University of Southern California Dissertations and Theses

Ending homelessness: evolution of the Qad Prep Academy

(USC Thesis Other)

Ending homelessness: evolution of the Qad Prep Academy

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content Ending Homelessness: Evolution of Quad Prep Academy 1 ENDING HOMELESSNESS Evolution of The Quad Prep Academy Rasheen A. Young, MSW University of Southern California Dr. Manderscheid July 2020 Ending Homelessness: Evolution of Quad Prep Academy 2 Executive Summary The proposed innovation addresses the Grand Challenge of Social Work to End Homelessness (Padgett & Henwood, 2018), specifically for foster care youth transitioning from the foster care system. Youth exiting the foster care system face deleterious consequences from being systematically oppressed, which is a crime of moral turpitude. It is inconceivable to believe that youth involved in the foster care system transition to adulthood at risk for negative outcomes that constitutes the basic skills needed for survival. These youth are at substantial risk for high levels of school dropout, homelessness, unemployment, mental health, substance abuse, health issues, and victimization. While systems will argue that, every concern about this population has been and is being addressed. It is clearly far from the truth for youth who have to live, struggle, and survive under these conditions after leaving the foster care system. When analyzing what the system provides is links to services that are cookie cutter, and designed for youth to remain systematically oppressed and to continue to be dependent upon systems (Child Welfare to Welfare Dependent, etc.). In order for youth to reach, true independence from system dependent services there has to be a clear path that creates true independence beyond foster care. Documented exposure to trauma increases the vulnerability of individuals who have been in foster care. Entry into foster care is a traumatic event compounded by the reason for entry into foster care (Collins, Jimenez, & Thomas 2018). In addition to the compacted traumatic events that foster care youth experience is the endless suffering endured by youth who have languished in the system with little to no help for years. Youth become institutionalized and labeled as having severe mental and behavioral health needs, as well as being hard to place due to substance abuse and criminal history. Many youth have been in more than fifteen placements Ending Homelessness: Evolution of Quad Prep Academy 3 over the span of being in foster care. For a country who claims to love its children, we provide little innovation, love or justice for them in the foster care system (Beam, 2013). Both the system that is designed to help and the youth sever ties when the magical age of eighteen arise. The problems youth face when they voluntarily sign out of care after reaching the age of emancipation are insurmountable. Youth exit the system and enters a world of independence lacking the skills necessary to be independent, and face homelessness instantaneously. Difficulty transitioning to adulthood is amplified for young adults who leave foster care at 18 years of age since they are less stable than their peers who are vulnerable for other reasons. Youth who were bought up in foster care characteristically do not have the stability that comes from attachment to a family that other disadvantaged youth do (e.g. high school dropouts, the poor). Throughout their young life, they have had various placements, schools, healthcare providers, and caregivers. Inevitably, when they turn 18, the cycle continues-making the beginning of adulthood hardly a celebration and more the beginning of an obstacle course (Collins, Jimenez, & Thomas 2018). All youth formerly in care share a heightened risk of inadequate access to health care, involvement with the criminal justice system, becoming incarcerated, living in poverty, becoming pregnant unexpectedly, experiencing homelessness, or having difficulty obtaining employment (Thompson, Wojciak, & Cooley 2018). The problems highlighted need to be changed as no youth should be leaving a system of care unprepared. Youth need housing and in- depth training to be truly recognized as independent. The stigma that traditional placements and experiences that youth had in care calls for non-traditional approach to address both housing and sustainable living proprieties for foster care youth. To be liberated beyond foster care calls for appropriate housing, independent living skills training, high school diploma, certifications, and sustainable employment. Ending Homelessness: Evolution of Quad Prep Academy 4 Homelessness plays a major dysfunctional and disruptive role in subpopulations, such as youth aging out of foster care. Thousands of youth age out of foster care yearly, and experience homelessness. A 2015 study looked at risk factors influencing homelessness among youth in transition from foster care. The study found that youth who had histories of maltreatment were most at risk to experiencing poor outcomes in the following domains; education, housing, employment, well-being, and lifelong connections. In addition, the research showed lack of support and assistance to youth when aging out placed youth in foster care at higher risk to experience homelessness. The Child and Adolescent well-being national survey examines aging out of care and homelessness in youth transitioning to adulthood. The study focuses on policy and programming that has the potential to improve outcomes. In addition, the study also showed that youth lose access to vital services such as social supports, financial, and educational supports that was being provided through the system. The research also highlighted policy on the federal level, which showed independent living programs provided half of the eligible adolescents with services in relation to housing and independent living skills training. “The Fostering Connections to Success and Increasing Adoption Act became law (P.L., 110-351), which extended foster care services to the age of 21. Only 20 states as of 2015 have acquiesced to the aforementioned law. These two studies provide areas for innovation surrounding foster care youth homelessness. A vital problem related to youth exiting the foster care system is that youth are literally unprepared for life after foster care, and are still in need of essential services and guidance in adulthood. It is hypothesized that if youth in foster care are provided with meaningful support and transferable skills there would be a lower rate of youth exiting the foster system unprepared for life beyond foster care, which will increase graduation and employment rates, decrease Ending Homelessness: Evolution of Quad Prep Academy 5 homelessness and stigma related to transitional and independent living program services. As well as extend youth involvement and participation in foster care services until they reach the age of 21, ultimately ending homelessness and ensuring that youth safely and successfully transition independently from the foster care system. Transitional Living Programs (TLP) are group home models of planned care that provide housing and aging out services for foster youth. TLP are believed to be a vital part of addressing foster youth homelessness. A study found that TLP were vital for late adolescent development who have experienced homelessness, but identified a sense of family, connection, community, and preparedness. While the study looked at the impact of TLP as a supportive housing model, and possibly merging the model to a “Housing First Model”. These traditional models have caused trauma and created stigma within the realms of this housing model as youth continue to view the model as a speculative model of care. In addition, this model houses youth in one location and essential aging out services, and schooling is not close in proximity to housing. While there are, a number of innovatively sound designs for addressing foster youth homelessness more research needs to provide insight on the one-stop shop service initiatives and housing vouchers with foster care youth from a national perspective The proposed innovation addressing the Grand Challenges of Social Work to End Homelessness is to develop a nontraditional prep school (Quad Prep Academy) from brick and mortar, which will provide a housing component in conjunction with education and a one-stop shop service model. The advantage in creating a centralized service model is that it allows youth to access all essential services in one location, including residence life staff who be accessible 24 hours a day. All programing will be integrated in the service campus, which is designed for youth to easily transition from residence life to school to counseling and extracurricular activities. Youth being Ending Homelessness: Evolution of Quad Prep Academy 6 involved in services on campus reduces service gaps and allows youth to be accessible for any all needed services. This is a nontraditional level of care which is separate and apart from the levels of care provided in the State of New Jersey. Ending Homelessness: Evolution of Quad Prep Academy 7 Conceptual Framework “There is no trust more sacred than the one the world holds with children. There is no duty more important than ensuring that their rights are respected, that their welfare is protected, that their lives are free from fear and want and that they grow up in peace” (Kofi A. Annan, Secretary-General of the United Nations). The problem of foster youth leaving care (aging out) is that they are at immediate risk, and subjected to a numerous amount of adversities. Even more troubling this population exit the foster care system and enters a world of independence lacking the skills needed to be independent, as well experience homelessness instantaneously. The majority of youth have not completed high school, cannot obtain employment, and are highly likely to be involved with the Justice system. As a result, the current foster care system, without a focus on improving interventions and outcomes, is a major source of racial inequality regarding juvenile justice outcomes for African American Youth” (Butler, 2018). It should not come as a great shock that there are problems inside of problems with youth homelessness, especially for youth involved in the foster care system. The problem has been growing massively out of control with systemic failures in a foster care system that is failing youth who deserve successful and healthy outcomes. Becoming eighteen in the United States is recognized universally as being an adult. Eighteen (18) is the recognized age as to where youth have autonomy of themselves and authority figures, such as parents or guardians have no legal responsibility. Although the age of 18 is legally recognized , most youth male and female alike are still in need of parental support and or guidance. Youth still have increased levels of dependency prior to transitioning to Ending Homelessness: Evolution of Quad Prep Academy 8 adulthood, and even after reaching that universally recognized age. Taken into consideration the age of 18 and continued supports needed for youth with families, think about youth lacking the supports of natural family relationships and lifelong connections in the foster care system. Foster care youth who reach the age of majority have the options to stay in care until their early twenties, roughly age twenty-one to twenty-two given what that individual state policy has granted. However, many youth leave care by signing out of care due to multiple reasons. The major reasoning behind youth leaving is due to stigma of being in care, and the lack of control over decision making in their lives. In addition, youth are faced with unresolved issues of mental health, domestic violence, drug addiction, sex abuse, physical abuse, and education deficiencies, which are all trauma related and can be traced back to the reasons why youth were placed in care. Research suggest “the majority of young people in care have experienced complex trauma, or exposure to at least two types of traumatic events such as child maltreatment and removal from home. Complex trauma has been associated with increased risk of mental health problems and externalizing behaviors, including substance abuse, depression, and delinquency and problem behaviors” (Prince et al., 2019). According to the Administration for Children and Families there are “as many as five hundred and fifty thousand (550,000) young people who are homeless for more than a week, and youth can become victims of violence, develop serious mental health and addiction problems, and be forced to trade sex for basic needs” (Administration for Children and Families, 2018). Homelessness is a broad social problem that affects many populations. Lack of housing, education, mental health, drug abuse, resources, intervention and poor discharge planning are all problems within homelessness. There is a belief that these dysfunctional behaviors are a continuation of trauma that will continue to haunt youth Ending Homelessness: Evolution of Quad Prep Academy 9 well after leaving the foster care system. The most common belief about youth aging out is that they will continue to age out unsuccessfully, due to their unwillingness to follow rules and accept help. When youth leave care, they are at immediate risk and subjected to a numerous amount of adversities. Even more troubling this population exit the foster care system and enters a world of independence lacking the skills needed to be independent, as well experience homelessness instantaneously. The majority of youth have not completed high school, cannot obtain employment, and are highly likely to be involved with the Justice system. According to Uwire, the Foster Care Independence Act was passed by the federal government, and it’s “a bill that grants $140 million annually to youths being aged out the system for services like healthcare, education, and employment preparation. While in theory this seems to solve the issue of homelessness and lack of healthcare for former foster care children age 18-21 it only provides a limited amount of money to each individual” (Uwire, 2017). Eligible youth would receive roughly $3,500.00 per year. This state of play would suggest that youth would be better off financially remaining in care. According to Miller, Paschall, and Azar “older foster youth have been the target of many policy efforts as they are widely recognized as vulnerable and not well- prepared to handle the transition to adulthood, often lacking both social and financial resources and relying on fragmented services provided by multiple systems (e.g., child and adult mental health services, housing services, safety net programs). Recent policy efforts (e.g., Fostering Connections to Success and Increasing Adoptions Acts of 2008) have focused on extending the length of time that foster youth can remain in care, as remaining in the child welfare system has been shown to promote better educational and employment outcomes and protect against negative outcomes ( arrests, risky sexual behavior, pregnancy, housing instability) during the transition to adulthood” (Miller, Paschall & Azar, 2017). While the supports are there for youth Ending Homelessness: Evolution of Quad Prep Academy 10 the impact of placements and more negative than positive experiences have the majority of youth opting to leave care no later than eighteen years of age. According to Miller et al, ‘extended supports are now available in close to half of states, but even in states where extended care is possible, not all youth choose to remain in care and eligibility requirements often limit the number of youth served. In California, the majority of 17 year-old foster youth reported wanting to stay in care to receive additional supports; however, almost one-third reported that they would not want to stay in care after 18. Unplanned exits, often under negative circumstances, are not uncommon and reentry is not always possible (Miller et al., 2017). While the system has made continuous efforts to change the child protective service model to a family centered practice approach, it lacks innovation for foster care youth who do not have the option to return home. It takes a village to raise a child and there is scarcely any hope for foster care youth who has no sense of community due to no fault of their own. Research suggest that “changes in foster care placements disrupt the connections youth establish with their caregivers, peers, and other individuals in their living situation” (Prince et al., 2019). There are clear and convincing implications for practice that ensure a safe and successful transition to adulthood by providing youth with a non-traditional service model that will address homelessness, education, employment, independent living skills, and one stop shop service initiative. How can homelessness conceivably be a question that’s in pursuit for intervention and housing solutions for youth now. The results of what is needed is very clear in the research. There is a vast amount of research regarding homelessness in general and its effects on marginalized and subpopulations of people. The research looks at its root causes and provides implications to addressing homelessness via policy, service models, and a call to action to Ending Homelessness: Evolution of Quad Prep Academy 11 eradicate homelessness. There have been twenty or more federal legislative policies from the early twentieth century (1909) to the present twenty first century (2019) involving children and families. The 1974 Runaway Youth Act is one piece of federal legislation that addressed youth homelessness and has been re-authorized in 2018. The federal government defines homeless youth as a person who is not more than 21 years of age , for whom it is not possible to live in a safe environment with a relative and who have no other safe alternative living arrangement (Family Youth Services Bureau, 2018). While youth have made it clear regarding the foster care system, it is imperative to look at services offered to youth when aging out, specifically the transitional living programs (TLPs). Transitional housing programs support former foster care youth with the transition to independence and self-sufficiency by offering a continuum of services including housing, employment, ILS training, and an opportunity for youth to earn and save money for move-out cost. These programs may provide support and enable youth who are unable to return home or support themselves to properly prepare for independent living in a quasi-supervised setting” (Rashid 2004). TLPs are group home models of living that provide housing for homeless youth. TLPs according to the study is believed to be a vital part of addressing youth homelessness. There has been a shift toward a Housing First Model that provides apartments to individuals and draws on if TLPs are needed. The study found that TLPs was vital for late adolescent development who have experienced homelessness, but identified a sense of family, connection, community, and preparedness. While the study looked at the impact of TLPs as a supportive housing model, the research suggests that TLPs can be merged into the Housing First Model. TLP staff filled the void of family and gave youth a sense of belonging. Although the Housing First Model is evidence based and will address housing, it is clear that youth still crave the sense Ending Homelessness: Evolution of Quad Prep Academy 12 of family even being identified as homeless. The study looked at 174 youth at entry and discharge from the Daybreak Transitional Housing Program over a three (3) year period. Youth who remained in the program for twelve (12) consecutive months or more had a higher success rate than youth who exited prior in fewer than 12 months. Successful outcomes were in terms of employment and education. Youth were provided job training and placement assistance, and educational opportunities. Substance abuse had an adverse effect on program outcomes, as well as youth who suffered from chronic illness and diagnosable behavior disorders. Although the scope of the study was limited it provides opportunity to design transitional housing or scattered site initiatives that would allow for continuous follow up with youth who has successfully completed a transitional housing model. The Independent Living Program (ILP) of 1986 provides states with funds to prepare adolescent age 16 and up in foster care for the transition to adulthood, but program type and quality vary widely across the country (Goldman, Capitani, & Archambaulth, 1999: Stott, 2013; as cited by Fowler et al., 2017). Despite the policy emphasis on preparation for adulthood, a recent national study found that only half of adolescents in foster care receive any ILP services (Okpych, 2015). It’s going to take a village to assist and guide adolescents as they transition. Youth aging out of foster care are at risk of poor outcomes in all life domains including housing, employment, education, mental and physical health, as well as substance abuse issues. Nationally, late adolescence and emerging adulthood are the age groups most prone to substance abuse (Stott 2012). The approach thus far has been minimal, but government is acknowledging the major issues that youth face when leaving care. Youth need supports to ensure safe and successful transition to adulthood. Relationships are vital for this population as supports of lifelong connections are necessary. Social support generally considered critical for health and Ending Homelessness: Evolution of Quad Prep Academy 13 wellbeing is particularly essential for vulnerable populations during times of transition. Foster youth moving from foster care to independent adulthood comprise once such vulnerable population. Research on outcomes of former foster youth has demonstrated the many challenges they face (Collins, Spencer, & Ward (2010). Supportive relationships have the potential to decrease poor outcomes for youth. Just as it takes a village to raise it child, it’s going to take a village to continue to support youth transitioning from foster care. Despite that youth suffer greatly and the lives that youth have to live. We have the resources but don’t have the national mindset to ensure youth success, thus the all hands-on deck approach is vital. If youth have no hope of the future its merely the end of life as they see. While the public perception has been minimum at best regarding Foster care. There has been increasing concerns regarding the system charged to care for abused and neglected children. Relative to news outlets and headlines in the papers little research has been provided about the community’s perception of foster care. The overall known perceptions of communities that know about the foster care system is of direct contact or knowing someone who has been involved with the system. The innovation goal is to provide housing, education, employment, one stop shop services initiative and independent living skills via adventure base counseling all in one location. The program will serve as a pilot and integrate with a housing and homeless youth act initiative that is already in place. The projection of the pilot is to reduce stigma around transitional living programs, as this innovation is nontraditional from other forms of housing for youth as it takes on addressing homelessness from an educational perspective. The goal is to provide the Quad Prep Academy for Adolescent Academic Advancement through the housing hub (New Jersey Based Housing for youth provided through the Homeless Youth Act). If Ending Homelessness: Evolution of Quad Prep Academy 14 successful youth will have obtained at minimum a high school diploma, independent living skills, and housing that will be transferable for youth once they exit the academy. I hope that the pilot will serve as a state model and ultimately a national model that acknowledges housing but provides youth with self-sustaining properties to make a safe and successful transition to adulthood with a community of lifelong support features. The adolescent years can only be explained as a newfound world where decisions about life, limits, and identity are constantly changing. Evidence has shown that youth in care underperform in education. According to Noonan et.al, “when compared to their peers, children in the child welfare system experience higher rates of grade retention, disciplinary action, behavioral issues, and special education services “ Noonan et. al, 2012). It is vital to draw in on the research surrounding education, specifically because here we see a direct correlation for the education system being a pathway to the prison pipeline for foster youth. In addition, stabilizing foster care youth in housing can reduce the risk of homelessness, mental health, behavioral health, and increase social supports for this population. Research suggest that secure and stable housing improves behavioral health, reduce risk behaviors, and enable regular contact with health and mental health providers ( Prince et al., 2019). Hopefully the pilot will serve as a state model and untimely a national model that acknowledges housing but provides youth with self-sustaining properties to make a safe and successful transition to adulthood with a community of lifelong support features. This approach is innovative as it provides housing, education and services in one location with multiple levels of supports. The traditional transitional living program provides all of the aforementioned services, but usually outsourced and creates service disruption. The model would have youth living in an identified location, attending the local public school, and accessing community based Ending Homelessness: Evolution of Quad Prep Academy 15 services. Whereby, the non-traditional model provides all the aforementioned services on-site. Both youth and staff engage the community through adventure based counseling activities to measure the youth’s ability to live and function independently. There are several residential treatment models that use the service model, but it’s goals are to address underline behavioral issues from a treatment model consistent with a level of care. Evidence base practices and developmental theory are crucial to the non- traditional model, specifically because it identifies what the needs are for in order to be successful. Evidence base practice identifies safety, permanency, well- being , and self-sufficiency as successful outcomes for youth. The Quad Prep Academy for Adolescent Academic Advancement is innovative due to access of housing, education, employment, and services in one location where youth live, learn, and earn all the necessary skills to be truly independent. The program further ensures that all youth who successfully transition into adulthood also have a single apartment style living, and lifelong supportive coach. While youth are resilient, they have to be empowered to move beyond their circumstances when exiting the foster system. Logic model and Theory of Change The Quad Prep Academy will be utilized as nontraditional option to transitional living programs. The innovation will use brick and mortar to allow youth access to onsite housing, education, and services pertaining to independent living skills training as well as adventure base counseling to assist youth in developing prosocial behaviors, and changing behaviors through personal growth. The Quad Prep Academy will be piloted to the state of New Jersey Housing Hub, which functions as the system of care that provides homeless foster youth housing throughout the state of New Jersey. The program is an 18-month program that will provide housing, education, and supportive services to 18 youth in a boarding school Ending Homelessness: Evolution of Quad Prep Academy 16 environment. The program start date will always be in July and the end date will always end in January. For example cohort of youth begin July 2023 and complete program July 2025. The program will operate 24 hours a day, seven days a week to oversee all services and youth in the program. Residence Life counselors will provide the 24 hour care to youth in the program, as well as in accordance with the staff to youth ratio policy and procedure. Youth will gain access to the program through the Housing Hub, and their criteria of accessing the program. The program will be open and rolling admission with criteria of acceptance as youth must have completed tenth grade, and is homeless. The goal is to use education and housing to connect youth to real life experiences outside of the classroom by applying learned skills to areas needed to live independently. Positive discharge from Quad Prep will require youth to successfully complete high school diploma requirements, obtain an entry level of employment as a trainee or higher at a replicable company that provides a yearly salary and benefits, and secure a housing voucher from community affairs. The required resources to implement the Quad Prep Academy is to identify sources of revenue, specifically researching and applying for grant funding at the state and federal levels. Partnerships will be developed with Perform Care NJ via Housing Hub, Burlington County Youth Services, PACES, New Jersey Council of County Colleges, Bureau of Children contractor Manhattan Strategy Group. Once a building is secured within Burlington County, the Quad Prep Academy will engage in community development. The program will provide Module Education to youth who need to obtain a high school diploma. Additional activities will include providing independent living skills training, adventure base counseling to address mental health needs, and One Stop Shop Service Model for youth as well. The One Stop Shop will implement and provide on Campus medical and dental needs, Driving School, extra curricula and community activities, extended mental health needs, etc. Youth will have access to a Licensed Clinical Social Worker to address mental health, as well as residence life Ending Homelessness: Evolution of Quad Prep Academy 17 specialist to support youth in the daily living activities in the residence hall. The Quad Prep Academy will serve 18 youth biennially by providing 24 hour supervised care during the program, and six months post discharge case management Short term goals include youth participating in mandatory ACES and Ansell Case Life Skills Assessment for the purpose of the staff to develop a needs assessment for each youth. The Quad Prep Academy will improve the lives of youth by ensuring youth safely and successfully transition to adulthood as a high school graduate with entry-level career appointed job, and housing. Long-term goals of the Quad Prep Academy is to decrease stigma, increase high school graduation rates among foster youth, and increase job readiness skills for entry level career appointment, as well as increase the use of housing vouchers for foster youth. Quad Prep Academy Logic Model (Table 1) Resources-Inputs Activities Outputs Short-term Outcomes Long-term Outcomes Apply for funding (Federal and State Grants) Develop Partnerships with; Housing Hub (Perform Care NJ ); Burlington County Youth Services; PACES (Pathways to Academic and Career Exploration to Success); New Jersey Council of County Colleges; Bureau of Children (Manhattan Strategy Group) Develop Collaboration with local businesses and companies Secure Brick and Mortar for the Quad Prep Academy Campus(Burlington County) Hire experienced staff Provide Case Management for youth Provide Education services for youth Provide Independent Living Skills Training Provide Career Services Provide Adventure Base Counseling for youth Provide adequate supervision and a safe environment Provide extracurricular activities Provide 19 Meal Plan option for youth Serving a Cohort of 18 youth for 18 months Youth needs addressed 24 hours 7 days a week Youth have immediate access to staff Youth have immediate access to housing Youth have completed assessments Youth have immediate access to mental health staff Decreased stigma Decreased Homelessness Increased High School Graduation Rates Increased Career Employment Appointments Increased Housing Voucher use Ending Homelessness: Evolution of Quad Prep Academy 18 Problems of Practice and Innovative Solutions The proposed innovation to address the Grand Challenge of Social Work to End Homelessness is to create a nontraditional Transition Living Program. National and international studies have shown a decrease in homelessness, but youth homelessness has increased. The long-term consequences for these youth are bleak, as many become members of the adult homeless population, never complete high school, cannot maintain employment, and become involved in criminal behaviors that lead to incarceration (Zlotnick & Marjorie, 1999). Creating the Quad Prep Academy for Adolescent Academic Advancement will solve problems regarding issues directly connected to foster youth homelessness. The program will provide youth immediate housing to address homelessness, as well as education and career placements. The Quad Prep Academy is innovative because it provides youth with housing, education, employment, independent living skills, and treatment to youth in a preparatory school model that does not require traditional behavioral health placement requirements. The program will be a part of the New Jersey’s Children’s System of care “Housing Hub”, which specifically for runaway and homeless youth. The Quad Prep Academy is an 18-month program that provides a youth centered initiatives to address homelessness, education, and career development. This program enhances the TLP model and decreases the stigma surrounding TLPs. In an attempt to provide housing opportunities for youth some, if not all of the programs that collaborate with the Housing Hub are previous programs that youth have been placed in prior to aging out. The likelihood that a youth in need of housing will be open to accept placement in those identified programs are not Ending Homelessness: Evolution of Quad Prep Academy 19 likely they would be accepting. Youth in foster care deal with multiple layers of trauma in which the genesis of the problem is with the biological family. In foster care, it’s a continuation of compacted trauma issues that affects other life domains, such as housing, education, and employment. Youth who have not been fortunate, enough to gain a forever family find themselves in foster care placement throughout their young lives. Once youth reach the age of sixteen they are eligible for independent living services and housing. By the time youth reach the age of 18 they have experienced multiple placements and have had very little opportunity to be a part of the decision making process. At this point youth have the right to sign out of care or remain in care voluntarily. Youth who have made the decision to exit care at the age of 18 lose all connected services and supports. These youth who transition from the foster care system will experience homelessness. There are multiple stakeholders who have a vested interest in foster care youth. Many have a direct relationship with this population, specifically from being involved with the public sector. The public sector of government is directly related to the Grand Challenge of Ending Homelessness for foster care youth who are involved with Child Protection Service Agencies. The major issue for youth transitioning from care is lack of housing and services. Interviews were conducted with experts and former foster youth who work with foster youth on a daily basis. It should be noted that the interviews took place in February of 2019. The first two responses are from career professionals in the judiciary, who hold titles as judges one in the Family Division and the other in Criminal. The response from a family court judge suggested the primary problem in foster care is the child who enters the adult world lacks the training, the guidance and mentoring in order to figure out how to live. They do not have parents and families to support them, and at best, they have a high school Diploma, which gets you a menial job that does not provide the funds for housing, transportation, and food. These are things that a family structure would provide. All of the problems that we are putting out into a very modern technical world. Young people who do not have the education and skills to compete. If you Ending Homelessness: Evolution of Quad Prep Academy 20 have a menial job you can’t afford to live in America. It was further stated that the system is failing the youth of America. We fail with education, recreation, and community programs. If the children have no “hope “their done. If you have no hope of the future its merely the end of life as they see. A criminal court judge suggested when you put a kid in a system their labeled and the government can’t fix that and the system has to be held responsible. Both careered law professionals agreed that young people need a sense of hope going forward and they have had more disappointment than anything. The following three responses are from Child Protective service agency professionals. An adolescent specialist stated that the system tries but needs to be revamped. It’s set up with a good foundation but needs to be taken care of as of service model, and access to wide range of option for growth. In a perfect world two parent household with the ability to expose youth to things. Not enough exposure to positive options and outlets (i.e Tennis and Piano Lessons). Something to put youth on a career path “youth having access”. Building a bigger and better kid to be positive and productive in society is going to take accessibility to a wide range of things that sparks the youth interest. A supervisor noted that it’s a different generation and sense of entitlement that makes things more difficult for this generation of foster youth. Caseloads need to be caped in order to be able to address youth needs from a quality standpoint. A development specialist thinks that Life Skills is a huge component that needs to be a part of their transitioning process. Realistic life skills programs not just learning what today but actually physically modeling and walking them through the process of what its going to look like. Housing vouchers are great but they need to be attached to programming for independency. It should be attached to school, employment, or technical career development. Something that is empowering and allowing them to be self-sufficient. A community service agency social worker stated that we are not proactive and we react when we realize something is approaching quickly. Planning stages and really talking to youth. We should not be starting in late teens to talk about independence. So many of our youth don’t know what they want to do Ending Homelessness: Evolution of Quad Prep Academy 21 and have no idea of what does 5 years down line looks like for them, what their interest are and what is a Viable job or career where I will be given good benefits and a salary to be able to live where I want to live and make what I want to make. We do not tap into enough of what youth are passionate about, and they do not know what options are out there, and therefore limit themselves. Setting a kid up to work at Wal-Mart or Fast Food is not lifelong sustainable, we have to do better job at a younger age tapping into what are kids could be can be and would want to be in order to set themselves up on a solid path . A former foster care youth stated I was traumatized by these programs and will never recommend this type of program. Aging out conferences is more beneficial for youth, as it gives them the opportunity to know what’s out there. These professionals provided great insight on what we know foster youth experience in foster care. Homelessness is a great responsibility, and it’s on us as a community to really speak to that and make sure we are not dropping the ball and letting our youth fall through the cracks. Mentorship is a huge part of it. Every youth needs somebody to connect with more on a global level of not being paid to be apart. Give them appropriate skills, make sure mental health is not beaten down and we are really looking at the strengths and skills, and provide the appropriate programming and connections in the community is key to success. Child welfare involved foster youth face significant challenges that have an adverse impact on their transition to adulthood, as well as increase their risk of being homeless. Homelessness is one of the most prevalent and devastating problems, with estimates as high as 37% of former foster youth having experienced homelessness (Courtney et al., 2010, as cited by Rosenberg & Kim, 2018) and as many as 66% of reported homelessness episodes happening within 6 months of aging out of care (Dworsky & Courtney, 2009, as cited by Rosenberg & Kim, 2018). As foster youth transition to adulthood, they lack the skills and resources necessary to independently function in society. As this subpopulation transitions to adulthood the problems mirrored while in care, become increasingly exacerbated with no supports from the system that was charged to provide care prior to youth reaching the age of majority (18). Youth in the Ending Homelessness: Evolution of Quad Prep Academy 22 foster care system face continuous problems with housing, education, mental health, drug abuse, trauma, intervention and poor discharge planning. Foster care youth lacking these resources and skills to function independently are at risk of being chronically homeless. Homelessness among the foster population during emancipation is consistently higher than youth from low-income families and the general population (Berzin et. al., 2011, as cited by Rosenberg & Kim, 2018). The Capstone focuses specifically on youth involved in the foster care system who age out of care, and are faced with homelessness almost instantaneously in New Jersey’s Child Welfare system. In addition to aging out of care with underlined housing issues, it’s vital to mention that these youth are also affected by trauma that usually has residual proprieties that extends well into adulthood. Due to countless systemic issues, surrounding youth aging out with little to no change, youth around the country have deep distrust in the system, and are exiting the foster care system in need of services. It is imperative to assess out of home placements, specifically independent living programs (ILPs) and the impact on housing, education, and supportive services for former and aging out youth transitioning to adulthood. Significant gaps exist in the knowledge of the effectiveness of ILPs and research finding remain unknown, which suggest the need for more research (Arksey & O’Malley, 2005, as cited by Liu, Vazquez et. al, 2019). According to an article by Ray Glier “The fight against youth homelessness drags on and on. It is not that the fighters are no match for a seemingly intractable issue that has haunted the nation for decades” (Glier, 2019). Glier explains, “the tangled causes of youth homelessness defy thoughtful solutions. One problem is solved, but another peril is waiting to ensnare youth (Glier, 2019). There are several areas where an impact can be made to ensure that youth transition to adulthood safely and successfully. In Glier’s article, he interviews a professor from the University of Buffalo School of Social Work who sees the need being more than just “housing” but collaboration as she explains, “We need Child welfare; educators; and criminal justice involved. There is no singular pathway” (Glier, 2019). Batko explains, “the reason the nation struggles in its fight against youth homelessness is “defining scale” or knowing how Ending Homelessness: Evolution of Quad Prep Academy 23 many people need help. Batko further stated that youth do not feel safe in the same shelters as adults, and there is not enough dedicated youth shelter space (Glier, 2019). Yes, youth are resilient, but still need a tremendous amount of supports, skills, and lifelong connections. While multiple placements, mental health, and trauma place youth at risk for adverse young adult outcome. It’s important to highlight the areas where the village can build a foundation for these youth, such as, education, employment, housing, and services to prevent homelessness. The proposed innovation is to provide housing, education, employment, and one-stop shop services initiative to prevent foster care youth homelessness. Considering the stigma caused by traditional foster care placements (Residential Treatment, Resource Homes, Group Home, Psychiatric Community Residence, etc.), and the lack of support for foster care youth who voluntarily sign out of care at age eighteen(18). The innovation aims to provide a nontraditional housing program that will address all the underline youth needs in one location. In addition to housing and education, the aim is also to provide a foundation of transferable independent living skills, and adventure base counseling where youth will live, learn and earn all the rights and privileges to a safe, healthy, and successful transition to adulthood. The Quad Prep Academy is situated in a service rich county and an elevated government office specifically designed for youth in Burlington, New Jersey. More than half of the states contracted programs are located in Burlington County and the county local government provides and supports programming with innovation funds. The Department of Children and Families, Office of Adolescent Services strategic plan supports youth striving for success in transition to adulthood, specifically regarding housing, education, and employment. The Office of Adolescent Services provide multiple request for proposals every year, as well as the county office of Youth Services. These funding sources focus and plan strategically on transitional programming for youth. There are multiple transitional living programs in the area. The Crossroads Rites of Passage TLP would be the closet to the Quad Prep Academy. While there are numerous TLPs, none of the programs offers an education component in the program itself, Ending Homelessness: Evolution of Quad Prep Academy 24 as they are all outsourced. The Quad Prep Academy will bring the live, learn and earn model of care to youth who are in need of housing, education, and employment. Quad prep will address foster care youth homelessness instantly, while providing onsite education and employment opportunities. This program has been considered an innovative pathway forward to change the landscape as to how TLP implement its programming and provide services to youth. The Live, Learn, and Earn Model puts the initiative on full display, and is intended to provide structure and organization into the lives of youth. This model will not only decrease intendents of disorganization and dysfunctional behaviors, but will provide youth a safe space to become acclimated and be able to function and communicate in society. All three components of the model reinforces healthy interaction and positive reinforcements as the model aims to promote prosocial behavior and moral identity. • The Living component will consist of all youth participants to be fully engaged in the housing program. It is imperative that all youth participate considering the vital independent living skills and services that are going to put youth in a position to access housing independently once the program is completed. • The Learning Component will consist of all youth participants having completed at least tenth grade to receive their high school diploma within 18 months. This learning model will provide credit modules where youth will earn credits in an 8-week cycle towards completing the high school requirements for a diploma. In addition, youth will be involved with PACES throughout the learning and living components of the program. PACES or Pathways to Academic and Career Exploration to Success will provide education, vocational training, and career exploration to help youth with employment and career opportunities. PACES will provide coaches to implement and assist youth in academic and vocati o n a l training. Ending Homelessness: Evolution of Quad Prep Academy 25 • The Earning Component will consist of all youth participants being employed, and have utilized all the skills from the living and learning components to be fully prepared to enter the work force, and have all appropriate credentials to be successful {Driver’s license, bank account, transportation, high school diploma, etc.) Project Structure and Methodology The Quad Prep Academy’s Program Manual is the artifact that was developed. The intervention stages will include intake, evaluation, Prep instructional, treatment, discharge, and six month follow up. The intake coordinator will vet all documentation provided through the Housing Hub or the Division of Child Protection and Permanency (DCPP). It should be noted that although the Housing Hub is the gatekeeper to all placements concerning homeless youth. at times depending on how long youth have transitioned (six months or less) from DCPP they may be forced to open a case regarding the youth. The coordinator will be the initial contact for the youth at the Quad Prep Academy. Usually the average time to complete an intake is one full hour and half. The Quad Prep Academy will use a series of videos and electronic documents to complete the intake in under one hour. The only physical documents that will be collected during the intake process is birth certificates, social security cards, physical form, and uniform/clothing check. Youth will sign all intake documents electronically. After the brief intake with youth, they will be given a tour of the school so they can familiarize themselves in the new environment. Youth will then have a welcome lunch in the cafeteria will all staff will be introduced, and residence life will conduct an icebreaker after the 19-meal plan is explained. Youth will be assigned Academy Studio Housing suites where three youth will be assigned to a suite (6 suites for 18 Ending Homelessness: Evolution of Quad Prep Academy 26 youth). During the evaluation, the social work department will conduct the following assessments on each youth: Adverse Childhood Experience, and the Ansell Casey Life Skills Assessments, and if needed all previous evaluations (psychological, psychiatric, and Individual Education Plan < 1 year). From these assessments and evaluations, the social work department will develop a youth service plan that will address the unique individual therapeutic needs, as well as education and independent living skills need for each youth. This information will be discussed in a youth team meeting where the youth will be fully involved in his or her youth service plan. If cognitive behavior therapy is needed youth and counselor will develop a weekly schedule that should reflect scheduling from Monday thru Thursday. In addition to scheduling counseling sessions, they will not interrupt the school day. All Quad Prep Academy Students will participate in Adventure Base Counseling. Education, Residence Life, and the Prosocial Department will implement the plan. The Quad Prep Academy School will have a Head of School and no more than four teachers to teach the Quad Module Education Curriculum. In order to receive a state of New Jersey High School Diploma, students must obtain 120 credits (state minimum). The Quad Prep Academy potential credit system in conjunction with the curriculum will be designed for students to obtain 1.25 credits per class per 8-week session. In 16 weeks (4 Months) youth will have 15 credits towards their high school diploma. Students will complete all high diploma requirements within the realms of 16 months. Students also have an opportunity to earn 1.25 credits during the summer session. Below in tables 2 and 2.1 are the graduation credit requirements by the state of New Jersey and the Quad Prep Academy’s Innovate credit design. Ending Homelessness: Evolution of Quad Prep Academy 27 New Jersey Minimum Graduation Requirements (Table 2) New Jersey State Minimum 1 Graduation Requirements by Content Area 120 credits (N.J.A.C. 6A:8-5.1) Content Area 5 credits 10 credits 15 credits 20 credits English Language Arts Mathematics Science Social Studies Financial, Economic Business, and Entrepreneurial Business Literacy Health, Safety, and Physical Education 3 ¾ credits in health, safety, and physical education during each year of enrollment (Four years = 15 credits) Visual and Performing Arts World Languages Technology Integrated throughout all courses 21 st Century Life and Careers 1 School districts may establish course and/or credit requirements which exceed the State minimums. Ending Homelessness: Evolution of Quad Prep Academy 28 Quad Prep Academy Graduation Requirements (Table 2.1) Module 1 Module 2 Module 3 Module 4 Summe r English(10c) English English English English English (SS1- SS4) Math(5c) Math Math Math Math Science(5c) Science Science Science Science Social Studies(5c) Social Studies Social Studies Social Studies Social Studies Business Literacy (2.5c) Busines s Busines s Physical Education((5c ) P E PE P E PE Performing Arts(2.5c) P A P A World language(2.5c ) WL WL Technology Life and Careers L C The Residence Life department is the supportive path of the program as it establishes a clear foundation for youth to be able to function and feel safe. It is here where youth begin to put all the pieces of life together. The first day in Residence Life for youth is the day that discharge planning begins. Youth will complete a Living Life Independently Survey for data collection that will be used to track success after discharge. Youth model the independent living skills training as well as the adventure bases counseling techniques in residence life. All youth are equal and required to wear uniforms to school throughout the week and gym uniforms. At the half way mark of completing the program the PACES and Residence Life teams will begin to assist youth in school to work career exploration. The teams will work with local companies that would be interested in hiring youth out of high school as an entry level career employee. Upon Discharge youth will have earned a high school diploma, employment that provides sustainable income to live independently, and a Ending Homelessness: Evolution of Quad Prep Academy 29 housing voucher from the Department of Community Affairs. A Life coach will be assigned to follow up on the youth’s progress post discharge. Life coaches will collect data regarding housing and employment. Below is the Residence Life daily schedule that is integrated with the Live, Learn and Earn Model. Quad Prep Daily Schedule (Table 3) The schedule is structured to help youth model and learn to balance the work life balance experience. This schedule is vital as youth move throughout the program, as they will learn to set manageable goals to meet priorities, and to feel a sense of accomplishment. • 6:45 AM- Breakfast begins and is served 10 minutes before the start of the school day. • 7:15 AM- The expectation is for residents to be awake by 7:15 AM. Residence Life staff will ensure all students are awake at the listed time. • 8:15 AM-3:15 PM-School is session. Classes and Lunch time will vary. • 3:15 PM-4:45 PM- Prosocial Department Activities or After School assistance. • 4:45 PM-5:45 PM-Prosocial Department Activities or extracurricular activities. • 5:45 PM-6:30 PM-Dinner Service • 6:30 PM-7:15 PM-Residence Life Prep Support (group discussion and open activity) • 7:15 PM-9:15 PM -Open Chores, study time • 9:15 PM-10:30 PM-open recreation, snack time • 10:45-11:00 PM-Quite Hours being as Youth prepare for bed • 11:00 PM-Lights out Non School Day Schedule • All Activities are posted on the Residence Life Bulletin Board for the Month. • Shopping • Museums • Professional sports and entertainment • Beach or State Park Visits • There is one mandatory event every weekend that every youth will participate in off- campus community activity. • College tours • Food Bank Drives • Park Clean up • 10:00 AM-1200 PM-Brunch Time! Youth are required to prepare a healthy nutritious Meal • 12:00 PM-2:30 PM-Residence Trip (Walmart, Target, movies, beach, etc.) Ending Homelessness: Evolution of Quad Prep Academy 30 • 2:30 PM-3:30 PM Deli Café • 5:45 PM-6:45 PM Dinner • 7:00 PM-11:00 PM- Open Rec/Chores • 11:30 PM Lights out The Quad Prep Academy will create one initial non-traditional transitional living program in Burlington County New Jersey to address the gaps in housing, education, and employment for former foster care youth. The innovation takes into consideration all existing program opportunities for youth. In fact, it mirrors all of the programs but what is vastly different is the service model for the program. The model provides all of the needed services for youth in one location as to providing services that are not in close proximity to where youth live, learn, and earn. This model creates a sense of community with supports that this population is in much need of. It strength and evidence based and utilizes most if not all of the existing models as well. Due to many unforeseen issues that youth encounter while living independently a vast majority seek housing from the Housing Hub. These youth have nowhere to go and are in need of housing. There are numerous Transitional Living Programs in Burlington County and the surrounding area. However, these programs usually have a waiting list or there is underline stigma regarding the program from the youth. Crossroads TLP Rites of Passage is always full, but tend to do well with youth from other areas in New Jersey. They provide Independent Living Skills training, counseling and housing. The Covenant House offers a Rites of Passage Program that is vital to youth being self-sufficient and independent with the chance to transition as an independent adult. The program focuses on a continuum of Care basis that focuses on a combination of strategies to support youth including the following; educational programs; job training and placement; medical services; mental health and substance abuse counseling; and legal aid. Covenant House covers the homeless spectrum by addressing in the community by providing “Street and Van Outreach”, providing crisis care and long-term support to the homeless population to overcome barriers to independence. The Street and Van Outreach provides teams of professionals to make the initial first step in connecting with homeless youth by assisting with blankets, food, and information about the Covenant House, and they are out on the streets every day to help save kids. Homeless youth locate and access the services of Covenant House and their shelters by a wide range of networks, which include online, family, friends, other agencies, social workers, school guidance counselors, and Ending Homelessness: Evolution of Quad Prep Academy 31 the street outreach team. The outreach specialist gains the trust of the youth and once the relationship is bonded the team get youth to shelter where they are given the supports to stay off the streets permanently. Despite the housing options for youth, gaps in services continue to be an issue, specifically a service model that depends on external systems to address youth’s educational, therapeutic, and employment needs. The Quad Prep Academy focus on campus is a non-tradition one-stop shop that provides all needed services to youth in one location. In terms of implementation in the outer context the focus of leadership, funding, networking, program environment, identified clients, and policies driving change efforts. The leadership in the implementation phase will not only focus on the leadership at the Quad, but also at the government level. Leadership changes constantly and it’s important to align your program with the trends in the government, which will be a primary source of funding as well. Fiscal year start and ends at the same time as the funding source. Networking will be continuous throughout the development and implementation process. Aligning program values along the line of policies with the Office of Adolescent Service for successful outcomes, identifying clients for the program through the Housing Hub, and having support from the community where the program will be implemented. Bridging factors for the Quad Prep is consistent with partnerships in the community for services, education that will benefit the program and youth being serviced. Adapting and adopting to community where a private school is close as well as supportive communities members. Factors of innovation is consistent with organization, providers and the evidence base practice models. The inner context leader will be a champion for both the youth, staff, and community. It seems that all service providers in the community where the program will be implemented is deeply involved with the community and supported by the community. The organization will adopt great teamwork, high levels of employee morale, continuous training, and adapts to opportunities. All policies and procedures will be followed during the implementation, and all clinical and medical services will be confidential. Staffing process will be consistent with recruitment process, selecting the most experienced professional and providing orientation as well training and development. In addition, ensuring compensation levels are above average and being able to promote from within to build growth factors in the program. If the Quad Prep Academy is to be successful, there are certain financial goals that have to be reached prior to opening the doors. The Academy will seek to secure brick and mortar to fulfill the first phase in planning a piloted model Ending Homelessness: Evolution of Quad Prep Academy 32 for youth transitioning to adulthood. More specifically purchase a building that could be used for multiple purposes, and to assist at generating revenue. It is clear that the project is a grand challenge and will have to be delivered in phases. Fundraising is going to be crucial in the first phase as to securing a building to operate. However, in conjunction with fundraising there will be campaigns for a building to be donated, or granted through a foundation. Prior to the start-up, a non-profit 501-C3 will have to be formed, as the Division of Child Protection is no longer providing intragovernmental placement opportunities for youth. The agency provides funding via grants through the Office of adolescent services, Children’s System of Care, Department of Labor, and Department of Community Affairs. The start-up period to secure and begin phase one of the project will take place starting July of 2020 and ending in January of 2023. This period will allow one full year and half for funding to be allocated. Prior to this timeline, a planning committee will be formulated. After the campaign comes to a close and the building is secure apart of phase one will include total rehabilitation of the space as well as adding a two or three story addition for the housing component. Phase one of the projected program has a revenue set for $2,552,000. Phase 2 and 3 are projected models that include revenue at rates if the secured location was being rented or had a mortgage. The go to market plan is for the program to be operational with staff and youth and adding the education component in year three, as it is assumed that the program should be in the sustainment process. The operation will have housing, education, and services all in one location that will be conducive to building needed skills with supports that will empower youth to transition to adulthood successfully. The official start-up again will be designed to plan, organize, secure, and rehabilitate brick and mortar that will be utilized for the education and housing of former foster care youth who are no longer interested in traditional placement programs at the age of 18, and are viewed legally as an adult. The best communication strategy is to present the Quad Prep to the Housing Hub, Division of Child Protection and Permanency, Office of Adolescent Services, and to youth advisory boards. In addition to presentations send out quarterly newsletters, and develop a training series around youth homelessness and foster youth after foster care. The measure of process within this innovation is full completion of programing whereby youth are provided housing, and engaged in educational services in conjunction with one-stop shop services for independent living skills, mental health, vocational skills, an adventure base counseling. The priority measure is to reduce homelessness by stabilizing youth. There has to be consistent staff with no high turn overrates who have great rapport with the youth. The Ansell Casey Life Skills assessment will be Ending Homelessness: Evolution of Quad Prep Academy 33 given in six-quarter sessions throughout the program. The ACE questionnaire will be provided to youth in conjunction with adventure base counseling to address underline trauma issues. A sample size of nine out of 18 will also be provide Trauma Focused cognitive behavioral therapy. The outcomes within this process will reduce the number homelessness and recidivism. The outcomes will also increase graduation rates, save lives by minimizing traumatic episodes. More housing vouchers will be utilized, and youth will have completed the independent living skills training, and will have increased stable housing. The program also will increase the use of college funding through John H. Chafee and have a lifelong connections through the Quad Prep all-stars association. Data collected will range from gender, age, education, trauma, independent living skills, and sustained housing and employment post discharge after 18-month program stay. Data will show statistics specifically for homelessness, education, and housing with specific interest on the impact of trauma and independent living skill building. Specific findings would also address graduation rates between both male and female as well as age. The Data set will track the number of sustained housing and employment opportunities for youth who have successfully discharged from the program. Lastly, if the program is implemented with all the supports and identified measures and outcomes are met foster care youth homelessness should be reduced by 75% in ten years. This outlook is based upon scaling up to the 21 different counties in the state of New Jersey, but maintain consistency with the number of youth served in the 18-month cycle at 18. The program will service, house, and graduate 378 youth per cycled term. The Quad Prep Academy will be the champion for youth as they not only lived, learned, and earned in a supportive and caring environment, but made successful transitions to adulthood with sustainable living qualities. Ending Homelessness: Evolution of Quad Prep Academy 34 References Anonymous (2009). Needs of Youth in Foster Care, Homeless. Journal of Psychosocial Nursing & Mental Health Services; Thorofare, Vol. 47, Iss. 5: 50. Baron, S. W. (2003). Self-control, social consequences, and criminal behavior: Street youth and the general theory of crime. Journal of Research in Crime & Delinquency, 40(4), 403- 425. Batista, T., Johnson, A., & Friedmann, B. L. (2018). The Effects of youth Empowerment Programs on the Psychological Empowerment of Young People Aging Out of Foster Care. Journal of the Society for Social Work and Research, Vol. 9, No. 4: 531-549. Bender, K., Yang, J., Ferguson, K., & Thompson, S. (2015). Experiences and needs of homeless youth with a history of foster care. Children and Youth Services Review, 55: 222-231. Butler-Williams, A. (2018). Reducing delinquency among African American Youth in foster care: Does gender make a difference in crossover prevention? Children and Youth Services Review, 94: 563-571. Cannel, M. J., & Tharney, C.L. (2016) Children in need of services: Towards a more coherent approach to protecting New Jersey’s Children and Families. Seton Hall Legislative Journal, Vol. 40, No. 1: 1-27. Child and Family Services Reviews (2019). https://training.cfsrportal.acf.hhs.gov/section-2-understanding-child-welfare- system/2999 Collins, L. J., Jimenez, R., & Thomas, J. L. (2018). Health out of foster care as young adults age out of foster care: A phenomenological exploration of seeking healthcare services after aging out of the US foster care system. Child Abuse & Neglect, 81: 322-331. Collins, E. M., Spencer, R., & Ward, R. (2010). Supporting Youth in the Transition from Foster Care: Formal and Informal Connections. Child Welfare, Vol. 89, No. 1: 125-143. Courtney, M. E., Dworsky, A., Brown, A., Cary, C., Love, K., &Vorhies, V. (2011). Midwest evaluation of the adult functioning of former foster youth: Outcomes at age 26. Covenant House (2018). Long-term support services https://www.covenanthouse.org/childrens-charity/continuum-of- care/long-term-support Crawford, B.L., McDaniel, J., Moxley, D., Salehezadeh, Z., & Cahill, A.W (2015). Factors Influencing Risk of Homelessness among Youth in Transition from Foster Care in Oklahoma: Implications for Reforming Independent Living Services and Opportunities. Child Welfare; Arlington Vol. 94, Iss 1,19-34. Culhane, D. P., Metraux, S., Byrne, T., Stino, M., & Bainbridge, J. (2013). The age structure of contemporary homelessness: Evidence and implications for public policy. Analyses of Social Issues and Public Policy, 13, 288-244. doi: 10.1111/asap.12004 Family Youth Service Bureau (2018). https://www.acf.hhs.gov/fysb Foster Care Statistics (2017). Numbers and Trends-March 2019. https://www.childwelfare.gov/pubPDFs/foster.pdf Ending Homelessness: Evolution of Quad Prep Academy 35 Fowler, P. J, Marcal, K. E., Zhang, J., Day, O., Landsverk, J (2017). Homelessness and aging out of foster care: A national comparison of Child Welfare-involved adolescents. Children and Youth Services Review, 77, 27-33. Fowler, P. J., Toro, P. A., & Miles, B. W. (2009). Pathways to and from homelessness and associated psychosocial outcomes among adolescents leaving the foster care system. American Journal of Public Health, 99, 1453-1458. Fowler, P. J., Toro, P. A., & Miles, B. W. (2011). Emerging adulthood and leaving foster care: Settings associated with mental health. American Journal of Community Psychology, 47, 335-348. Gordon , D., and Hunter, B. (2011). Invisible No More. Creating Opportunities for Youth Who are Homeless (Executive Summary). Retrieved from http://www.pcshousing.org/files/InvisibleNoMoreExecutiveSummary.pdf Hayes, J. M., Geiger, M. J., & Lietz, A. C. (2015). Navigating a Complicated System of Care: Foster Parent Satisfaction with Behavioral and Medical Health Services. Child and Adolescent Social Work Journal, Vol. 32, 493-505. Henwood, B. F., & Padgett, D. K. (2017). Ending Homeless: A Major Compelling Challenge, 124-139. Henwood, B.F., Wenzel, S.L., Mangano, P.F., Hombs, M., Padgett, D.K., Byrne, T., Rice, E., Butts, S.C. & Uretsky, M.C. (2015). The Grand Challenge of Ending Homelessness (Grand Challenges for Social Work Initiative Working Paper No. 9). Cleveland, OH: American Academy of Social Work and Social Welfare. Hess, M.P., & Mallon, P.G. (2014). Child Welfare for the Twenty-first Century: A Handbook of Practices, Policies, & Programs. Jensen, E. F., and Nutt, A. (2015) The Teenage Brain. A Neuroscientist’s Survival Guide to Raising Adolescents and Young Adults. Kidd, S. A. (2004) The walls were closing and we were trapped: A qualitative analysis of street youth suicide. Youth & Society, 369(1), 30-55. Kim, Y., Ju, E., Rosenberg, R., & Farmer, B. E. (2019). Estimating the effects of independent living services on educational attainment and employment of foster care youth. Children and Youth Services Review, 96: 294-301. Kirk, M. C., Lewis, K. R., Brown, K., Nilsen, C., & Colvin, Q. D. (2012). The gender gap in educational expectations among youth in the foster care system. Children and Youth Services Review, 34: 1683-1688. Kirk, M. C., Lewis, K. R., Nilsen, C., & Colvin, Q. D. (2011). Foster Care ad College: The Educational Aspirations and Expectations of Youth in the Foster Care System. Youth & Society, 45: 307-323. Leber, C., & LeCroy, W.C. (2012). Public Perception of the Foster care system: A national study. Child and Youth Services Review, 34: 1633-1638. Mallett, S., Rosenthal, D., Myers, P., Milburn, N., & Rotheram-Bours, M. J. (2004). Practicing homelessness: A typology approach to young people’s daily routines. Journal of Ending Homelessness: Evolution of Quad Prep Academy 36 Adolescence, 27(3), 337-349. McGill, K., & Rea, K. (2015). New Jersey’s Historical Development of a Statewide Children’s System of Care, Including the Lessons Learned From Embedding CANS Tools: Developments, Innovations, and Data Analysis. Sage Open, 1-15. McCarthy, B., & Hagan, J. (1992). Mean streets: The theoretical significance of situational delinquency among homeless youths. American Journal of Sociology, 98(3), 597-627. Miller, A. E., Paschall, W. K., & Azar, T. S. (2017). Latent classes of older foster youth: Prospective associations with outcomes and exits from the foster care system during the transition to adulthood. Children and Youth Services Review, 79: 495-505. National Coalition for the Homeless, June 2008 www.nationalhomeless.org/factsheet/youthhtml Noonan, K., Matone, M., Zlotnik, S., Hernandez-Mekonnen, R., Watts, C., Rubin, D., & Mollen, C. (2012). Cross-system barriers to educational success for children in foster care: The front line perspective. Children and Youth Services Review, 34: 403-408. Osgood, D. W., Foster, M. E., & Courtney, M.E (2010). Vulnerable Populations and the Transition to Adulthood. The Future of Children; Princeton Vol. 20, Iss. 1; 209-229. Okpych, J. N. (2015). Receipt of independent living services among older youth in foster care: An analysis of national data from the U.S. Children and Youth Services Review, 51: 74 86.Petiprin, A. (2016). www.nursing-theory.org Petr, G. C. (2008). Foster Care Independent Living Services: Youth Perspectives. Families in Society: The Journal of Contemporary Social Services, 100-108. Prince, M.D., Vidal, S., Okpych, N., & Connell, M. C. (2019). Effects of individual risk and state housing factors on adverse outcomes in a national sample of youth transitioning out of foster care. Journal of Adolescence, Vol. 74, pg.33-44. Rashid, L. S. (2004). Evaluating a Transitional Living Program for Homeless, Former Foster Care Youth. Research on Social Work Practice, Vol. 14, No. 4: 240-248. Rashid, L. S. (2006). Employment experiences of homeless young adults: Are they different for youth with a history of foster care? Children and Youth Services Review, 28:235-259. Saade, R., & Winkelman, C. (2002). Short- and long-term homelessness and adolescents’ Shpiegel, S., Cascardi, M., & Dineen, M. (2017). A Social Ecology Analysis of Childbirth Among Females Emancipating From Foster Care. Journal of Adolescent Health, Vol. 60: 563-569. Slesnik, N., Meyers, R. J., Meade, M., & Segelken, D. H. (2000). Bleak and hopeless no more: Engagement of reluctant substance-abusing runaway youth and their families. Journal of Substance Abuse Treatment, 19(3), 215-222. Stott, T. (2012). Placement Instability and Risky Behaviors of Youth Aging Out of Foster Care. Child Adolescent Social Work Journal, Vol. 29: 61-83. The State of the World’s Children 2000. https://www.unicef.org/sowc00/foreword.htm Thompson, S.J., Bender, K., Windsor, L., Cook, M.S. & Williams, T. (2010). Homeless Youth: Characteristics, Contributing Factors, and Service Options. Journal of Human Ending Homelessness: Evolution of Quad Prep Academy 37 Behavior in the Social Environment, 20:2, 193-217. Thompson, M. H., Wojciak, S. A., & Cooley, E. M. (2018). The experience with independent living services for youth in care and those formerly in care. Children and youth Services Review, 84: 17-25. Uwire Text (2017). Foster care system is failing: Children in the U.S. deserve more. P.1. William T. Grant Foundation Commission on Work, Family, and Citizenship (1988). The Forgotten Half: Non-College Youth in America: An Interim Report on the School-to-work Transition Yen, H. I., Hammond, P.W., & Kushel, B.M. (2009). From Homeless to Hopeless and Healthless?: The Health impacts of Housing Challenges Among Former Foster Care Youth Transitioning to Adulthood in California. Issues in Comprehensive Pediatric Nursing, 32:2, 77-93. Yi, Y., & Wildeman, C. (2017). Can Foster Care Interventions Diminish Justice System Inequality? Future of Children, Vol. 28, No.1: 37-58. Zlotnick. C., & Robertson, M.J. (1999). Getting off the streets: Economic resources and residential exits from homelessness. Journal of Community Psychology, 27(2), 209-224. Ending Homelessness: Evolution of Quad Prep Academy 38 THE QUAD PREP ACADEMY for ADOLESCENT ACADEMIC ADVANCEMENT Program Manual Ending Homelessness: Evolution of Quad Prep Academy 39 Prototype Draft 1 Preface Welcome to Quad Prep! By selecting this Program Manual, you have accepted the challenge and taken a vital step in enriching the lives of our nation's most vulnerable youth. This manual was designed to assist providers and stakeholders alike with information regarding Quad Prep, and the services provided to Homeless Foster Youth participat i n g in the program. After observing youth in the foster care system struggle as they transit ion to adulthood. It was a clear call to action, but the call was in quest ion as stakeholders and system partners alike had difficulty identifying needs for youth in a service rich comm unit y. During countless court hearings for delinquent foster care youth a continuous theme evolved. "There comes a p int where we need to stop just pulling people out of the river. We need to go upstream and find out why they're falling in" (Desmond Tutu). It was discovered that youth aging out of care recycled back int o the juvenile justice system due to alleged offenses of violations of probation or running away from child welfare out of home placements. This point of recidivism was due to mainly youth being identified as homeless and needing multiple services. The manual is being given to you or your representative as the Quad Prep encourage you to fully participate in making al l aspects of the program successful, as you embody the character of a champion for foster youth and their future success! We would like to thank you all for being invest ed in youth at the Quad Prep Academy, where scholarship, safety, wellbeing, and success is paramount. Ending Homelessness: Evolution of Quad Prep Academy 40 Prototype Draft 2 Ending Homelessness: Evolution of Quad Prep Academy 41 Prototype Draft 3 Introduction Imagine growing up with a secret th at you never wanted the world to know . While you managed to keep the secret t locked away, there were still questions you needed answered as you matured. Imagine growing up around your peers who have families and live with their parents, but you never feel comfortable in your own home. Imagine never being given the answer to your most desired question. The fee lings of being accepted and normal is always on the conscious of foster youth. These feelings have lifelong consequences, and for foster youth its ingrained in every facet of their lives. Each year twenty five thousand or more foster care youth age out of the foster care system. Forced to face a world of uncertainty and insurmountable odds as they transition to adulthood. This at risk population lack the minimal skills needed to survive on their own. Foster care youth who have spent all of their young lives in the child welfare system due to no fault of their own have a rough road ahead. These youth transit ion from the foster care system with little to no education, and face homelessness almost instantaneously. Growing up in the foster care system has proved to be very difficult for these youth. There are multiple systemic issues that are complex in the foster care system, which has a profound effect on life domains for youth as they transition to adulthood. These youth have been in multiple placements; have amassed thousands of hours in therapy; multiple education settings; and have been passed down from one social worker to another social worker in a system whose primary focus is safety, permanency, and well-being. Ending Homelessness: Evolution of Quad Prep Academy 42 Prototype Draft 4 As a result of consistent trauma and stigma while in care these youth opt to transition from care once they reach the age of majority. While these youth prove to be resilient there are countless needs that are unmet when they are no longer involved in the foster care system. It is imperative to know that these youth leave with unresolved trauma, drug and alcohol dependencies, high school dropout s, inefficient independent living skills, and homel ess. These former foster care youth find themselves needing assistance with many of the aforementioned needs. Many of these youth struggles are identified in other systems, such as the justice system due to petty disorderly crimes such as theft, evict ion from a sofa of a friend's home, or simply being homeless. If we as a society continue to table this issue of homelessness for this at risk population. We will lose this generation to chronic homelessness among other tragedies that could have been prevented. This population is faced with systemic oppression, and we at the Quad Prep Academy would like the opportunity provide innovation and love to a population of youth who needs it the most! The Quad Prep Academy has a number of goals and we hope you are just as excited as we are to implement a non-traditional independent living program where scholarship, safety, wellbeing, and success is paramount. Ending Homelessness: Evolution of Quad Prep Academy 43 Prototype Draft 5 Mission, Vision & Core Values The Mission of The Quad Prep Academy for Adolescent Academic Advancement is to provide scholarship, safety, and wellbeing at a public boarding school that fosters social development and emotional growth for former foster care youth. We ensure every youth the opportunity to live, learn, and earn all the rights and privileges needed to be productive members of society as they successfully transition to adulthood. Our Vision is that every former foster care youth have access to education, services, and supports that promotes economic self-sufficiency, and healthy lifestyles for youth as they transition to adulthood safely and successfully. The Quad Prep Core Values are the foundation for student excellence and program success : Responsibility, Integrity, Courage, Respect, Excellence, Compassion, and Diversity. These core values are the compass that will lead our students and guide them through our rites of passage. Responsibility: Be account able, reliable and take ownership for your actions. Integrity: Do the right thing by being honest. Courage: Be an advocate for yourself as you pursue your goals by developing self advocacy and self-discipline. Respect: Treat others as you want to be treated and be positive, grateful, and thankful. Excellence: Strive to be the best Compassion: Be a good citizen and demonstrate kindness towards others and community. Diversity: Value and respect inclusion and dignity for all. Ending Homelessness: Evolution of Quad Prep Academy 44 Prototype Draft 6 Supervised Transitional Living Program (STLP) A licensed, supervised, time-limited housing program with supported services targeted for youth ages 16 to 21. Youth are eligible to enter the program up until age 20 ½ and can remain in the program up until their 21st birthday. Youth who are under 18 years old must be in care Ending Homelessness: Evolution of Quad Prep Academy 45 Prototype Draft 7 and custody of Child Protection and Permanency (CP&P) in order to be eligible for programming. Homeless and/or DCF-involved youth ages 18 to 21 are eligible. The STLP is designed to assist youth with learning daily living and life skills, obtaining employment, furthering their education, and preparing them for independent living, reunification with family, or another permanency arrangement. The length of stay in an STLP is typically 18 to 24 months. Youth participation in program services is a mandatory requirement to maintain residency in the program. Transitional Living Program (TLP) A non-licensed, semi-supervised, time-limited housing program with supported services targeted for homeless and/or DCF-involved youth ages 18 to 21. Youth are eligible to enter the program up until age 20 ½ and can remain in the program up until their 21st birthday. The program is designed to assist youth with learning daily living and life skills, obtaining employment, furthering their education, and preparing them for independent living, reunification with family, or another permanency arrangement. The length of stay in a TLP varies by program. Youth participation in program services is a mandatory requirement to maintain residency in the program. Permanent Supportive Housing (PSH) A non-licensed, permanent housing program with voluntary supported services targeted to homeless and/or DCF-involved youth ages 18 to 21. Youth must enter the program on or before their 21st birthday and are eligible to remain beyond age 21. The length of stay in a PSH program is not time-limited. The provision of housing is not contingent on utilizing services, however there may be service requirements related to the housing subsidy utilized in the program. Youth in PSH programs have a lease or sublease. Youth/tenants pay some portion of their income toward rent, not to Ending Homelessness: Evolution of Quad Prep Academy 46 Prototype Draft 8 exceed 30 percent. Provider agencies are responsible for using appropriate and ongoing engagement strategies to all tenants, even those refusing services. Ending Homelessness: Evolution of Quad Prep Academy 47 Prototype Draft 9 Ending Homelessness: Evolution of Quad Prep Academy 48 Prototype Draft 10 This model intends to bring normalcy and a sense of organization in the lives of resilient youth. These youth should be able to funct ion within the norms of society as a productive member t ransit ion ing successfully into adulthood. • The Living component will consist of all youth part ici pants to be fully engaged in the housing program. It's imperative that all youth participate co n si dering the vital independent living skills and services that are going to put youth in a position to access housing independently once the program is completed. • The Learning Component will consist of all youth participants having completed at least tenth grade to receive their high school diploma wit hin 18 months. This learning model will provide cre dit modules where youth will earn credits in an 8 week cycle towards completing the high school requirements for a diploma. In addition, youth will be involved with PACES throughout the learning and living components of the program. PACES or Pathways to Academic and Career Exploration to Success will provide education, vocational training, and career exploration to help youth with employment and career opportunities. PACES will provide coaches to implement and assist t youth in academic and vocational training. • The Earning Component will consist of all youth participants being employed, and have utilized all the skills from the living and learning components to be fully prepared to enter the work force, and have all appropriate credentials to be successful { D ri v e r’ s license, bank account, transportation, high school diploma, etc.) Ending Homelessness: Evolution of Quad Prep Academy 49 Prototype Draft 11 Administration The Quad Prep Academy will depend upon and reflect on the core values in the daily functioning sur rounding perfo rmance and activities for staff and leadership alike. The goal is to establish clear acknowledgement by all emp loyees t hat youth have the ultimate right to be included in the decision making process that affects the co mmunit y in which, they voluntarily live in order to be supported in a transparent process. Leadership has to be defined in taking ownership to ensure things in the youth's life is going well, as well as the program and the surrounding community. As ad minist rat io n and leaders tasked to lead this agency we shall be compl iant with all policies and procedures for both clients and employees. Specifically, policies regarding the following: Agencies Mission, Vision, and Core Values, Leadership expect at ions, Medical Leave Act, Youth Bill of Rights, Facility univer sa l Rights. These policies should also include aff irmat ive action, policies on concerns Safety, smoking, drug free workp lace, housekeeping, emergency preparedness Drills , Dress code and hygiene, grievance, appeals, health requirements, medication. All of the aforementioned information can be locat ed in the employee and st u dent handbooks. Ending Homelessness: Evolution of Quad Prep Academy 50 Prototype Draft 12 Human Resource Program Director Finance CEO/Executive Director Board of Directors Ending Homelessness: Evolution of Quad Prep Academy 51 Prototype Draft 13 Facility The Quad Prep Academy will utilize brick and motor to implement the innovation for foster care youth who transition from care, and face homelessness. The facility main building will be a 12,000 square foot space used for dail y activities. Specifically, for education, training, health facility, cafeteria, administrat ion offices. In addition to the 12,000 square feet the Quad will also add additional 8 to 12,000 square feet for residence life. In the residence life department, there will be suite living (three to a suite) for eighteen youth (9 males and 9 females). The suites will offer single living spaces with a bed, closet, desk, nightstand, chest , and microwave refrigerator combination. Washer and dryers will be in on the east and west wing as well as a computer room, and a recreation room with a multipurpose table and television with chairs. The parking areas will be accessible to handicap and ramps will be added to the building. Ending Homelessness: Evolution of Quad Prep Academy 52 Prototype Draft 14 Start UP BUDGET E1 Revenue MODEL 1- RENT E2 Federal Grant 19,828.00 65,582.00 State Grant 1,932,172.00 844,500.00 Private Grant 500,000.00 Foundation Donations (Fundraising) 100,000.00 25,000.00 Program Fund(Separate Budget) Other(Vending, etc) Total Revenue 2,552,000.00 270,000.00 1,205,082.00 Expenses Compensation and Salaries Administrative Staff CEO - 5,000.00 Executive Director 75,000.00 Program Supervisor 50,000.00 Total Administraive Salaries - 130,000.00 Support Staff Administrative Support-FTE 85,000.00 Administrative Support-PTE Food Service -FTE 100,000.00 Food Service -PTE Building Support -FTE Building Support-PTE Total Support Staff - 185,000.00 Social Worker/Clinican Staff SWCS-FTE 175,000.00 SWCS-PTE 80,000.00 Nurses 125,000.00 Total SWCS Staff - 380,000.00 Program Staff Program Administration 80,000.00 Program Support Staff 190,000.00 Total Program Staff - 270,000.00 Benefits Payroll Taxes 58,382.00 Health Benefits-FTE 7,200.00 Health Beneftits-PTE 401k 10,000.00 Total Beneftis - 75,582.00 Total Compensation and Salaries - 1,040,582.00 Ending Homelessness: Evolution of Quad Prep Academy 53 Prototype Draft 15 Operational Expenses Consultants Consultants 10,000.00 Consultants 10,000.00 Consultants 5,000.00 Total Consultant Building Expenses Purchase 650,000.00 25,000.00 Renovations Mortgage Deposit Rent Utilities 1,500,000.00 140,000.00 60,000.00 16,500.00 Telephone 500.00 3,600.00 Security 5,000.00 1,500.00 Internet/Cable WMUA 2,000.00 3,700.00 Trash/Recycle 1,200.00 Building Supplies 5,000.00 Repairs & Maint 7,500.00 Total Building Expenses Vehicle Expenses Purchase (Cash) 2,297,500.00 40,000.00 99,000.00 Purchase (Monthly Payment) Lease Gas (Travel) 5,000.00 Vehicle Repair & Maint 2,000.00 Total Vehicle Expense Cafe Expenses Food 40,000.00 7,000.00 6,500.00 Kitchen Supplies 8,000.00 2,000.00 Furniture Cleaning Expense 5,000.00 1,500.00 Vending 3,500.00 2,000.00 Total Café Expenses 16,500.00 12,000.00 Other Expense Office Supplies 10,000.00 5,000.00 Insurances 18,000.00 Office Equipment & Furniture Office Shredding/Shedder 120,000.00 1,500.00 Fundrasing Expense Fundrasing Event Employee Cont Education 50,000.00 10,000.00 5,000.00 Total Other Expenses 198,000.00 21,500.00 Total Expenses 2,552,000.00 1,205,082.00 Ending Homelessness: Evolution of Quad Prep Academy 54 Prototype Draft 16 Ending Homelessness: Evolution of Quad Prep Academy 55 ACADEMY RESIDENT APPLICATION Office Use Only Application Received: Telephonic/Virtual Interview Completed: In Person Interview Completed: Confidential Information APPLICANT INFORMATION Legal Name (First, Middle, Last): Do you go by any other names?  No  Yes Gender:  Male  Female  Transgender  Other: Age: Birthday (Month/Day/Year): _ Birthplace: City: State: Current Address: Street: City: State: Zip: County: How long at this address: Phone Number(s): Email Address: Status (please check one of these choices):  Runaway  Probation  Emancipated  Homeless  None of above Most Recent Living Situation (please check one of these choices):  Legal Guardian  Relative’s Home  Friend’s Home  Foster Home  Group Home  Living Independently  ShelterResidential Program  Runaway  Other: BACKGROUND INFORMATION Mother’s Name: Residence: Father’s Name: Residence: Ending Homelessness: Evolution of Quad Prep Academy 56 IF UNDER 18: Are you legally emancipated?  No Who is your Legal Guardian? Name: Phone:  Yes Date of emancipation: Do you have any piercings or tattoos?  No  Yes  Describe: 1. LEGAL HISTORY Have you ever been arrested or in trouble with the law?  No  Yes  Describe: Do you have any charges pending?  No  Yes  Describe: Do you have any upcoming court dates?  No  Yes  Describe: Are you currently on probation or parole?  No  Yes  Describe: Are there any outstanding pick-up orders or warrants for you arrest?  No  Yes  Describe: Are you AWOL from a court-ordered placement and not in contact with your worker?  No  Yes  Describe: Have you ever been charged for criminal sexual conduct?  No  Yes  Describe: 2. RESIDENTIAL HISTORY Please list any residential programs you have been in starting with the most recent first. Program/Institution Dates: From – To Have you been in foster care?  No  Yes  Describe: Are you currently involved in an open CPS case?  No  Yes  Describe: Ending Homelessness: Evolution of Quad Prep Academy 57 Have you been in any type of long-term living situation other than with your parents or the situations described above?  No  Yes  Describe: _ 3. EDUCATION Please mark all that describes your school situation:  Graduated High School  Completed GED  Attending school regularly  Attending school irregularly  Suspended  Dropped out  School not in session  Extended truancy  Expelled  Other: _ Please list the names and dates of schools you have attended: Name of School Dates: From – To  Currently enrolled at: _ MEDICAL/MENTAL HEALTH HISTORY: Do you have a Health Passport? Please list any current medical and/or mental health issues/diagnoses/concerns: _ Please list any medications you are currently taking: _ Please list any medications taken in the past: Have you ever been hospitalized for psychiatric reasons?  No  Yes  Describe below: Name of Hospital Reason Dates: From – To Ending Homelessness: Evolution of Quad Prep Academy 58 Have you ever been in counseling or outpatient therapy (current and/or past)?  No  Yes  Describe below: Counselor/Therapist Agency Dates: From – To 7. SUBSTANCE USE HISTORY Are you concerned about your alcohol/substance use?  Yes  No  Unsure Have you ever tried to cut back on your use?  Yes  No  Unsure Have you ever been annoyed when questioned about your use?  Yes  No  Unsure Have you ever felt guilty about your use?  Yes  No  Unsure Have you ever had an ‘eye-opener’ to get you started in the morning?  Yes  No  Unsure Answer the chart below for use over the past six months: Substance Never 1 or 2 times 3 – 10 times 11 – 20 times Over 20 times Age at first use Alcohol (beer, wine, liquor) Marijuana Hallucinogens (LSD,PCP/angel dust, ecstasy, mushrooms) Opiates (heroin, morphine, codeine) Stimulants (cocaine, crack, speed, meth) Over the Counter or Prescription Misuse Cigarettes/Tobacco Other: Have you ever been in drug treatment?  No  Yes  Describe where and when: Name of Program/Agency Dates: From – To Do you agree to not smoking cigarettes on FYI premises?  Yes  No 8. EMPLOYMENT / FINANCIAL HISTORY Are you currently employed?  Yes  Where: _ How long? _ Hours:   No  Are you willing to seek employment?  Yes  No  Ending Homelessness: Evolution of Quad Prep Academy 59 If you are not willing to work, please explain why and what you plan to do instead of working: Please list any previous employment / job training programs you have participated in: Employer/Training Program Dates: From – To Do you and / or your Parent / Legal Guardian receive any other income such as DHS benefits, Food Stamps, Cash Assistance, SSI, Adoption Subsidies, etc.?  No  Yes  Please list income sources & the Representative Payee for each: 9. PERSONAL STATEMENTS This is a commitment to making changes in your life. The following personal statements will help us determine your willingness to make those changes. Please make your statements in at least 30 words in length. Please use additional paper if needed. Please describe your current situation and how it developed. _ If you are accepted, we will be providing you with a stable place to live while you work on creating your own independent living situation. Please describe: A) What your future plans are B) How living here fits in with those plans C) What you plan to do while you are here D) How long you will need to live here. If accepted, you will be living on campus with other residents male and female for 18 months. Please identify any problems you may have adjusting to a group living situation, and how you resolves conflicts with other people. Ending Homelessness: Evolution of Quad Prep Academy 60 10. REFERENCES Please provide three references that can provide information regarding your ability to get along with others, readiness for independent living, work / school performance, etc. Please Read & Sign Below: PROFESSIONAL REFERENCE - Supervisor, teacher, counselor, case worker, past placement, etc. Name: Relationship: Phone Number(s): Work: Cell: Home: Address: Street Address City State Zip PERSONAL REFERENCE – Must be an adult. Can be family, neighbor, clergy, mentor, etc. Name: Relationship: Phone Number(s): Work: Cell: Home: Address: Street Address City State Zip ADDITIONAL REFERENCE Name: Relationship: Phone Number(s): Work: Cell: Home: Address: Street Address City State Zip Please sign and date: Signature Date I authorize Quad Prep Academy to make inquiries of identified references. Although I recognize that these individuals and entities may have a general policy to disclose only specific, limited information, I authorize all past and current employers, educational institutions and all other individuals providing references to depart from that policy. I authorize these individuals and entities to respond to verbal and written inquiries from QPA regarding my past employment, verification of my educational background, my performance, and my personal character. I hereby release QPA and all such persons and entities providing information from any liability and damages incurred as a result of furnishing this information. Ending Homelessness: Evolution of Quad Prep Academy 61 Staff Member(s) Contacting References: PROFESSIONAL REFERENCE Date of Contact: Comments: PERSONAL REFERENCE Date of Contact: Comments: ADDITIONAL REFERENCE Date of Contact: Comments: Ending Homelessness: Evolution of Quad Prep Academy 62 Housing Status: (check one):  1. Literally Homeless: Places not meant for human habitation, shelter or transitional housing last night, exiting institution following homelessness or a survivor of domestic violence.   2. Housed and at imminent risk of losing housing: Evicted, discharged from hospital/institution with no place to go, and condemned housing with no subsequent housing and inadequate resources.   3. Housed and at risk of losing housing: At-risk due to high housing costs, conflict, or other conditions that put housing at risk and inadequate resources. Danger is not immediate.   4. Stably Housed: Not at risk of losing housing.   5. Don’t Know   6. Refused  Documents List: Documentation (Please check those that are appropriate based on your circumstances) If Homeless:  1. Shelter Verification: Referring agency should provide homeless certification if possible. HUD stipulates that TLP staff must attempt to obtain verification of your homeless status from an outreach program, your shelter, or your transitional housing program.   2. Signed and dated letter from someone who is familiar with your living circumstances (if “on the streets” and no outreach verification is available).   3. Signed statement from client (see below).  I verify that I am homeless. I have identified no appropriate subsequent housing options, and lack the financial resources and support networks needed to obtain housing or remain in existing housing. Printed Name: Ending Homelessness: Evolution of Quad Prep Academy 63 Signature: Date: Ending Homelessness: Evolution of Quad Prep Academy 64 Board of Chosen Freeholders County of Burlington New Jersey Department of: HUMAN SERVICES SHIRLA SI MPSON Director Phone : (609) 265-31 20 Fax: (609) 265-1983 July 6, 2020 Phvsica/ Address: 795 Wood lane Road Wes tampton , NJ 08060 Mai ling Add ress: P.O. Box 6000 Mount Ho ll y, NJ 08060 To Whom It May Concern: About a year ago, I had the opportunity to be interviewed by Rasheen Young for his dissertation project on Ending Homelessness as it relates to youth transitioning from the foster care system. I was honored to sit down and be interviewed in depth by Rasheen for his project and share my thoughts about homeless youth transitioning out of the foster care system. In the United States, youth struggle to become an independent productive adult after leaving the foster care system. Youth aging out of foster care are at particular risk for negative outcomes including school dropout, homelessness, poverty, unemployment, substance abuse, health and mental health problems, and victimization. Furthermore, Rasheen has taken on the greatest challenge in coming up with creative solutions in·. helping youth achieve success for the forgotten population who needs our help and support. Sincerely, , I Jim Groff Youth Services Administrator Burlington County Department of Human Services http://www.co .burling ton. nj.us Ending Homelessness: Evolution of Quad Prep Academy 65 From: Marc Mannes <mmannes@manhattanstrategy.com> Date: July 6, 2020 at 1:40:12 PM EDT To: Rasheen Young <rayoung@usc.edu> Subject: RE: Foster Youth Homelessness Hi Rasheen, Glad you see it as useful! Eager and excited to collaborate with you moving forward! Safety and health to you and all you love! Marc From: Rasheen Young <rayoung@usc.edu> Sent: Monday, July 6, 2020 1:31 PM To: Marc Mannes <mmannes@manhattanstrategy.com> Subject: Re: Foster Youth Homelessness Good Afternoon, Thank you for the wealth of information you provided. It is my hope in the future that I will be able to collabora and your family continue to stay safe and be well. Thank you for your time and consideration. Best, Rasheen A Young MSW CAUTION: This email originated from outside of the organization. Do not click links or open attachments u Ending Homelessness: Evolution of Quad Prep Academy 66 (/DOR/BusinessRegistration/) Help (/DOR/BusinessRegistration/Home/FAQ) Confirmation Registration Information Ending Homelessness: Evolution of Quad Prep Academy 67 Ending Homelessness: Evolution of Quad Prep Academy 68 Division of Revenue and Enterprise Services P O (Post Office) Box 252 Support DORES (Division of Revenue a nd Enterprise Services) Website Policies & Procedures P rivacy Policy (https://www.njportal.com/ErrorPages/Privacy.aspx) Trenton, NJ 08625-0252 (http://www.state.nj.us/treasury/revenuA e/ c )cessibility Policy C ontact Us (https://www.njportal.com/ErrorPages/Accessibility.aspx) (https://www.njportal.com/ErrorPages/C So en ct u a rc itt y .a P so plx ic )y (https://www.njportal.com/ErrorPages/Security.aspx) L egal Statements & Disclaimers (https://www.njportal.com/errorpages/disclaimer.aspx) Ending Homelessness: Evolution of Quad Prep Academy 69 DLN N0000397524 Sequence Number 5322201 Filing Date 07/02/2020 Authorized Representative Rasheen Young Business Name QUAD PREP ACADEMY A NJ NONPROFIT CORPORATION Entity ID 0450508516 EIN Number ###-###-854/000 Trade Name on Certificate Other Trade Names Beginning Date in NJ 07/02/2020 Open all Year Yes 156 CREEKSIDE WAY Business Location BURLINGTON NJ 08016 Mailing Name and Address Rasheen Young 156 Creekside Way Burlington NJ 08016 Ownership Type NP: Domestic Non-profit Corporation Last Month of Fiscal Year June Is a subsidiary No Rasheen Young Owner (Owns 100%) Owners ###-##-8046 156 Creekside Way Burlington NJ 08016 Business Code 2736 Principal Product or Service Helping foster care youth with education and life skills. Principal Activity Will help youth with life transitions. Will educate and living support services. They will live on Campus for 18 months. Industrial Code 8299 NAICS Code 611710 Number of Workers 1 Activities applicable to this business: Paying employees working in New Jersey No Paying New Jersey residents working outside of New Jersey No Paying a pension or annuity to any New Jersey residents No Operates more than one facility in New Jersey with employees No Acquired assets, trade/business, and/or employees No Activities applicable to this business: Sell or use taxable goods or services in New Jersey No Need to make exempt purchases No Wholesale sales or distribution of tobacco products No Sell or transport motor fuels or petroleum No Store petroleum and/or hazardous chemicals No Manufacture, distribute or sell litter generating products No Required to file for solid waste disposal facility No Required to file for solid waste transport No Operate a sanitary landfill No Sell or deliver natural gas or electricity No Sell goods or services to State Agencies or Casinos No Operate a Motor Vehicle Rental Company No Sell new tires or sell or lease Motor Vehicles No Sell voice grade access/mobile telecommunications No Operate a Hotel, Motel or Other Facility that rents rooms No Operate a Gambling Hall that holds games of chance No Ending Homelessness: Evolution of Quad Prep Academy 70 Operates in the Millville Sports & Entertainment District No Other business activities subject to miscellaneous taxes None Contact Name RASHEEN YOUNG Title Owner Email rasheenyoung@iclould.com Daytime Phone (609) 864 - 5910 Evening Phone Ending Homelessness: Evolution of Quad Prep Academy 71 NEW JERSEY DEPARTMENT OF THE TREASURY DIVISION OF REVENUE AND ENTERPRISE SERVICES CERTIFICATE OF INC, (NON PROFIT) QUAD PREP ACADEMY A NJ NONPROFIT CORPORATION 0450508516 The above-named DOMESTIC NON-PROFIT CORPORATION was duly filed in accordance with New Jersey State Law on 07/02/2020 and was assigned identification number 0450508516. Following are the articles that constitute its original certificate. 1. Name: QUAD PREP ACADEMY A NJ NONPROFIT CORPORATION 2. Registered Agent: RASHEEN YOUNG 3. Registered Office: 156 CREEKSIDE WAY BURLINGTON, NEW JERSEY 08016 4. Business Purpose: TO PROVIDING EDUCATION AND LIFE SKILL SERVICES FOR AT RISK FOSTER CARE YOUTH. + 5. Duration: PERPETUAL 6. Effective Date of this Filing Is: 07/02/2020 7. Method of electing Trustees as set forth herein: AS SET FORTH IN THE BYLAWS 8. Asset Distribution: AS SET FORTH IN THE BYLAWS 9. First Board of Trustees: CARLA STOKES 1951 LAVEER STREET PHILADELPHIA, PENNSYLVANIA 19141 VERA GRANT 2034 BISHOP STREET PETERSBURG, VIRGINIA 23805-2380 ANTOINE JACKSON 7113 LYNFORD STREET PHILADELPHIA, PENNSYLVANIA 19149 10. Incorporators: ARTENNA YOUNG 156 CREEKSIDE WAY BURLINGTON, NEW JERSEY 08016 RASHEEN YOUNG 156 CREEKSIDE WAY BURLINGTON, NEW JERSEY 08016 11. Main Business Address: Ending Homelessness: Evolution of Quad Prep Academy 72 156 CREEKSIDE WAY Continued on next page ... Page 1 of 2 Ending Homelessness: Evolution of Quad Prep Academy 73 NEW JERSEY DEPARTMENT OF THE TREASURY DIVISION OF REVENUE AND ENTERPRISE SERVICES CERTIFICATE OF INC, (NON PROFIT) QUAD PREP ACADEMY A NJ NONPROFIT CORPORATION 0450508516 BURLINGTON, NEW JERSEY 08016 Signatures: ARTENNA YOUNG INCORPORATOR RASHEEN YOUNG INCORPORATOR Certificate Number : 4106356970 Verify this certificate online at https://www1.state.nj.us/TYTR_StandingCert/JSP/Verify_Cert.jsp IN TESTIMONY WHEREOF, I have hereunto set my hand and affixed my Official Seal 2nd day of July, 2020 Elizabeth Maher Muoio State Treasurer Ending Homelessness: Evolution of Quad Prep Academy 74 DEPARTMENT OF THE TREASURY INTERNAL REVENUE SERVICE CINCINNATI OH 45999-0023 QUAD PREP ACADEMY 156 CREEKSIDE WAY Date of this notice: 07-02-2020 Employer Identification Number: 85-1737854 Form: SS-4 Number of this notice: CP 575 E BURLINGTON, NJ 08016 For assistance you may call us at: 1-800-829-4933 IF YOU WRITE, ATTACH THE STUB AT THE END OF THIS NOTICE. WE ASSIGNED YOU AN EMPLOYER IDENTIFICATION NUMBER Thank you for applying for an Employer Identification Number (EIN). We assigned you EIN 85-1737854. This EIN will identify you, your business accounts, tax returns, and documents, even if you have no employees. Please keep this notice in your permanent records. When filing tax documents, payments, and related correspondence, it is very important that you use your EIN and complete name and address exactly as shown above. Any variation may cause a delay in processing, result in incorrect information in your account, or even cause you to be assigned more than one EIN. If the information is not correct as shown above, please make the correction using the attached tear-off stub and return it to us. When you submitted your application for an EIN, you checked the box indicating you are a non-profit organization. Assigning an EIN does not grant tax-exempt status to non-profit organizations. Publication 557, Tax-Exempt Status for Your Organization, has details on the application process, as well as information on returns you may need to file. To apply for recognition of tax-exempt status under Internal Revenue Code Section 501(c)(3), organizations must complete a Form 1023-series application for recognition. All other entities should file Form 1024 if they want to request recognition under Section 501(a). Nearly all organizations claiming tax-exempt status must file a Form 990-series annual information return (Form 990, 990-EZ, or 990-PF) or notice (Form 990-N) beginning with the year they legally form, even if they have not yet applied for or received recognition of tax-exempt status. Unless a filing exception applies to you (search www.irs.gov for Annual Exempt Organization Return: Who Must File), you will lose your tax-exempt status if you fail to file a required return or notice for three consecutive years. We start calculating this three-year period from the tax year we assigned the EIN to you. If that first tax year isn't a full twelve months, you're still responsible for submitting a return for that year. If you didn't legally form in the same tax year in which you obtained your EIN, contact us at the phone number or address listed at the top of this letter. For the most current information on your filing requirements and other important information, visit www.irs.gov/charities. Ending Homelessness: Evolution of Quad Prep Academy 75 (IRS USE ONLY) 575E 07-02-2020 QUAD O 9999999999 SS-4 IMPORTANT REMINDERS: * Keep a copy of this notice in your permanent records. This notice is issued only one time and the IRS will not be able to generate a duplicate copy for you. You may give a copy of this document to anyone asking for proof of your EIN. * Use this EIN and your name exactly as they appear at the top of this notice on all your federal tax forms. * Refer to this EIN on your tax-related correspondence and documents. * Provide future officers of your organization with a copy of this notice. Your name control associated with this EIN is QUAD. You will need to provide this information, along with your EIN, if you file your returns electronically. If you have questions about your EIN, you can contact us at the phone number or address listed at the top of this notice. If you write, please tear off the stub at the bottom of this notice and include it with your letter. Thank you for your cooperation. Keep this part for your records. CP 575 E (Rev. 7-2007) ---------------------------------------------------------------------------------------------- Return this part with any correspondence so we may identify your account. Please CP 575 E correct any errors in your name or address. 9999999999 Your Telephone Number Best Time to Call DATE OF THIS NOTICE: 07-02-2020 ( ) - EMPLOYER IDENTIFICATION NUMBER: 85-1737854 FORM: SS-4 NOBOD INTERNAL REVENUE SERVICE QUAD PREP ACADEMY CINCINNATI OH 45999-0023 156 CREEKSIDE WAY BURLINGTON, NJ 08016

Abstract (if available)

Abstract The problems youth face when they voluntarily sign out of care after reaching the age of emancipation are insurmountable. Youth exiting the foster care system face deleterious consequences from being systematically oppressed, which is a crime of moral turpitude. It is inconceivable to believe that youth involved in the foster care system transition to adulthood at risk for negative outcomes that constitutes the basic skills needed for survival. These youth are at substantial risk for high levels of school dropout, homelessness, unemployment, mental health, substance abuse, health issues, and victimization. A vital problem related to youth exiting the foster care system is that youth are literally unprepared for life after foster care, and are still in need of essential services and guidance in adulthood. This Capstone provides an innovative landscape for youth exiting the foster care system safely and successfully where they have the opportunity to live, learn, and earn.

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Stigma-free pregnancy: a recruitment and retention strategy for healthcare systems to engage pregnant women with substance use disorder in collaborative care

PDF

The Universal Record Data Sharing System

PDF

From Care to College (C2C): improving academic outcomes for youth in foster care – through technology and social emotional learning

PDF

Youth interrupted: stopping the cycle of institutionalization for traumatized youth

PDF

Building futures

PDF

Social network engagement and HIV risk among homeless former foster youth

PDF

An intersectional approach to addressing the grand challenge to achieve equal opportunity and justice for neurodivergent individuals in mental health care

PDF

Rural minds initiative: navigating mental health wellness together at Gorham Middle/High School

PDF

Staying the Course: runaway prevention program

PDF

SCALE UP: an integrated wellness framework for schools

PDF

We are our neighbors' keeper: an innovative field kit of outreach and assessment tools to help end homelessness

PDF

Increasing access to mental health counseling for homeless youth: Peer2Peer Counseling Supports

PDF

Empowering and building resilience with youth in congregate care

PDF

Addison’s Neighbor: permanent supportive housing for parenting youth transitioning out of foster care

PDF

Institute on social practice integration research and education (INSPIRE): a workforce development solution to close the health gap

PDF

Taking flight: improving outcomes of transition age youth on the autism spectrum

PDF

Mental health advocacy and navigation partnerships: the case for a community collaborative approach

PDF

The art of connection: youth stories about life and meaning. Voices of Promise: using social practice art for youth connection

PDF

The algorithm of Black homelessness: a classification tree analysis

PDF

Implicit provider bias in cardiovascular disease care of Black women: the lives of Black women with heart disease matter

Asset Metadata

Creator Young, Rasheen Andrew (author)

Core Title Ending homelessness: evolution of the Qad Prep Academy

School Suzanne Dworak-Peck School of Social Work

Degree Doctor of Social Work

Degree Program Social Work

Degree Conferral Date 2022-05

Publication Date 04/25/2022

Defense Date 07/24/2020

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Education,employment,foster care,Housing,independent living,OAI-PMH Harvest,Quad Prep Academy,Success,Training,trauma,well-being,youth

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Manderscheid, Ron (committee chair), Bremond, Diandra (committee member), Madien, Paul (committee member)

Creator Email rasheenyoung@icloud.com,rayoung@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC111117824

Unique identifier UC111117824

Document Type Capstone project

Format application/pdf (imt)

Rights Young, Rasheen Andrew

Type texts

Source 20220427-usctheses-batch-933 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu