iGRAD and a library: Hope and help for Kansas

kids in foster care

Keys for Networking, Inc. and Families Together

withKansas Department of Social and Rehabilitation Services

©Copyright 2007 Keys for Networking, Inc.

What must it be like?

• Moving often . . .• Leaving friends . . .• Trying to make new

friends . . .• Facing a new school,

maybe all new books, not even knowing where the restrooms or lockers are . . .

“. . . scary . . .”

“Whoreally cares about me?”

“I need help.” “. . .always a hassle.”

Startling facts

• 5,400 in Kansas (SFY ’06)

• Approximately 2,000 age 15+

Scary odds

•50% graduate

•Of those, only 20% pursue post- secondary education

•Of those, only 5% earn some type of degree

Why?

• Severe needs (trauma)

• Difficulty engaging families

• Training needed

• Placement & school changes

Real Kansas kids say . . .

• “We have no support.”

• “Nobody understands and nobody cares.”

• “Nobody believes us when we tell them what we’ve done in school.”

•“After a while, you just give up.”

One child’s journey . . .

•20 placement changes•9 Zip codes•1 calendar year

1/22/2007 Claire Alternative1/9/2007 TOPEKA HIGH9/8/2006 UMY9/1/2006 UMY8/29/2006 LAWRENCE HIGH8/24/2006 FAIRFAX LEARNING CENTER

8/15/2006 HOISINGTON HIGH8/1/2006 FAIRFAX LEARNING CENTER

7/21/2006 FAIRFAX LEARNING CENTER6/26/2006 PEABODY-BURNS JR / SR HIGH

5/23/2006 FAIRFAX LEARNING CENTER5/19/2006 EAST HIGH

4/5/2006 FAIRFAX LEARNING CENTER3/29/2006 TOPEKA HIGH

3/20/2006 TOPEKA HIGH 1/6/2006 FAIRFAX LEARNING CENTER 1/3/2006 CHANUTE HIGH11/23/2005 FAIRFAX LEARNING CENTER

11/22/2005 LAWRENCE FREE STATE HIGH

Academic stressors need mitigators

• The more risk factors (academic stressors) present, the greater the chance of the negative outcome.

• “ . . . When one [risk] factor is reduced, it is likely to have a positive affect on a number of different problems . . .”

No magic fix

iGRAD

. . . and a good library

iGRAD goals

• Students graduate• Students earn credits at

a rate commensurate with their peers

• Students learn to advocate for themselves

• Students use the tools available to engage their teams

Key components

• The Team

• The Tools

• The Training

The Team

Made up of members of 4 major stakeholder groups:– Student– Parents– School personnel– Children & family

services professionals

The Tools

Information and Communication

Credit calculator

The Training • Students• Parents• School personnel

• Children and family services professionals

Student training

Youth leadership initiative

• Learn to use iGRAD to help themselves and others in foster care

• Participate in advisory groups to help refine iGRAD

• Develop webpages devoted to content they identify as needed to help them succeed in school

How do iGRAD and a library fit together?

• Computer access– Many students in foster care will access iGRAD

on computers in libraries/library-supervised labs

• The portfolio itself• Links to resources• Training;/informational modules• Youth-developed webpages

– Many students will be looking for a place that is out of the “spotlight”

• Similar goals– Support students so they are academically

successful– Provide vital information to ensure that success– Understand and value order, continuity,

consistency, and the importance of having the information needed

How do iGRAD and a library fit together?

Success!

• Students empowered to help themselves

• Together, all team members have tools to help students

• Goals met

Top 10 ways you can be involved:

1. Provide discreet access to a computer2. Assist students with access to iGRAD3. ?4. ?5. ?6. ?7. ?8. ?9. ?10. ?