During the 2021-22 school year, CAP had the privilege of working with foster youth at Focus Point Academy, which offers specialized counseling and academic instruction for students in grades 1-12 who have been diagnosed with emotional disturbances and specific learning disabilities. While the students do receive some college access support from the STARS foster youth program, CAP was invited to provide additional, individualized attention. I began working with Focus Point Academy in fall of 2021 when I was invited to help seniors complete their financial aid applications.
Foster youth at Focus Point Academy face a variety of barriers, from academic challenges to a lack of college awareness. Having worked with foster youth in the past, I know that trust is essential and it takes time to build. It took multiple visits to Focus Point Academy before the students became receptive to help. On my first visit, I helped a student create a financial aid account, but he did not have access to a personal cell phone or computer, and personal email accounts are blocked on their school laptops. When we tried to reset his account, he had to use my personal phone to call the helpline. When I suggested he log into his personal email through my laptop to verify his account and move forward with the process, he vocalized a lack of trust and refused. I completely understood; after all, I was a stranger. The counselor kindly offered to use her email as a placeholder, just to get the student through most of the FAFSA application.
Another critical moment during my first visit came when I completed an A-G transcript evaluation with two students who were, thanks to Focus Point, now on track to graduate and who had decent GPAs, but were missing key A-G courses. The students made the effort to do well in their classes, but unfortunately were not tuned in to A-G eligibility requirements in time. When I highlighted the missing A-G courses for one student, he immediately asked his counselor if he could retake them. The counselor saw his enthusiasm and connected with his lead teacher to discuss the possibility of adding the courses. The student shared interest in becoming a P.E. teacher after a previous conversation with his teacher. I disclosed that re-taking 3 classes in addition to his current classes could feel overwhelming. I explained that if he began to feel overwhelmed, his priority was to stay on track to graduate and that he still had the option of attending community college and transferring to a four-year college to reach his goal of becoming a P.E. teacher. It is moments like these that I wish could have been caught prior to senior year. These are the missed opportunities that have a big impact on a student’s goals.
Over time, I was able to build trust by showing them that my only intention was to help. I asked questions about their plans and interests, and answered questions about the college process. The students became less reluctant once they saw that I was able to help and expected nothing in return. On my following visits, I brought snacks with me and tried to create a more welcoming space. Once the students felt comfortable, their vibrant personalities began to show. For example, the student that still won’t share his email to this day, opened up to casual conversations during our second and final meeting. He shared his interest in becoming an entrepreneur and asked questions about my academic and career journey.
By the end of the school year, the students I supported successfully submitted their financial aid applications, including the Chafee Grant, which provides additional resources for foster youth. All of the students I worked with enrolled at Pasadena City College. The aspiring P.E. teacher even got in contact with foster youth services at the campus. He had a better understanding of his next steps and the resources that could help him reach his goal. Every visit felt productive and beneficial, and I’m excited to continue working with Focus Point Academy in the upcoming school year.
