella has serious problems attending and focusing in class, leading to many negative behaviors. Because of all of this, her academic functioning has suffered.
Recent testing shows that she is only reading and writing at the 4 th grade level and doing math at the 5 th grade level. For the last several years,
Ella has been placed in self contained classes. These are small classes
(no more than roughly twelve students) led by a special education teacher and typically one or more paraprofessionals (classroom aides).
• Ella has stated that after high school she wants to work, but is unsure of what she wants to do.

Ella
11 th Grade Student
• ADHD
• Reading and Writing – 4 th grade level
• Math – 5 th grade level
• Self-contained classes

What can the schools be doing to help?

The local school district can:
• Conduct an interest inventory
• Assist with course selection for areas of interest and skill.
• Provide instruction in pre vocational skills: resume writing, career exploration, scholarships,
• Provide exposure to vocational skills, through
Structured learning experiences, introductions to local vocational programs, and meetings with DVR.

NJ Career Assistance Navigator (NJCAN) Overview

1.

What can DCP&P be doing to help?

Family Team Meetings
Transition Planning
• Life Skills
• Education
• Casey Life Skills
Assessment
(CLSA)
• Housing (AHH)
Education &
Post-Secondary
Supports
• Tutoring Support
• Employment/Caree r Training
• DVRS
Permanency
Planning
• Lifelong
Connections
• Caring Adults
• Permanency Pact

What can the courts and other child welfare stakeholders do to help?

• Require that Ella’s most (1) recent report card, (2) IEP, and (3) DCP&P transition plan is attached to court report.
• At compliance review hearings, ask questions to ensure that Ella is receiving appropriate and meaningful transitioning services from the schools and DCP&P
• Have Ella present at court and ask her what she thinks she needs

• Meet regularly with Ella and make certain that Ella is receiving appropriate and meaningful transitioning services from the schools and DCP&P
• Attend child study team meetings at school and Family
Team Meetings with DCP&P
• Ensure that Ella knows she can and should remain involved with the Division until the age of 21
• Ask Ella what else she needs/wants to transition to adulthood. Advocate for this in court and with DCP&P and schools, if necessary.
• Make it possible for Ella to appear in court if she desires

• NOW ASSUME THAT THE FACTS HAVE CHANGED
SOMEWHAT
• Ella continues to be a classified student as described above, but now assume that she has been performing at close to grade level with the supportive special education program that the school district has been providing. Ella wants to go to college, but is worried that without the small classes and extra help whether she will be able to make it.

Ella
11 th Grade Student
• ADHD
• Reading and Writing – close to grade level
• Math – close to grade level
• Wants to go to college
• Looking for small classes and extra help

What can the schools be doing to help?

The district can
• Conduct a learning and skill inventory through guidance.
• Assist her in her research of local colleges for requirements.
• By scheduling meetings with local and community colleges, Ella will be able to determine what supports are available to her.
• Assist with college applications and course selections.
• Assist Ella with self advocacy communication and how to recognize the accommodations that she currently benefits from.

• Colleges require self reporting of all disabilities and requests for accommodations. The IEP is not accepted, and any accommodations would be provided through a 504 plan.

39
• Student-directed career and education planning curriculum for grades 8-12
• Who Am I?
• Where Am I Heading?
• How Do I Get There?

Assessments help students learn more about themselves – specifically career interests and employable skills.
Personal
SKILLS
Interest Profiler
Reality Check
Could This Be Your Life?
Career
Work Importance Locator
Career Cluster Inventory
Occupation Sort
Entrepreneurial Career Assessment Form
40

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What can DCP&P be doing to help?

Family Team Meetings
Transition Planning
• Life Skills
• Education
• Casey Life Skills
Assessment
(CLSA)
• Possible IL
Stipend Support
Education &
Post-Secondary
Supports
• Tutoring Support
• School Selection
• NJ Foster Scholars
• Project MYSELF
• & DCF Scholarship
• EOF/EOP
Permanency
Planning
• Lifelong
Connections
• Caring Adults
• Permanency Pact

What can the courts and other child welfare stakeholders do to help?

• Require that Ella’s most (1) recent report card, (2) IEP, and (3)
DCP&P transition plan is attached to court report.
• At compliance review hearings, ask questions to ensure that Ella is receiving appropriate and meaningful transitioning services from the schools and DCP&P.
– Has DCP&P offered Ella assistance with completing FASFA and is Ella connected to NJ Foster Care Scholars and other funding sources?
– Has Ella has completed a life skills course so she will be eligible for
Chafee Wrap Around funds?
• The college’s EOF program may be helpful to Ella.
• Have Ella present at court and ask her what she thinks she needs – explore where she will live and whether there are extra services that will help her in College (i.e., tutoring, mentoring).

• Meet regularly with Ella and make certain that Ella is receiving appropriate and meaningful transitioning services from the schools and
DCP&P
• Attend child study team meetings at school and Family Team Meetings with DCP&P
• Ask Ella what else she needs/wants to transition to adulthood.
• Ensure that Ella knows she can and should remain involved with the
Division until the age of 21. Explore where she will live while in College.
What will help with transition to College (i.e., tutor, mentor)?
• Make certain Ella knows about NJ Foster Care Scholars and has completed FASFA by Valentine’s Day.
• Make certain that Ella has completed life skills so that she will be eligible for Chafee After Care funds.
• Make it possible for Ella to appear in court if she desires.

• ASSUME THAT THE FACTS HAVE ONCE AGAIN CHANGED.
• Ella is not in need of special education services. She is somewhat behind in school due to the trauma associated with the child abuse she suffered and the frequent moving around within foster care when she initially came into care. However, given the stability she has experienced during the last two years, she is back on track, albeit behind one year. Ella very much wants to go to college.
She wants to become a teacher. She is concerned about whether she can afford to go to college, needs help in applying to college and completing her FASFA forms, and is just unsure about the entire process.

Ella
11 th Grade Student
• Wants to go to college
• Interested in becoming a teacher
• Concerned about paying for college
• Needs help applying to college
• Needs help to complete FAFSA form

What can the schools be doing to help?

The district can:
• Assist Ella with research of colleges that will meet her goals and needs.
• Assist with scholarship searches, and the identification of other funding sources available to students.
• Educate Ella, and assist her in making applications to colleges, and completing all
necessary forms for grants and FASFA forms.

66

What can DCP&P be doing to help?

Family Team Meetings
Transition Planning
• Life Skills
• Education
• Casey Life Skills
Assessment
(CLSA)
• Possible IL
Stipend Support
Education &
Post-Secondary
Supports
• SAT/ACT Support
• Campus Tours
• Ward of the Court
Letters
• & DCF Scholarship
Permanency
Planning
• Lifelong
Connections
• Caring Adults
• Permanency Pact

What can the courts and other child welfare stakeholders do to help?

• At compliance review hearings, ask questions to ensure that Ella is receiving appropriate and meaningful transitioning services from the schools and DCP&P.
– Has DCP&P offered Ella assistance with completing FASFA and is Ella connected to NJ Foster Care Scholars and other funding sources?
– Has Ella completed a life skills course so she will be eligible for
Chafee Wrap Around funds?
• The college’s EOF program may be helpful to Ella.
• Have Ella present at court and ask her what she thinks she needs – explore where she will live and whether there are extra services that will help her in College.

• Meet regularly with Ella and make certain that Ella is receiving appropriate and meaningful transitioning services from the schools and DCP&P
• Explore with Ella what else she needs/wants to transition to adulthood.
• Attend Family Team Meetings with DCP&P
• Ensure that Ella knows she can and should remain involved with the Division until the age of 21. Explore where she will live while in College.
• Make certain Ella knows about NJ Foster Care Scholars and has completed FASFA form by Valentine’s Day.
• Make certain that Ella has completed a life skills course so that she will be eligible for Chafee After Care funds.
• Make it possible for Ella to appear in court, if she desires.

Q
?

Patricia Piserchia
Director of Special Services
Lenape Regional High School District ppiserchia@lrhsd.org
609-268-2000 Ext. 5519

Office of Career and Technical Education
Lori Howard
Education Program Development Specialist
609-777-0548
David McNair
Planning Associate
609-777-3578
Melissa Stager
Education Program Development Specialist
609-777-2170 http://www.nj.gov/education/cte/pslp/
E-mail: pslp@doe.state.nj.us

Kelli Puryear
Office of Adolescent Services kelli.puryear@dcf.state.nj.us
609-888-7100

Randi Mandelbaum and Sarah Koloski
Aging Out Project
Child Advocacy Clinic
Rutgers-Newark School of Law
Rmandelbaum@kinoy.rutgers.edu
Skoloski@kinoy.rutgers.edu
973-353-3196