Independent Living Program - Florida's Center for Child Welfare
Independent Living Program - Florida's Center for Child Welfare
Independent Living Program - Florida's Center for Child Welfare
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2010<strong>Independent</strong><strong>Living</strong> <strong>Program</strong>A Guide to a List of Resources(As of August 2010)Chapters 11 - 20*Some of the resources in the guide book are resources shared from various agencies and are notendorsed by DCF, but can be used and shared as innovative practices from around the state.
Table of Contents2010Chapters11 - Florida Statutes.................................................... 312 - Florida Administrative Codes (Rules)................. 713 - State/Local Interagency Agreements............. 4314 - <strong>Independent</strong> <strong>Living</strong> <strong>Program</strong>Payment Guide......................................... 7915 - Youth Resource Guides.................................... 11716 - Case Plans and Judicial Reviews.................... 13917 - Permanency...................................................... 19518 - Normalcy............................................................ 24919 - Life Skills............................................................... 27520 - Developmental Disabilities/Master Trust......... .491
Chapter 11Florida Statutes
Statutes & Constitution :View Statutes : Online SunshineAugust 9, 2010 Search Statutes: 2009HomeSenateHouseStatutes, Constitution,& Laws of FloridaFlorida StatutesSearch StatutesSearch TipsFlorida ConstitutionLaws of FloridaLegislative & ExecutiveBranch LobbyistsIn<strong>for</strong>mation <strong>Center</strong>Joint LegislativeCommitteesLegislative EmploymentLegistoreLinksThe 2009 Florida StatutesSelect Year: 2009Click a Title to View Chapters and PartsTITLE I CONSTRUCTION OF STATUTES Ch.1-2TITLE II STATE ORGANIZATION Ch.6-8TITLE III LEGISLATIVE BRANCH; COMMISSIONS Ch.10-13TITLE IV EXECUTIVE BRANCH Ch.14-24TITLE V JUDICIAL BRANCH Ch.25-44TITLE VI CIVIL PRACTICE AND PROCEDURE Ch.45-88TITLE VII EVIDENCE Ch.90-92TITLE VIII LIMITATIONS Ch.95TITLE IX ELECTORS AND ELECTIONS Ch.97-107TITLE X PUBLIC OFFICERS, EMPLOYEES, AND RECORDS Ch.110-122TITLE XI COUNTY ORGANIZATION AND INTERGOVERNMENTAL RELATIONS Ch.124-164TITLE XII MUNICIPALITIES Ch.165-185TITLE XIII PLANNING AND DEVELOPMENT Ch.186-191TITLE XIV TAXATION AND FINANCE Ch.192-221TITLE XV HOMESTEAD AND EXEMPTIONS Ch.222TITLE XVI TEACHERS' RETIREMENT SYSTEM; HIGHER EDUCATIONAL FACILITIES BONDS Ch.238-243TITLE XVII MILITARY AFFAIRS AND RELATED MATTERS Ch.250-252TITLE XVIII PUBLIC LANDS AND PROPERTY Ch.253-274TITLE XIX PUBLIC BUSINESS Ch.279-290TITLE XX VETERANS Ch.292-296TITLE XXI DRAINAGE Ch.298TITLE XXII PORTS AND HARBORS Ch.308-315TITLE XXIII MOTOR VEHICLES Ch.316-324TITLE XXIV VESSELS Ch.326-328TITLE XXV AVIATION Ch.329-333TITLE XXVI PUBLIC TRANSPORTATION Ch.334-349TITLE XXVII RAILROADS AND OTHER REGULATED UTILITIES Ch.350-368TITLE XXVIII NATURAL RESOURCES; CONSERVATION, RECLAMATION, AND USECh.369-380TITLE XXIX PUBLIC HEALTH Ch.381-408TITLE XXX SOCIAL WELFARE Ch.409-430TITLE XXXI LABOR Ch.435-452TITLE XXXII REGULATION OF PROFESSIONS AND OCCUPATIONS Ch.454-493TITLE XXXIII REGULATION OF TRADE, COMMERCE, INVESTMENTS, AND SOLICITATIONS Ch.494-560http://www.leg.state.fl.us/statutes/[8/9/2010 12:57:59 PM]
Statutes & Constitution :View Statutes : Online SunshineTITLE XXXIV ALCOHOLIC BEVERAGES AND TOBACCOCh.561-569TITLE XXXV AGRICULTURE, HORTICULTURE, AND ANIMAL INDUSTRY Ch.570-604TITLE XXXVI BUSINESS ORGANIZATIONSCh.606-623TITLE XXXVII INSURANCECh.624-651TITLE XXXVIIIBANKS AND BANKINGCh.655-667TITLE XXXIX COMMERCIAL RELATIONSCh.668-688TITLE XL REAL AND PERSONAL PROPERTY Ch.689-723TITLE XLI STATUTE OF FRAUDS, FRAUDULENT TRANSFERS, AND GENERALCh.725-727ASSIGNMENTSTITLE XLII ESTATES AND TRUSTS Ch.731-739TITLE XLIII DOMESTIC RELATIONS Ch.741-753TITLE XLIV CIVIL RIGHTS Ch.760-765TITLE XLV TORTS Ch.766-774TITLE XLVI CRIMES Ch.775-896TITLE XLVII CRIMINAL PROCEDURE AND CORRECTIONS Ch.900-985TITLE XLVIII K-20 EDUCATION CODECh.1000-1013Copyright © 1995-2010 The Florida Legislature • Privacy Statement • Contact Ushttp://www.leg.state.fl.us/statutes/[8/9/2010 12:57:59 PM]
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FloridaChapter 12AdministrativeCodes (Rules)
CHAPTER 65C-31SERVICES TO YOUNG ADULTS FORMERLY IN THE CUSTODY OF THE DEPARTMENT65C-31.00165C-31.00265C-31.00365C-31.00465C-31.00565C-31.00665C-31.00765C-31.00865C-31.00965C-31.01065C-31.011DefinitionsCase Management <strong>for</strong> Young Adults Formerly in Foster CareAftercare Support Services <strong>for</strong> Young Adults Formerly in Foster CareRoad to Independence ScholarshipTransitional Support Services <strong>for</strong> Young Adults Formerly in Foster CareYoung Adult Services Documentation RequirementsHigh School Needs AssessmentPost Secondary Needs Assessment<strong>Independent</strong> <strong>Living</strong> Benefits Due Process NotificationJurisdictional and Service Requirements <strong>for</strong> Young Adults Formerly in the Custody of the Department<strong>Independent</strong> <strong>Living</strong> <strong>Program</strong> Budget Management65C-31.001 Definitions.(1) “Aftercare Support Services” means services intended to assist young adults in developing “the skills and abilities necessary<strong>for</strong> independent living”. These services specifically include temporary financial assistance, mentoring and tutoring, mental healthservices and substance abuse counseling, life skills classes, including credit management and preventive health activities, parentingclasses, job skills training, and counselor consultations. Temporary assistance to prevent homelessness should be consideredemergency assistance.(2) “Approval Authority” means the staff member(s) designated by the district/region/Community-based care with fiscalauthority to approve cash payments. (Note: reviewing and approval authorities may be the same person(s).)(3) “Case File” means all in<strong>for</strong>mation <strong>for</strong> a case contained in the department’s Statewide Automated <strong>Child</strong> <strong>Welfare</strong> In<strong>for</strong>mationSystem (SACWIS), i.e., HomeSafenet, as well as the supporting paper documentation gathered during provision of services to thatfamily. The “case file” may also refer to a duplicate, paper copy of the electronic case file and the supporting paper documentation.The department’s SACWIS is the primary record <strong>for</strong> each investigation and case.(4) “Contracted Service Provider” means a private agency that has entered into a contract with the department or with acommunity-based care lead agency to provide supervision of and services to dependent children and children who are at risk ofabuse, neglect, or abandonment.(5) “Denial” means full denial or partial denial, in cases where the department or its contracted service provider does notapprove the full amount of funding or services requested.(6) “Designated Staff” means those staff assigned by the district/region or its contracted service provider to work with youth age13 up to the 23rd birthday to implement and conduct a program <strong>for</strong> independent living as mandated by Section, 409.1451, F.S.(7) “Education and Training Vouchers” (ETV) means federal funds provided to young adults <strong>for</strong>merly in foster care eligible toreceive independent living services and youth who were adopted from foster care at age 16 or 17. Students receiving ETV fundsmust be attending an institution of higher education. ETV funds provide financial assistance to young adults to promote educationaland vocational training opportunities.(8) “Fair Hearings” means the appeals process federally mandated <strong>for</strong> the title IV-E independent living program by 45 C.F.R.1356.10 and 45 C.F.R. 1355.30. The required details of this appeals process are provided in 45 C.F.R. 205.10. The Department of<strong>Child</strong>ren and Family Services has already incorporated this appeals process, in Chapter 65-2, F.A.C., <strong>for</strong> other federal publicassistance programs. However, certain provisions <strong>for</strong> <strong>Independent</strong> <strong>Living</strong> Fair Hearings which differ from those <strong>for</strong> other programswill be listed in the [next] draft of Rule 65C-28.0200, F.A.C.(9) “Interim <strong>Child</strong> <strong>Welfare</strong> Services In<strong>for</strong>mation System (ICWSIS)”, means the department’s automated system containinginvoice data pertaining to services provided to children under the department’s supervision. The ICWSIS is the state’s primary auditrecord <strong>for</strong> client specific expenditures until such time that the system’s functionality is subsumed by SACWIS.(10) “<strong>Independent</strong> <strong>Living</strong> Benefit” means any type of financial aid or service provided to eligible young adults pursuant toSection 409.1451(5), Florida Statutes. These benefits are categorized as either aftercare support services, transitional services, or theRoad to Independence Scholarship.(11) “Initial Application” means the “Road to Independence Scholarship and/or ETV Funds Application” CF-FSP 5295,September 2005, incorporated by reference, is required <strong>for</strong> the initial Road to Independence Scholarship, which can be made
anytime prior to the young adult’s 21st birthday.(12) “Institution of Higher Education” means a school that awards a bachelor’s degree or not less than a two year program thatprovides credit towards a degree or, provides not less than one year of training towards gainful employment or, is a vocationalprogram that provides training <strong>for</strong> gainful employment and has been in existence <strong>for</strong> at least two years. The school must beaccredited or preaccredited and is authorized to operate in that state.(13) “Reinstatement Application” means the “Road to Independence Scholarship and/or Education Training Vouchers (ETV)Funds Reinstatement Application”, CF-FSP 5297, September 2005, incorporated by reference, that must be submitted by a <strong>for</strong>merrecipient of the Road to Independence scholarship prior to his or her 23rd birthday in order to reinstate their scholarship award afteran interruption of benefits.(14) “Renewal Application” means the “Road to Independence Scholarship and/or ETV Funds Renewal Checklist” CF-FSP5296, September 2005, incorporated by reference, means the application that must be submitted by Road to Independencescholarship recipients on an annual basis in order to continue his or her scholarship award.(15) “Reviewing Authority” means the staff member(s) or committee head(s) designated by the district/region or communitybasedcare to review the applications associated with Section 409.1451, F.S., and determine eligibility.(16) “Road to Independence Scholarship <strong>Program</strong>” means the financial educational assistance available to qualifying youngadults under the eligibility requirements contained in Section 409.1451(5)(b), F.S.(17) “Services Worker” means an employee of the department or its contracted service provider who is accountable <strong>for</strong> servicedelivery regarding safety, permanency, and well-being <strong>for</strong> a caseload of children and families under supervision. This includes anindividual assigned to assist a young adult <strong>for</strong>merly in the custody of the department who is receiving independent living services.(18) “Special Immigrant Juvenile Status” means an immigration benefit that allows undocumented children who have beenabused, abandoned or neglected to petition <strong>for</strong> permanent resident status as long as he or she meets the following criteria:(a) The child is eligible <strong>for</strong> long term foster care;(b) It is in the best interest of the child to remain in the United States; and(c) The child remains under the jurisdiction of the juvenile court.(19) “Statewide Automated <strong>Child</strong> <strong>Welfare</strong> In<strong>for</strong>mation System (SACWIS)” (i.e., HomeSafenet), means the department’sstatewide automated system containing all reports, investigations, special conditions referrals, child-on-child sexual abuse reportsand related child safety assessments and safety actions or plans and cases regarding child abuse, neglect or abandonment andpertinent in<strong>for</strong>mation regarding all activities involved in investigative and some case management functions, including the <strong>Child</strong>’sResource Record. The SACWIS is the state’s primary record <strong>for</strong> each investigation and case and all documentation requirements ofthe system shall be met.(20) “Transition Plan”, CF-FSP 5293, September 2005, incorporated by reference means the required written plan that containsspecific strategies to assist the young adult with achieving self-sufficiency and developing a personal support system. This plan iscreated by the young adult with the assistance of the department or its contracted service provider.(21) “Transitional Support Services” means “other appropriate short-term services” to be provided if the young adultdemonstrates that the services are critical to the young adult’s own ef<strong>for</strong>ts to achieve self-sufficiency and to develop a personalsupport system. These may include financial, housing, counseling, employment, education, mental health, disability, and otherservices. Financial transitional support services may be provided in increments of up to 3 months. The young adult must apply againto obtain further transitional funds. See paragraph 65C-31.005(4)(b), F.A.C.Specific Authority 39.5075(8), 409.1451(10) FS. Law Implemented 39.5075, 409.1451 FS. History–New 7-27-06.65C-31.002 Case Management <strong>for</strong> Young Adults Formerly in Foster Care.(1) The services that shall be provided to young adults <strong>for</strong>merly in foster care to transition successfully to independent livingshall include, as appropriate <strong>for</strong> the individual young adult:(a) Aftercare support services,(b) Road to Independence Scholarship <strong>Program</strong>, and(c) Transitional support services, as specified in Section 409.1451(5)(c)1., F.S.(2) Case Management/Contact with Young Adults Formerly in Foster Care/Support by Services Worker.(a) Depending upon the stated wishes and needs of the young adult <strong>for</strong>merly in foster care, services worker support through
home visits, office visits, and other types of contact shall occur.(b) A plan <strong>for</strong> transition is required <strong>for</strong> all recipients of scholarship and/or transitional support funds.(c) The services worker shall arrange and provide services to support young adults <strong>for</strong>merly in foster care between the ages of18 and up to his or her 23rd birthday.(d) The services worker shall provide young adults <strong>for</strong>merly in foster care with developmental disabilities, mental health needs,and/or other special needs more contact, as necessary, to assist in the ability of the young adult to transition successfully toindependent living.(e) The frequency of contact by the services worker with the young adult shall be determined by the young adult in consultationwith the services worker.(3) Preparation and Education of the <strong>Child</strong>/Youth Age 16-17 in Foster Care. The services worker shall arrange or provide theservices necessary to ensure that preparation/education <strong>for</strong> the young adult <strong>for</strong>merly in foster care to achieve independence occurs.(4) Initial Application, Renewal and Reinstatement <strong>for</strong> the Road to Independence Scholarship. The Road to Independence Actprovides specific direction <strong>for</strong> young adults <strong>for</strong>merly in foster care to renew or continue receiving benefits and to reinstate benefits<strong>for</strong> young adults whose scholarship benefits were interrupted and who wishes to begin receiving benefits again.(5) Selecting the Appropriate Funding Source <strong>for</strong> Young Adult Services (Chafee or ETV).(a) Two major types of federal funding sources are available to support the program <strong>for</strong> young adults <strong>for</strong>merly in foster care:Chafee funds and Education and Training Voucher (ETV) funds. The services worker shall determine the appropriate fund in orderto comply with federal regulations and to maximize available funding.(b) ETV funds have more restrictions than Chafee funds and shall be used <strong>for</strong> eligible students as the first option.1. ETV may be used only <strong>for</strong> eligible students attending a postsecondary (college, university or vocational) school either parttimeor full-time.2. Chafee funds may be used <strong>for</strong> any of the young adult services identified in Florida Statutes, though not <strong>for</strong> young adults age21 or 22.3. State funds must be used <strong>for</strong> young adults age 21 and 22 if they are not eligible <strong>for</strong> ETV funds.(6) Young Adults Formerly in Foster Care with <strong>Child</strong>ren of Their Own.(a) The services worker shall determine which funds may be used <strong>for</strong> children whose parents are young adults <strong>for</strong>merly in fostercare.(b) If the parent of a child in a dependency case is a young adult <strong>for</strong>merly in foster care, the processes required in Chapter 39,F.S., <strong>for</strong> any parent still apply. Case planning, case management and required contacts shall continue as with any other dependencycase.(7) Selection of Placements <strong>for</strong> Young Adults Formerly in Foster Care. Prior to his or her 18th birthday, each young adult<strong>for</strong>merly in foster care shall choose the placement that best suits his or her needs. The services worker assigned to work with ayoung adult shall provide in<strong>for</strong>mation to the young adult so as to assist in the best decision making.(a) If the young adult elects to reside in the same or different licensed placement after reaching age 18, the services workerassigned to work with the young adult shall assist both the placement provider and the young adult understand the roles and theresponsibilities of continuing this placement after the young adult’s eighteenth birthday.(b) A young adult who continues with the foster family shall not be included as a child in calculating any licensing restriction onthe number of children in the foster home.(8) Implementation Plan, Steps <strong>for</strong> Effective Implementation.(a) <strong>Program</strong> <strong>for</strong> Young Adults Formerly in Foster Care. This plan shall be used in order to develop each departmental district/region or contracted service provider specific implementation plan.(b) Steps <strong>for</strong> Effective Implementation:1. Departmental districts/regions and contracted service providers shall designate staff responsible <strong>for</strong> receiving inquiries aboutservices available to young adults <strong>for</strong>merly in foster care. The departmental district/region and contracted service providers shallalso develop methods to provide in<strong>for</strong>mation about ETV, prior to their 18th birthday, to youth adopted from foster care at ages 16and 17, and to per<strong>for</strong>m outreach <strong>for</strong> those adopted since July 1, 1999.2. District/region and/or contracted service providers shall develop a process with fiscal/budget staff to ensure expedited and/oremergency assistance is provided.3. District/region and/or contracted service providers shall develop a tracking system <strong>for</strong> approved cash assistance payments
until such time as HSn can capture this in<strong>for</strong>mation.4. Pursuant to Chapter 39 and Section 409.1451, Florida Statutes, district/region and community-based care agencies mustin<strong>for</strong>m all youth aging out of foster care, prior to age 18, of these benefits.(9) Education and Training Voucher Funds.(a) Education and Training Voucher (ETV) <strong>Program</strong> Requirements.1. Young adult must have been:a. Adjudicated dependent, pursuant to Chapter 39, F.S., have been in the custody of the State of Florida on his or her 18thbirthday and have spent at least 6 months in foster care prior to reaching his or her 18th birthday; orb. Adopted from the Florida foster care system at age 16 or 17 as of July 1, 1999;2. Young adults are potentially eligible <strong>for</strong> services from age 18 through age 22.3. Initial application must be completed be<strong>for</strong>e 21st birthday.4. Benefits from this and other federal educational assistance sources may not exceed the young adult’s “cost ofattendance” at an “institution of higher education,” as defined by federal statute.5. The young adult must be attending an institution of higher education.6. The young adult may receive a maximum of $5000 per year towards the payment of RTI Scholarship awards.7. For a student attending an institution of higher education on a part-time basis, ETV funds of up to $5000per year may be used to pay <strong>for</strong> Transitional Support Services.8. The young adult shall provide proof of enrollment and satisfactory progress.(b) Application <strong>for</strong> ETV Funds.1. Students applying <strong>for</strong> the Road to Independence (RTI) Scholarship will use the application <strong>for</strong>m “Road to IndependenceScholarship and/or ETV Funds Application”, CF-FSP 5295, September 2005, incorporated by reference, unless they are attendingschool part-time. If determined eligible <strong>for</strong> ETV, a portion of the student’s RTI scholarship award will be covered by ETV funds.The maximum per student per year is $5000.2. Students attending school at least part-time may receive ETV funds. These students shall complete the “Transitional SupportEligibility and/or Education Training Vouchers (ETV) Funds Application” CF-FSP 5292, September 2005, incorporated byreference, and can receive up to $5000 per year, which may be funded by ETV.3. ETV funds are used <strong>for</strong> educational assistance currently authorized in Florida Statutes. The only new eligible group is youngadults <strong>for</strong>merly in foster care adopted at age 16 or 17.4. Chafee funds shall be used to cover the costs of Road to Independence Scholarships <strong>for</strong> high school/GED students, <strong>for</strong> thosestudents attending institutions not meeting the federal definition of higher education, <strong>for</strong> transitional support services (exclusive ofsupport <strong>for</strong> attendance at institutions of higher education), and <strong>for</strong> aftercare services.5. Upon application <strong>for</strong> any independent living services, youth shall be provided with in<strong>for</strong>mation regarding the appeal process,as well as the “<strong>Independent</strong> <strong>Living</strong> Benefits Due Process Rights” brochure, CF/PI 175-11, September 2005, incorporated byreference. This includes applications <strong>for</strong> services made in anticipation of the youth’s 18th birthday.Specific Authority 409.1451(10) FS. Law Implemented 409.1451 FS. History–New 7-27-06.65C-31.003 Aftercare Support Services <strong>for</strong> Young Adults Formerly in Foster Care.(1) The services worker shall provide support to young adults <strong>for</strong>merly in foster care through making of service referrals in thecommunity to assist young adults in developing “the skills and abilities necessary <strong>for</strong> independent living”.(2) Eligibility <strong>for</strong> Aftercare Support. A young adult who leaves foster care at age 18 but requests services prior to his or her 23rdbirthday shall be eligible <strong>for</strong> aftercare support services. There is no <strong>for</strong>mal written application to receive aftercare support servicereferrals.(3) Application Process <strong>for</strong> Aftercare Support Cash Assistance.(a) The services worker shall assist the young adult to receive cash assistance <strong>for</strong> housing, electric, water, gas, sewer service,food, and any other provisions permitted under Section 409.1451(5)(a), F.S. Prior to arranging <strong>for</strong> the provision of cash assistance,the services worker shall explore the feasibility of agreements with community providers to waive fees, contacting relatives andother such options.(b) The young adult shall complete the “Aftercare Support Services Cash Assistance Application”, CF-FSP 5294, September
2005, incorporated by reference.(c) If a young adult requests further services, see Rule 65C-31.005, F.A.C., Transitional Support Services <strong>for</strong> Young AdultsFormerly in Foster Care.(4) Payment Requirements <strong>for</strong> Aftercare Support Services Recipients. The services worker responsible <strong>for</strong> the case shall choosebetween making one payment directly to the young adult <strong>for</strong>merly in foster care or, at the request of the young adult, paying all or aportion of the funds to a service provider.Specific Authority 409.1451(10) FS. Law Implemented 409.1451(1), (2), (3)(a), (c), (d), (5)(a) F.S. History–New 7-27-06.65C-31.004 Road to Independence Scholarship.(1) Initial Application <strong>for</strong> Scholarship Eligibility. Each student, with the assistance of the services worker if requested by theyoung adult, shall complete an RTI Scholarship Application. This application shall be completed and signed by the student,reviewing authority and approval authority and a copy must be placed in the case file.(a) For the initial award, a young adult <strong>for</strong>merly in foster care must:1. Be age 18, 19 or 20;2. Have been a dependent child pursuant to Chapter 39;3. Be or have been in the legal and/or physical custody of the Department of <strong>Child</strong>ren and Family Services at the time of his orher 18th birthday.4. Have spent at least 6 months in foster care be<strong>for</strong>e reaching his or her 18th birthday, which may include the time the youthspent in shelter status in state custody;5. Be a resident of Florida per Section 1009.40, F.S.; and6. Meet one of the following educational requirements:a. Earned a standard high school diploma or its equivalent as described in Sections 1003.43 or 1003.435, F.S., or earned aspecial diploma or special certificate of completion as described in Section 1003.438, F.S., and has been admitted <strong>for</strong> full-timeenrollment in an eligible postsecondary education institution as defined in Section 1009.533, F.S.b. Is enrolled full time in an accredited high school, unless he or she has a documented disability and has provideddocumentation that part-time attendance is a necessary accommodation; orc. Is enrolled full time in an accredited adult education program designed to provide the student with a high school diploma orits equivalent, unless he or she has a documented disability and has provided documentation that part-time attendance is a necessaryaccommodation.(b) In addition, young adults age 18 up to their 23rd birthday who were adopted from foster care at age 16 or 17 and areattending an institution of higher education, whether on a full or part time basis, and meet the other criteria set <strong>for</strong>th <strong>for</strong> scholarshipeligibility are eligible to receive the scholarship award. The same application shall be used <strong>for</strong> children adopted at age 16 or 17applying <strong>for</strong> ETV funds. These funds are intended to assist in meeting the student’s living expenses or provide <strong>for</strong> basic personalneeds.(c) Application Process <strong>for</strong> Scholarship.1. The services worker shall assist each youth between the ages 17 years, 6 months and 18 years of age to apply <strong>for</strong> the Road toIndependence Scholarship. The youth shall:a. Complete the application.b. Obtain document of proof of enrollment.2. Each departmental district/region or contracted service provider shall designate a services worker to assist each young adultapplying <strong>for</strong> or receiving independent living services. The young adult shall submit his or her application to the <strong>Independent</strong> <strong>Living</strong>services worker designated by the department or its contracted service provider. The <strong>Independent</strong> <strong>Living</strong> services worker shall have10 working days to review the application and approve or deny the scholarship award or, if not the approval authority, shall <strong>for</strong>wardthe request to the approval authority early enough to have it approved within the ten-day period.3. If approved, the services worker or <strong>Independent</strong> <strong>Living</strong> services worker shall notify the youth in writing within 10 workingdays of the determination. The monthly scholarship award shall be distributed at the beginning of the month that the recipient turns18 years of age or, if approval occurs after the youth’s 18th birthday, at the beginning of the next month following approval of theapplication. For youth approved prior to their 18th birthday, the first monthly scholarship award shall not be prorated regardless of
the day of the month recipient turns 18 years of age.4. If the application is denied, the services worker or services worker shall notify the youth in writing within 10 working days ofthe determination and shall provide the youth the procedure <strong>for</strong> filing an appeal and the “<strong>Independent</strong> <strong>Living</strong> Benefits Due ProcessRights” brochure, CF/PI 175-11, September 2005, incorporated by reference, and notify the youth of other available benefits,including transitional support services or aftercare support.5. If a young adult <strong>for</strong>merly in foster care did not complete the application process prior to his or her 18th birthday, or if theapplication was not approved, the young adult may apply once prior to his or her 21st birthday. The eligibility requirementscontained in paragraph 65C-31.004(1)(a), F.A.C., apply. No retroactive benefits are available due to delayed completion of theapplication process by the youth.(2) Scholarship Renewal. The services worker shall evaluate <strong>for</strong> renewal each scholarship award annually during the 90-dayperiod be<strong>for</strong>e the student’s birthday. In order to be eligible <strong>for</strong> a renewal award <strong>for</strong> the subsequent year the student shall:(a) Complete the number of hours, or the equivalent considered full time by the educational institution, in the last academic yearin which the young adult earned a scholarship, except <strong>for</strong> a young adult who meets the requirements of Section 1009.41, F.S.(b) Maintain appropriate progress as required by the educational institution, except that, if the young adult's progress isinsufficient to renew the scholarship at any time during the eligibility period, the young adult may restore eligibility by improvinghis or her progress to the required level.(3) Scholarship Reinstatement. A student who has lost eligibility <strong>for</strong> the RTI scholarship or who choose not to renew the awardmay apply <strong>for</strong> reinstatement one time be<strong>for</strong>e his or her 23rd birthday using “Road to Independence Scholarship and/or EducationTraining Vouchers (ETV) Funds Reinstatement Application”, CF-FSP 5297, September 2005, incorporated by reference. In order tobe eligible <strong>for</strong> reinstatement the student must meet the eligibility criteria and the criteria <strong>for</strong> scholarship renewal.(4) RTI Scholarship Needs Assessment. An RTI Needs Assessment must be completed on each student who has been awardedthe RTI scholarship.(a) State Requirements. The amount of the award, whether it is being used by a young adult working toward completion of ahigh school diploma or its equivalent or working toward completion of a postsecondary education program, shall be determinedbased on an assessment of the funding needs of the young adult. This assessment shall consider the young adult's living andeducational costs and other grants, scholarships, waivers, earnings, and other income to be received by the young adult.(b) Federal Requirements. The total amount of ETV funds and any other federal educational assistance to theyoung adult shall not exceed the young adult’s cost of attendance.(5) Payment Requirements <strong>for</strong> Scholarship Recipients.(a) The services worker responsible <strong>for</strong> the case shall determine how the monthly scholarship awards will be paid according toeither of the two following methods:1. Direct payment to the young adult,2. Payment of a portion of the scholarship award to a service provider and the balance to the young adult, if requested by theyoung adult. If the young adult makes this request, it must be made in writing.(b) ETV funds are available pursuant to the following:1. For students attending an institution of higher education, including community college, university or vocational educationcourses. High school or GED attendance does not qualify.2. For youth adopted at age 16 or 17 from foster care who are attending an institution of higher learning.3. Part-time attendance at an institution of higher education may qualify young adults under <strong>Florida's</strong> transitional supportservices component.(c) Renewal of Road to Independence Scholarships.1. Young adults <strong>for</strong>merly in foster care are required to renew their scholarships on an annual basis.2. Departmental districts/regions or contracted service provider agencies shall develop a plan <strong>for</strong> renewal of scholarships. At aminimum, the plan shall address the tracking and scheduling of scholarship renewals and those staff responsible <strong>for</strong> notifying <strong>for</strong>these activities as well as notifying the scholarship recipient of his or her obligations during the renewal period.3. Each approved award shall be evaluated and renewed during the 90-day period prior to the young adult’s birthday.4. If the young adult is awarded a scholarship within 90 days prior to his or her next birthday, he/she is not required to file <strong>for</strong>renewal until the following birthday.5. For young adults who were adopted from foster care at age 16 or 17, the same procedures established above shall be followed
when renewing their ETV funds.(d) Eligibility to Renew Road to Independence Scholarships. The young adult shall:1. Make one application <strong>for</strong> the initial award prior to his or her 21st birthday.2. Complete the number of hours, or the equivalent considered full time by the educational institution, in the last academic yearin which the young adult earned a scholarship, except <strong>for</strong> a young adult who meets the requirements of Section 1009.41, F.S.3. Maintain appropriate progress as required by the educational institution, except that, if the young adult’s progress isinsufficient to renew the scholarship at any time during the eligibility period, the young adult may restore eligibility by improvinghis or her progress to the required level.(e) Documentation Requirements <strong>for</strong> Scholarship Recipients. All eligible recipients shall:1. Provide documentation of enrollment in a high school or institution of higher education; and2. Provide documentation of progress made in his or her course of study during the most recently completed school term.Specific Authority 409.1451(10) FS. Law Implemented 409.1451(1), (2), (3)(a), (c), (d), (5)(b) FS. History–New 7-27-06.65C-31.005 Transitional Support Services <strong>for</strong> Young Adults Formerly in Foster Care.(1) A young adult <strong>for</strong>merly in foster care may request Transitional Support Services in addition to aftercare referrals, cashassistance or the Road to Independence Scholarship if the young adult demonstrates that the services are critical to his or her ownef<strong>for</strong>ts to achieve self-sufficiency and develop a personal support system.(2) Eligibility/Assessment <strong>for</strong> Transitional Support. In order to be eligible, the young adult shall:(a) Be age 18, 19, 20, 21 or 22;(b) Have been a dependent child pursuant to Chapter 39, F.S.;(c) Be or have been in the legal and/or physical custody of the Department of <strong>Child</strong>ren and Family Services at the time of his orher 18th birthday.(d) Have spent at least 6 months in foster care be<strong>for</strong>e his or her 18th birthday.(e) Demonstrate that the services are critical to his or her own ef<strong>for</strong>ts to achieve self-sufficiency and to develop a personalsupport system. The young adult shall complete a “Transition Plan”, CF-FSP 5293, September 2005, incorporated by reference, withdesignated staff of the department or its contracted service provider.(3) If at any time the services are determined by the services worker as no longer critical to the young adult’s own ef<strong>for</strong>ts toachieve self-sufficiency and to develop a personal support system, they shall be terminated or reapplication denied.(4) Application Process to Receive Transitional Support Services.(a) A Transitional Support Services application shall be completed by the young adult with assistance from the assignedservices worker. The “Transitional Support Eligibility and/or Education Training Vouchers (ETV) Funds Application” CF-FSP5292, September 2005, incorporated by reference, shall be used to apply <strong>for</strong> these services.(b) An application <strong>for</strong> Transitional Support Services is limited to a maximum three-month benefit period. A young adult may reapply<strong>for</strong> Transitional Support Services after the three-month period but must demonstrate that the services are vital <strong>for</strong> achievingself-sufficiency.(5) Transition Plan. Each young adult requesting transitional support services shall prepare a transition plan using “TransitionPlan”, CF-FSP 5293, September 2005, incorporated by reference. This plan shall:(a) Outline the types of services being provided by the department and the types of activities that the young adult will completein order to achieve self-sufficiency.(b) Be reviewed a minimum of every three months, if the young adult intends to re-apply <strong>for</strong> services, and adjusted according tothe young adult’s needs at the time of review and reapplication.(6) Service Worker and Young Adult Contact Requirements. The services worker shall work with the young adult <strong>for</strong>merly infoster care to determine the need <strong>for</strong> contact.(7) Payment Requirements <strong>for</strong> Transitional Support Services Recipients. Payments shall be made directly to the young adult<strong>for</strong>merly in foster care unless the young adult requests all or a portion of the funds be paid to a service provider. This request shallbe made in writing.(8) Confidentiality. The youth’s status as a <strong>for</strong>mer foster youth and recipient of public benefits is confidential and shall not berevealed to anyone without the youth’s permission. Staff shall not have direct contact with the youth’s landlords or third parties,
unless the youth provides written permission.(9) Mandatory Access to Application <strong>for</strong> Services.(a) Services workers shall process a young adult’s request <strong>for</strong> assistance. If a young adult requests assistance in completing theapplication, the services worker shall provide the requested assistance.(b) Each office of the department or its contracted service provider involved in serving young adults <strong>for</strong>merly in the custody ofthe department shall maintain application <strong>for</strong>ms <strong>for</strong> the Road to Independence Scholarship, Transitional Support Services andAftercare Support Services in a visible area and shall assist the youth with completing the application <strong>for</strong>ms.(10) Youth with Disabilities. Youth who have disabilities shall be provided with an equal opportunity to participate in thecontinuum of independent living services.(a) Though a youth who has a physical, emotional, or learning disability may need additional support, he or she still is eligible<strong>for</strong> all independent living and post-18 services.(b) Each office of the department or its contracted service provider involved in serving young adults <strong>for</strong>merly in the custody ofthe department involved in serving young adults <strong>for</strong>merly in the custody of the department shall provide youth with disabilities withreasonable accommodations and appropriate services to ensure the equal opportunities and participation of these youth.(11) Youth who are Pregnant or Parenting. Youth who are pregnant or who are parenting shall be provided with an equalopportunity to participate in the continuum of independent living and post-18 services. The services worker shall assist these youthwith accessing needed services, such as prenatal care, daycare, other public benefits, and appropriate housing.Specific Authority 409.1451(10) FS. Law Implemented 409.1451(1), (2), (3)(a), (c), (d), (5)(c) FS. History–New 7-27-06.65C-31.006 Young Adult Services Documentation Requirements.(1) General Documentation Requirements.(a) Pursuant to federal documentation requirements, <strong>for</strong> each young adult receiving funding from the Road to IndependenceScholarship, transitional support services and/or aftercare support services the department or its contracted service provider shallhave an active case and a case file containing at minimum:1. A document that contains current demographic in<strong>for</strong>mation on the student such as, name, address, DOB, social securitynumber, school attending, etc.2. Completed applications signed by the young adult and review and approval authorities.3. Follow up renewal applications or evidence of review of transitional support services cases.4. Completed Needs Assessments <strong>for</strong> RTI cases.5. Documentation to support eligibility requirements <strong>for</strong> the services provided.(b) When requesting documentation from the young adult, the services worker shall use “Request <strong>for</strong> Road to IndependenceScholarship Documentation” CF-FSP 5302, September 2005, incorporated by reference.(2) Documentation Requirements <strong>for</strong> Aftercare Support Services. The following documentation requirements apply to bothreferrals and cash assistance.(a) Requests <strong>for</strong> Aftercare Support service referrals shall be recorded in the young adult’s case file.(b) Requests <strong>for</strong> Aftercare support cash assistance shall be recorded in the young adult’s case file. The application shall be keptin a hard copy file.(c) The services worker shall verify the young adult is in need of services through an eviction notice; utility cut-off notice orsimilar document; estimate of move-in costs, or by assessing the situation through an interview with the young adult.(3) Documentation Requirements <strong>for</strong> Road to Independence Scholarship. The services worker or other designated staff of thedepartment or its contracted service provider shall maintain the following documentation in the case file of each young adultreceiving the Road to Independence Scholarship to verify the young adult’s eligibility <strong>for</strong> the initial application, ongoing eligibility,at renewal and <strong>for</strong> reinstatement.(a) Initial Scholarship Approval Documentation Requirements. In order <strong>for</strong> a student to be eligible <strong>for</strong> the Road to IndependenceScholarship.1. Documentation of application(s) <strong>for</strong> the RTI Scholarship, including the initial, renewal and reinstatement applications. Theservices worker shall maintain the following documentation in the young adult’s case file:a. Renewal checklists,
. Chronological entries of contacts made,c. All completed scholarship applications, including as appropriate, the initial, renewal and reinstatement applications,d. A log of financial disbursements, ande. Any other pertinent supporting documentation.2. Documentation <strong>for</strong> Eligibility Requirements.a. Each student, with the assistance of the services worker, shall complete an RTI Scholarship Application. This “application”shall be completed and signed by the student, reviewing authority and approval authority and a copy shall be placed in the case file.b. Adjudication of dependency shall be documented by placement in the case file of at least one of the following documents:(I) Adjudicatory Order if there is follow up documentation indicating that the student was placed in foster care.(II) Dispositional Order if the order placed the student in foster care or if there is follow up documentation indication that thestudent was placed in foster care.(III) Judicial Review Order if the order indicates that the student was adjudicated dependent and placed in foster care. TheJudicial Review Social Study Report shall be an acceptable source of supporting documentation if in<strong>for</strong>mation regardingadjudication of dependency and status in foster care are mentioned in the report.(IV) A Criminal Justice In<strong>for</strong>mation System (CJIS) if it is a complete report that includes adjudication date and date placed infoster care.c. Documentation that the student was living in licensed foster care at age 18 shall be provided by placement in the case file ofat least one of the following documents:(I) Judicial Review Order or other Court Order if the order indicates that the student was living in foster care on his or her 18thbirthday. The order may contain language releasing child from foster care on 18th birthday. The Judicial Review Social StudyReport shall be an acceptable source of supporting documentation if in<strong>for</strong>mation regarding adjudication of dependency and status infoster care are mentioned in the report.(II) An Integrated <strong>Child</strong> <strong>Welfare</strong> Services In<strong>for</strong>mation System (ICWSIS) printout showing child in placement on 18th birthdayif other supporting documentation such as orders are in the file verifying that the child was in custody of the department.d. Documentation that the student spent at least six months in foster care be<strong>for</strong>e reaching his or her 18th birthday shall beprovided by placement in the case file of at least one of the following documents:(I) An Integrated <strong>Child</strong> <strong>Welfare</strong> Services In<strong>for</strong>mation System (ICWSIS) printout providing at least six months of residing inlicensed care prior to the students 18th birthday if other supporting documentation such as orders are in the file verifying that thechild was in custody of the department.(II) A Statewide Automated <strong>Child</strong> <strong>Welfare</strong> In<strong>for</strong>mation System printout showing six months of licensed placement.e. Documentation that the student is a Florida resident shall be provided by placement in the case file of at least one of thefollowing documents:(I) Driver’s license or Florida Identification card.(II) Document proving Florida residence, including but not limited to, a copy of an RTI check, an electric bill, a lease, a currentschool enrollment <strong>for</strong>m.3. Documentation <strong>for</strong> Educational Requirements.a. Full-time enrollment by the student in university, college or community college shall be documented by placement in the casefile of at least one of the following documents:(I) A current enrollment <strong>for</strong>m or letter from the institution clearly showing the student enrolled <strong>for</strong> at least 12 credit hours.(II) If the student is enrolled fewer than 12 hours, a current enrollment <strong>for</strong>m or letter from the institution stating that the studentis enrolled full-time.b. Full-time enrollment by the student in vocational school, high school or GED shall be documented by placement in the casefile of an enrollment <strong>for</strong>m or letter from the school that states that he or she is a full-time student.c. Students must be able to periodically prove that they continue to be enrolled and attending school full-time. This shall beverified by placement in the case file of at least one of the following <strong>for</strong>ms of documentation:(I) A progress report from the school.(II) Document in case notes that a school official has been contacted and has verified continued full-time enrollment of thestudent. The name, title, school and phone number <strong>for</strong> the school official who has been contacted shall also be included in the casenote.
d. At the end of each semester the student shall provide the following documents and a copy shall be placed in the case file:(I) A report card showing completion of classes registered <strong>for</strong> previously; and(II) An enrollment <strong>for</strong>m or letter from the educational institution showing full-time enrollment <strong>for</strong> the following semester.(b) Scholarship Renewal Documentation Requirements.1. For each student the services worker shall complete a “Road to Independence Scholarship and/or ETV Funds RenewalChecklist” CF-FSP 5296, September 2005, incorporated by reference. The completed checklist shall be signed by the student,reviewing authority and approval authority and a copy shall be placed in the case file.2. The case file shall also contain:a. Proof of full-time enrollment at the institution, unless exempted, andb. Proof of satisfactory progress at the institution.(c) Scholarship Reinstatement Documentation Requirements.1. Each student who wishes to apply <strong>for</strong> reinstatement shall complete a “Road to Independence Scholarship and/or EducationTraining Vouchers (ETV) Funds Reinstatement Application”, CF-FSP 5297, September 2005, incorporated by reference.2. This application shall be completed and signed by the student, reviewing authority and approval authority and a copy shall beplaced in the case file.3. The case file shall also contain:a. Proof of eligibility,b. Proof of full-time enrollment at the institution, unless exempted, andc. Proof of satisfactory progress at the institution.(d) RTI Scholarship Needs Assessment. An RTI Needs Assessment shall be completed on each student who has been awardedthe RTI scholarship. See Rule 65C-31.007, F.A.C., High School Needs Assessment, and Rule 65C-31.008, F.A.C., PostsecondaryNeeds Assessment.(4) Documentation Requirements <strong>for</strong> Transitional Support Services.(a) A case shall be open in the Statewide Automated <strong>Child</strong> <strong>Welfare</strong> In<strong>for</strong>mation System and a hard copy case folder is required<strong>for</strong> any documentation not contained in the electronic system.(b) Staff are required to maintain the following documentation in the youth’s case file: chronological entries to document face toface contacts, phone calls, and other contacts such as letters, facsimile transmissions or e-mail correspondence, documentation ofreferrals <strong>for</strong> services and documentation of young adults progress in attaining his or her transition plan, including:1. Completing the attached application,2. Obtaining a copy of documentation of grade point average,3. Obtaining document of proof of enrollment,4. Per<strong>for</strong>ming any other specific tasks identified in transition plan.(c) Other required documentation <strong>for</strong> Transitional Support Services that shall be maintained in the case file is:1. The completed transitional support services application,2. The completed transitional plan, and3. Documentation that the young adult meets the requirements <strong>for</strong> eligibility <strong>for</strong> transitional support services.Specific Authority 409.1451(10) FS. Law Implemented 409.1451(1), (2), (3)(a), (c), (d), (5)(a), (c) FS. History–New 7-27-06.65C-31.007 High School Needs Assessment.(1) The Road to Independence Scholarship Needs Assessment <strong>for</strong> high school education has been developed to determine thefunding needs of a young adult student <strong>for</strong>merly in foster care attending high school after considering other income sources.(2) Procedure:(a) Be<strong>for</strong>e completing the Road to Independence Scholarship Needs Assessment, the services worker shall verify that thestudent has submitted an RTI scholarship application and has been determined eligible to receive an award.(b) The amount of the monthly scholarship award shall not exceed the federal minimum wage times 40 hours per week times4.33 weeks per month.(c) In order to complete the Road to Independence Scholarship Needs Assessment, the services worker shall meet with thestudent and explain the needs assessment process to the student and obtain the required in<strong>for</strong>mation and, when applicable,
supporting documentation. For students located out-of-state, a phone interview is sufficient.(d) If the student has not provided all necessary documentation and in<strong>for</strong>mation the services worker shall provide a written listof items needed <strong>for</strong> the needs assessment process to be completed. The written list shall also include a due date <strong>for</strong> all requesteditems to be submitted to ensure that benefits will not be reduced or interrupted. This list shall include:1. A statement that the requested in<strong>for</strong>mation is needed be<strong>for</strong>e the needs assessment tool is processed;2. A date by which the in<strong>for</strong>mation must be received; and3. A statement that the student’s benefits will be initially established or reduced to the minimum award amount of $25 until thein<strong>for</strong>mation is provided. Once the in<strong>for</strong>mation has been provided the services worker shall have 7 calendar days to process the needsassessment.(e) No later than 30 days prior to the student’s 18th birthday, or, if the student is 18 years of age or older, within 30 days afterreceiving the application and all required documentation and in<strong>for</strong>mation, the department shall notify the student, in writing, of theaward amount and the anticipated date of first payment. This notification shall also include the process <strong>for</strong> appealing the amount ofthe award (See attachment E).(3) Elements of the Tool: The elements listed below correspond to the elements in the “Road to Independence Scholarship HighSchool Needs Assessment Tool” CF-FSP 5299, September 2005, incorporated by reference. An explanation of each element andinstructions <strong>for</strong> obtaining the correct figures are included. There is an electronic version of the <strong>for</strong>m that will per<strong>for</strong>m the requiredcalculations as data is entered on the <strong>for</strong>m.(a) Total Cost of Attendance: The maximum award that a student can receive is equivalent to the amount one would earn byworking a full-time federal minimum wage job. The monthly amount has been computed to a yearly amount and has been includedin the “cost/need” column on the “Total Cost of Attendance” (COA) line. Deductions will be subtracted from this figure to establishthe RTI award amount.1. In addition to the RTI award, a high school student may apply <strong>for</strong> aftercare and/or transitional support services, when needed.2. Funds received from aftercare and transitional support services do not count against the “cost of attendance” <strong>for</strong> high schoolstudents.(b) Special Needs Allowance: If a student expects to incur special costs during the academic year the services worker shallobtain documentation of the special needs from the student and enter the amount on the “Special Needs Allowance” line on theneeds assessment tool.1. Costs that can be included in the “Special Needs Allowance” include but are not limited to: costs associated with a specialfield of study requiring additional costs such as nursing uni<strong>for</strong>ms <strong>for</strong> nursing students, special equipment or assistance needed <strong>for</strong>disabled students, child care costs <strong>for</strong> students with dependent children, and medical or dental expenses not covered by medicalinsurance.2. The services worker shall determine the validity of the request <strong>for</strong> special needs allowance, determine that the cost isassociated with assisting in educational achievement and that the costs are not already included in the cost of attendance figure.(c) Earned Income: If the student is employed, a verification of his or her earned income is required.1. The services worker shall provide the student with two options <strong>for</strong> verifying earned income:a. The student may provide recent pay stubs. The pay stubs must be averaged to compute a monthly amount.b. The student may instead submit a letter from his or her employer stating the average number hours to be worked per monthand the hourly wage.2. Include the amount in the “income” column on the “Student’s Monthly Wages” line. The monthly amount will automaticallybe calculated into a yearly figure on the next box below.(d) Income Protection Allowance: The “Income Protection Allowance” figure is already included on the needs assessment <strong>for</strong>m.This figure is equal to what a student would earn by working 20 hours per week at Florida’s minimum wage computed over 12months. Any student income less than or equal to this amount is disregarded <strong>for</strong> purposes of computing the scholarship amount. Thismeans that a student may work the equivalent of a part-time job at Florida’s minimum wage without impacting his or her RTI award.(e) Student’s Available Income: This is the amount of student income after deducting the “Income Protection Allowance.” Theelectronic version of the <strong>for</strong>m calculates this amount automatically.(f) Contribution from Income: The federal financial aid application process allows <strong>for</strong> half of the “Student’s Available Income”to count as a deduction when determining financial need. The electronic version of the needs assessment <strong>for</strong>m automaticallycalculates the “Contribution from Income”" figure and enters it in the “deductions” column.
(g) Federal Income: The services worker completing the needs assessment shall inquire and verify through available resourceswhether the student is receiving funds from any other source including Supplemental Security Income (SSI) and Social Security(SSA). The student shall have a choice, based on his or her individual situation, whether or not to include SSI/SSA benefits in his orher budget as a deduction. The staff shall assist the student in maximizing all benefits to attend school and <strong>for</strong> his or her livingneeds. Any child support or other funds received (i.e., WAGES, Food Stamps, etc.) on behalf of the student’s child shall not beincluded as income in the needs assessment.(h) Totals: The electronic version of the needs assessment <strong>for</strong>m automatically calculates the totals in the “cost/need” columnand the “deductions” column.(i) Total Need: The electronic version of the needs assessment <strong>for</strong>m automatically subtracts the “deductions” from “cost/need”to get the “total need” amount.(j) Adjusted Total Need: If the “Total Need” figure exceeds the amount equal to a full-time federal minimum wage jobcomputed over 12 months the electronic version of the needs assessment <strong>for</strong>m will automatically adjust the figure to that amount andenter the adjusted figure in the “cost/need” column.(k) Aftercare and Transitional Support Services Funds Provided – Year to Date: Indicate the amount of Aftercare and/orTransitional Support Services Funds that have been provided to the student during the fiscal year (July 1st through June 30th). Thesefunds shall not be factored as a deduction <strong>for</strong> the monthly scholarship award.(l) Monthly Scholarship Award: The electronic version of the needs assessment <strong>for</strong>m automatically calculates the monthlyaward amount by dividing the “adjusted total need” by 12 months. The electronic version of the <strong>for</strong>m automatically adjusts themonthly award to $25, in the following row, if the award calculates to less than $25 per month.(4) Needs Assessment Totals. The bottom of the electronic version of the needs assessment <strong>for</strong>m displays calculations of thetotal income and benefits <strong>for</strong> the student. These totals are calculated automatically based on the in<strong>for</strong>mation input by staff. The totalscalculated are:(a) Total Earned and Unearned Income: This shows the student’s annual amount of Earned Income plus Other Income, withoutdeductions.(b) Annual RTI Scholarship Award: This is the monthly scholarship award multiplied by 12.(c) Total Annual Income Available to the Student: This is the amount of income from all sources and represents the totalamount of income available to the student <strong>for</strong> educational and living needs.(d) Monthly Income Available to the Student: This is the amount of income available to the student on a monthly basis.(5) Documentation and Signature.(a) The services worker shall obtain the student’s signature on the “Road to Independence (RTI) Scholarship Needs AssessmentFace to Face Consultation Form”, CF-FSP 5298, September 2005, incorporated by reference. By signing the <strong>for</strong>m the student is onlycertifying that he/she has had a face to face meeting and the appeals process has been explained and provided.(b) Once each individual needs assessment tool has been fully completed, and an award amount determined, two copies shall beprinted. One copy shall be maintained in the student’s case file. The second copy shall be provided to the student, either in person orby mail, with a copy of the “<strong>Independent</strong> <strong>Living</strong> Benefits Due Process Rights” brochure, CF/PI 175-11, September 2005,incorporated by reference, attached to the needs assessment tool.Specific Authority 409.1451(10) F.S. Law Implemented 409.1451(5)(b)4. F.S. History–New 7-27-06.65C-31.008 Post Secondary Needs Assessment.(1) The Road to Independence (RTI) Scholarship Needs Assessment <strong>for</strong> post secondary education has been developed todetermine the funding needs of young adults <strong>for</strong>merly in foster care attending a post secondary institution, after considering otherincome sources and educational scholarships.(2) Procedure:(a) Be<strong>for</strong>e completing the Road to Independence Scholarship needs assessment, the services worker shall verify that the studenthas submitted an RTI scholarship application and has been determined eligible to receive an award.(b) The amount of the monthly scholarship award shall not exceed the federal minimum wage times 40 hours per week times4.33 weeks per month. The total amount of federal educational assistance funds provided to a student from all federal sources shallnot exceed the “total cost of attendance” figure determined by the educational institution.
(c) In order to complete the Road to Independence Scholarship Needs Assessment, the services worker shall meet with thestudent and explain the needs assessment process to the student. For students located out-of-state, a phone interview is sufficient.(d) The student shall provide documentation evidencing the following:1. <strong>Living</strong> and Educational Expenses.a. An individual itemized “Cost of Attendance” (COA) <strong>for</strong> the academic year from the school the student will attend. Thefinancial aid office at every university, college, community college, and vocational school establishes a COA, also referred to as a“student budget,” <strong>for</strong> each of its students. Some institutions automatically factor into the individual COA certain qualifying costs,including dependent care and costs associated with a particular course of study. Other institutions will consider adjustments to theCOA <strong>for</strong> certain qualifying costs on a case-by-case basis upon request by the student. The COA will also indicate the length of theacademic year considered.b. It may be necessary <strong>for</strong> the student to <strong>for</strong>mally request that the financial aid office make adjustments to his or her COA basedon individual circumstances. The student is responsible <strong>for</strong> collecting and transmitting to the financial aid office any in<strong>for</strong>mationrelevant to the COA adjustments sought. The services worker shall make ef<strong>for</strong>ts to facilitate this process. The student shall executesuch authorizations as may be necessary to enable the services worker to assist with financial aid issues.c. In addition to establishing the individual COA <strong>for</strong> each student, many institutions publish an average or estimated COA. If astudent fails to provide his or her individual COA, the services worker shall obtain the average or estimated COA published by theinstitution. The services worker shall make reasonable ef<strong>for</strong>ts to obtain the most current COA in<strong>for</strong>mation by contacting thefinancial aid office. If COA in<strong>for</strong>mation cannot be obtained via the financial aid office, the case worker shall use the most currentCOA in<strong>for</strong>mation listed on the institution’s website.d. If the student is unable to obtain an individual COA, and an average or estimated COA is unavailable, the case worker shallcontact DCF <strong>for</strong> further guidance.2. Fee exemption <strong>for</strong> the academic year.3. Federal scholarships received (including Pell Grants).4. Other Federal Income (SSI, Social Security).5. Earned Income (pay stubs or other documentation).6. Other scholarships and grants from all sources.7. Alternate sources of funds and services.(e) If the student has not provided all necessary documentation the services worker shall provide a written list of itemsnecessary <strong>for</strong> the needs assessment process to be completed. The written list shall also include a due date <strong>for</strong> all requested items tobe submitted. The list shall include:1. A statement that the requested in<strong>for</strong>mation is needed be<strong>for</strong>e each needs assessment tool is processed; and2. A date by which the in<strong>for</strong>mation must be received; and3. A statement that the student’s benefits will be initially established at or reduced to the minimum monthly award amount of$25 until the in<strong>for</strong>mation is provided. Once the in<strong>for</strong>mation has been provided the services worker shall have 7 calendar days toprocess the needs assessment.(f) No later than 30 days prior to the student’s 18th birthday or, if the student is 18 years of age or older, within 30 days afterreceiving the application and all required documentation and in<strong>for</strong>mation, DCF shall notify the student, in writing, of the awardamount and the anticipated date of first payment. This notification shall also include the process <strong>for</strong> appealing the amount of theaward (See attachment E).(3) Calculating Awards <strong>for</strong> Post Secondary Students. The award <strong>for</strong> post secondary students shall be calculated no less thantwice each year—once <strong>for</strong> the academic year and once <strong>for</strong> the summer months. The award may also be recalculated upon a changeof circumstance, as provided <strong>for</strong> under subsection 65C-31.008(5), F.A.C., below. The award shall be calculated as follows:(a) Academic Year Needs Assessment. The services worker shall use the <strong>for</strong>m “ROAD TO INDEPENDENCE SCHOLARSHIPPOST SECONDARY NEEDS ASSESSMENT – ACADEMIC YEAR (FSP 5300 - May 2006), incorporated by reference, DCF hassupplied an electronic version of the <strong>for</strong>m that will per<strong>for</strong>m the required calculations as data is entered by the services worker.1. <strong>Living</strong> and Educational Expenses: Enter the total academic year COA. (See Rule 65C-31.008(2)(d)1., F.A.C.)2. Fee Exemption (Tuition and Fees): Enter Tuition and Fee waiver amount. This amount is deducted from the <strong>Living</strong> andEducational Expenses.3. Federal Scholarships Received: Enter the total amount of all Federal Scholarships received. This includes the amount of any
Pell Grant received. Calculate the monthly amount of Federal Scholarships received by dividing the total amount by 12, thenmultiply the monthly amount by the number of months in the institution’s academic year. This amount is deducted from the <strong>Living</strong>and Educational Expenses.4. Other Federal Income: The services worker completing the needs assessment shall inquire and verify through availableresources whether the young adult is receiving federal funds from any other source including Supplemental Security Income (SSI)and Social Security (SSA). The young adult shall have a choice, based on his or her individual situation, whether or not to includeSSI/SSA benefits in his or her budget as a deduction. The staff shall assist the young adult in maximizing all benefits to attendschool and <strong>for</strong> his or her living needs. If the young adult elects to have SSI or SSA benefits included as a deduction, the amount ofsuch benefits shall be calculated on a monthly basis and deducted according to the number of months in the academic year.5. Available Income:a. Earned income. Calculate the student’s expected earned income <strong>for</strong> the academic year on a monthly basis. The student mayverify his or her monthly income by providing recent pay stubs or a letter from his or her employer indicating the number of hours tobe worked and the hourly wage. Enter the number of months in the academic year. The months of a specific institution’s academicyear can be determined from the COA. Multiply to determine the “earned income” <strong>for</strong> the academic year.b. Income protection allowance. Calculate 20 hours per week at Florida’s minimum wage on a monthly basis. Multiply bynumber of months in the academic year to determine the income protection allowance.c. Total available income is determined by subtracting the income protection allowance from the student’s earned income. Thisamount is deducted from the <strong>Living</strong> and Educational Expenses.6. Other Scholarships and Grants: Enter all other scholarships and grants to be received <strong>for</strong> the academic year. This amount isdeducted from the <strong>Living</strong> and Educational Expenses, except that a $1,500 disregard shall apply to offset any deduction to the awardbased on other scholarships and grants.7. Alternate Sources of Funds and Services: To the extent that any of the expenses contained in the COA can be reducedthrough alternate funding sources or services at a reduced cost, the services worker shall employ such alternate funding sourcesand/or services and assist the student as needed in applying <strong>for</strong> such funding and/or services. Enter the amount of funds fromalternate sources employed to pay <strong>for</strong> any portion of the academic year <strong>Living</strong> and Educational Expenses. This amount is deductedfrom the <strong>Living</strong> and Educational Expenses.8. Total Academic Year Award: The total academic year award is calculated by subtracting all the deductions from the <strong>Living</strong>and Educational Expenses.9. Monthly Academic Year Award: The monthly academic year award is determined by dividing the total academic year awardby the number of months in the institution’s academic year.(b) Summer Months.1. Student attending school, including internships. The service worker shall use the <strong>for</strong>m “ROAD TO INDEPENDENCE POSTSECONDARY NEEDS ASSESSMENT – SUMMER MONTHS – Attending School (FSP 5300a - March 2006).” DCF has suppliedan electronic version of the <strong>for</strong>m that will per<strong>for</strong>m the required calculation as the data is entered by the services worker.a. <strong>Living</strong> and Educational Expenses: Enter the total summer school COA. The summer school COA is obtained in the samemanner as the academic year COA. (See Rule 65C-31.008(2)(d)1., F.A.C., above.) If no summer school COA is available from thefinancial aid office or the institution’s website, the summer <strong>Living</strong> and Educational expenses are determined based on the student’sacademic year COA. The services worker shall reduce the academic year COA by the academic related costs and divide by thenumber of months in that institution’s academic year to determine the monthly living expenses. Multiply the monthly livingexpenses by the number of summer months to determine the summer living expenses, then add the total summer educationalexpenses to be incurred, including tuition, fees, and books.b. Fee Exemption (Tuition and Fees): Enter tuition and fee waiver amount. This amount is deducted from the <strong>Living</strong> andEducational Expenses.c. Federal Scholarships Received: Enter the total amount of all Federal Scholarships received. This includes the amount of anyPell Grant received. Calculate the monthly amount of Federal Scholarships received by dividing the total amount by 12, thenmultiply the monthly amount by the number of summer months. This amount is deducted from the <strong>Living</strong> and EducationalExpenses.d. Other Federal Income: The services worker completing the needs assessment shall inquire and verify through availableresources whether the young adult is receiving federal funds from any other source including Supplemental Security Income (SSI)
and Social Security (SSA). The young adult shall have a choice, based on his or her individual situation, whether or not to includeSSI/SSA benefits in his or her budget as a deduction. The staff shall assist the young adult in maximizing all benefits to attendschool and <strong>for</strong> his or her living needs. If the young adult elects to have SSI or SSA benefits included as a deduction, the amount ofsuch benefits shall be calculated on a monthly basis and deducted according to the number of summer months.e. Available Income:(I) Earned income. Calculate the student’s expected earned income <strong>for</strong> the summer on a monthly basis. The student may verifyhis or her monthly income by providing recent pay stubs or a letter from his or her employer indicating the number of hours to beworked and the hourly wage. Enter the number of summer months. The summer months are those not included in the institution’sacademic year. Multiply to determine the “earned income” <strong>for</strong> the summer months.(II) Income protection allowance. Calculate 20 hours per week at Florida’s minimum wage on a monthly basis. Multiply by thenumber of summer months to determine the income protection allowance.(III) Total available income is determined by subtracting the income protection allowance from the student’s earned income.This amount is deducted from the <strong>Living</strong> and Educational Expenses.f. Other Scholarships and Grants: Enter all other scholarships and grants to be received <strong>for</strong> summer school. This amount isdeducted from the <strong>Living</strong> and Educational Expenses, except that a $500 disregard shall apply to offset any deduction to the awardbased on other scholarships and grants.g. Alternate Sources of Funds and Services: To the extent that any of the summer <strong>Living</strong> and Educational expenses can bereduced through alternate funding sources or services at a reduced cost, the services worker shall employ such alternate fundingsources and/or services and assist the student as needed in applying <strong>for</strong> such funding and/or services. Enter the amount of funds fromalternate sources employed to pay <strong>for</strong> any portion of the summer <strong>Living</strong> and Educational Expenses. This amount is deducted fromthe summer <strong>Living</strong> and Educational Expenses.h. Total Summer Award: The total summer award is calculated by subtracting all the deductions from the summer <strong>Living</strong> andEducational Expenses.i. Monthly Summer Award: The monthly summer award is determined by dividing the total summer award by the number ofsummer months, which is the number of months not included in the institution’s academic year.2. Student not attending school. The case worker shall use the <strong>for</strong>m “ROAD TO INDEPENDENCE SCHOLARSHIP POSTSECONDARY NEEDS ASSESSMENT – SUMMER MONTHS – Not attending school (FSP 5300b - May 2006).” DCF hassupplied an electronic version of the <strong>for</strong>m that will per<strong>for</strong>m the required calculation as the data is entered by the services worker.a. Summer <strong>Living</strong> Expenses: The summer living expenses are determined based on the student’s academic year COA. The caseworker shall reduce the academic year COA by the academic related costs and divide by the number of months in that institution’sacademic year to determine the monthly living expenses. Multiply the monthly living expenses by the number of summer months todetermine the summer living expenses.b. Federal Scholarships Received: Enter the total amount of all Federal Scholarships received. This includes the amount of anyPell Grant received. Calculate the monthly amount of Federal Scholarships received by dividing the total amount by 12, thenmultiply the monthly amount by the number of summer months. This amount is deducted from the <strong>Living</strong> Expenses.c. Other Federal Income: The services worker completing the needs assessment shall inquire and verify through availableresources whether the young adult is receiving federal funds from any other source including Supplemental Security Income (SSI)and Social Security (SSA). The young adult shall have a choice, based on his or her individual situation, whether or not to includeSSI/SSA benefits in his or her budget as a deduction. The staff shall assist the young adult in maximizing all benefits to attendschool and <strong>for</strong> his or her living needs. If the young adult elects to have SSI or SSA benefits included as a deduction, the amount ofsuch benefits shall be calculated on a monthly basis and deducted according to the number of summer months.d. Available income:i. Earned income. Calculate the student’s expected earned income <strong>for</strong> the summer on a monthly basis. The student may verifyhis or her monthly income by providing recent pay stubs or a letter from his or her employer indicating the number of hours to beworked and the hourly wage. Enter the number of summer months. The summer months are those not included in the institution’sacademic year. Multiply to determine the “earned income” <strong>for</strong> the summer months.ii. Income protection allowance. Calculate 20 hours per week at Florida’s minimum wage on a monthly basis. Multiply by thenumber of summer months to determine the income protection allowance.iii. Total available income is determined by subtracting the income protection allowance from the student’s earned income. This
amount is deducted from the <strong>Living</strong> Expenses.e. Alternate Sources of Funds and Services: To the extent that any of the summer <strong>Living</strong> expenses can be reduced throughalternate funding sources or services at a reduced cost, the services worker shall employ such alternate funding sources and/orservices and assist the student as needed in applying <strong>for</strong> such funding and/or services. Enter the amount of funds from alternatesources employed to pay <strong>for</strong> any portion of the summer <strong>Living</strong> Expenses. This amount is deducted from the summer <strong>Living</strong>Expenses.f. Total Summer Award: The total summer award is calculated by subtracting the deductions from the summer living expenses.g. Monthly Summer Award: The monthly summer award is determined by dividing the total summer award by the number ofsummer months, which is the number of months not included in the institution’s academic year.h. A young adult not attending school is expected to obtain employment <strong>for</strong> the summer months, and if not employed, has theobligation to diligently seek employment.i. A young adult seeking employment must provide the case worker with documentation of his or her job search consistent withthe documentation required by the office of unemployment compensation on a monthly basis. If the unemployed young adult fails toprovide such documentation in a given summer month, no award payment shall issue <strong>for</strong> the following summer month.j. The young adult is required to in<strong>for</strong>m the case worker of successful summer job placement within 7 days.(4) Documentation and Signature:(a) At the face-to-face meeting with the young adult, the services worker shall obtain the young adult’s, signature on the “Roadto Independence (RTI) Scholarship Needs Assessment Face to Face Consultation Form”, CF-FSP 5298, September, 2005,incorporated by reference. By signing the <strong>for</strong>m the young adult is only certifying that he or she has had a face-to-face meeting andthe appeals process has been explained and provided.(b) Once each individual needs assessment tool has been fully completed, and an award amount determined, two copies shall beprinted. One copy shall be maintained in the young adult’s case file. The second copy shall be provided to the young adult, either inperson or by mail, with a copy of the “<strong>Independent</strong> <strong>Living</strong> Benefits Due Process Rights” brochure, CF/PI 175-11, September 2005,incorporated by reference, attached to the needs assessment tool.(5) Needs Assessment Recalculations.(a) Changes in circumstances: The needs assessment may be recalculated at any time upon request by the young adult or theservices worker to address material changes in the young adult’s circumstances. Such a recalculation shall be completed within 7working days of the request.1. Changes in circumstances may include, but are not limited to, changes in the amount of grants, transfer to another academicinstitution, changes in the amount of earned income, and changes in living and educational expenses.2. A change in circumstances is material if it is likely to result in a change in the amount of the monthly award of at least $50per month <strong>for</strong> the remainder of the award period.Specific Authority 409.1451(10) FS. Law Implemented 409.1451(1), (2), (3)(a), (c), (d), (5)(b) FS. History–New 7-27-06.65C-31.009 <strong>Independent</strong> <strong>Living</strong> Benefits Due Process Notification.(1) The <strong>Independent</strong> <strong>Living</strong> program and its departmental or contracted service provider staff shall seek to treat all young adultsfairly and to af<strong>for</strong>d them due process. A young adult applying <strong>for</strong> or receiving <strong>Independent</strong> <strong>Living</strong> benefits has the right to receiveadequate written notice of adverse actions by the department or its contracted service provider, to present grievances about adverseactions by the department or its contracted service provider, and to resolve issues about eligibility by meeting in<strong>for</strong>mally withrepresentatives of the department or its contracted service provider or through the fair hearing process.(2) The services worker shall, at the time of application <strong>for</strong> independent living benefits, provide the applying young adult a copyof the brochure “<strong>Independent</strong> <strong>Living</strong> Benefits Due Process Rights”, CF/PI 175-11, September 2005, incorporated by reference. Asstated in the brochure, the young adult’s services worker shall be available to help with the request <strong>for</strong> a fair hearing at any time thatan adverse decision is made regarding the benefit.(3) Actions by the department or its contracted service provider that require due process notification:(a) The young adult is <strong>for</strong> any reason initially determined to be ineligible <strong>for</strong> any <strong>Independent</strong> <strong>Living</strong> benefit;(b) The young adult is denied an <strong>Independent</strong> <strong>Living</strong> benefit due to lack of available funding;(c) The young adult’s services are reduced or terminated <strong>for</strong> any reason other than at the request of the young adult;
(4) Actions by the department or its contracted service provider that require confirmation: Voluntary reductions or terminationsof services by a young adult. Due process notification is not required <strong>for</strong> these voluntary actions on the part of the young adult.(a) A voluntary decision made by a young adult to reduce, terminate, or suspend services does not require due processnotification. A decision to reduce, terminate, or suspend services is voluntary when the young adult determines that he or she doesnot need the service or scope of the service at issue and requests a reduction or termination of the service without being pressured todo so by staff of the department or its contracted service provider.(b) Each young adult who makes a voluntary reduction or termination shall be allowed ten calendar days from the date the letterof confirmation was sent to reconsider. If after ten calendar days the young adult has not contacted the services worker in responseto the letter of confirmation, the reduction or termination shall take effect.(c) If the young adult contacts the services worker within ten (10) days to indicate that he or she does not agree to a voluntaryreduction or termination of services, then services shall continue.(5) Common bases on which <strong>Independent</strong> <strong>Living</strong> funding requests may be denied, or otherwise acted on in a manner adverse tothe beneficiary. Most often, a request <strong>for</strong> <strong>Independent</strong> <strong>Living</strong> funding may be adversely acted upon (i.e., denied, reduced, orterminated) <strong>for</strong> one of the three following reasons:(a) The young adult does not qualify <strong>for</strong> post-foster care <strong>Independent</strong> <strong>Living</strong> benefits;(b) The young adult is not eligible (or is no longer eligible) <strong>for</strong> the Road to Independence Scholarship, or is eligible only <strong>for</strong> areduced amount; or(c) There are no available funds <strong>for</strong> <strong>Independent</strong> <strong>Living</strong> benefits.(6) Determination of Service Denial. A determination regarding eligibility or continued eligibility <strong>for</strong> an <strong>Independent</strong> <strong>Living</strong>benefit shall be made by the young adult’s services worker.(7) Supervisory review of the determination prior to issuance of a letter denying, terminating, reducing or suspending an<strong>Independent</strong> <strong>Living</strong> benefit shall occur as follows:(a) Be<strong>for</strong>e a letter is issued that denies, terminates, or reduces an <strong>Independent</strong> <strong>Living</strong> benefit request, the supervisor of the<strong>Independent</strong> <strong>Living</strong> services worker shall review the letter.(b) The supervisory review shall consist of a review of all documents relied upon in denying, reducing, or terminating theservice request, to ensure that the necessary documentation is present and to ensure that the decision to deny the service is supportedby the documentation and pertinent policies regarding the requested <strong>Independent</strong> <strong>Living</strong> benefit.(c) The purpose of the supervisory review is to ensure that the correct decision has been made with respect to the request <strong>for</strong>services. If the supervisor determines that an incorrect decision has been made, the service shall not be denied, but rather approved.If the supervisor determines that the denial was appropriate, the supervisor shall document that the supervisory review has occurred.(d) Only after the supervisory review is successfully completed, and a determination is made by the supervisor that the denial isappropriate, shall the due process notification letter regarding denial, reduction, or termination of <strong>Independent</strong> <strong>Living</strong> benefits beissued (See attached Sample Letters, Attachments “A” through “D”). A decision to deny, reduce or terminate benefits shall bedocumented on “Documentation of Supervisory Review <strong>for</strong> Notices of Denial, Reduction or Termination of Benefits” or an alternate<strong>for</strong>m that provides the same in<strong>for</strong>mation (See Attachment G).(8) Signing the Letter/Notice of adverse action. After the supervisory review is successfully completed, the young adult’sservices worker shall sign the letter notifying the young adult of the intended adverse action and providing due process in<strong>for</strong>mation.(9) Notification of Adverse Action. The services worker shall provide written notice to the young adult regarding any of theactions listed in subsection 65C-31.009(3), F.A.C.(a) In the Notice, the young adult shall be advised of his or her right to request a fair hearing in accordance with 45 CFR§ 1355.30 and 45 CFR 205.10.(b) The Notice shall notify the young adult of the adverse action and the date the young adult can expect that action to beimplemented.(c) The services worker shall in<strong>for</strong>m a young adult of the adverse action regarding eligibility within the following time frames:1. One (1) calendar day of receiving a request <strong>for</strong> aftercare assistance to prevent homelessness;2. Five (5) business days of receiving a request <strong>for</strong> transitional benefits or aftercare benefits other than assistance to preventhomelessness; OR3. Ten (10) business days of receiving a request and required documentation <strong>for</strong> the Road to Independence program.(d) Notices regarding reduction or termination of benefits shall be sent at least 10 days in advance of the adverse action. The
notices shall provide the day prior to the effective date of the reduction or termination as the deadline <strong>for</strong> a request <strong>for</strong> a fair hearingto continue benefits until the hearing process is complete. If the day prior to the effective date is on a weekend or holiday, thedeadline must be on the effective date itself.(10) Form of Notification. Notification shall be in writing. One of the attached sample letters shall be used to notify youngadults of the adverse action (See Attachments “A” through “D”). All relevant reasons <strong>for</strong> the adverse action must be indicated on theappropriate notice.(a) The completed notification shall include notice of action, reason(s) <strong>for</strong> action, and relevant citations. The <strong>for</strong>m shall becompleted in its entirety and all relevant blanks shall be filled in. If there are multiple reasons <strong>for</strong> denial, reduction, or termination,all shall be listed.(b) A “Request <strong>for</strong> Fair Hearing on Denial, Termination, or Reduction of <strong>Independent</strong> <strong>Living</strong> Benefits”, CF-FSP 5304,September 2005, incorporated by reference, and the brochure “<strong>Independent</strong> <strong>Living</strong> Benefits Due Process Rights”, CF/PI 175-11,September 2005, incorporated by reference, shall be attached to the Notice.(c) A Notice that pertains to fair hearing rights shall include the name, address and phone number of the services workerresponsible <strong>for</strong> providing <strong>Independent</strong> <strong>Living</strong> Services to the young adult.(d) The Notice shall be sent by Certified Mail or provided to the young adult by hand delivery. Documentation of hand deliveryshall be made in the young adult’s file contemporaneously with the hand delivery. The certified mail receipt shall also be placed inthe young adult’s file.(e) Timeframes <strong>for</strong> response shall be clearly defined.1. The request <strong>for</strong> a fair hearing shall be received by the services worker no later than thirty (30) calendar days from the date thenotice was mailed or hand delivered to the individual.2. If a request <strong>for</strong> hearing is received by the services worker on or be<strong>for</strong>e the day prior to the effective date of the reduction ortermination of benefits, those benefits shall continue at their current level until the fair hearing process is completed. If the day priorto the effective date of the reduction or termination is on a weekend or holiday, the deadline to request a fair hearing and continuebenefits shall be the effective date of the reduction or termination. The deadline shall be clearly stated in the Notice.3. The right to request a fair hearing shall be exercised within thirty (30) days of the date the notice of adverse action wasmailed or hand delivered. However, the issue of whether a request was timely made is one that shall be determined by the hearingofficer. A request <strong>for</strong> a hearing can be rejected or dismissed only by the hearing officer. There<strong>for</strong>e, if a request <strong>for</strong> a hearing is notwithin the given timeframes, the request shall not be refused. It shall be taken and <strong>for</strong>warded to the Florida Department of <strong>Child</strong>renand Family Services Office of Appeal Hearings with a notation on the “<strong>Independent</strong> <strong>Living</strong> Fair Hearing Request”, which is used asa Fax cover sheet, (Attachment F) that the request was late. The Office of Appeal Hearings will handle late-filed requests from thecentral office.(f) The request <strong>for</strong> a fair hearing may be made orally or in writing.1. The <strong>for</strong>m “Oral Request <strong>for</strong> Fair Hearing” CF-FSP 5303, September 2005, incorporated by reference, shall be used by theservices worker to document oral requests <strong>for</strong> a fair hearing.2. Written requests shall be prepared by the young adult on “Request <strong>for</strong> Fair Hearing on Denial, Termination, or Reduction of<strong>Independent</strong> <strong>Living</strong> Benefits”, CF-FSP 5304, September 2005, incorporated by reference.(11) Timeframes.(a) Response to a Notice of Action of Termination or Reduction of Existing Benefits. When a young adult receives notice ofrecommended action from the services worker, the following time limitations to request a hearing shall apply:1. The written or oral request <strong>for</strong> a fair hearing shall be made no later than thirty (30) days from the date a notice is mailed orhand delivered to the young adult.2. When a request <strong>for</strong> a fair hearing is made at least one calendar day prior to the date of the reduction or termination ofbenefits, (See attached Sample Letters, Attachments “B” and “C”), the request shall suspend or stay the termination or reductionaction until the conclusion of the hearing process. If the day prior to the date of the reduction or termination is a weekend day orholiday, a request <strong>for</strong> a fair hearing received on the date of the reduction or termination shall also suspend or stay the reduction ortermination action until the conclusion of the hearing process.(b) Response to a Notice of Action of Denial of an Application <strong>for</strong> Benefits. When a young adult receives notice of denial ofbenefits (<strong>for</strong> benefits which have not yet been received, rather than the reduction or termination of benefits currently being received)from the services worker, the following time limitations to request a hearing shall apply:
1. The written or oral request <strong>for</strong> a fair hearing shall be made no later than thirty (30) days from the date a notice is mailed to theyoung adult.2. The young adult shall not receive the denied services until the hearing officer rules in favor of the individual (but may receiveother services <strong>for</strong> which he or she has not been denied).(12) Transmittal of Hearing Request to the Department or Its Contracted Service Provider.(a) The completed “Oral Request <strong>for</strong> Fair Hearing “<strong>for</strong>m or the written request on the “Request <strong>for</strong> Fair Hearing on Denial,Termination, or Reduction of <strong>Independent</strong> <strong>Living</strong> Benefits” <strong>for</strong>m and a copy of the Due Process notice letter shall be faxed by theservices worker, using as a cover sheet the <strong>for</strong>m “<strong>Independent</strong> <strong>Living</strong> Fair Hearing Request” (Attachment F), within one (1) businessday of receipt to the District Legal Counsel, the Attorney General’s Office and the Office of Appeal Hearings of the Department of<strong>Child</strong>ren and Family Services, whose address and fax number is noted on the cover sheet (Attachment F).(b) The services worker receiving the request shall <strong>for</strong>ward a copy of all documentation supporting the decision regarding the<strong>Independent</strong> <strong>Living</strong> benefit at issue to the District Legal Counsel and the Office of the Attorney General within three (3) businessdays.(13) Additional Local Preparation <strong>for</strong> Fair Hearings.(a) The services worker receiving the request shall immediately prepare copies of the young adult’s complete <strong>Independent</strong><strong>Living</strong> file to provide to both the young adult and the legal representative <strong>for</strong> the department or its contracted service provider. Theservices worker shall provide the complete file to both the young adult and the legal representative <strong>for</strong> the department or itscontracted service provider, whether or not a request has been made.(b) The Office of the Attorney General (OAG) will appear as counsel to defend the adverse action only if the OAG has receivedcopies of the written request, the due process letter, and all the documentation supporting the decision at least 14 days be<strong>for</strong>e ascheduled hearing. Otherwise, the District Legal Counsel is responsible <strong>for</strong> the hearing.(c) The services worker responsible <strong>for</strong> the young adult’s <strong>Independent</strong> <strong>Living</strong> benefits case (the services worker in the countywhere the young adult’s involvement in independent living services originated) shall coordinate and participate in the Fair Hearing,even if the hearing takes place in a different county or district. The Fair Hearing will take place wherever the young adult lives.(d) Staff in each departmental zone shall be available to provide technical assistance regarding <strong>Independent</strong> <strong>Living</strong> requirementsto counsel <strong>for</strong> the department and its contracted service provider in preparation <strong>for</strong> the Fair Hearing. There<strong>for</strong>e, the legalrepresentative <strong>for</strong> the department and its contracted service provider shall be provided access to the young adult’s <strong>Independent</strong><strong>Living</strong> file by departmental zone staff when needed as part of trial preparation.(14) Update to the department’s Interim <strong>Child</strong> <strong>Welfare</strong> Services In<strong>for</strong>mation System (ICWSIS) ,or contracted service providerpayment system:(a) Update after initial notice of termination or reduction.1. No update shall be made to the ICWSIS system to reduce or terminate funding <strong>for</strong> any service until the 11th day after thenotice was sent to the individual, or the effective date of the reduction, whichever occurs later, and only if the individual has notrequested a hearing and continuation or reinstatement of services.2. If the young adult files <strong>for</strong> a hearing in accordance with the timeframes in subsection 65C-31.009(11), F.A.C., no adjustmentshall be made to ICWSIS until after the appeal hearing decision is rendered.(b) Update after Hearing Officer’s decision.1. If ICWSIS was not initially adjusted and the decision is in favor of the Department, ICWSIS will be adjusted within five daysafter the Department receives a copy of the order to reflect the decision of the officer.2. If the decision is in favor of the individual and ICWSIS had not been adjusted because the individual requested a hearing inaccordance with subsection 65C-31.009(11), F.A.C., then no change shall be made to ICWSIS and services will continue.(15) Local [In<strong>for</strong>mal] Review. Upon receipt of a Request <strong>for</strong> Hearing, an in<strong>for</strong>mal Local Review is mandated prior to the FairHearing itself.(a) In view of the fact that a hearing may be scheduled fairly quickly, the Local Review shall occur no later than 10 days afterreceipt of the request <strong>for</strong> hearing. This Review shall mirror the supervisory review done prior to the issuance of the due processletter (subsection (7) above).(b) The Local Review shall be done by the local department administrator or the administrator of its contracted service providerin charge of the <strong>Independent</strong> <strong>Living</strong> program in consultation with the services worker’s supervisor.(c) The Local Review shall include an in<strong>for</strong>mal meeting with the young adult and/or the young adult’s legal representative, if
the young adult requests such a meeting.(d) The young adult or the young adult’s legal representative shall be provided, without charge, with a copy of all of the recordsand documents of the department or its contracted service provider relating to the denied, reduced, or terminated benefit within three(3) business days of the receipt of the Request <strong>for</strong> a Hearing by the department or its contracted service provider.(e) If the Local Review or interview resolves the issue to the satisfaction of the young adult, the request <strong>for</strong> hearing shall bewithdrawn. Should an error be discovered during the Local Review, immediate action shall be taken to rectify it, and the young adultor the young adult’s legal representative shall be advised.(f) The in<strong>for</strong>mal review determination by the department or its contracted service provider, including specific findings, shall beprovided in writing to the young adult or the young adult’s legal representative, the District Legal Counsel, the Office of theAttorney General and the Department’s Office of Appeal Hearings.(16) Hearing Officer Decisions <strong>for</strong> all due process actions regarding denials, reductions and terminations of service.(a) Hearing Officer Rules in favor of the department or its contracted service provider.1. If the hearing officer affirms the decision of the department or its contracted service provider to terminate or reduce services,the services worker shall terminate or reduce services if they were continued or reinstated during the appeals process. The servicesworker shall implement the order five (5) days after the date the order is received by the department or its contracted serviceprovider. The services worker shall immediately notify the young adult or the young adult’s legal representative in writing in<strong>for</strong>minghim or her of the hearing officer's order and the effective date of the termination or reduction.2. If the hearing officer affirms the decision of the department or its contracted service provider to terminate or reduce services,and the services have not been continued during the appeal process, the department or its contracted service provider does not needto take any further action regarding the services at issue. The Final Order shall be sent directly to the young adult and the youngadult’s legal representative as well as to the services worker.(b) Hearing Officer Rules in favor of the Individual.1. If services were discontinued pending the hearing officer’s review and the hearing officer’s finding is in favor of theindividual, then service(s) shall be reinstated according to the hearing officer’s decision. This decision shall make clear the requiredcorrective action, including retroactive payment. The services worker shall reinstate services according to the hearing officer’sdecision within five (5) business days of the date the department or its contracted service provider receives the order.2. If services were continued or reinstated pending the hearing officer’s review and the hearing officer’s finding is in favor ofthe individual, then the service(s) shall continue in accordance with the hearing officer’s decision.3. If services were denied, the services worker shall provide those services, pursuant to the hearing officer’s decision, withinfive (5) business days of receiving the order.(17) Termination upon failure to renew Road to Independence Scholarship. When a services worker is unable to update a youngadult’s Road to Independence Scholarship during the 3 months prior to the young adult’s birthday due to an inability to either locateor gain the cooperation of the young adult, the following action shall be taken:(a) The services worker shall document in the case file “due diligence” in trying to locate or secure the cooperation of the youngadult to update his or her continued eligibility <strong>for</strong> the Road to Independence Scholarship. This shall include checking with the postoffice <strong>for</strong> a <strong>for</strong>warding address and sending the Request <strong>for</strong> Road to Independence Documentation <strong>for</strong>m to the last known address,requesting <strong>for</strong>warding by the post office, and allowing the individual 30 days from date of receipt (or 35 days from date the letter ismailed) to contact the services worker and renew the Road to Independence Scholarship.(b) If after 35 days, there has been no contact by the young adult, or if it has been verified that the young adult has beenterminated from the rolls of the post-secondary school, a letter (See Attachment “C”) shall be sent by U.S. mail, certified, returnreceipt, to the last known address to notify the young adult that he or she is terminated from the program. The effective date oftermination shall be calculated at 35 days following the date the oral request <strong>for</strong>m was mailed.Specific Authority 409.1451(10) FS. Law Implemented 409.1451(5)(e) FS. History–New 7-27-06.65C-31.010 Jurisdictional and Service Requirements <strong>for</strong> Young Adults Formerly in the Custody of the Department.(1) Continued Court Jurisdiction <strong>for</strong> Young Adults Formerly in the Legal Custody Of The Department.(a) These requirements apply to all staff providing services to children in custody of the department and young adults <strong>for</strong>merlyin foster care who wish to petition the court <strong>for</strong> continued jurisdiction, as well as, young adults whose jurisdiction has been retained
<strong>for</strong> the purpose of allowing continued consideration of a special immigrant juvenile status petition and application. The young adultshall use the “Petition to Extend Jurisdiction or to Reinstate Jurisdiction and to Schedule Hearing” CF-FSP 5301, September 2005,incorporated by reference.(b) Reasons <strong>for</strong> Continuing Court Jurisdiction <strong>for</strong> Young Adults:1. A youth may petition the court, <strong>for</strong> continued jurisdiction, anytime be<strong>for</strong>e his or her 19th birthday. This jurisdiction maycontinue <strong>for</strong> a period not to exceed one year beyond the youth’s 18th birthday. The youth does not maintain “foster care” status asthose who are under the age of 18, but instead the courts maintain jurisdiction <strong>for</strong> the purpose of determining whether the youngadult is receiving appropriate adult services, which may include:a. Aftercare Support;b. Road-to-Independence Scholarship;c. Transitional Support;d. Mental Health; ande. Developmental Disabilities Services.2. The court may retain jurisdiction over a previously dependent young adult solely <strong>for</strong> the purpose of allowing continuedconsideration of a petition <strong>for</strong> special immigrant juvenile status and an application <strong>for</strong> adjustment that was not granted by the timethe youth reached 18 years of age. Court jurisdiction in these cases:a. Terminates upon the final decision of the federal authorities or upon the young adult’s 22nd birthday.b. Does not affect the status of the services available to a young adult under Section 409.1451, F.S.c. Does not require a petition from the youth. Courts themselves may retain jurisdiction.(c) Judicial Review Responsibilities.1. Continued jurisdiction to monitor adult services. The services worker and <strong>Child</strong> <strong>Welfare</strong> Legal Services attorney shallparticipate in judicial review hearings <strong>for</strong> young adults as required by the court and shall provide reports to the court, as requested.2. Continued jurisdiction to monitor special immigrant juvenile status. Review hearings <strong>for</strong> the young adults shall be <strong>for</strong> the solepurpose of determining the status of the petition and application.(d) Case Management responsibilities.1. Case management to ensure delivery of appropriate young adult services. Though case management <strong>for</strong> young adults is notrequired, the department or its contracted service provider shall assign a services worker to provide any needed case managementservices and provide reports required by the court. Responsibilities of the services worker shall be to:a. Monitor the provision of aftercare support, RTI scholarship and transitional support services to ensure that services are beingprovided as authorized by law.b. Collaborate with staff from adult mental health and developmental disability services to ensure appropriate services are beingprovided as authorized by law.c. Provide judicial review and/or other status reports to the courts as directed.2. Case management <strong>for</strong> special immigrant juvenile cases. Once the petition and application has been filed on behalf of a fosterchild very little case management responsibilities exist once the age of maturity is reached. Disposition of the case rests with thefederal authorities and the only case management responsibilities shall be to check the status of the case periodically and report tothe court when directed to do so.(2) Provision of Foster and Group Home Placement <strong>for</strong> Young Adults Who Are Eligible <strong>for</strong> the Road-to-IndependenceScholarship.(a) These requirements apply to all staff providing services to children in custody of the department and young adults <strong>for</strong>merlyin foster care and the responsibility to in<strong>for</strong>m the youth of the option <strong>for</strong> placement in licensed care after reaching age 18 and toarrange <strong>for</strong> these placements.(b) Case Management responsibilities <strong>for</strong> licensed placement after age 18.1. <strong>Child</strong>ren Under the Age of 18. Prior to the youth reaching the age of 18, the services worker shall ensure that the youth isaware of licensed care placement options after the age of 18. In order to ensure that the youth is aware of this option the servicesworker shall:a. Provide the youth with all necessary in<strong>for</strong>mation relating to the RTI scholarship, including eligibility requirements,application <strong>for</strong>ms and assistance in completing the <strong>for</strong>ms.b. In<strong>for</strong>m the youth that, if he or she is eligible <strong>for</strong> the RTI scholarship, he or she may reside in a licensed foster care placement,
arranged by the department or its contracted service provider, after the age of 18.c. Consult with the youth and his or her foster parents or group home provider as early as possible during the youth’s 17th yearto discuss the possibility of continued placement after the youth’s 18th birthday.d. If the youth’s current placement will not be available once he or she reaches age 18 and the youth wishes to be placed inanother licensed home that will provide residence after age 18, the services worker shall research other placement options as early aspossible in order to provide a smooth transition.2. Young Adults Age 18 and Over. A young adult <strong>for</strong>merly in the legal custody of the department is eligible to remain in his orher foster or group home, or another licensed placement arranged by the department or its contracted service provider as long as heor she remains eligible <strong>for</strong> the RTI scholarship.(c) Payment of Board Rate. The board rate payment <strong>for</strong> foster or group home placement shall come from the young adult’s RTIscholarship award.1. Since group home rates are in many cases higher than the RTI award, when a young adult continues to reside in a group carefacility the services worker shall attempt to negotiate a lower rate or make other arrangements, such as young adult contributionfrom earned income or state or community funds available to the department or its contracted service provider to make up thedifference.2. The services worker responsible <strong>for</strong> the case shall choose one of two ways to ensure the young adult receives his or her RTIscholarship award and that the board rate payment is made. The young adult shall either:a. Receive 100% of his or her scholarship award and enter into a contract with the foster parent or group home to make monthlyboard payments; orb. Have two checks generated <strong>for</strong> his or her scholarship award. One check would be generated by the department or itscontracted service provider and paid directly to the foster or group <strong>for</strong> board rate payment and a second check would be generated<strong>for</strong> any remaining award funds to be sent directly to the young adult.(d) Conduct and House Rules. Although these students are considered adults they shall be in<strong>for</strong>med of rules that they mustfollow in order to be able to continue in the placement.(3) Medical Assistance <strong>for</strong> Young Adults Formerly in Foster Care.(a) The department is obligated to enroll in the Florida KidCare <strong>Program</strong>, outside the enrollment period, specified young adultsfollowing foster care placement. Each young adult who has reached 18 years of age but is not yet 19 years of age and who was inlicensed foster care when he or she turned 18 years of age is eligible to enroll, with the following exceptions:1. A young adult who has exited foster care and has health insurance coverage from a third party through his or her employer, or2. A young adult who is eligible <strong>for</strong> Medicaid is not eligible <strong>for</strong> enrollment.(b) Payment of Premiums. Each young adult who the department or its contracted service provider has enrolled into the FloridaKidCare <strong>Program</strong> is required to pay the coverage premiums.(c) Procedural Requirements.1. Notification. The services worker shall provide written notification to assist the young adult in obtaining access toin<strong>for</strong>mation regarding the availability of Florida KidCare insurance coverage and how to obtain more in<strong>for</strong>mation about theprogram.2. Applications. The services worker shall consult the Florida KidCare website at www.floridakidcare.org <strong>for</strong> in<strong>for</strong>mationregarding the application process and required documents to assist, when requested, all young adults under age 19 who have exitedthe foster care system to apply <strong>for</strong> Florida’s KidCare <strong>Program</strong> if they:a. Have been denied in his or her initial application <strong>for</strong> the RTI scholarship award; orb. Are not eligible to apply <strong>for</strong> the initial RTI scholarship award; orc. Choose not to apply <strong>for</strong> the initial RTI scholarship award; ord. Have had his or her RTI scholarship award terminated, ande. Have no access to other medical insurance coverage.(d) Other Medical Insurance/Care Options <strong>for</strong> Young Adults Formerly in Foster Care. The department or its contracted serviceprovider shall ensure the availability of a current resource list of possible medical insurance/care options <strong>for</strong> young adults <strong>for</strong>merlyin foster care who do not or no longer qualify <strong>for</strong> Medicaid or Florida KidCare coverage.1. This list shall contain eligibility criteria, procedure <strong>for</strong> application and costs, when available.2. If a young adult no longer qualifies <strong>for</strong> Medicaid or Florida KidCare insurance, the services worker shall provide the young
adult with the available medical insurance/care resources within the community.[Attachment A] SAMPLE LETTER[Use this <strong>for</strong>m letter when you are denying any type of <strong>Independent</strong> <strong>Living</strong> benefits due to the individual’s ineligibility and/or whenno funding currently exists].On LetterheadInsert date of MailingNOTICE OF DENIAL OF (type of benefit)AND NOTICE OF RIGHT TO APPEALName of Applicant (The name of the young adult seeking <strong>Independent</strong> <strong>Living</strong> Benefits)AddressCity, State, ZipDear (enter name of Applicant):You recently submitted an application to receive [type of benefit]. Pursuant to Section 409.1451(5), Florida Statutes, and based upona review of your application and supporting documentation, [CBC name] is denying your application <strong>for</strong> [type of benefit] because:______________________________________________________________________________________________________________________________________________________________________________________________________ORPursuant to Section 409.1451(5), Florida Statutes, your request <strong>for</strong> [type of benefit] funds cannot be satisfied at this time. Presently,the [Agency name or Department] does not have adequate funds available to meet <strong>Independent</strong> <strong>Living</strong> benefit requests. In the eventthat funding becomes available, your application will be reviewed and you will be contacted again about your specific request.If you feel that the [CBC Name]’s decision is incorrect, you have the right to an appeal, which is called a Fair Hearing. You can ask<strong>for</strong> a Fair Hearing by using the attached <strong>for</strong>m letter, writing your own letter, calling, or coming into the office. You can include anyin<strong>for</strong>mation or documents that you think would help you. You can either mail your letter or bring it to the [CBC Name] office at:[CBC street addressnumber].], or you can call or come in and speak with [name and telephoneThe request <strong>for</strong> a Fair Hearing must be made no later than 30 days from the date this notice was mailed to you. Failure to timelyrequest a Fair Hearing shall constitute a complete waiver of any right you may have to challenge the [CBC Name]’s decision.You may be represented during the Fair Hearing by an authorized representative, such as a lawyer, relative, friend, or otherspokesman, or you may represent yourself.As part of the Fair Hearing process, you and/or your representative are entitled to an in<strong>for</strong>mal meeting with the [CBC Name]Administrator in charge of the <strong>Independent</strong> <strong>Living</strong> <strong>Program</strong>.If you would like to schedule an in<strong>for</strong>mal meeting, or if you have any questions, please call me at ___________, or call mysupervisor, whose name is________________________ and number is____________.
As part of the Fair Hearing process, you and/or your representative are entitled to an in<strong>for</strong>mal meeting with the [CBC Name]Administrator in charge of the <strong>Independent</strong> <strong>Living</strong> <strong>Program</strong>.If you would like to schedule an in<strong>for</strong>mal meeting, or if you have any questions, please call me at ___________, or call mysupervisor, whose name is_____________________ and number is___________.Sincerely,_________________________________Name and TitleAttachments: “Your Rights to Due Process” BrochureREQUEST FOR A FAIR HEARING <strong>for</strong>m[Attachment C] SAMPLE LETTER[Use this <strong>for</strong>m letter when you are terminating Road to Independence Scholarship or transitional benefits. Aftercare benefits cannotbe received on a periodic basis. There<strong>for</strong>e, termination of an aftercare benefit would not be possible.]On LetterheadNOTICE OF INTENT TO TERMINATE[ROAD TO INDEPENDENCE BENEFITS/TRANSITIONAL FUNDS]4. AND NOTICE OF RIGHT TO APPEALInsert Date of MailingName of Client (This is the name of the young adult receiving <strong>Independent</strong> <strong>Living</strong> Benefits)AddressCity, State, ZipDear (enter name of Client):This letter is to let you know that the [CBC Name] is terminating your [Road to Independence Scholarship/transitional funds].Pursuant to Section 409.1451(5), Florida Statutes, the [CBC Name] has made this decision because:______________________________________________________________________________________________________________________________________________________________________________________________________You will receive your final [Road to Independence Scholarship/transitional fund] check during the month of_________________ <strong>for</strong>the amount of ___________.If you feel that the [CBC Name]’s decision is incorrect, you have the right to an appeal, which is called a Fair Hearing. You can ask<strong>for</strong> a Fair Hearing by using the attached <strong>for</strong>m letter, writing your own letter, calling, or coming into the office. You can include anyin<strong>for</strong>mation or documents that you think would help you. You can either mail your letter or bring it to the [CBC Name] office at:[CBC’s street address], or you can call or come in and speak with [name and telephonenumber].The request <strong>for</strong> a fair hearing must be made no later than 30 days from the date this notice was mailed to you. Failure to timely
equest a fair hearing shall constitute a complete waiver of any right you may have to challenge the (CBC Name)’s decision. Anyquestion about whether the request <strong>for</strong> a Fair Hearing was made timely shall be determined by the Fair Hearing Officer.If you request a Fair Hearing by [ONE CALENDAR DAY BEFORE TERMINATION DATE PROVIDED ABOVE], you willcontinue to receive benefits at the prior level throughout the Fair Hearing process. If the decision of the hearing officer is not in yourfavor, you may be required to repay the continued benefits <strong>for</strong> which you were not eligible.You may be represented during the Fair Hearing by an authorized representative, such as a lawyer, relative, friend, or otherspokesman, or you may represent yourself.In addition, you may qualify <strong>for</strong> [Aftercare Support Services and/or Transitional Support Services]. A description of [theseprograms] and the applications are also attached.[If you have not applied <strong>for</strong> reinstatement of your Road to Independence Scholarship previously, you may apply <strong>for</strong> reinstatementone time prior to your 23rd birthday.]As part of the Fair Hearing process, you and/or your representative are entitled to an in<strong>for</strong>mal meeting with the [CBC Name]Administrator in charge of the <strong>Independent</strong> <strong>Living</strong> <strong>Program</strong>.If you would like to schedule an in<strong>for</strong>mal meeting, or if you have any questions, please call me at __________, or call mysupervisor, whose name is_____________________ and number is___________.Sincerely,_______________________________Name and TitleAttachments: “Your Rights to Due Process” BrochureREQUEST FOR A FAIR HEARING <strong>for</strong>m[Attachment D] SAMPLE LETTER[Use this <strong>for</strong>m letter when approving/providing any amount of requested aftercare or transitional financial support services otherthan the amount requested.]On Letterhead(2)NOTICE OF PARTIAL DENIAL OF [AFTERCARE/TRANSITIONAL] SUPPORT SERVICES FUNDSAND NOTICE OF RIGHT TO APPEALInsert Date of MailingName of Applicant (This is the name of the individual seeking <strong>Independent</strong> <strong>Living</strong> Benefits)AddressCity, State, ZipDear (enter name of Applicant):This letter is to let you know that your request <strong>for</strong> [Aftercare/Transitional] Support Services funds has been only partially approved.
You are eligible to receive funds based on State and Federal guidelines and using in<strong>for</strong>mation that you have supplied.You will be provided a check in the amount of _________________.[On your request <strong>for</strong> Aftercare Support Services funds you indicated that you needed these funds <strong>for</strong>_____________________________________________ so that you will not become homeless. This check is being provided to you<strong>for</strong> this purpose only.][In order to avoid emergency situations in the future you may want to take advantage of other services available through AftercareSupport, such as: Mentoring and tutoring; Mental health services and substance abuse counseling; Life skills classes, includingcredit management and preventive health activities; Parenting classes; Job skills training; and Contact from a caseworker on aregular basis.]In addition, you may qualify <strong>for</strong> other [Aftercare/Transitional] Support Services and/or the Road to Independence Scholarship. Adescription of these programs and the applications <strong>for</strong> them are also attached.You originally requested $_________. If you feel that the [CBC Name]’s decision to provide you with $____________ instead isincorrect, you have the right to an appeal, which is called a Fair Hearing. You can ask <strong>for</strong> a Fair Hearing by using the attached <strong>for</strong>mletter, writing your own letter, calling, or coming into the office. You can include any in<strong>for</strong>mation or documents that you thinkwould help you. You can either mail your letter or bring it to the [CBC Name] office at:[CBC’s street address], or you can call or come in and speak with [name and telephonenumber].The request <strong>for</strong> a fair hearing must be made no later than 30 days from the date this notice was mailed to you. Failure to timelyrequest a fair hearing shall constitute a complete waiver of any right you may have to challenge the [CBC Name]’s decision. Anyquestion about whether the request <strong>for</strong> a Fair Hearing was made timely shall be determined by the Fair Hearing Officer.You may be represented during the Fair Hearing by an authorized representative, such as a lawyer, relative, friend, or otherspokesman, or you may represent yourself.As part of the Fair Hearing process, you and/or your representative are entitled to an in<strong>for</strong>mal meeting with the [CBC Name]Administrator in charge of the <strong>Independent</strong> <strong>Living</strong> <strong>Program</strong>.If you would like to schedule an in<strong>for</strong>mal meeting, or if you have any questions, please call me at ________, or call my supervisor,whose name is_____________________ and number is_________.Sincerely,_______________Name and TitleAttachments: “Your Rights to Due Process” BrochureREQUEST FOR A FAIR HEARING <strong>for</strong>m[Attachment E] SAMPLE LETTER[Use this letter <strong>for</strong> approval of Road to Independence Scholarships. The Notice of Right to Appeal is provided in the event that theyoung adult does not agree with the approved amount, in which case the young adult would have the right to appeal.]On Letterhead
NOTICE OF APPROVALOF ROAD TO INDEPENDENCE SCHOLARSHIPAND NOTICE OF RIGHT TO APPEALInsert Date of MailingName of Applicant (This is the name of the individual seeking <strong>Independent</strong> <strong>Living</strong> Benefits)AddressCity, State, ZipDear (enter name of Applicant):Congratulations! This letter is to let you know that your application <strong>for</strong> the Road to Independence Scholarship has been approved.You are eligible to receive a scholarship award based on your living and educational needs. This award has been determined usingState and Federal guidelines and using in<strong>for</strong>mation that you have supplied. Your initial award is _________________ and you willreceive your first award check during the month of _________________, 20____.At the end of each semester you will be expected to provide updated in<strong>for</strong>mation in order to determine whether your award must beadjusted. In addition, if you receive additional scholarships, grants or income during the current semester that was not reportedpreviously, you must provide this in<strong>for</strong>mation immediately.If you drop out of school or drop below full-time attendance, you must report this in<strong>for</strong>mation immediately in order to avoidwrongfully receiving funds.Your continued eligibility <strong>for</strong> the Road to Independence Scholarship will be reviewed each year during the 90-day period be<strong>for</strong>eyour birthday.Pursuant to Section 409.1451(5)(b)1., Florida Statutes, the maximum amount you can receive is $892. If you feel that the [CBCName]'s decision regarding $__________is incorrect, you have the right to an appeal, which is called a Fair Hearing. You can ask<strong>for</strong> a Fair Hearing by using the attached <strong>for</strong>m letter, writing your own letter, calling, or coming into the office. You can include anyin<strong>for</strong>mation or documents that you think would help you. You can either mail your letter or bring it to the [CBC Name] office at:[CBC’s street address], or you can call or come in and speak with [name and telephonenumber].The request <strong>for</strong> a fair hearing must be made no later than 30 days from the date this notice was mailed to you. Failure to timelyrequest a fair hearing shall constitute a complete waiver of any right you may have to challenge the [CBC Name]'s decision. Anyquestion about whether the request <strong>for</strong> a Fair Hearing was made timely shall be determined by the Fair Hearing Officer.You may be represented during the Fair Hearing by an authorized representative, such as a lawyer, relative, friend, or otherspokesman, or you may represent yourself.In addition, you may qualify <strong>for</strong> Aftercare Support Services and/or Transitional Support Services. A description of these programsand the applications are also attached.As part of the Fair Hearing process, you and/or your representative are entitled to an in<strong>for</strong>mal meeting with the [CBC Name]Administrator in charge of the <strong>Independent</strong> <strong>Living</strong> <strong>Program</strong>.If you would like to schedule an in<strong>for</strong>mal meeting, or if you have any questions, please call me at ________, or call my supervisor,
whose name is_____________________ and number is_________.Sincerely,_______________Name and TitleAttachments: “Your Rights to Due Process” BrochureREQUEST FOR FAIR HEARING <strong>for</strong>m[Attachment F](a) <strong>Independent</strong> <strong>Living</strong> Fair Hearing RequestA hearing has been requested <strong>for</strong>:____________________________________Name____________________________________Address____________________________________City, State Zip______________/______________________Telephone Number / Social Security NumberThe Authorized Representative (if applicable) is:____________________________________Name____________________________________Address____________________________________City, State Zip____________________________________Telephone NumberThe [CBC/Department] has taken the following action regarding the individual’s eligibility <strong>for</strong> or receipt of <strong>Independent</strong> <strong>Living</strong>benefits from the Department through its contracted CBC:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________The individual has stated that he/she is not satisfied with this action and is requesting a hearing <strong>for</strong> the following reasons:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The Department’s Representative is:____________________________________Name____________________________________Address____________________________________City, State Zip______________________/___________Telephone Number Date of RequestThis hearing request must be mailed or faxed to Office ofAppeal Hearings, Department of <strong>Child</strong>ren and Family Services,1317 Winewood Boulevard, Tallahassee, FL 32399-0700within 24 hours.Fax # (850) 487-0662 or (SC ).A copy of the letter to which this request pertains shouldaccompany this request <strong>for</strong> hearing.____________________________/________Name / Telephone # of person taking request[Attachment G]DOCUMENTATION OF SUPERVISORY REVIEW FOR NOTICES OF DENIAL,REDUCTION, OR TERMINATION OF BENEFITS1. Client name:______________________2. Benefit requested or currently received:______________3. Action to be noticed:____________________4.Reason(s) <strong>for</strong> action:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Supervisor’s name and signature)_________________(Date)Specific Authority 39.012, 39.0121(13), 39.5075(8), 409.1451(10) FS. Law Implemented 39.013, 39.5075, 39.701(6)(a), 409.1451(5)(d) FS.History–New 7-27-06.65C-31.011 <strong>Independent</strong> <strong>Living</strong> <strong>Program</strong> Budget Management.(1) General Requirements. The department or its contracted service provider shall manage and stay within the <strong>Independent</strong><strong>Living</strong> <strong>Program</strong>’s contracted amount provided by the department to provide service payments such as scholarships, transitional, preindependentliving skills and aftercare. The departmental district/region or its contracted service provider shall develop afundamental methodology of projecting how much funding is needed to support the program, compared to the available contractedamount, and adjust accordingly. If a contracted service provider decides that the need is more than the contracted allocation, thecontracted service provider has the flexibility to increase the <strong>Independent</strong> <strong>Living</strong> allocation within existing state funds within itscontract, but this will not be considered part of the base allocation from the department. The goal of the contracted service provider
shall be to provide as many services within the <strong>Independent</strong> <strong>Living</strong> <strong>Program</strong> within the funds available.(2) Payment Adjustments. Throughout the year a contracted service provider shall have the flexibility to make adjustments topayments in all <strong>Independent</strong> <strong>Living</strong> service areas in order to prevent a budgetary shortfall, within the following parameters:(a) Reduction of new Road to Independence awards or other new benefits based on unavailability of funds. Upon a budgetprojection that no further full Road to Independence awards or other <strong>Independent</strong> <strong>Living</strong> benefits can be provided without impactingcurrent Road to Independence awards, contracted care providers may:1. Reduce new Road to Independence awards proportionally or down to a minimum award of $25.00, based on projectedavailability of funds, AND/OR2. Reduce or deny new requests <strong>for</strong> other <strong>Independent</strong> <strong>Living</strong> benefits, based on projected availability of funds.(b) Reduction or termination of current transitional or aftercare financial services. Current transitional and aftercare financialservices may be reduced or terminated based on unavailability of funds.(c) Reduction of current Road to Independence awards.1. Section 409.1451(10), F.S., specifically states: “The department shall not adopt rules relating to reductions in scholarshipawards. The department shall engage in appropriate planning to prevent, to the extent possible, a reduction in scholarship awardsafter issuance.” There<strong>for</strong>e, it is clear that while awards may be reduced based on lack of available funding only as a last resort,guidance regarding that reduction may not be addressed in rule.2. Current Road to Independence awards may be reduced at the time of the annual reassessment.Specific Authority 409.1451(10) FS. Law Implemented 409.1451(5) FS. History–New 7-27-06.
Federal ResourcesResource ListDepartment of Health and Human Services, Administration <strong>for</strong> <strong>Child</strong>ren and Families, <strong>Child</strong>ren’s Bureauwebsite is available online at: http://www.acf.hhs.gov/programs/cb/laws_policies/index.htm#cwpmNational Resources <strong>Center</strong> <strong>for</strong> Youth Development is available online at http://www.nrcyd.ou.edu/.State Laws, Rules, and PoliciesFlorida Statutes: Florida Statutes are available online at: http://www.leg.state.fl.us/statutes/ See Chapter 39, F.S. (Education, Permanency, Case Planning, Judicial Review) See Section 409.1451, F.S. (<strong>Independent</strong> <strong>Living</strong>) See Section 409.903, F.S. (Medicaid) See Section 1009.25(2)(c), F.S. (Tuition and Fee Exemption)Florida Administrative Codes: Florida Administrative Codes are available online at: https://www.flrules.org/ See Chapter 65C‐9, F.A.C. – Alien <strong>Child</strong>ren See Chapter 65C‐13, F.A.C. – Substitute Care of <strong>Child</strong>ren See Chapter 65C‐14, F.A.C. – Group Care See Chapter 65C‐15, F.A.C. – <strong>Child</strong>‐Placing Agencies See Chapter 65C‐16, F.A.C. – Adoptions See Chapter 65C‐17, F.A.C. – Master Trust See Chapter 65C‐19, F.A.C. – Certification of Public Agency Funds as Title IV‐E Match (Local MatchProcess) See Chapter 65C‐27, F.A.C. – Suitability Assessments See Chapter 65C‐28, F.A.C. – Out‐of‐Home Care See Chapter 65C‐29, F.A.C. – Protective Investigations See Chapter 65C‐30, F.A.C. – General Provisions See Chapter 65C‐31, F.A.C. – Services to Young Adults Formerly in Foster Care Rulemaking activitiesspecific to <strong>Independent</strong> <strong>Living</strong> are available online at:http://www.dcf.state.fl.us/programs/childwelfare/rule_development.shtml See Chapter 65C‐32, F.A.C. – Parenting Course <strong>for</strong> Divorcing Parents in the State of Florida See Chapter 65C‐33, F.A.C. – <strong>Child</strong> <strong>Welfare</strong> Training and Certification See Chapter 65C‐34, F.A.C. – Missing <strong>Child</strong>ren See Chapter 65C‐35, F.A.C. – Psychotropic Medications See Chapter 65C‐36, F.A.C. – <strong>Child</strong> DeathDepartment Memorandums Family Safety memos are available online at:http://center<strong>for</strong>childwelfare.fmhi.usf.edu/kb/policymemos/Forms/AllItems.aspx ACCESS Florida memos are available online at:http://www.dcf.state.fl.us/programs/access/esspolicymanual.shtml1
FormsForms are available online at: http://www.dcf.state.fl.us/dcf<strong>for</strong>ms/Search/DCFFormSearch.aspxQuality AssuranceQuality of Practice Standards: QA Quality of Practice Standards are available online at:http://center<strong>for</strong>childwelfare.fmhi.usf.edu/qa/QA_Docs/StandardsCM‐2010JulFinal.pdf CBC QA reports are available online at:http://center<strong>for</strong>childwelfare.fmhi.usf.edu/qa/QA_Reports/Forms/AllItems.aspxIL Special Review: IL Special Review reports are available online at:http://center<strong>for</strong>childwelfare.fmhi.usf.edu/qa/ILSpecialReviews/Forms/AllItems.aspxCBC ContractsCBC contract in<strong>for</strong>mation is available online at:www.dcf.state.fl.us/programs/cbc/Interagency AgreementsInteragency Agreements are available online at:http://center<strong>for</strong>childwelfare.fmhi.usf.edu/kb/cdother/Forms/AllItems.aspxIL <strong>Program</strong> Monitoring (OPPAGA and Auditor General)OPPAGA: OPPAGA Reports are available online at:www.oppaga.state.fl.us/ReportsByAgency.aspx?agency=<strong>Child</strong>ren%20and%20families,%20Department%20ofAuditor General: Auditor General Reports are available online at:www.myflorida.com/audgen/pages/subjects/stagencies.htm<strong>Independent</strong> <strong>Living</strong> Services Advisory CouncilAnnual reports are available online at:www.dcf.state.fl.us/programs/indliving/AdvisoryCouncil/index.shtml<strong>Independent</strong> <strong>Living</strong> Transitional Services Critical Checklist Annual reports are available online at: www.dcf.state.fl.us/programs/indliving/index.shtml2
Florida Administrative Rules, Law, Code, Register - FAC, FAW, eRulemakingAbout Us Contact Us HelpHome Advanced Search MyFLRules Rules Open <strong>for</strong> CommentsI Want ToLeave a CommentSubscribe <strong>for</strong> notificationsCreate a MyFLRules accountLearn about RulemakingFind an agencyon MyFlorida.comFull Text SearchinF.A.CType in rule number (e.g., 1B-11.004),or keyword (e.g., condominium, education)Search <strong>for</strong> Rules in the Florida Administrative CodeMost Recent FAW IssueMyFLRulesFor Agencies onlySubmit a Rule/NoticeFind Publication DatesBy Chapter Numbere.g. 59G-4,emergency: 53ER07By AgenciesBrowse throughDepartment, Division,Chapter, and RuleList...Username:Password:Related ResourcesLaws of FloridaFlorida StatutesFlorida ConstitutionDivision of AdministrativeHearingsJoint AdministrativeProcedures CommitteeMyFlorida.comFlorida Department of StateState Library and Archivesof FloridaOnline SunshineFlorida AdministrativeProcedure ActFederal Rules andRegulationsWeeklyBy Chapter Numbere.g. 59G-4,emergency: 53ER07By Chapter Numbere.g. 59G-4,emergency: 53ER07What is a Rule?By FAW IssuesBrowse throughIssues of FloridaAdministrative Weekly...By AgenciesWhat is the F.A.C.?Search <strong>for</strong> Notices in the Florida AdministrativeSearch <strong>for</strong> Reference Material NewWhat is the F.A.W.?Browse throughDepartment, Division,Chapter, and RuleList...What is Reference Material?Create an accountForgot your password?Advanced SearchTo search by:Agency/DivisionFull Text SearchSectionsIssueRule Effective DatePublish DateHome Advanced Search MyFLRules Rules Open <strong>for</strong> Comments About Us Contact Us HelpCopyright and Privacy Policies Accessibility StatementCopyright @ 2010 State of Florida Department of StateUnder Florida law, E-mail addresses are public records. If you do not want your E-mail address released in response to a public recordsrequest, do not send electronic mail to this entity. Instead, contact this office by phone or in writing.https://www.flrules.org/Default.asp[8/9/2010 12:59:39 PM]
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State/LocalChapter 13InteragencyAgreements
A Guide toImprove Educational Opportunities <strong>for</strong> Florida’s Foster YouthYouth in “out of home” care have the right to a free, appropriate and high qualityeducation guaranteed by the Florida Constitution as well as several state and federallaws, including the recently enacted Fostering Connections to Success and IncreasingAdoptions Act of 2008.The following basic goals and specific actions to accomplish the goals in education ofyouth in out of home care are established as the departments’ goals and actions.1. Educational StabilitySummary of ProblemYouth in state care frequently move to a new home and each move typically results in achange in school. Not only does a youth have to adjust to the new curriculum andlearning environment, but may not receive credit <strong>for</strong> work already completed, resulting inlower grades, lower test scores, grade retention and potentially dropping out of school.A youth must also develop new relationships with teachers, administrators and peers,creating further instability in the youth’s life. Multiple school transfers can also prevent orinterrupt the provision of special education services.DataA 2005 OPPAGA report found that during the 2003-2004 school year, 38% of Florida’syouth in care changed schools at least once, compared to 7% of the general population.Office of <strong>Program</strong> Policy and Government Accountability (Dec. 2005). Report No. 05-61,Improvements in <strong>Independent</strong> <strong>Living</strong> Services Will Better Assist State’s StrugglingYouth. Youth lose up to six months of education each time they change schools. Yu, E.Day & Williams, M. (2002). Improving educational outcomes <strong>for</strong> youth in care: A nationalcollaboration (background paper). DCF League of Am. Press. A national study foundthat youth who had one fewer placement change per year were almost twice as likely tograduate from high school be<strong>for</strong>e leaving care. National Working Group on Foster Careand Education, Educational Outcomes <strong>for</strong> Youth in Foster and Out-of-Home Care(September 2007).Goal 1: Youth should remain in their same school when in their best interests. When ayouth is first moved into shelter care, DCF should ensure that he or she remains in thehome school whenever possible. When a youth is placed into foster care, his or hercase plan should include a plan <strong>for</strong> ensuring his or her educational stability while infoster care. As part of this case plan, the CBC agency should include assurances that:a. the placement of the youth in foster care takes into account the appropriatenessof the current educational setting and the proximity to the school in which the youth isenrolled at the time of placement; and7-13-09
. the CBC agency has coordinated with appropriate local educational agencies todetermine if the youth can remain in the school in which the youth is enrolled at thetime of placement.Suggested ActionsA. DCF: Be<strong>for</strong>e transferring any youth to a new school, assess whether the move isin the youth’s best interests and ask the school of origin whether remaining in thesame school is feasible and advocate <strong>for</strong> the youth remaining in the school o<strong>for</strong>igin when that is in the youth’s best interests.B. DCF: If placement into shelter care is necessary, attempt to place youth in homesclose to their current school. When this is not possible, work with the shelter careparents and the school district to keep the youth in the current school.C. DCF: If the youth is moved while in care, attempt to keep the youth in a newhome near the current school or seek transportation options to keep the youth inthe same school.D. DCF: Examine new expansion of uses of Title IV-E funding to include schooltransportation.E. Schools and DCF: Coordinate to provide transportation <strong>for</strong> youth in care.F. Schools and DCF: Collaborate to recruit shelter homes and foster homes fromthe local school community, including school parents, employees and partners.G. Schools: Allow youth to remain in the same school if at all feasible. Consult withthe local McKinney-Vento coordinator and check to see if the youth has an IEPthat would dictate placement.H. FLDOE: Amend the State’s McKinney-Vento Plan to expressly include youth whofind themselves with no permanent home due to entry into the dependencysystem.I. Schools: Use McKinney-Vento or Title I funds to provide transportation <strong>for</strong> youthin care, or seek other resources <strong>for</strong> this important education related service.2. Seamless Transition Between Schools (Regardless of School District)Summary of ProblemThe diminished educational and emotional progress caused by changing schools ismagnified when the transfer does not happen smoothly. Sometimes there are delays inenrollment, caused by not having or failure to transfer school or immunization records.Other issues include lack of required school uni<strong>for</strong>ms or other supplies. Un<strong>for</strong>tunately,sometimes apathy among foster parents and caseworkers leads to delays in enrollment.Youth are also impacted when schools have different schedules or graduationrequirements which without special attention cause youth to lose credits and fall behind.School records are sometimes lost or incomplete. Compounding those problems arejurisdictional fights over which school district is responsible <strong>for</strong> the education of the youth7-13-092
when the youth is removed from a home in one District and placed in a home in anotherDistrict.DataThe Broward County School District found that 12% of students in care were not enrolledin school by the 20 th day of the school year. After an extensive campaign to appriseDCF and school system staff of ways to resolve the problem, 98% of youth wereenrolled by the 20 th day of the following school year.School policies may hinder the transfer of prior school records and prevent immediateenrollment of youth in out-of-home care when enrollment documents are not<strong>for</strong>thcoming. Studies in Pennsylvania, New York, and Cali<strong>for</strong>nia have found that gainingaccess to prior school records is a serious barrier to school access <strong>for</strong> youth in care,resulting in significant enrollment delays. Patricia Julianelle, J.D. (November 2008.) TheMcKinney-Vento Act and Youth and Youth Awaiting Foster Care Placemen: Strategies<strong>for</strong> Improving Educational Outcomes Through School Stability. Published by TheNational Association <strong>for</strong> the Education of Homeless Youth and Youth.Goal 2.: If remaining in the same school is not in the best interest of the youth, the caseplan should provide <strong>for</strong> immediate and appropriate enrollment in a new school andprovide all of the educational records of the youth to the new school making any move aseamless transition, whether between schools or school districts.Suggested ActionsA. DCF and DOE: Share in<strong>for</strong>mation to ensure that schools identify youth in careand DCF officials have school records, while ensuring that youth’s privacy isprotected.B. DCF: Change schools only during the end of a marking period or school term. Ifthe change is between one school with block scheduling and one without,change schools only at the end of a full semester.C. DCF: Enroll youth in school immediately.D. DCF: Maintain complete school records <strong>for</strong> youth in state care.E. Schools: Enroll youth in state care immediately even if they do not have allnecessary paperwork.F. Schools: Ensure evaluations are completed and special education services areprovided to youth with disabilities.G. FLDOE: Set statewide policy directing which District is responsible <strong>for</strong> paying <strong>for</strong>the education of a youth when the youth is moved between Districts during a stayin state care.H. DCF and DOE: Work together to ensure that barriers such as required schooluni<strong>for</strong>ms and required school supplies are addressed.7-13-093
3. School Readiness (See also goal 9)Summary of ProblemYouth in state care have higher rates of physical, developmental and mental healthproblems. They often enter care with unmet needs. Many youth are language delayed.Caregivers and early learning staff may not be aware of the needs of those youth or howto obtain appropriate screenings and services. Too often, substitute caregivers are notknowledgeable about, nor involved in school readiness activities.DataA 2005 national study of youth in state care found that 40% of toddlers and 50% of preschoolershad significant behavioral and developmental needs. Yet only 21% of theyouth were receiving services. National Working Group on Foster Care and Education,Educational Outcomes <strong>for</strong> Youth in Foster and Out-of-Home Care (September 2007).Goal 3: Young youth enter school ready to learn.Suggested ActionsA. DCF and DOE: Coordinate to ensure that all youth in state care have access toEarly Steps and Youth Find screenings and services, with DCF ensuring earlyand regular screening of all young youth using well baby/ youth check ups.B. DCF: Coordinate ef<strong>for</strong>ts to educate out-of-home caregivers on the medical anddevelopmental needs of youth in their care and train and support them on how tobe effective advocates <strong>for</strong> those youth.C. DCF and DOE: Examine home based learning readiness programs such asHIPPY (Home Instruction <strong>for</strong> Parents of Preschool Youngsters), PAT (Parents AsTeachers), and the Build Better Readers/Just Read Florida <strong>Program</strong>s to see ifthose programs could be brought to the caregivers of pre-school aged youth instate care.D. DCF: Ensure that all youth have medical, behavioral, mental health anddevelopmental screenings and assessments upon entry into care and that allrecommended treatment is provided. Require attention to language acquisitiondeficits.E. DCF and DOE: Work together to ensure that Department of Health (DOH)/DOEprograms <strong>for</strong> developmental and behavioral screening <strong>for</strong> youth birth to 3 areappropriately accessed and that there is a seamless transition to DOE/Schoolbasedprograms that begin at age 3.F. DCF and DOE: Work together with the Early Learning Coalitions on quality youthcare, and with the providers of Head Start and Early Head Start to give youth instate care appropriate access to these programs.G. Schools: Provide developmentally appropriate counseling and supports in earlylearning programs. Train all early learning personnel to be sensitive to youth’sabuse and neglect experiences.7-13-094
H. DCF and DOE: Share the Sunshine State Standards or its successor andprovide access to training on the understanding and use of developmentalmilestone measures.4. Full Participation in the School ExperienceSummary of ProblemSome youth in state care are sometimes excluded from academic programs,extracurricular activities and school events. Even if the exclusion is not blatant, theconditions <strong>for</strong> participation make it difficult if not impossible <strong>for</strong> youth in care to join in.Likewise, many group homes have rules and practices that preclude youth fromparticipating in activities and events. These opportunities are critical not only <strong>for</strong> theyouth’s social and academic development, but are necessary <strong>for</strong> admission to certainpost-secondary schools.DataOne study found that 39% of youth in care had low levels of engagement in school, asmeasured by the youth’s attitude towards school work and doing well in school. Twentyeightpercent were not involved in any activities outside of school, such as sports, clubs,or lessons. Ehrle, J. & Kortenkamp, K., (Jan. 2002). The Well-Being of Youth InvolvedWith the DCF System: A National Overview. Series B. No. B-43 New Federalism: Nat.Survey of America’s Families.DCF’s 2007 <strong>Independent</strong> <strong>Living</strong> Survey found that only 60% of youth who failed theFCAT were provided with remedial services.Goal 4: Youth have the opportunity and support to fully participate in all aspects of theschool experience.Suggested ActionsA. DCF: Expressly authorize foster parent or caseworker to providepermission <strong>for</strong> youth to participate in school clubs, after-school activities,sports and social events <strong>for</strong> all ages and utilize “Normalcy Plans” <strong>for</strong> olderyouth. Include this participation as a service to the youth in their caseplans, and provide <strong>for</strong> transportation to and from all such activities.Explain in the authorization the connection between participation andeducational progress and the link between school stability/progress andDCF goals of placement stability and permanency.7-13-095
B. DCF: Identify and refer youth to tutoring, remedial and enrichmentprograms in the community.C. DCF: Require all caregivers (including group homes and shelters) toestablish a means <strong>for</strong> youth to participate in school related events andactivities, including providing transportation.D. DCF: Establish some requirement <strong>for</strong> school involvement <strong>for</strong> personsacting as parents to the youth.E. DCF and DOE: Allow and encourage youth in state care to participate inschool clubs, after school activities, sports, and social events. AskBooster clubs and PTSAs to set aside funds to underwrite the costs ofparticipation <strong>for</strong> youth in state care.F. DCF and Schools: Provide youth in care with access to tutoring, remedialand enrichment programs.G. Schools: Reach out to substitute care parents to encourage participationin established parental involvement programs.5. Support to Prevent Drop Out, Truancy & Disciplinary Actions (see alsoGoal 10)Summary of ProblemYouth in state care have higher rates of truancy, discipline problems and school dropoutthat negatively impact their learning experience and ability to make successfultransitions, whether to permanency or to adulthood.DataThe 2007 DCF <strong>Independent</strong> <strong>Living</strong> Survey found that 33% of the 20 year-olds surveyedhad a “highest completed grade” of 11 th grade or lower. The 2005 OPPAGA reportfound that youth in care were twice as likely to have school disciplinary problems andwere three times more likely to be involved in drop out prevention programs <strong>for</strong> youthwho are parents, in the delinquency system or otherwise at-risk.Goal 5: Youth have supports to prevent school dropout, truancy, and disciplinary actions.Suggested ActionsA. DCF: Develop or identify community programs to encourage positive behaviorsand engage youth in school.B. DCF: Monitor educational progress and contact school at the earliest sign oftrouble.C. DCF: Ensure that youth have an adult to advocate <strong>for</strong> them at school, especiallyin disciplinary proceedings. Ensure that <strong>Child</strong>ren’s Legal Services receivesimmediate notification of all school issues, especially disciplinary actions.7-13-096
D. DCF: Minimize absences <strong>for</strong> court appearances and medical appointments.Always write school an excuse letter when such absences must occur.E. DCF: Add training <strong>for</strong> caseworkers and caregivers in drop out preventionstrategies.F. DCF and DOE: Develop and implement protocols <strong>for</strong> rapid notice by schools toDCF/case manager, foster parent, or surrogate parent, when a youth isevidencing at-risk behaviors in school, truancy, lack of school progress.G. Schools: Attempt other <strong>for</strong>ms of intervention be<strong>for</strong>e expulsion or referring youthin care to the delinquency system or alternative schools. Schools are required tofollow board approved Code of Student Conduct procedures, which may includeescalating levels of intervention <strong>for</strong> all students.H. DCF and DOE: Provide school staff and DCF staff access to in<strong>for</strong>mation relatedto the specific needs of youth who have experienced abuse and neglect.I. Schools: Ensure that youth with disabilities have behavioral intervention plansas appropriate and receive procedural protections so they are not punished <strong>for</strong>behaviors that are a symptom of their disabilities.J. Schools: Define missing school or class <strong>for</strong> documented DCF purposes as anexcused absence and prohibit loss of credit or other negative impact <strong>for</strong>unavoidable absences.6. Youth are Involved, Engaged and EmpoweredSummary of ProblemYouth in state care are often disconnected from the systems that serve them. Youthexperience better outcomes when they are involved in the decisions that affect theirlives. Yet, youth in state care change schools frequently and are not given the positiveguidance and assistance to see that a good education can result in a better future. Theyneed to have the vision of their future and assistance in the concrete steps that they cantake to make it a reality. Moreover, many youth in state care with special educationalneeds will transition to adulthood without the on-going support of a permanent family –there<strong>for</strong>e their need to be empowered to advocate <strong>for</strong> themselves is even more critical.DataYouth who participate in their IEPs and education planning experience better outcomesthan their non-participating counterparts. See studies collected at, Implementation ofSelf-Determination Activities and Student Participation in IEPs Journal article byChristine Mason, Sharon Field, Shlomo Sawilowsky; Exceptional Youth, Vol. 70, 2004.These studies show that, “<strong>Child</strong>ren who are involved in their IEP development or relatededucational goal setting and planning are more likely to (a) achieve their goals, (b)improve their academic skills, c) develop important self-advocacy and communicationskills, (d) graduate from high school, and (e) gain better employment and quality of lifeas adults.” Id. (internal citations omitted)7-13-097
DCF’s 2007 <strong>Independent</strong> <strong>Living</strong> Survey showed that 61% of youth in care between theages of 13 and 17 did not have a written educational and career path plan.Goal 6: Youth are involved and engaged in all aspects of their education and educationalplanning and are empowered to be advocates <strong>for</strong> their education needs and pursuits.Suggested ActionsA. DCF and DOE: Work together to train youth on their education rights and onself-advocacy.B. DCF and DOE: Work together to ensure school involvement in DCF educationplanning process. Help youth obtain educational mentors who will help themstrive to complete school and continue to post-secondary education.C. DCF and DOE: Train all personnel who work directly with youth on how toengage youth in education planning.D. DCF: Ensure that youth are consulted about their educational preferences andneeds – including about whether they should change schools when theirresidence changes.E. DCF and DOE: Ensure that youth are involved in the creation of their“educational and career path plan” and that this plan is jointly developed andimplemented between the local school and DCF agency.F. Schools: Ensure that youth are involved in their IEPs and Transition IEPs.Coordinate IEPs/Transition IEPs with DCF.7. Consistent Adult Support & Educational Decision MakerSummary of ProblemYouth in care may not have a consistent adult to advocate <strong>for</strong> educational services andsupport educational goals the way a parent typically would. For youth with (or suspectedof having) disabilities, the need <strong>for</strong> an education decision maker is even more acutebecause federal law specifies that only certain individuals can act as a “parent” to makespecial education decisions and provides <strong>for</strong> the appointment of a surrogate parentwhen necessary. Not having a legally authorized education decision maker can hold upevaluations and appropriate special education services. In addition, confusion resultswhen the custodian or caseworker can sign consents <strong>for</strong> school activities, but may nothold parent status <strong>for</strong> purposes of IDEA.DataOne study found that IEPs and Transition IEPs of youth with disabilities in care werelower quality than their peers, and youth in foster care were less likely to have anadvocate (family member, foster parent or educational surrogate) present at theireducation planning meetings. National Working Group on Foster Care and Education,Educational Outcomes <strong>for</strong> Youth in Foster and Out-of-Home Care (September 2007)7-13-098
Goal 7: Youth have an adult who is invested in his or her education during and after hisor her time in Out-Of-Home Care including a Surrogate Parent where appropriate.Suggested ActionsA. DCF: Ensure that case workers, foster parents and/or education liaisonsrein<strong>for</strong>ce the value of education and advocate at school <strong>for</strong> youth in careB. DCF: At shelter, disposition and judicial reviews, determine who is the legallyauthorized decision maker <strong>for</strong> youth with or suspected of having a disability. Ifthere is no educational decision maker, ask the Court to designate someone orappoint a surrogate parent.C. Schools: Appoint surrogate parents <strong>for</strong> all eligible youth. Review TechnicalAssistance Paper entitled, Surrogate Parents <strong>for</strong> Exceptional Students to ensureit is consistent with existing law. Courts may now appoint surrogate parents.D. Schools: Recruit and train qualified surrogate parents. If the school is seeking touse a foster parent as an educational decision maker, ensure that the fosterparent has knowledge of the youth and more than a fleeting interest in theyouth’s education.E. FLDOE: Update the Surrogate Parents technical assistance paper, as needed inorder to align with the law and best practices to provide guidance to local schoolsto avoid short term shelter and foster parents, group home staff and otherinappropriate persons from making education decisions <strong>for</strong> the youth.F. Schools: Ensure that training offered <strong>for</strong> surrogates is also offered to caregivers,GALs, and others who may act as parent, whether appointed by schools orCourts.G. Schools: Review the surrogate parent training material used by schools such asBroward and Palm Beach and incorporate best material <strong>for</strong> distribution to others,especially the material on the effects of abuse and neglect on accessing andbenefitting from the educational environment. (FDLRS prepared)8. Post-Secondary Education & EmploymentSummary of ProblemYouth in state care want post-secondary education, but they are far less likely than theirpeers to achieve it. They need support and opportunities to overcome the numerousbarriers that impede progress toward completion. This may be as simple as not havingthe requisite documents to enroll in school, or as complicated as not having a place tolive when campus housing is closed <strong>for</strong> vacation. Moreover, youth who succeed in postsecondaryeducation often attribute their success to adults who took the time toencourage them to keep going – they must have mentors, cheerleaders or coaches tohelp them envision their own potential.Youth are also ill-prepared <strong>for</strong> work and likewise need assistance with barriers tomeaningful employment. Group home rules, and rapidly changing placements, make it7-13-099
difficult <strong>for</strong> youth to obtain employment and gain real-world work experience. Withoutgood mentoring, they may find it difficult to adapt to workplace norms.DataDCF’s <strong>Independent</strong> <strong>Living</strong> survey showed that55% of 17 year olds are below grade level58% of 17 year olds failed the FCATOne regional study showed that 80% of youth in out-of-home care hoped and expectedto graduate from college. Courtney, M.E., Terao, S. & Bost, N. (2004). Midwestevaluation of the adult functioning of <strong>for</strong>mer foster youth: Conditions of youth preparingto leave state care. Chicago, IL: Chapin Hall <strong>Center</strong> <strong>for</strong> Youth at the University ofChicago. Yet National data shows that only 9% of <strong>for</strong>mer foster youth complete collegein comparison with 24% of the general population. National Working Group on FosterCare and Education, Educational Outcomes <strong>for</strong> Youth in Foster and Out-of-Home Care(September 2007)A 1997 national study showed that teens in foster care were enrolled in collegepreparatory classes at half the rate (15% to 32%) of students not in foster care. Blome,W. (1997). What happens to foster kids: Educational experiences of a random sample offoster care youth and a matched group of foster care youth. Youth and AdolescentSocial Work Journal, 14(1), 41-53.DCF’s 2007 <strong>Independent</strong> <strong>Living</strong> Survey found that more than half those under age 18have not been provided the opportunity <strong>for</strong> job training activities. Only 30% of 15 yearolds, 39% of 16 year olds and 45% of 17 year olds had such opportunities. For thoseyouth (ages 16-23) who were working <strong>for</strong> an hourly wage at the time of the study, themedian wage was $7.00 an hourGoal 8: Youth have supports to enter into, and complete, postsecondary education.Suggested ActionsA. DCF and DOE: Create uni<strong>for</strong>m documentation <strong>for</strong> residency and tuitionexemption purposes so that the DCF System can ensure that all youth exit carewith the required documents to enroll in post-secondary institutions.B. DCF and DOE: Ensure that youth fully understand all requirements <strong>for</strong> highereducation and financial aid, including necessary testing and applications, and thedeadlines <strong>for</strong> each. Ensure that youth are provided access, preparation andpayment <strong>for</strong> the SAT, ACT, CPT, and/or the TABE.C. DCF and DOE: Coordinate school based IEP’s/Transition IEPs and DCFtransition plans <strong>for</strong> each youth.D. DCF and DOE: Collaborate on employment programs such as Operation FullEmployment and share in<strong>for</strong>mation on tax credits and other programs availableto encourage employers to hire <strong>for</strong>mer foster youth.7-13-0910
E. DCF and DOE: Examine as promising practice, designation of specific guidancecounselors to serve only youth in state care.F. Schools: Provide access to college, career and guidance counselors whounderstand the unique needs of students in state care vis-a-vis enrollment inpost-secondary education.G. DCF: Provide in<strong>for</strong>mation concerning housing <strong>for</strong> youth during vacations andother times when school housing is unavailable.H. Schools: Educate students and caregivers on alternative education optionsincluding dual enrollment vocational programs and GED.I. AWI will promote the identification of employment and training services availableat each Regional Work<strong>for</strong>ce Board (RWB) One Stop Career <strong>Center</strong> and theavailability of a listing of these services <strong>for</strong> local agency staff. RegionalWork<strong>for</strong>ce Boards provide employment and support <strong>for</strong> youth, including but notlimited to eligible foster care participants and youth with disabilities. Servicesinclude job search assistance, resume preparation, and variety of online jobseeker tools.9. Youth with Disabilities are Identified Early & Served AppropriatelySummary of ProblemA large number of youth in the DCF system have undiagnosed disabilities. Althoughmore youth are receiving comprehensive assessments upon entry into licensed carethan in past years, not all youth who are removed from their families receiveassessments.Moreover, many youth who have been in care <strong>for</strong> years have slipped through the cracksand have not been diagnosed or treated <strong>for</strong> disabilities.DCF does not currently track data on disabilities at a level of specificity that facilitatesidentification of trends and problems.In the school setting, numerous factors contribute to the under-identification of youth witheducational disabilities. These youth may not have educational advocates to take theplace of parents in requesting evaluation. Youth may change schools so rapidly thatteachers don’t have enough time to identify concerns, let alone obtain assessments.Trauma related behaviors might mask educational disabilities.The Florida Department of Education, Bureau of Exceptional Education and StudentServices, sponsored a Self-Determination Initiative beginning in 1999. The Self-Determination Initiative was designed to provide training, technical assistance, andsupport to <strong>Florida's</strong> school districts wishing to implement self-determination activities.Staff conducted annual statewide or regional trainings on self-determination models anddisseminated relevant curriculum, assessments and resources to training participants.Additionally, staff provided district and school specific workshops on a request basis andconducted awareness presentations at all major transition-related conferences inFlorida. Thousands of educators, family members, students, and agency personnelbenefited from training, technical assistance, and in<strong>for</strong>mation dissemination conductedthrough the initiative.7-13-0911
Activities included facilitating development of Standing Up <strong>for</strong> Me, a Florida curriculumdesigned to teach self-determination skills with a focus on IEP participation. Thecurriculum was piloted in six school districts during the spring of 2003; statewide trainingwas conducted on the final draft in September and October of 2003 and the publishedproduct in November and December of 2004. Staff continued to provide train-the-trainertraining through 2007. (The curriculum will be updated over the course of the next yearthrough the activities of Project 10.)Results of the Self-Determination Initiative included teachers with more knowledge ofself-determination and resources available <strong>for</strong> teaching self-determination skills as wellas increased instruction in the area of self-determination. A number of Florida studentsreceiving instruction in self-determination displayed better school and post-schooloutcomes and provided testimonials at related conferences.A requirement <strong>for</strong> the "consideration of instruction or the provision of in<strong>for</strong>mation in thearea of self-determination to assist the student to be able to actively and effectivelyparticipate in IEP meetings and self-advocate, if appropriate" was added to Florida StateBoard of Education Rules in 2004 <strong>for</strong> students with disabilities with IEPs beginning atage 14. The rules were updated and approved on December 2008. The new rulesmoved the requirement to age 16, but districts are being encouraged to continueimplementation beginning at age 14.Florida was recognized by the Office of Special Education <strong>Program</strong>s as an “exemplar”<strong>for</strong> their work in the area of self-determination and was one of only two states invited topresent at a National Capacity Building Institute on Self-Determination in 2004.DataIn response to a public records request, DCF generated data in June 2008 that showedthat only 7% of youth in care under age 18 had a documented disability. In contrast,DOE data from February 2008 shows that 14% of the school aged population had adocumented disability. Florida Dept. of Education, Education In<strong>for</strong>mation &Accountability Services, Statistical Brief, Series 2008-21B (February 2008). Nationaldata shows that youth in state care have disabilities at a greater rate than the generalpopulation – perhaps as high as 28% or more. The Well-being of Youth Involved in theDCF System: A National Overview, Katherine Kortenkamp and Jennifer Ehrle, TheUrban Institute, January 2002.http://www.urban.org/uploadedpdf/310413_anf_b43.pdfGoal 9: Youth who have, or are suspected of having, a disability that interferes with theirlearning receive prompt and appropriate assessments, Individual Educational Plans,accommodations, supports and related services consistent with IDEA, Section 504 of theRehabilitation Act and applicable state law.Suggested ActionsA. DCF and DOE: Identify screening and assessment resources <strong>for</strong> youth in carewho do not automatically receive comprehensive assessments.7-13-0912
B. DCF and DOE: Share results of assessments to ensure that each system isworking with all available in<strong>for</strong>mation about youth.C. DCF and DOE: Undertake to review status of all youth who are academicallyone or more grade levels behind their peers to ascertain whether they have beencurrently and appropriately assessed <strong>for</strong> educational disabilities.D. Schools: Ensure that initial evaluations of students in state care who aresuspected of having a disability are completed within the required timelines: 60school days that the student is in attendance after the school district’s receipt ofparental consent (<strong>for</strong> prekindergarten youth, 60 school days). Assessments ofthese students with disabilities who transfer from one school district to anotherschool district within the same school year must be coordinated with thosestudents’ prior and subsequent schools, as necessary and as expeditiouslyas necessary and as expeditiously as possible, to ensure prompt completion offull evaluations.E. Schools: For students in state care who are suspected of having adisability; provide in<strong>for</strong>mation to the parent or surrogate parent who has theauthority <strong>for</strong> educational decision making regarding the right to request that thegeneral education intervention procedures be completed concurrently with theevaluation.F. DCF and DOE: Identify the person(s) responsible <strong>for</strong> making educationaldecisions, including providing consent, in accordance with timeframes specifiedby IDEA <strong>for</strong> students in care.10. Trauma-Sensitive School Environments: Stem the School to JailPipelineSummary of ProblemMost youth who enter state care have experienced some <strong>for</strong>m of trauma that will havelong lasting effects on their physical, developmental and mental health. Schoolpersonnel who are not aware of the youth’s background may not understand reactivebehaviors and refer youth to law en<strong>for</strong>cement <strong>for</strong> criminal prosecution. Such conducthas the consequence of placing youth who are the victims of abuse and neglect intoschool to jail pipeline.Data“Trauma may lead to psychiatric conditions such as post-traumatic stress disorder,depressive disorder, and anxiety disorders. Traumatic experiences in youthhood canalso have profound effects on developmental progression, relationships with peers andfamily members, academic achievement and motivation <strong>for</strong> learning, memory, and fullparticipation in society.” Helping Youth in the DCF System Heal from Trauma: ASystems Integration Approach National Youth Traumatic Stress Network NCTSN.org.After conducting its study, the National Youth Traumatic Stress Network notes that theways in which systems share in<strong>for</strong>mation about a youth’s trauma history and treatmentcan have a direct impact on the quality of care given to the youth and on the youth’swell-being.7-13-0913
Goal 10: Youth are educated in a trauma-sensitive environment that recognizes the rootcause of inappropriate behaviors and provides appropriate behavioral supports thatcreate a safe environment conducive to learning rather than punishing youth <strong>for</strong> acting inresponse to their anger and hurt.Suggested ActionsA. DCF and DOE: Devise strategies to enhance communications between schools,foster care providers, DCF, and mental health systems to share in<strong>for</strong>mationabout a youth’s experience and trauma reactivity, while still being sensitive toconfidentiality requirements.B. DCF and DOE: Retrieve the data and study the incidents of school dropout,truancy, and disciplinary actions occurring <strong>for</strong> youth in DCF custody. Examinewhether the cause of inappropriate behaviors is trauma related and developproposed solutions to the over representation of youth in state care who aredropping out, truant, or subjected to disciplinary actions.C. DCF: compile complete in<strong>for</strong>mation on each youth’s trauma history so that staffcan see the impact of trauma on a youth’s development, skills, andcompetencies.D. DCF: Integrate into youth assessment and interview protocols the completion ofa youth trauma profile instrument so that workers have a complete understandingof the youth’s trauma history.E. Schools: Provide teachers with access to in<strong>for</strong>mation about the incidence,prevalence, and impact of youth trauma and how to work effectively with youthwho have trauma histories.F. Schools: Provide teachers and staff with access to in<strong>for</strong>mation so that they canrecognize traumatic reactions, reminders, and triggers and identify when a youthmay be having a traumatic reaction as opposed to behavioral problems <strong>for</strong> otherreasons. Include training on some of the more subtle or invisible symptoms seenwith youth who become depressed or withdrawn following a trauma.11. All Youth Attend & Complete SchoolSummary of ProblemThe DCF system has traditionally focused on the physical well-being of youth. All toooften, while youth are in safe places during the school day, they are not in school.Emphasis must be placed on the importance of continuous education of youth in care.Caregivers must be trained, and if necessary incentivized or penalized, to ensure thatthey understand and support ef<strong>for</strong>ts to ensure that youth attend school. Extra ef<strong>for</strong>ts areneeded to ensure that teens remain in school.Data“<strong>Child</strong>ren who have not graduated from high school are 3 times more likely to beunemployed, under employed or working <strong>for</strong> low wages.” Spotlight on Florida’s Youth AtRisk, Report to the Eckerd Family Foundation (2007) citing Sum, et. al, 2003,7-13-0914
Confronting the Youth Demographic Challenge: The Labor Prospects of Out-of-SchoolYoung Adults, The Sar Levitan <strong>Center</strong>, Johns Hopkins University, Baltimore, MD.DCF’s own test analysis of youth who aged out of care in 2007 showed that 40% haddropped out of school in contrast to 16% of all youth. Only 26% of youth aging out ofcare that year received a standard high school diploma compared to 47% of all youththat year.In DCF’s <strong>Independent</strong> <strong>Living</strong> Survey, 130 youth between the ages of 13 and 17 with awritten education plan had a goal that included no further education. This was analternate answer to high school diploma, GED, college and vocational options.Goal 11: Florida should support the well-being of youth by ensuring that every school–age youth in foster care, and every school–age youth receiving an adoption assistanceor subsidized guardianship payment, is a full-time elementary or secondary schoolstudent or has completed secondary school.Suggested ActionsA. DCF and DOE: Review strategies designed to encourage and en<strong>for</strong>ce schoolattendance and completion.B. DCF: Train all staff and caregivers on the importance of school attendance andcompletion.C. Schools: Examine current drop out prevention programs to determine whetherthey are applicable to youth in state care.D. Schools: In<strong>for</strong>m students, who would otherwise earn a special diploma orcertification of completion, of alternative school completion options. Options caninclude dropout to enter GED program and credit make-up.7-13-0915
F61006Interagency Agreement BetweenFlorida Department of <strong>Child</strong>ren and FamiliesFlorida Department of EducationFlorida Department of Juvenile JusticeFlorida Agency <strong>for</strong> Persons with DisabilitiesandFlorida Agency <strong>for</strong> Work<strong>for</strong>ce InnovationTo Coordinate Services <strong>for</strong> <strong>Child</strong>ren Served by the Florida <strong>Child</strong> <strong>Welfare</strong>SystemThe Department of <strong>Child</strong>ren and Families (DCF), the Department ofEducation (DOE), the Department of Juvenile Justice, the Agency <strong>for</strong> Personswith Disabilities (APD), and the Agency <strong>for</strong> Work<strong>for</strong>ce Innovation (AWI), theParties, enter into this interagency agreement to coordinate their respectiveresponsibilities <strong>for</strong> furnishing educational and vocational services andsupports <strong>for</strong> children known to the Department of <strong>Child</strong>ren and Families,acting through their contracted Community Based Care providers throughoutthe State of Florida. The coordination of services and supports acrossagencies is critical to positive educational and meaningful life outcomes <strong>for</strong>Florida’s children. Such services require the coordinated flow of in<strong>for</strong>mationacross multiple child-serving agencies to ensure that policy, procedure,service delivery and resource development are provided in a manner thatmaximizes the likelihood of positive outcomes.The specific terms and conditions of this agreement are as follows:1. Effective DateThe terms of this Interagency Agreement shall begin on the date of the lastsignature and shall continue until June 30, 2011. The agreement shall bereviewed by July 1, 2010, and be renewed and/or renegotiated as needed.2. Definitions.a. “<strong>Child</strong>ren known to the Department” (hereinafter “youth”) meanschildren who are found to be dependent or children in shelter care.b. “Parent” means either or both parents of a student, any guardian ofa student, any person in a parental relationship to a student, or anyperson exercising supervisory authority over a student in place of aparent.c. “Surrogate parent” means an individual appointed to act in theplace of a parent in educational decision-making and in safeguarding astudent’s rights under the Individuals with Disabilities Education Act(“IDEA”).7-13-09 1
F610063. GeneralThe Parties acknowledge that the well-being of children, youth and youngadults across child and youth serving systems and the progress of the youthin appropriate educational and career/technical (vocational) programsrequires a commitment of the Parties to work together. Further, stability withinthe educational setting and educational progress, including progress towardpost-secondary education, and employability skills through either vocationalor post-secondary education are important to the youth served by all partiesto this agreement. The Parties consequently agree to the following:a. DOE is the State Education Agency (“SEA”) <strong>for</strong> the Individuals withDisabilities Education Act (“IDEA”) and an administrative entity <strong>for</strong>Section 504 of the Rehabilitation Act of 1973 and must fulfill itsobligations <strong>for</strong> educationally relevant services to children and youthwith disabilities that interfere with their learning or inhibit their access tothe education environment be<strong>for</strong>e, during and after the ages ofcompulsory school attendance. Pursuant to IDEA, some students withdisabilities are eligible to attend school up to age 22; andb. DCF is the state agency to provide, either directly or throughcontracted Community Based Care providers, child welfare servicesunder Florida Statutes and Administrative Rules; andc. Section 39.0016(2), Florida Statutes, requires DCF to enter into anagreement with DOE regarding the education and related care ofchildren known to the department; section 39.0016(2), Florida Statutes,also requires DCF to enter into local agreements with district schoolboards or other local education entities regarding children known to thedepartment who are of school age and children known to thedepartment who are younger than school age but who would otherwisequalify <strong>for</strong> services from the district school board; andd. AWI is the state agency responsible <strong>for</strong> job training andemployment services and functions as the grant recipient of federalwork<strong>for</strong>ce funds and administrative entity <strong>for</strong> Work<strong>for</strong>ce Florida, Inc.The youth subject to this agreement will receive a priority status inservices by AWI; ande. AWI’s Office of Early Learning (OEL) is the lead agency chargedwith administering Florida’s early childhood education system. OELpartners with DOE and DCF to provide a comprehensive earlychildhood education system. The system is composed of three primaryprograms:7-13-09 2
F61006a) <strong>Child</strong> Care Resource and Referral (CCR&R) is a serviceprovided to parents throughout the state that assists parents inmaking educational decisions related to their childcare needs;b) Florida’s School Readiness program provides eligiblechildren and families with quality child care and educationalactivities: andc) Florida’s Voluntary Pre-K (VPK) program is a constitutionallymandated program allowing eligible 4 year olds the opportunityto participate in a high quality educational program at no charge.f. APD serves as the designated agency <strong>for</strong> purposes of providingsupport to individuals, in this case children, youth, and young adultswith developmental disabilities in living, learning and working in theircommunities. APD provides critical services and supports to eligiblechildren and youth with developmental disabilities to assist that youthin reaching their full potential as they mature into adult life. The agencyserves people with spina bifida, autism, cerebral palsy, Prader-Willisyndrome, and mental retardation; andg. The Department of Juvenile Justice (“DJJ”) is the designated stateagency that provides preventive, rehabilitative and correctionalservices <strong>for</strong> youth in the juvenile delinquency system. DJJ recognizesthe importance of ensuring educational opportunities <strong>for</strong> children andyouth and will work with the parties to this agreement in ensuringeducational services consistent with other agreements <strong>for</strong> youth jointlyserved.h. The children and youth covered by this agreement are thosechildren and youth known to DCF who are being served whileremaining in their own homes, and those who have been placed byDCF or by order of the court in a licensed setting in a shelter home orfacility, a foster family or group home, a residential child careinstitution, or in an unlicensed setting with a relative or non-relative, orany combination thereof; andi. Youth may have, or be “at risk” of developing academic and/orbehavioral problems possibly due to the disruption in their lives andmay require services including, but not limited to, those included in theGuide to Improve Educational Opportunities <strong>for</strong> Florida’s Foster Youthand defined by section 1003.01 (3)(b) and (10), Florida Statutes;section 1003.53; Florida Statutes, section 39.0016(2), Florida Statutes;and section 445.004(10), Florida Statutes.7-13-09 3
F61006j. The provisions of Section. 39.0016, Florida Statutes, establishstandards and not rights, and do not require the delivery of anyparticular service or level of service in excess of existingappropriations. The provisions do not require the expenditure of fundsto meet the standards except funds specifically appropriated <strong>for</strong> suchpurpose.4. Inter-Agency Collaboration.Each party will designate a representative from each party’s respectiveagency to oversee the implementation of this Agreement. In order to supportcontinued collaboration, the agency designees will meet at least quarterly andprepare, every six months, a progress report on the agreement and itscomponents which shall be transmitted to the agency principals in its entirety.The principals or their designees may appoint workgroups to meet on an asneededbasis. The agency principals agree the work under this agreementshall include all ef<strong>for</strong>ts necessary to improve the education and employmentoutcomes of the youth. The parties will refer to the Guide to ImproveEducational Opportunities <strong>for</strong> Florida’s Foster Youth in improving educationalservices to the youth. Areas of work shall specifically include but not belimited to:a. The review of all state statutes, administrative rules and state plansinvolving services provided by each party to the youth to ensure thatthey are consistent with the purposes and requirements of thisagreement;b. A report, in the first six-months following the execution of thisagreement, to the agency principals and/or designees specifying allsuch statutes, rules and plans that must be amended in order to fullyimplement this agreement along with a recommended prioritization andcompletion time frame matrix;c. Recommendations to the Commissioner of Education, theSecretary of DCF, the Director of APD, the Director of AWI, and theSecretary of DJJ, regarding changes needed in procedures,processes, guidelines and policies as they impact the youth;d. Defining and establishing or enhancing existing relatedcommunication protocols, identification of responsible staff, andfacilitation of prompt and substantive in<strong>for</strong>mation sharing andcommunication among the Parties;7-13-09 4
F61006e. The provision of technical assistance as requested in thedevelopment of local interagency agreements between DCF circuitsand school boards as required by section 39.0016 (2), Florida Statutes;f. A review of the 2004 Reauthorization or later revisions of theIndividuals with Disabilities Education Act (IDEA) and the FosteringConnections Act of 2008 to determine which provisions should becomprehensively addressed in the first annual review and revision ofthis Agreement.5. Liaisons.The Department of Education agrees to promote the appointment of a Liaison<strong>for</strong> each district school board, the Secretary of DCF agrees to appoint orpromote the appointment of a Liaison in each DCF circuit/region orcommunity-based care provider, the Director of APD agrees to appoint orpromote the appointment of a Liaison in each APD area office, AWI agrees toappoint or promote the appointment of a Liaison <strong>for</strong> each Regional Work<strong>for</strong>ceBoard, and DJJ agrees that the Chief Probation Officer in each judicial circuitshall serve as the Liaison, with the intent that such Liaisons shall beresponsible <strong>for</strong> implementation of the requirements in this Agreement. TheLiaisons shall work to achieve appropriate educational, job training andemployment services <strong>for</strong> the youth subject of this agreement; and shall workcooperatively to resolve systemic issues statewide and locally, as well as anyindividual youth-specific issues. These liaisons will work cooperatively toresolve local educational system issues as well as youth specific educationalservice issues <strong>for</strong> the youth. The liaison list will be updated quarterly and<strong>for</strong>warded to each of the parties to this agreement.Comment [DAS1]: If these Liaisons are the para18 local action team members, perhaps these twoparagraphs should be in closer proximity. If they arenot the same, then I suggest we need someclarification that these are separate groups of people,with justification <strong>for</strong> why two different folks at thelocal level.a. Within 90 days of the effective date of this Agreement, each DCFLiaison shall contact the other Liaisons <strong>for</strong> the specific geographicregion to convene a meeting to use the Guide to Improve EducationalOpportunities <strong>for</strong> Florida’s Foster Youth to draft or modify the localinteragency agreement. Local community based care agencies shouldparticipate on behalf of youth who are involved with the child welfaresystem.b. The Liaisons will meet at least quarterly to discuss and resolvesystemic issues. Meetings to discuss youth-specific cases must beconvened without delay.6. Training and Staff Development.DCF and DOE agree to the provision of specific training and staffdevelopment related to the implementation of this Agreement to shareexpertise and better serve the youth:7-13-09 5
F61006a. DCF shall incorporate an education component into all trainingprograms <strong>for</strong> relevant staff of their agency and contractors regardingthe youth. DCF shall utilize, and refer relevant staff and contractors to,trainings on educational issues that are currently provided by DOE.DCF shall offer opportunities <strong>for</strong> education, APD, DJJ, and work<strong>for</strong>cepersonnel to participate in such training, which shall include:1) Training <strong>for</strong> parents and families in cases in whichreunification is the goal, or <strong>for</strong> pre-adoptive parents whenadoption is the goal, so that such parents and care givers learnhow to access the services needed to produce positiveeducational outcomes <strong>for</strong> the youth and the importance of theirinvolvement in the education and life of the youth;2) Training <strong>for</strong> dependency caseworkers, foster parents(substitute care givers or providers) and waiver supportcoordinators to include in<strong>for</strong>mation on the rights of the youth toan education, the role of an education in the development andadjustment of a youth, the proper and varied ways to accesseducation and related services <strong>for</strong> the youth, and theimportance and strategies <strong>for</strong> parental involvement in education<strong>for</strong> the success of the youth;3) Training of dependency caseworkers regarding the servicesand in<strong>for</strong>mation available through DOE and local schooldistricts, and other education related organizations such as theFlorida Diagnostic and Learning Resource Services (FDLRS)including, but not limited to, the current Sunshine StateStandards, the Surrogate Parent Training program and Manual,and other resources accessible through the DOE or local schooldistricts to facilitate educational access <strong>for</strong> a youth or his or herparents or family.b. DOE shall promote the practice of allowing Guardians Ad Litem andfoster parents to attend surrogate parent training offered by schooldistrict Exceptional Student Education (ESE) staff or other personsdesignated by the school district. This includes the promotion of theuse of the FDLRS in the recruitment and training of surrogate parents.(Section 300.519 of Title 24 of the Code of Federal Regulations)c. DOE shall offer resources <strong>for</strong> <strong>Independent</strong> <strong>Living</strong> transition andtransition planning, and will work with DCF to develop suggestedguidelines <strong>for</strong> transition plans to meet the special needs of students.7-13-09 6
F61006d. DOE shall encourage participation by local School Board staff inDCF’s Dependency Court Improvement Conference and otherconferences, including providing suggestions <strong>for</strong> speakers and trainingmaterials.e. DCF will promote practices that engage caseworkers and fosterparents in the education of youth such as attendance at parent-teacherconferences, school open houses, and other events significant to theeducation of the youth and creating the message to the youth that hisor her education is important to the adults in his or her life.7. Sharing of In<strong>for</strong>mation.Each Party agrees:a. To promote to the fullest extent permissible and in compliance withfederal law, Florida Statutes, including but not limited to Chapters 39,984 and 985, Florida Statutes, and Section 1002.22, Florida Statutes,and Administrative Rules and in furtherance of the work of the <strong>Child</strong>renand Youth Cabinet, the sharing of in<strong>for</strong>mation on the youth when it isrelevant to their educational growth including post secondary pursuits,job training, employment or other benefits;b. That it may be necessary to restrict in<strong>for</strong>mation sharing due tostatutory prohibitions other than those enunciated in Section 39.202,Florida Statutes. It is understood that the sharing of student recordswith parental or custodial consent does not abrogate the confidentialityof the records as to other non-designated parties;c. To continue to improve the technical interface among state andlocal automated data systems of the Parties to provide <strong>for</strong> the efficientsharing of in<strong>for</strong>mation;d. To promote the sharing of all in<strong>for</strong>mation, including lists of servicesavailable in each local area, on an on-going basis. In particular, DOEshall promote the identification of the services available within eachschool district that the school district believes are reasonablynecessary to meet the needs of, and to facilitate educational access<strong>for</strong>, the youth. A listing of these services shall be provided by localschool district liaisons, to RWB, DJJ, APD and DCF staff. The servicesidentified shall include, but not be limited to, current Sunshine StateStandards, the Surrogate Parent Training Manual, diploma options,graduation requirements, virtual school, career/technical (vocational)programs and other resources accessible through DOE or LocalSchool Districts to facilitate educational access <strong>for</strong> a youth. AWI shallpromote the identification of employment and training services7-13-09 7
F61006available at each Regional Work<strong>for</strong>ce Board (RWB) One Stop Career<strong>Center</strong> and the availability of a listing of these services <strong>for</strong> local DOEand DCF staff. DOE shall provide updates of state resources to DCFannually and upon significant change. RWBs will provide currentin<strong>for</strong>mation on available youth services on their websites;e. That it is necessary to obtain appropriate consent or courtauthorization to share in<strong>for</strong>mation. DCF shall take all steps necessaryto promote consent by the court, natural parent(s) and/or legalguardians of the youth to enable school districts and DJJ and RegionalWork<strong>for</strong>ce Board (RWB) staff to provide to DCF the educational andjob training records <strong>for</strong> the youth. Local School Districts have consent<strong>for</strong>ms <strong>for</strong> this purpose;f. That DCF, APD, DJJ and AWI shall promote the maintenance ofcurrent databases of clients/consumers and their respectivecaseworkers/waiver support coordinators and the periodic updating ofthese databases to reflect changes;g. That DCF shall promote the inclusion in the local agreements of thefollowing requirements:1) The notification by DCF staff to the school and school districtin which a youth is enrolled of the name and phone number ofthe youth, the youth’s caregiver, the surrogate parent if one isappointed by the court, and the youth’s caseworker <strong>for</strong> safetypurposes.2) The establishment of a protocol <strong>for</strong> DCF to share in<strong>for</strong>mationabout a youth with the school district, DJJ and APD whenappropriate, consistent with the Family Educational Rights andPrivacy Act and relevant state statutes, since the sharing ofin<strong>for</strong>mation will assist these agencies in obtaining education andrelated services <strong>for</strong> the benefit of the youth. This protocol shallestablish the use of the FSFN by school district personnel toinclude:a. Type of in<strong>for</strong>mation to be accessed,b. Security issues,c. Number of individuals having access in each schooldistrict,d. An understanding that this in<strong>for</strong>mation concerns onlystudents placed in out of home care by DCF and cannotbe used <strong>for</strong> any other purposes.7-13-09 8
F61006h. That DOE shall promote the inclusion in the local agreements of thefollowing requirements:1) The establishment of local procedures to ensure continuedaccess to the Free and Reduced Lunch <strong>Program</strong> uponnotification regarding a youth’s change of status to “a childknown to the department.”2) Access to in<strong>for</strong>mation on youth’s attendance to the DCFLiaison in order to support continued school attendance andagency collaboration.3) The establishment of local procedures to ensure that atranscript of each student’s annual academic record is providedto DCF at the end of each grading period.i. That DCF or its Community Based Care providers shall establishprocedures to provide the youth’s school and the district SchoolBoard’s Foster Care Educational Liaison (FCEL) a copy of the FosterCare School Registration Form at initial removal of the youth from thenatural parents and any subsequent change in a youth’s status in statecare that affects the delivery of services under this Agreement.Attached to that Registration Form shall be a copy of any court orderthat prohibits the natural parent or any other person from contact withthe student and in<strong>for</strong>mation from any other court order which may berelevant to the youth’s educational program or setting;j. DCF or its Community Based Care providers shall ensure that theFoster Care School Registration Form and its attachments areprovided to the assigned school at the time of the status change infoster care status or no later than 72 hours subsequent to the change.A change in caseworker shall result in the submission of a new FosterCare School Registration Form so that the school has accurate contactin<strong>for</strong>mation; andk. DCF or its Community Based Care providers shall ensure, uponproper release, that current psychological and/or psychiatricevaluations of the youth that were obtained by DCF or its CommunityBased Care providers and have relevant in<strong>for</strong>mation related to theeducational needs of the youth, shall be provided to the assignedDistrict School Board, DJJ, APD and Regional Work<strong>for</strong>ce Board FCELiaisons, who in turn shall ensure that the in<strong>for</strong>mation is considered indetermining the educational, habilitation, job training and employmentservices required to meet the needs of the youth. A court order <strong>for</strong> theexchange of in<strong>for</strong>mation may substitute <strong>for</strong> a release, if it is determinedby the court to be in the best interest of the youth.7-13-09 9
F61006l. DCF shall provide access to DOE to its Florida Safe FamiliesNetwork (FSFN) case management system to obtain in<strong>for</strong>mation aboutchildren known to the department, consistent with the FamilyEducational Rights and Privacy Act (FERPA) as determined in thestate level protocol <strong>for</strong> DOE FSFN Access, under s. 39.0016 (2) (a),F.S.8. Educational Stabilization.In order to facilitate the school attendance necessary <strong>for</strong> academicachievement, the Parties will explore methods of encouraging promptenrollment, continuation of youth in the school of origin whenever safe andfeasible, and regular attendance within their respective systems. Specificallybut not exclusively, the Parties will discourage practices that remove youthfrom school to attend appointments and dependency court dates, and nonemergencychanges of placement during a school quarter or semester. DOEand DCF shall take the following steps to support school stability <strong>for</strong> youthwho experience a change in out-of-home placement:a. Promote program initiatives to facilitate the effective and efficientdelivery of education and related services to eligible youth placed inlicensed shelter care, foster care and other out-of-home settings;b. Promote the placement of youth in shelter care and foster carehomes within or closest to their home school boundaries to facilitatestabilization of school placements;c. Promote the continuity of school placement <strong>for</strong> youth who are in anout-of-home placement when they move to a placement in a newschool zone, including procedures that allow requests <strong>for</strong> schoolreassignment and transportation when appropriate;d. Promote the provision of transportation <strong>for</strong> youth living in an out-ofhomeplacement when it is in the best interest of the youth to attend aschool not within the approved school assigned boundaries of the outof-homeplacement location;e. Promote recognition of the authority of foster parents to enroll inschool the youth who are in their care; andf. Identify and recommend the removal of any statutory oradministrative rule, policy or practice that creates a barrier to promptand continuous enrollment in an appropriate school or program <strong>for</strong>youth.7-13-09 10
F61006g. Promote the practice of changing schools during vacations or otherlogical breaks to minimize disruption of educational services.9. Transportation.The designated Parties below agree to promote the availability oftransportation resources <strong>for</strong> youth who are in out-of-home care to ensure thatthey can access education, job training and employment services, as follows:a. DCF and DOE will explore the use of funding provided by theMcKinneyVento Act <strong>for</strong> youth in emergency shelter care;b. DCF shall explore transportation options including the use of TitleIV E funding to support such options as the purchase of public bussystem passes;c. DCF and DOE shall explore the funding of transportation andassess the availability of federal, charitable, or grant funding <strong>for</strong> suchtransportation; andd. DCF or its Community Based Care providers shall retain theresponsibility to coordinate temporary transportation <strong>for</strong> youth to andfrom school during the time that transportation by the school system isbeing arranged.10. Dependency Case Planning.The Parties agree that all case plans relating to a youth should becoordinated.a. The Parties shall promote the involvement of school district, APDand DJJ, when appropriate, and Regional Work<strong>for</strong>ce Board personnelin the DCF dependency case planning process, as necessary, toeffectively address educational, developmental or other disabilities, jobtraining and employment issues regarding the youth. DCF shall notifythe District School Board Liaison and the Regional APD FCE and DJJLiaisons, when appropriate, of DCF case planning <strong>for</strong> a youth, both atthe time of plan development and plan review. Within the plandevelopment or review process, the school district may be asked toprovide relevant educational in<strong>for</strong>mation regarding the youth. DCFshall provide this notification to the Regional Work<strong>for</strong>ce Board FCELiaison when there is documentation in the DCF case file of a youth’sinvolvement in Work<strong>for</strong>ce services. DCF shall provide notice to APDwhen a youth has been deemed eligible <strong>for</strong> APD services, whether heor she is receiving services or is on a wait list. Further if there is reasonto believe the youth needs to be referred <strong>for</strong> APD services and has not7-13-09 11
F61006been so referred, the DCF person responsible <strong>for</strong> the case shall makethe appropriate referral as soon as practicable. APD shall advise if awaiver support coordinator has been assigned to the youth and providecontact in<strong>for</strong>mation so that person may also be invited to thedependency case planning when appropriate. DJJ will participate whenappropriate in dependency case planning;b. DOE shall promote the requirement that district school boardsprovide individualized student intervention <strong>for</strong> all youth, whenappropriate and when individual student needs require an intervention.Individual interventions are also provided to students with disabilitieswho have Individual Educational Plans (IEPs) or Section 504 plans,when a determination has been made through legally appropriatecriteria that intervention services are required. The intervention or IEPmust include strategies to enable the youth to maximize the attainmentof educational goals; andc. DCF and DOE shall cooperate in ensuring that each youth has alegally appropriate educational decision-maker and identify that personin the case plan. If the school system or the court has appointed asurrogate parent <strong>for</strong> education decision making, that individual shall beinvited to the portion of the case plan review regarding the youth.11. Pursuit of Post Secondary Education.The Parties recognize the importance of encouraging post-secondaryeducation pursuits <strong>for</strong> the youth and agree to work collaboratively toencourage continued education to the highest level achievable <strong>for</strong> as manyyouth as possible. DOE will assist the Parties with the education of youthknown to the department (as well as youth adopted over the age of 16)regarding the availability of financial assistance to include tuition exemptions,fee waivers and Road to Independence and related funding from the State tohelp with post-secondary pursuits. DOE shall promote the provision of ongoingguidance support <strong>for</strong> the children/youth to ensure that they are aware ofpost-secondary options as to all relevant school and financial opportunitiesand will encourage school districts to include strategies <strong>for</strong> providing on-goingguidance support in local agreements.12. Priority Employment, Training and Support Service, and EarlyLearning <strong>Program</strong>s.The Parties recognize the importance of the Regional Work<strong>for</strong>ce Boards inproviding employment and support <strong>for</strong> the youth, including but not limited toeligible foster care participants receiving independent living transitionservices, youth in the juvenile justice system, and youth with disabilities. AWI7-13-09 12
F61006shall facilitate the provision of such services and support by promoting thefollowing activities on the local level:a. Attendance of child welfare staff at Regional Work<strong>for</strong>ce Boardmeetings;b. Providing DCF a description of local referral processes <strong>for</strong>employment and training services;c. In<strong>for</strong>ming the various stakeholders about the available service arrayand the need <strong>for</strong> services;d. Distributing in<strong>for</strong>mation about career awareness opportunities andpromoting labor market in<strong>for</strong>mation on jobs in demand at the state andlocal level <strong>for</strong> the appropriate education level of each youth;e. Establishing strategies <strong>for</strong> coordination of the various fundingsources and services regarding employment and training; andf. Exploring ways to collaborate, improve and expand on OperationFull Employment with DCF.AWI shall also promote the Strengthening Youth Partnership, by organizing astate ef<strong>for</strong>t <strong>for</strong> sustained dialogue to improve programs, services andoutcomes <strong>for</strong> at-risk youth by integrating complementary services, identifyingduplicative ef<strong>for</strong>ts, gaps in services, and resource alignment. This partnershipinvolves interagency and Regional Work<strong>for</strong>ce Board collaboration.13. Opening and Closing of Licensed Residential <strong>Program</strong>s.In order to give the respective agencies sufficient time <strong>for</strong> program andresource planning, DCF shall ensure by contract that Community Based Careproviders give written notice to the District School Board and RegionalWork<strong>for</strong>ce Board Liaisons prior to opening or closing a group residentialprogram.14. Parental Rights/Exceptional Student Education (ESE).In order to ensure that the youth receive an appropriate education consistentwith the Individuals with Disabilities Education Act and state implementinglaws, rules, and assurances, the coordination of services <strong>for</strong> a youth who hasor may have a disability, may include:a. Referral <strong>for</strong> screening and evaluations to determine eligibility;b. Sharing of evaluations between the Parties, as appropriate;7-13-09 13
F61006c. Provision of specially designed instruction, special education andrelated services appropriate <strong>for</strong> the needs and abilities of a youth;d. Coordination of services and plans between the school and theyouth’s residential setting to avoid duplication or conflicting serviceplans;e. Appointment of a surrogate parent by the school district or thedependency court, consistent with the Individuals with DisabilitiesEducation Act, <strong>for</strong> educational purposes <strong>for</strong> a youth who qualifies assoon as the child is determined to be without a parent to act <strong>for</strong> theyouth. A surrogate parent shall be appointed as provided by law withconsideration given to individuals who know the youth, andrecommendations made by DCF and the courts, without regard towhere the youth is placed, so that one surrogate parent can follow theeducation of the youth during his or her entire time in state custody;(Section 300.519 of Title 24 of the Code of Federal Regulations andSection 39.0016, Florida Statutes).DOE shall take lead responsibility and DCF shall cooperate in reviewing theSurrogate Parent Training and Manual to determine revisions needed to bringthat material into compliance with current law and best practices.15. Psycho-educational and Psychological Assessments:a. DCF, to the extent feasible, shall require contracted agencies andindividuals per<strong>for</strong>ming psycho-educational assessments of the youth touse evaluation instruments and procedures that are consistent withDOE and school district requirements as outlined in school circuits’with the ESE Policies and procedures <strong>for</strong> the Provision of SpecialInstruction and Services <strong>for</strong> Exceptional Students; andb. DOE acknowledges the requirement <strong>for</strong> the consideration ofoutside assessments including those completed by DCF contractedagencies and individuals when they are consistent with evaluationinstruments and procedures established by the district school board.16. <strong>Independent</strong> <strong>Living</strong> Skills.DCF and DOE agree to promote collaborative programming, as required byIDEA, <strong>for</strong> each youth who has or is suspected of having a disability and is 14years of age and older to include independent living transition planning byDCF and all of the youth’s service providers to meet the requirements of thelocal school district <strong>for</strong> educational purposes. The collaboration shall bedesigned to enhance but not supplant DOE’s responsibilities under IDEA.7-13-09 14
F61006DOE as the State Education Agency (SEA) shall provide oversight through itsmonitoring processes, <strong>for</strong> Local Education Agencies to meet the expectationsas stated in federal law and regulations and state statutes and rules regardingtransition services <strong>for</strong> students with disabilities. The SEA has a particularinterest in working with DCF to fulfill its mandates and assurances underIDEA. This collaboration will work to promote educational progress and toassist students in acquiring essential independent living skills, includingreadiness <strong>for</strong> pursuit of higher education goals and/or employment. Whereapplicable, the Parties shall also undertake collaborative programming onindependent living skills and post high school opportunities <strong>for</strong> the youth nothaving a known or suspected disability.17. Early Intervention.DCF and DOE shall engage in collaborative ef<strong>for</strong>ts and develop protocols <strong>for</strong>identifying preschool age youth who may qualify <strong>for</strong> Part C of IDEA, Infantsand Toddlers with Disabilities, early intervention services <strong>for</strong> youth ages birththrough 2, and Part B of IDEA <strong>for</strong> youth over 3. The Parties shall develop andimplement protocols to ensure compliance with the <strong>Child</strong> Abuse Preventionand Treatment Act (CAPTA) requirement that referrals be made <strong>for</strong> a Part Cevaluation <strong>for</strong> all youth ages birth to 3 where there has been an administrativefinding of child abuse or neglect, and it is suspected the youth may be eligible<strong>for</strong> and in need of services specified under, Part C of IDEA.18. Headquarters Interagency Meeting (Tallahassee)DCF, DOE, APD, DJJ and AWI will continue to meet on a regular basis tocollaborate on developing interagency strategies and initiatives to enhancethe coordination and quality of educational services both as part of thisagreement and in furtherance of the work of the <strong>Child</strong>ren and Youth Cabinet.19. Agency Designees.The Parties agree that <strong>for</strong> the purpose of executing, administering andmonitoring compliance with the requirements of this agreement:a. DOE’s designee shall be the Commissioner of Education, who maydesignate an administrator;b. DCF’s designee shall be the Secretary of DCF, who may designatean administrator;c. AWI’s designee shall be the Director of AWI, who may designate anadministrator; and7-13-09 15
F61006d. APD designee shall be the Director of APD, who may designate anadministrator.e. DJJ’s designee shall be the Secretary of DJJ, who may designatean administrator.20. Interagency Dispute.Each Party agrees to comply with the following steps in the case of aninteragency dispute:a. Step 1 is resolution of the dispute among the staff who surfaced theissue; andb. Step 2 is resolution of the dispute among the agency heads, i.e.,the Commissioner of Education, the Secretary of DCF, the Director ofAPD, the Secretary of DJJ, and the Director of AWI, or their designees.21. Evaluation.Each Party agrees to participate, as appropriate, in evaluations conducted bythe agencies or a neutral third party as agreed upon by the Parties todetermine the effectiveness of the Agreement and to make recommendations<strong>for</strong> future enhancements that may benefit children known to the department.22. General Conditionsa. No Waiver of Sovereign Immunity. Nothing contained in thisAgreement is intended to serve as a waiver of sovereign immunity byany agency to which sovereign immunity may be applicable.b. No Third Party Beneficiaries. This Agreement does not conferany additional rights or obligations en<strong>for</strong>ceable by a third party beyondthose rights and obligations created by federal and state law. Nothingherein shall be construed as consent by an agency or politicalsubdivision of the State of Florida to be sued by third parties in anymanner arising out of this agreement.c. Non-Discrimination. The Parties shall not discriminate against anyemployee or participant in the per<strong>for</strong>mance of the duties,responsibilities and obligations under this Agreement because of race,age, religion, color, gender, national origin, marital status, disability orsexual orientation.d. Records. Each Party shall maintain its own respective records anddocuments associated with this Agreement in accordance with the7-13-09 16
F61006records retention requirements applicable to public records. Each Partyshall be responsible <strong>for</strong> compliance with any public documents requestserved upon it pursuant to section 119.07, Florida Statutes, and anyresultant award of attorney’s fees of non-compliance with that law.Each Party shall comply with confidentiality requirements pursuant tofederal and state law including, but not limited to Chapter 39, regardingchild abuse records, as well as applicable sections of the HealthInsurance Portability and Accountability Act (HIPAA) and The FamilyEducation Rights and Privacy Act (FERPA).e. Entire Agreement. This document incorporates and includes allprior negotiations, correspondence, conversations, agreements andunderstandings applicable to the matters contained herein and theParties agree that there are no commitments, agreements orunderstandings concerning the subject matter of this Agreement thatare not contained in this document. Accordingly, the Parties agree thatno deviation from the terms hereof shall be predicated upon any priorrepresentations or agreements, whether oral or written.f. Amendments. No modification, amendment, or alteration in theterms or conditions contained herein shall be effective unlesscontained in a written document prepared with the same or similar<strong>for</strong>mality as this Agreement and executed by each Party hereto.g. Preparation of Agreement. The Parties acknowledge that theyhave sought and obtained whatever competent advice and counsel aswas necessary <strong>for</strong> them to <strong>for</strong>m a full and complete understanding ofall rights and obligations herein and that the preparation of thisAgreement has been their joint ef<strong>for</strong>t. The language agreed to hereinexpresses their mutual intent and the resulting document shall not,solely as a matter of judicial construction, be construed more severelyagainst one of the Parties than the other.h. Waiver. The Parties agree that each requirement, duty andobligation set <strong>for</strong>th herein is substantial and important to the <strong>for</strong>mationof this Agreement and, there<strong>for</strong>e, is a material term hereof. Any Party’sfailure to en<strong>for</strong>ce any provision of this Agreement shall not be deemeda waiver of such provision or modification of this Agreement. A waiverof any breach of a provision of this Agreement shall not be deemed awaiver of any subsequent breach and shall not be construed to be amodification of the terms of this Agreement.i. Compliance with Laws. Each Party shall comply with allapplicable federal and state laws, codes, rules and regulations inper<strong>for</strong>ming its duties, responsibilities and obligations pursuant to thisAgreement.7-13-09 17
F61006j. Governing Law. This Agreement shall be interpreted andconstrued in accordance with and governed by the laws of the State ofFlorida and federal law. Any controversy or legal problems arising outof this Agreement and any action involving the en<strong>for</strong>cement orinterpretation of any rights hereunder shall be submitted to thejurisdiction of the state court of the 2nd Judicial Circuit , Leon County,of Florida.k. Binding Effect. This Agreement shall be binding upon and inure tothe benefit of the Parties hereto and their respective successors andassigns.l. Assignment. Neither this Agreement nor any interest herein maybe assigned, transferred or encumbered by any Party without the priorwritten consent of the other Parties.m. Force Majeure. None of the Parties shall be obligated to per<strong>for</strong>many duty, requirement or obligation under this Agreement if suchper<strong>for</strong>mance is prevented by fire, hurricane, tornado, earthquake,explosion, wars, sabotage, accident, flood, acts of God, strikes or otherlabor disputes, riot or civil commotions, or by reason of any othermatter or condition beyond the control any of the Parties, and whichcannot be overcome by reasonable diligence and without unusualexpense.n. Severability. In case any one or more of the provisions containedin this Agreement shall <strong>for</strong> any reason be held to be invalid, illegal,unlawful, unen<strong>for</strong>ceable or void in any respect, the invalid, illegal,unlawful, unen<strong>for</strong>ceable or void nature of that provision shall not affectany other provision and this Agreement shall be considered as if suchinvalid, illegal, unlawful, unen<strong>for</strong>ceable or void provision had neverbeen included herein.o. Notice. When any of the Parties desire to give notice to the other,such notice must be in writing, addressed to the Party <strong>for</strong> whom it isintended at the place last specified. The address <strong>for</strong> giving notice shallremain such until it is changed by written notice in compliance with theprovisions of this paragraph. For the present, the Parties designate thefollowing as the respective Party and place <strong>for</strong> giving notice:George Sheldon, SecretaryDepartment of <strong>Child</strong>ren and Families1317 Winewood BoulevardTallahassee, FL 32399-07007-13-09 18
F61006Dr. Eric J. Smith, CommissionerDepartment of Education325 West Gaines StreetTallahassee, FL 32399Frank Peterman, Jr., SecretaryDepartment of Juvenile Justice2737 <strong>Center</strong>view DriveTallahassee, FL 32399-3100Jim DeBeaugrine, DirectorAgency <strong>for</strong> Persons with Disabilities4030 Esplanade WayTallahassee, FL 32399-0950Cynthia Lorenzo, DirectorAgency <strong>for</strong> Work<strong>for</strong>ce Innovation107 East Madison StreetTallahassee, FL 32399-4128IN WITNESS WHEREOF, the Parties have caused their hand to be set to thisAgreement written by their respective authorized officials thereto.7-13-09 19
F61006AGENCY FOR PERSONS WITH DISABILITIESDirectorDateAGENCY FOR WORKFORCE INNOVATIONExecutive DirectorDateDEPARTMENT OF CHILDREN AND FAMILIESSecretaryDateDEPARTMENT OF EDUCATIONCommissionerDateDEPARTMENT OF JUVENILE JUSTICESecretaryDate7-13-09 20
<strong>Independent</strong>Chapter 14<strong>Living</strong> <strong>Program</strong>Payment Guide
Knowledge Base - traindcfpub<strong>Center</strong> Home Sign In |Knowledge BasetraindcfpubAll SitesAdvanced Search<strong>Center</strong> HomeNews Knowledge Library Training Resources Florida Contacts Ask a FAQ FAQ Answers FSFN Web Event Setup Help<strong>Center</strong> Home > Knowledge Base > ils > traindcfpubHistory | Incoming LinksView All Site ContentAdoption<strong>Independent</strong> <strong>Living</strong> - DCF Publications<strong>Child</strong> Protective InvestigationsIn-Home and Relative Care<strong>Independent</strong> <strong>Living</strong>Out of Home Licensed CarePreventionAdministration and LeadershipAdministration and ManagementDisaster PlanningPreserving Families and FosteringConnectionsPublicationsSupervisor Training ResourcesCaregiver ResourcesAdoptive Parent ResourcesFoster Parent Resources<strong>Independent</strong> <strong>Living</strong> ResourcesParenting ResourcesRelative Caregiver ResourcesSafety and Prevention ResourcesYouth Space<strong>Child</strong> <strong>Welfare</strong> Practice ModelsCultural Competency andDiversity ResourcesDisproportionality in <strong>Child</strong> <strong>Welfare</strong>Evidence Based and BestPracticesFamily <strong>Center</strong>ed PracticeSystems of Care and ServicesTechnology Supports <strong>for</strong> <strong>Child</strong><strong>Welfare</strong>Other <strong>Child</strong> <strong>Welfare</strong> <strong>Program</strong>AreasCase ManagementChronic Neglect ResourcesDiligent SearchDomestic ViolenceFlorida Safe Families Network(FSFN)Human TraffickingIndian <strong>Child</strong> <strong>Welfare</strong> Act (ICWA)ICPCMental Health and SubstanceAbuseMissing <strong>Child</strong>renReunification ServicesSexual Abuse--<strong>Independent</strong> <strong>Living</strong> - Due Process RightsDCF publication provides in<strong>for</strong>mation <strong>for</strong> youth on their right to a Fair Hearing--<strong>Independent</strong> <strong>Living</strong> <strong>Program</strong> Payment Guide and Coding Definitions (July 2007)DCF publication of coding definitions <strong>for</strong> payments made under the ILP--<strong>Independent</strong> <strong>Living</strong> Transitional Services Critical ChecklistJan'08 chart book containing in<strong>for</strong>mation from a survey of youth and young adults age 13 to 23 covering such topics as: Life Skills, Housing, Education, Employment, Health,Department of Corrections or Juvenile Justice, Transportation and Case Plan, Aftercare and Transitional Services--Rights and Expectations <strong>for</strong> <strong>Child</strong>ren and YouthFor children in shelter and foster care, from DCF and community partners--Transition Planning <strong>for</strong> Youth with DisabilitiesSuggested <strong>for</strong>mat <strong>for</strong> assessment and planning (July 2007)Last modified at 12/10/2009 10:58 AM by Moore, John C.Copyright © 2009 by The <strong>Center</strong> <strong>for</strong> the Advancement of <strong>Child</strong> <strong>Welfare</strong> PracticePlease read our Privacy PolicyCircuit Resource PagesFlorida Contacts and LinksFrequently Asked QuestionsAdministration and ManagementAdoptionsCase ManagementFiscalFSFNLegalProtective InvestigationsRemote Data Capture (RDC)FSFNLaw, Rule, Policy, and CLS<strong>Child</strong>ren's Legal ServicesDCF Historical MemorandaDCF Interagency & OtherAgreementsDCF Policy MemorandaFamily Safety Operatinghttp://center<strong>for</strong>childwelfare.fmhi.usf.edu/kb/ils/traindcfpub.aspx[10/6/2010 12:29:44 PM]
Knowledge Base - traindcfpubProceduresFederal Laws and RulesFlorida Adminstrative CodeFlorida StatutesOther DCF Operating ProceduresMultimedia and TrainingVideosDCF Family Safety TrainingVideosDOH'S CMS VideosFlorida Statewide Training VideosFlorida Conference VideosGeneral Workshops and TrainingsNational TeleconferencesPerspective SeriesNational ResourcesOther State AgenciesPer<strong>for</strong>mance and Data ReportsQuality Assurance andImprovementQuality Assurance ResourcesQuality Improvement ResourcesTrainer ResourcesTrainers CornerTraining BulletinsMultimedia Home PageOnline Traininghttp://center<strong>for</strong>childwelfare.fmhi.usf.edu/kb/ils/traindcfpub.aspx[10/6/2010 12:29:44 PM]
Youth ResourceChapter 15Guides
Home - <strong>Independent</strong> <strong>Living</strong><strong>Center</strong> Home Sign In |<strong>Independent</strong> <strong>Living</strong>All SitesAdvanced Search<strong>Center</strong> HomeNews Knowledge Library Training Resources Florida Contacts Ask a FAQ FAQ Answers FSFN Web Event Setup Help<strong>Center</strong> Home > <strong>Independent</strong> <strong>Living</strong>View All Site ContentReturn to KNOWLEDGELIBRARY<strong>Independent</strong> <strong>Living</strong> HomePageFormsRoad to Independence FormOther FormsAll FormsContacts<strong>Independent</strong> <strong>Living</strong> CoordinatorsOther Useful ContactsLegislation and PolicyDepartment MemorandaFederal Laws, Codes andRegulationsState Laws, Codes andRegulationsEducation ResourcesResources <strong>for</strong> Specifically <strong>for</strong> ILYouthGeneral Education ResourcesAll Education ResourcesEmployment ResourcesOperation Full EmploymentResourcesJob Search ResourcesAll Employment ResourcesTraining ResourcesPresentationsVideo PresentationsDepartment PublicationsAll Training Resources<strong>Independent</strong> <strong>Living</strong> ServicesAdvisory CouncilYearly ReportsDCF ResponseAll ILSAC DocumentsInternet Resources and Links<strong>Independent</strong> <strong>Living</strong> PublicationOther Useful LinksCalendar<strong>Independent</strong> <strong>Living</strong><strong>Independent</strong> <strong>Living</strong> ResourcesResources, policies and <strong>for</strong>ms, and other useful internet links <strong>for</strong> youth and staff.Use the links below or the navigation bar to the left to find the resource pages with the in<strong>for</strong>mation you needFormsContactsLegislation and PolicyEducation ResourcesEmployment ResourcesTraining Resources<strong>Independent</strong> <strong>Living</strong> Services Advisory CouncilInternet Resources and Links<strong>Independent</strong> <strong>Living</strong> PublicationOther Useful LinksHot Topic:Preventing TeenPregnancyClick here to view a list ofResources <strong>for</strong> <strong>Child</strong> <strong>Welfare</strong>Leadership, Caregivers andService Providers, andFoster Care Youth to helpreduce teen pregnancy.Also visitthenationalcampaign.org <strong>for</strong>additional resources andtools.CALENDARCheck here often <strong>for</strong>upcomingIL Meetings,Trainings and Events!Copyright © 2009 by The <strong>Center</strong> <strong>for</strong> the Advancement of <strong>Child</strong> <strong>Welfare</strong> PracticePlease read our Privacy Policyhttp://center<strong>for</strong>childwelfare.fmhi.usf.edu/il/default.aspx[8/9/2010 4:06:34 PM]
Knowledge Base - Home<strong>Center</strong> Home Sign In |Knowledge BaseHomeAll SitesAdvanced Search<strong>Center</strong> HomeNews Knowledge Library Training Resources Florida Contacts Ask a FAQ FAQ Answers FSFN Web Event Setup Help<strong>Center</strong> Home > Knowledge Base > localSVC > HomeIncoming LinksView All Site ContentAdoption<strong>Child</strong> Protective InvestigationsIn-Home and Relative Care<strong>Independent</strong> <strong>Living</strong>Out of Home Licensed CarePreventionAdministration and LeadershipAdministration and ManagementDisaster PlanningPublicationsSupervisor Training ResourcesCaregiver ResourcesAdoptive Parent ResourcesFoster Parent Resources<strong>Independent</strong> <strong>Living</strong> ResourcesParenting ResourcesRelative Caregiver ResourcesSafety and Prevention ResourcesYouth Space<strong>Child</strong> <strong>Welfare</strong> Practice ModelsCultural Competency andDiversity ResourcesDisproportionality in <strong>Child</strong> <strong>Welfare</strong>Evidence Based and BestPracticesFamily <strong>Center</strong>ed PracticeSystems of Care and ServicesTechnology Supports <strong>for</strong> <strong>Child</strong><strong>Welfare</strong>Other <strong>Child</strong> <strong>Welfare</strong> <strong>Program</strong>AreasCase ManagementChronic Neglect ResourcesDiligent SearchDomestic ViolenceFlorida Safe Families Network(FSFN)Human TraffickingIndian <strong>Child</strong> <strong>Welfare</strong> Act (ICWA)ICPCMental Health and SubstanceAbuseMissing <strong>Child</strong>renReunification ServicesSexual AbuseCircuit Resource PagesFlorida Contacts and LinksFrequently Asked QuestionsAdministration and ManagementAdoptionsCase ManagementFiscalFSFNLegalProtective InvestigationsRemote Data Capture (RDC)Last modified at 10/3/2008 4:12 PM by Cruz, RalphCopyright © 2009 by The <strong>Center</strong> <strong>for</strong> the Advancement of <strong>Child</strong> <strong>Welfare</strong> PracticePlease read our Privacy PolicyFSFNLaw, Rule, Policy, and CLS<strong>Child</strong>ren's Legal ServicesDCF Historical MemorandaDCF Interagency & OtherAgreementsDCF Policy MemorandaFamily Safety OperatingProceduresFederal Laws and Ruleshttp://center<strong>for</strong>childwelfare.fmhi.usf.edu/kb/localSVC/Home.aspx[8/9/2010 4:10:38 PM]
Knowledge Base - HomeFlorida Adminstrative CodeFlorida StatutesOther DCF Operating ProceduresMultimedia and TrainingVideosDCF Family Safety TrainingVideosDOH'S CMS VideosFlorida Statewide Training VideosFlorida Conference VideosGeneral Workshops and TrainingsNational TeleconferencesPerspective SeriesNational ResourcesOther State AgenciesPer<strong>for</strong>mance and Data ReportsQuality Assurance andImprovementQuality Assurance ResourcesQuality Improvement ResourcesTrainer ResourcesTrainers CornerTraining BulletinsMultimedia Home PageOnline Traininghttp://center<strong>for</strong>childwelfare.fmhi.usf.edu/kb/localSVC/Home.aspx[8/9/2010 4:10:38 PM]
Florida RESOURCESwww.floridaschildrenfirst.org&www.dcf.state.fl.us/indlivingwww.dcf.state.fl.us/indliving&www.floridaschildrenfirst.orgwww.eckerdfamilyfoundation.org&www.dcf.state.fl.us/indlivingwww.cby25.org/index.htmwww.floridaschildrenfirst.org&www.abanet.org/child/empowermentwww.floridaschildrenfirst.org&www.advocacycenter.orgwww.floridaschildrenfirst.org&www.abanet.org/child/empowermenthttp://www.myfloridayouth.com/1850-488-8762 Family Safety Main Office Number – attention Tammy Workman
Financial Aid Assistance to studentsfrom Foster Care and UnaccompaniedHomeless YouthFlorida RESOURCES<strong>Child</strong>ren and teens who need a …http://www.wctv.tv/<strong>for</strong>everfamilyhttp://tinyurl.com/odjbuv&http://tinyurl.com/mpp36cwww.casey.org/Resources/Publications/pdf/ProvidingEffectiveFinancialAid.pdfhttp://www.dot.state.fl.us/ctd/contacts/ctcsbycounty.htmYOUTHSTUFF: Asource ofin<strong>for</strong>mationTo assistwithnavigatingthrough thefoster caresystem.http://www.flcourts.org/gen_public/family/bin/youthvideo_hi.wmvhttp://www.dcf.state.fl.us/youth/index.shtmlCaregiver’s Guide: http://www.flcourts.org/gen_public/family/bin/Web%20-%20Caregivers%20Guide%20Final%2009.pdfParent’s Guide: http://www.flcourts.org/gen_public/family/bin/dependencybooklet.pdfFamily Guide to Dependency Court Video: http://www.flcourts.org/gen_public/family/bin/FamilyDependency_NoSubs_hi.wmv2850-488-8762 Family Safety Main Office Number – attention Tammy Workman
Your Rightsin Shelter orFoster CareWhy We Wrote ThisDocumentYour health and safety are veryimportant to the state of Florida.You can help us make surethat you are safe and healthyby speaking up <strong>for</strong> yourself. Inorder to help you do that, wewrote this document so you canknow what your rights are andwhat you can expect from theDepartment of <strong>Child</strong>ren andFamilies.Where Do Your RightsCome From?There are many sources <strong>for</strong> therights of children and youth inthe shelter and foster care ofthe Department of <strong>Child</strong>ren andFamilies. Some rights come fromthe United States Constitution,others from the FloridaConstitution. Florida statutes(laws) and federal statutes alsotell the state how it is supposedto treat you.My Commitment To YouAs Secretary of the Departmentof <strong>Child</strong>ren and Families, Iwill do my best to make surethat everyone responsible <strong>for</strong>providing care and servicesto children in foster carewill protect the rights listedhere. I will also do my best tomake sure that they meet theexpectations listed after therights.Bob ButterworthSecretary of the Department of<strong>Child</strong>ren and FamiliesWhat Rights Do You Have?You have the right:To Know Your Rights• To be given a copy of thisdocument,• To have your rights explainedto you in words you canunderstand, and• To have your rights explainedwhen you enter into care andevery time you move to adifferent placement.To Have Your Rights RespectedThe people responsible <strong>for</strong> yourcare and protection must respectyour civil and legal rights.To Privacy• To have your privacy protected,• To send and receive mailwithout anyone reading itunless the judge says someoneelse can open your mail toprotect your safety, and• To make telephone calls atreasonable times, unless thejudge says you cannot.To Have Your PropertyProtected• To have your property (<strong>for</strong>example, your clothes, books,electronics, money and otherthings you own) kept safewhere you live.• To bring your property withyou when you move,• To be told how money beingheld by the Department isbeing used.• To ask that your money be used<strong>for</strong> specific things, and• To ask that your money besaved <strong>for</strong> future uses.To Live With Your Parents orCaregiversunless a person from theDepartment and a judgedetermines that you must bemoved.To Live In A Safe Place• To live in a safe home whereno one will touch you withoutyour permission, scare you, orhurt you, and• To live in a home where youwill not get into trouble<strong>for</strong> telling people that yourrights or safety are not beingprotected.To Understand Documents YouAre Asked to Sign• To have any person who asksyou to fill out or sign a paperexplain it to you, and• To understand what you aresigning and why you are beingasked to sign it.To Complain about Your Care orServices• To make a grievance (acomplaint) to the Departmentabout how you are being cared<strong>for</strong> by your foster parents,services worker, or otherpeople providing you services,• To make a grievance to theDepartment if any of yourrights are violated,• To make a grievance to yourcommunity-based careprovider, and• To have a lawyer or otherperson assist you in making agrievance or complaint.To Be Heard In Court• To attend court hearingsinvolving your care, and• To tell the judge what ishappening to you and whatyou want.To Have Representation In Court• To have a guardian ad litemappointed <strong>for</strong> you by the judge,• To have the guardian ad litemtell the judge what you want, inaddition to what your guardianad litem thinks is best <strong>for</strong> you,• To obtain an attorney of yourchoice, or to ask the judge toappoint one <strong>for</strong> you, and• To have the immediate andunlimited ability to meet withyour guardian ad litem andattorney.To Medical Care• To be taken to doctors anddentists, including eye doctors,<strong>for</strong> medical evaluation andtreatment.To Education• To attend school, and• To obtain special educationalservices if you need them.To Permanency• To have all ef<strong>for</strong>ts in court madewith out delay because time isof the essence (very important).• To have a permanent home orfamily.To Same Rights As Everyone Else• To enjoy the same rightsestablished in the Constitutionsof the United States and Floridaas every other person in thestate. That means you havethe right to individual dignity,liberty, privacy, pursuit ofhappiness, and the protectionof your civil and legal rights.What Can You Expect From TheDepartment of <strong>Child</strong>ren & Families?You can expect:SAFETYA Professional Investigation: The adultswho investigate whether you are at risk ofharm will have the professional training tomake the best decision possible <strong>for</strong> yourprotection.The Assistance of a Services WorkerYou can expect:• To have regular contact with your servicesworker by phone and in person,• To meet with your services worker at aminimum every 30 days,• To meet with your services worker inprivate, if you want,• For your services worker to meet with yourfoster parent in person at least every 30days, and• For your services worker to see the placeyou live at least every 30 days.The Department Will Keep ImportantRecordsYou can expect:• That your Department records arecomplete, accurate and kept up to date,• That you, your guardian and your attorneycan review and receive a copy of yourrecords free of charge,• Your photograph and fingerprints will betaken and kept in your file, and• Your birth certificate and health insurancein<strong>for</strong>mation will be kept in your file andprovided to you when you need it.Safety Plan• You can expect to participate with yourcaregivers and professionals in writinga plan to help with any of your needs orbehaviors that could present a risk to you,other children or adults.Being Heard in Court and at MeetingsYou can expect:• To have the opportunity to go to court andtalk to the judge or other persons makingdecisions about you, and• To attend hearings or meetings wheredecisions about you are being made,unless the judge decides it would not bebest <strong>for</strong> you to do so.SERVICESAppropriate Evaluations: You can expectto be tested to see if you are havingproblems, are healthy, doing well in school,or if you need to be treated by a doctor orpsychologist.Case Plan That Meets Your NeedsYou can expect:• To participate in writing your case plan,• To make sure your case plan addressesyour needs and the needs of your family,• To have the plan and all its servicesexplained to you in a way you understand,• To have a plan that respects your race andculture,• To have the opportunity to give youropinion about anything in the plan you donot like, and• To have the responses to your opinionsclearly explained to you.CounselingYou can expect:• To have trained professionals give youthe help and services you need <strong>for</strong> anyproblems you may be having, and• To have the opportunity <strong>for</strong> counseling tohelp you better understand your thoughtsand feelings about past experiences andwhat is currently happening in your life.Government Benefits: You can expectthat the Department will apply <strong>for</strong> all stateand federal benefit programs that youare eligible <strong>for</strong> and need without delay.Government benefits include Medicaid,Supplemental Security Income, disabilitybenefits, medical, and other programs <strong>for</strong>children and youth who are in foster care,or who are emotionally, behaviorally, orphysically disabled.Trained Staff: You can expect that thepeople who provide services to you will beproperly trained in order to meet your needs.LIVING SITUATIONBrothers & Sisters (Siblings)You can expect:• To be placed in the same home with yourbrothers & sisters, or• If it is not possible to live with them, tohave private contact with your siblings atleast once a week, unless the judge saysyou cannot.... continued on back cover
What Can You Expect From The Department of<strong>Child</strong>ren & Families?LIVING SITUATION cont’dMovingYou can expect to remain in the same foster homewithout being moved to another placement, unless• the Department explains to you why it is necessary<strong>for</strong> you to move, and• helps you get the services you need to becom<strong>for</strong>table during the move and in the new home.• To get special education services if you need them,• To have a surrogate parent appointed if your ownparents cannot make educational decisions <strong>for</strong> you,and• To have your school records shared with theDepartment to make sure the Department knowsyou are attending and making progress in school.• To have a quiet place to do homework,• To participate in school activities, and• When you are older, to have assistance in choosing acareer and planning <strong>for</strong> it.Other <strong>Child</strong>ren & YouthYou can expect to live in a family home with no morethan one other foster child, unless• you are placed with your brothers and sisters, or• you are placed in a group home if it is the mostfamily-like setting appropriate <strong>for</strong> you.People Who Know YouYou can expect to live in a shelter or foster homein which the parents know and understand yourpersonal history, needs, and problems.PERMANENCYVisiting Your Parents or Legal Caregivers: You canexpect to have at least one visit each month with yourparents or legal caregivers, unless the judge says youcannot visit with them. If you were sexually abused,the court must hold a hearing be<strong>for</strong>e allowing theperson accused of abusing you to visit with you. Youwill have an attorney or guardian ad litem representyou at that hearing. You can tell your representativewhether or not you want to visit.Reunification Case PlanYou can expect• To make sure your case plan and services will enableyou to be reunited with your family or caregivers assoon as it is safe to do so and as soon as the judgepermits your return; and• To be told that you have a right to a family, and thatyou should not have long delays in your case.Permanent Home and FamilyYou can expect the Department to make every ef<strong>for</strong>t tofind you a permanent home and family if reunification isnot possible.EDUCATIONYou can expect• To go to the school that is best <strong>for</strong> you to attend,• To go to school every day with the fewest disruptionspossible <strong>for</strong> court or other meetings related to yourcase,• To have a referral to an educational evaluation team ifyou aren’t making progress in school,NORMALCYYou can expect• To participate with your foster or group home parentand services worker in writing an age appropriateactivities, or “normalcy”, plan,• To participate in age appropriate activities such assports, clubs, youth group, dating, volunteer work andworking,• To participate in activities that you would enjoy andthat your other friends get to do, and• To participate in activities that provide good lifeexperiences and opportunities and help you becomeindependent and self-sufficient when you become anadult.MoneyYou can expect:• To receive an allowance every month from moneyprovided by the Department,• To open your own bank account when you havetaken financial literacy classes, and• To work if your job does not interfere with yourschooling.<strong>Independent</strong> <strong>Living</strong> <strong>for</strong> Youth Ages 13-17You can expect:• To participate in the <strong>Independent</strong> <strong>Living</strong> <strong>Program</strong>,• To participate in classes and activities needed to helpyou transition to adulthood and self-sufficiency whenyou are old enough,• To participate in making your individual transitionalplan, and• To exercise your rights and responsibilities under theRoad to Independence <strong>Program</strong> and to participate inother financial aid programs you may need to go tocollege or vocational school.Foster Youth OrganizationsIf you want to participate you may:• Communicate with other youth in foster care <strong>for</strong> thepurpose of organizing as a group to advocate <strong>for</strong>better services and living conditions,• Work toward improvements in the child welfaresystem and• Provide support <strong>for</strong> one another while in the custodyof the Department.
Where do Your Rights Come From?There are many sources <strong>for</strong> the rights of children andyouth in the shelter and foster care of the Departmentof <strong>Child</strong>ren and Families. Some rights come from theUnited States Constitution, others from the FloridaConstitution.Florida statutes (laws) and federal statutes also tell thestate how it is supposed to treat you.
My Commitment To YouAs Secretary of the Department of <strong>Child</strong>ren andFamilies, I will do my best to make sure that everyoneresponsible <strong>for</strong> providing care and services to childrenin foster care will protect the rights listed here. Iwill also do my best to make sure that they meet theexpectations listed after the rights.Bob ButterworthSecretary of the Department of <strong>Child</strong>ren and Families
You have a right to:• Know Your Rights and Have Your Rights Respected• Privacy and to Have Your Property Protected• Live With Your Parents or Caregivers and in a SafePlace• Understand Documents You Are Asked to Sign• Complain about Your Care or Services• Be Heard in Court and Have Representation inCourt• Medical Care, Education and Permanency• To the Same Rights as Everyone Else
What you can expect from DCF:SAFETY• A Professional Investigation of Your Risk <strong>for</strong> Harm• The Assistance of a Services Worker Who Will VisitYou in Person No Less Than Every 30 Days• The Department Will Keep Your ImportantRecords• A Plan <strong>for</strong> Your Safety and the Safety of Others• Being Heard in Court and at Meetings
What you can expect from DCF:SERVICES• Appropriate Evaluations of Your Needs• A Case Plan That Meets Your Needs• Counseling• Government Benefits You May Be Eligible toReceive• A Trained Staff to Meet Your Needs
What you can expect from DCF:LIVING SITUATION• To Be Placed with Your Brothers and Sisters(Siblings)• To Not Have to Move to Another Home WithoutExplanation• To A Home with No More Than One Other <strong>Child</strong>Unless a Sibling• Those Who Care <strong>for</strong> You Will Know Your Historyand Understand Your Needs
What you can expect from DCF:PERMANENCY• To Visit With Your Parents or Legal Caregivers• To Have a Reunification Case Plan To Help YouReturn to Your Family If Safe To Do So• To Have a Permanent Home and FamilyEDUCATION• To Go to the School Best <strong>for</strong> You• To Receive the Services You Need and Participatein School Activities and Career Planning
What you can expect from DCF:NORMALCY• To Participate in Normal Activities <strong>for</strong> Your Age• To Have Opportunities to Learn to Become SelfSufficient As An Adult• To Receive Your Own Allowance, Have a BankAccount and a Job• To Receive <strong>Independent</strong> <strong>Living</strong> Services <strong>for</strong> YouthAges 13-17• To Join Foster Youth Advocacy and SupportOrganizations
My Services Worker’s Name & Phone NumberOther Important Numbers
Florida Department of <strong>Child</strong>ren and FamiliesFlorida Department of <strong>Child</strong>ren & FamiliesSITE NAVIGATION REGIONS/CIRCUITS PROGRAMS ADMINISTRATION YOUTH STUFF NEWSROOM CONTACT USDCF Home<strong>Child</strong>ren, Youth &Families Home<strong>Independent</strong> <strong>Living</strong>Services HomeRights and ExpectationsBrochureHearing Your Voice: AGuide to Your DependencyCourt Case - VIDEOTransition: A Guide <strong>for</strong>Foster Youth withDisabilities Transitioning toAdulthoodOn Your Own But NotAlone: A Handbook toEmpower Florida YouthLeaving Foster CareAdvisory CouncilNational <strong>Independent</strong> <strong>Living</strong>Association<strong>Child</strong> <strong>Welfare</strong> League ofAmericaIndependant <strong>Living</strong> RuleDevelopment<strong>Child</strong>ren, Youth & Families Home<strong>Independent</strong> <strong>Living</strong> ServicesEvery year, hundreds of young adults set out to establishthemselves and their future in <strong>Florida's</strong> communities withoutparental guidance. Through the <strong>Independent</strong> <strong>Living</strong> <strong>Program</strong>,the Florida Department of <strong>Child</strong>ren and Families works toprovide these young adults with the assistance they may needto thrive.The <strong>Independent</strong> <strong>Living</strong> <strong>Program</strong> provides services to youth infoster care and young adults who were <strong>for</strong>merly in foster care.The program is designed to assist youth obtain the life skillsand education necessary to become self-sufficient, liveindependently and maintain employment. Services include lifeskills training and financial, educational and social support.Examples of such services are parenting classes, career counseling, therapy and psychologicalcounseling and assistance with time management and organization.Through the Department's <strong>Independent</strong> <strong>Living</strong> <strong>Program</strong> these young adults are better prepared <strong>for</strong>the challenges and opportunities ahead.Annual ReportAnnual Report on Outcome Measures and Oversight Activities of the <strong>Independent</strong> <strong>Living</strong>Transition Services <strong>Program</strong>.2008 Report2007 Report<strong>Independent</strong> <strong>Living</strong> SurveyThe Department conducts an annual survey of youth in foster care and young adults <strong>for</strong>merlyin foster care. To view the annual results please use the links below.2009 Survey xls | pdf | Summary2008 Survey xls | pdf2007 Survey xls | pdfHome About DCF ACCESS Food, Medical & Cash <strong>Child</strong>ren Youth & Families Florida Abuse Hotline Prevention & Referral Services Substance Abuse &Mental HealthSpecial Initiatives Regions/Circuits <strong>Program</strong>s Administrative Youth Stuff Newsroom Contact Ushttp://www.dcf.state.fl.us/programs/indliving/index.shtml[8/9/2010 4:14:51 PM]
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Case Plans andChapter 16Judicial Reviews
Excerpts from Dependency Practice Manual 1Dependency Practice Manual Resources Available athttp://www.guardianadlitem.org/att_practice_manual.asp#<strong>Independent</strong> <strong>Living</strong><strong>Independent</strong> <strong>Living</strong> <strong>Program</strong>s <strong>for</strong> Past & Present Foster <strong>Child</strong>renPractice Aids<strong>Independent</strong> <strong>Living</strong> Staffing Guidelines<strong>Independent</strong> <strong>Living</strong> Guidelines -- NormalcyPre-<strong>Independent</strong> <strong>Living</strong> Guidelines (13-15)Educational Planning<strong>Independent</strong> <strong>Living</strong> Guidelines 17-Year-Old RequirementsSubsidized <strong>Independent</strong> <strong>Living</strong> GuidelinesMinor Parents in the Custody of the Department GuidelinesYoung Adults Formerly in Foster Care Guidelines - GenerallyExtended Jurisdiction GuidelinesRoad-To-Independence <strong>Program</strong> GuidelinesAftercare Support Services GuidelinesTransitional Support Services GuidelinesOther Benefits <strong>for</strong> Young Adults Formerly in Foster CareDue Process / Fair Hearing GuidelinesWorksheets<strong>Independent</strong> <strong>Living</strong> Skills LogService Worker Pre-IL Staffing & Educational PlanYouth Worksheet Staffing & Educational PlanYouth Subsidized <strong>Independent</strong> <strong>Living</strong> WorksheetYouth 17 Year-Old Staffing, & JR PrepPetition <strong>for</strong> Extended JurisdictionRemoval of Disability of Non-Age - ResidentialRemoval of Disability of Non-Age – Banking Form 8.9781 The attached documents were prepared by and are provided with the permissionof Florida’s Guardian Ad Litem program.
I N D E P E N D E N T L I V I N G G U I D E L I N E S --N O R M A L C Y§ 409.1451(3)(A), FLA. STAT. (2007), AND 65C – 30.007(10) F.A.C.Foster <strong>Child</strong>ren should be allowed and encouraged by the licensed out-of-home caregiver, and serviceworker to engage in appropriate social and extracurricular activities to promote the child’s socialdevelopment and maturity.Age: 13+Participants foster parent or caregiver, licensed out-of-home caregiver the child, and the case managerRequirementsParticipants must develop a written plan, of specific goals and objectives that promotes the child’sparticipation in activities similar to those of non-foster care children. These opportunities shall notbe withheld as a <strong>for</strong>m of discipline. Develop procedures to maximize the authority of foster parents or caregivers to approveparticipation in age-appropriate activities of children in their care Develop a written plan with participants, sign, follow Develop a list of age-appropriate activities and responsibilities Assist out-of-home caregiver and Services Worker shall assist the child in finding a driver’seducation program Support of the child’s ef<strong>for</strong>ts to learn to drive a car Support ef<strong>for</strong>ts to obtain learner’s permit & drivers license (age, maturity, insurance) Ef<strong>for</strong>ts shall be made to obtain automobile insurance If child wants to attend overnight or planned outings:o The out-of-home caregiver must determine that it is safe & appropriate. The out ofhome caregiver shall:• Consider if there will be adult supervision• Be as diligent in determining approval <strong>for</strong> such events as he or she would <strong>for</strong>his or her own children, and• Use his or her parenting skills to familiarize himself or herself with theindividual or group that the child wishes to spend time with and evaluatethe child’s maturity level and ability to participate in the activityappropriately• Criminal, delinquency and abuse/neglect history checks <strong>for</strong> dating, outingsand activities with friends, families and school and church groups are notnecessary <strong>for</strong> participation in normal school or community activities.o the services worker shall be available <strong>for</strong> consultation
<strong>Child</strong> must be provided in<strong>for</strong>mation regarding:o drug and alcohol use and abuseo teen sexuality issueso runaway preventiono health serviceso community involvemento knowledge of available resourceso identifying legal issueso understanding his or her legal rightso accessing specific legal advice Permission and encouragement of the child to:o engage in appropriate social and extracurricular activitieso obtain employmento have contact with family memberso have access to phone usageo have reasonable curfewso travel with other youth or adults Assistance in participating in activities such as:o the child having his or her picture taken <strong>for</strong> publication in a newspaper or yearbooko receiving public recognition <strong>for</strong> accomplishmentso participating in school or after-school organizations or clubso participating in community eventsReview/Accountability Written plan must be reviewed and updated no less than quarterlySpecial Considerations Disabled youth shall be provided with an equal opportunity to participate in <strong>Independent</strong><strong>Living</strong> services. The child shall be able to participate in activities that promote personal and social growth,self-esteem and independence as long as he or she is not identified as a foster child. Confidentiality requirements <strong>for</strong> department records shall not restrict the child’sparticipation in customary activities appropriate <strong>for</strong> the child’s age and developmentallevel. Provided the age-appropriate activity is in a written plan developed and signed by thefoster parent or caregiver, the child and the case manager, the foster parent shall not beheld responsible <strong>for</strong>, or have the foster care license at risk, as a result of the child’sparticipation in the age-appropriate activity § 409.1451(3)(a)3
S U B S I D I Z E D I N D E P E N D E N T L I V I N GG U I D E L I N E S§409.1451(4)(C), FLA. STAT. (2007); AND 65C-28.009(7) F.A.C.Subsidized <strong>Independent</strong> <strong>Living</strong> (SIL) services are living arrangements that allow the youth to liveindependently of the daily care and supervision of an adult in a setting that is not required to belicensed under § 409.175. Participants learn to pay their own bills, and live on a budget while underthe supervision of the department. 65C-28.009 (7)(a) F.A.C.. The youth receives a subsidy payment,and out-of-home care clothing allowances.. Subsidized <strong>Independent</strong> <strong>Living</strong>; 16 or older, must bediscussed with youth at every staffing – including program requirements and benefits. 65C-28.009(4)(a)3 F.A.C.Age: 16 but not yet 18 § 409.1451(c)(2)2. 65C-28.009 (7) F.A.C.RequirementsA <strong>for</strong>mal Subsidized <strong>Independent</strong> <strong>Living</strong> evaluation must be done <strong>for</strong> eligible youth aged 16 orolder. § 409.1451(4)(c)2. Youth Must: Be at least 16 but not yet 18 § 409.1451(4)(c)2 Adjudicated dependent Placed in out of home care <strong>for</strong> at least 6 months prior to entering SILoThe 6 months do not have to be immediately be<strong>for</strong>e placement in SIL, it canaccumulate over the youth’s lifetime. 65C-28.009 (7)(b)2 F.A.C. Have a permanency goal of adoption, independent living, or long-term licensed care Be able to “demonstrate IL skills” as determined by the department Youth with disabilities are eligible -- reasonable accommodations must be provided 65C-28.009 (7)(d) F.A.C.Department will review the following to determine if the youth “demonstrates IL skills” i Employment – making at least $100.00 a month 65C-28.009 (7)(c)1 F.A.C. Extra-curricular activities ii – “appropriate” and important to youth’s personal developmentbut limits ability to be employed. 65C-28.009 (7)(c)1 F.A.C. Savings – move in costs, first month’s living expenses, until first subsidy check arriveso Youth may provide statement regarding these costs and proof of available resources65C-28.009 (7)(c)2 F.A.C. Education – must be involved in full time educational program 65C-28.009 (7)(c)3 F.A.C.o Regular attendance in high school, 12 hours per semester at college or university,full time at GED or Vocational Technical <strong>Program</strong> Grades – adequate progress as determined by school 65C-28.009 (7)(c)4 F.A.C. Assessment of Skills – must show that living independently is viable, and the youth must beable to articulate/demonstrate skills as determined by IL Coordinator. 65C-28.009 (7)(c)5F.A.C.
Behavior – no irresponsible behavior iii prior to requesting entrance into SIL program. Ifyouth has irresponsible behavior they still may be eligible <strong>for</strong> SIL if SIL placement is in theirbest interests and if they are not at risk <strong>for</strong> future irresponsible behavior. 65C-28.009(7)(c)6 F.A.C.o Letters of reference from school, mental health professional, foster parents, serviceworkers, and DJJ should be requested if history of irresponsible behavior. 65C-28.009 (7)(c)6 F.A.C. Staffing/ Approval by the department or independent living coordinator.o Coordinator must approve• <strong>Living</strong> arrangement• Costs• Selection of roommate, if applicableo Youth and service worker must attend staffing which independent livingcoordinator chairs. Other at the staffing should include:• Parents if parental rights intact and at youth’s discretion• Any other person involved and important to youth – guardian ad litem,teachers, therapists, relatives and mentors. 65C-28.009 (7)(c)7 F.A.C.The Service Worker Must Formal SIL Evaluation Notify Parents. Youth’s parents must be notified that a placement in SIL has been made.65C-28.009 (7)(b)1 F.A.C..o Within 10 days of placement, if no TPRo Service worker must not reveal youth’s address 65C-28.009 (7)(d)1 F.A.C.o Prior approval by court or parent’s is not required 65C-28.009 (7)(b)1 F.A.C. Develop Subsidized <strong>Independent</strong> <strong>Living</strong> Agreement 65C-28.009 (7)(d)2 F.A.C.o Written agreemento Developed by youth and service worker (department or CBC)o Prior to entering SILooReviewed and updated annually or more frequentlyAgreement must include:• Youth’s educational program – start date, end date and goals• Youths responsibilitiesiv• Department or service providers responsibilitiesv• Requirements <strong>for</strong> continued SIL eligibility & consequences of noncompliance• Target date <strong>for</strong> discharge, and completion of goals in case plan• SIL must be in youths best interests, safety concerns addressed,consequences of violations of law Include IL <strong>Living</strong> Arrangements in Case Plan 65C-28.009 (7)(d)3 F.A.C.o Must be reviewed and update at least annuallyo Case plan must include at a minimum• Description of youth’s skills, plan <strong>for</strong> learning additional skills• Proposed services by department – type of service, nature, frequency• Behavior youth has exhibited that indicate responsibility• Plan <strong>for</strong> developing responsible behaviors like decision making• Youth understands consequences of conduct in SIL program
• Plan <strong>for</strong> developing & maintaining support – family members, other adults,friends, and community support groups. Regular Contact Between Youth and Service Worker 65C-28.009 (7)(d)4 F.A.C.o First 3 months• 2 contacts per week between service worker and youth (1 per week atyouth’s residence)• Weekly contact with IL Coordinatoro After first 3 months• IL Coordinator once a month, if youth is progressing satisfactorily• Contact with youth must not be less than once a month, if youth isprogressing satisfactorily Per<strong>for</strong>m Periodic Review 65C-28.009 (7)(d)5 F.A.C.o Regular 6 month reviewo Regular staffings Provide Financial Supports 65C-28.009 (7)(d)6 F.A.C.o IL Board Rate Payment (Subsidy) – to youth or staffo Clothing Allowance – youth will receive annual clothing allowance in addition tomonthly subsidy ($300.00) Determine Fair and Reasonable Budget <strong>for</strong> <strong>Independent</strong> <strong>Living</strong> 65C-28.009 (7)(d)7F.A.C.o Created by service worker and youtho Youth must maintain monthly budgeto Youth must demonstrate ability to budget and meet financial obligationso First month’s rent and move in costs are youth’s responsibilityo Service worker assist in finding af<strong>for</strong>dable safe housing, community resource thatmay help in arranging utility depositso Can live alone, with roommate, dorm, rent a room from familyo Service worker must submit a report to IL coordinator <strong>for</strong> approval Determine Monthly Subsidy Rate 65C-28.009 (7)(d)8 F.A.C.o Determined on individual basis – maximum is what youth could earn at 40 hour aweek job at federal minimum wage ($5.15 an hour x 4.33 weeks a month)o May give incentives Supervise Out of State Youth in SIL 65C-28.009 (7)(d)9 F.A.C.o These youth must be given the same opportunities to participate in SIL as a youththat lives in Florida as long as they meet eligibility requirementsMINOR PARENTS IN THE CUSTODY OF THE DEPARTMENT GUIDELINES65C-31.005(11); 65C-28.010; AND 65C-30.016 F.A.C.Youth who are pregnant or parenting shall be provided with an equal opportunity to participate in ILservices and post-18 services. The service worker shall assist these youth with accessing neededservices such as prenatal care, daycare, other public benefits and appropriate housing. 65C-31.005(11)F.A.C.Requirements When a minor child under the department’s supervision becomes pregnant, service workershall:
ooAssist in developing a plan <strong>for</strong> futureAssist in making the choice whether to keep the child or relinquish <strong>for</strong> adoptiveplacement. 65C-30.016(5) F.A.C. Minor parent and child shall reside together unless the younger child’s safety is “at asubstantial risk” or there is no facility to house both. 65C-28.010(1) F.A.C.; but 65C-30.016F.A.C. states that the placement “shall be, unless contrary to the best interests of the infant,in the same foster home or residential program”o To strengthen attachment, provide child-caring skills, 65C-30.016(5)(b) F.A.C. Dependency petition on younger child not to be filed unless there are separate grounds If minor parent in SIL, and their child lives with them, the minor parent is not eligible <strong>for</strong>additional subsidy <strong>for</strong> child service worker shall help minor parent in applying <strong>for</strong> other assistance Minor parent shall be have equal opportunity to participate in IL services service worker shall provide to minor parent in<strong>for</strong>mation about services needed <strong>for</strong>appropriate care of child and stability of housing service worker shall assist minor parent by proving in<strong>for</strong>mation on educational servicesupon exit from foster care If mother’s emotional or mental capacity in question or mother has juvenile delinquencyhistory involving acts of violence, the service worker shall:o Obtain psychological evaluationo Determine if mother can provide safe environment <strong>for</strong> the child Youth who are receiving SSI can petition <strong>for</strong> a waiver of the state deducting the cost of carein order to use it <strong>for</strong> the cost of caring <strong>for</strong> the childi These are ways youth can demonstrate IL skills but exceptions may be allowed by District Administrator, CEO of CBC, or IL Coordinator (with approval of DistrictAdmin, or CEO or CBC 65C-28.009(7)(c)ii Activities may include but are not limited to sports, cheerleading, school bands, internships, youth advisory boardsiii Running away, violent acts towards others, delinquencies, or property crimesiv Regular attendance educational program, completion of life skills training, monthly submission of pay stubs or report from official conducting extracurricularactivities, verification of school attendance 65C-28.009 (7)(d)(2)bv Regular staffings, service worker contacts, life skills training, counseling and therapy 65C-28.009 (7)(d)(2)c
I N D P E N D E N T L I V I N G : E D U C A T I O N A LP L A N N I NG§ 409.1451(3)(B) FLA. STAT. (2007), AND 65C-28, F.A.C.Upon turning 13 a foster child must choose an educational goal and a career path. This educationalplan shall be reviewed at each judicial hearing as part of the case plan, and can be changed at anytime at the request of the child.Age: Upon turning 13Participants <strong>Child</strong> foster parents, if applicable the department or community-based provider teacher or other school staff member if held during <strong>Independent</strong> <strong>Living</strong> Staffing – must meet the requirements of <strong>Independent</strong><strong>Living</strong> Staffings (see <strong>Independent</strong> <strong>Living</strong> Staffings Guidelines)Requirements Set early achievement and career goals <strong>for</strong> the child's postsecondary educational and workexperience. Convenient to the child The department and community-based providers shall discuss post secondary goals withchild and foster parents and the coursework necessary to reach the chosen goal. Department shall ensure that the child's case plan includes an educational and career pathbased upon both the child’s abilities and interests Services worker shall encourage the child to choose and achieve realistic goals The services worker shall discuss with the child his or her potential limitations, includingphysical, emotional, and behavioral limitations The service worker shall accommodate the needs of children served in exceptionaleducation programso follow the courses outlined in the district school board student progression plan --IEP plan <strong>Child</strong>ren shall choose one of the following post secondary goals:o 4-year college or university, a community college plus university, or a militaryacademy;o 2-year postsecondary degree;o postsecondary career and technical certificate or credential; oro Beginning immediate employment, including apprenticeship, after completion of ahigh school diploma or its equivalent, oro enlisting in the military. The department along with other participants (above) shall identify:
ooooohigh school participation choices and college or vocational school entrancerequirementsThe core courses necessaryAny elective courses, which would provide additional help in reaching a chosen goal.The grade point requirement and any additional in<strong>for</strong>mation necessaryMentor: A teacher, other school staff member, employee of the department orcommunity-based care provider, or community volunteer who would be willing towork with the child as an academic advocate or mentor if foster parent involvementis insufficient or unavailable. The child shall not be told that a career or educational option is unavailable unless anexplanation is given and ways to overcome perceived obstacles are explored In<strong>for</strong>mation must be reduced to writing Signed by child Written report must be provided to court – attached to JRReview/Accountability The educational path shall be reviewed at each judicial hearing as part of the case plan <strong>Child</strong> may change educational path choices and a new educational plan must be developed
I N D E P E N D E N T L I V I N G S T A F F I N GG U I D E L I N E S65C-28, F.A.C.; § 409.1451(4)(A),FLA. STAT. (2007)<strong>Independent</strong> <strong>Living</strong> Staffings are <strong>for</strong> children age 13 and older who are in an out-of-home placements,that are held periodically to develop plans <strong>for</strong> meeting the identified needs of these children.Age: <strong>Child</strong>ren age 13 and older who are in an out-of-home placementsParticipants: 65C-28.009(4)(b), F.A.C. Services Worker The following shall be invited:o The Services Worker’s supervisoro <strong>Child</strong> <strong>Welfare</strong> Legal Services (CWLS)o the childo the child’s caregivero the child’s guardian ad litem (service worker shall invite) 65C-28.009(4)(b)5, F.A.C.o the child’s attorney, if the child is so represented (service worker shall invite) 65C-28.009(4)(b)5, F.A.C.o The independent living service providero any other individuals significant to and familiar with the childo family members likely to be involved with the child after the child leaves foster care.o The child shall be encouraged to invite any adults who are important in the child’slifeRequirements 13-15 yearly: The department shall conduct an annual staffing <strong>for</strong> each child who hasreached 13 years of age but is not yet 15 years of age 15-18 every 6 months: The department shall conduct a staffing at least once every 6months <strong>for</strong> each child who has reached 15 years of age but is not yet 18 years of age The staffing shall be conducted in and with a language the youth can understand or, ifneeded, through a translator, and the process shall be child-centered. 65C-28.009(4)(b)3,F.A.C. The staffing shall be convenient to the child 65C-28.009(4)(b)4, F.A.C. In<strong>for</strong>mation from the pre-<strong>Independent</strong> <strong>Living</strong> life skills assessment and all <strong>Independent</strong><strong>Living</strong> staffings shall be included in the written report submitted to the court <strong>for</strong> eachjudicial review. 65C-28.009(4)(b)6, F.A.C. <strong>Child</strong> must sign written reportEvery <strong>Independent</strong> <strong>Living</strong> Staffing Shall, at a Minimum, Address the Following Topics: 65C-28.009(4)(a), F.A.C. The child’s educational and work goalso child’s progress and any obstacles the child is facing
o See educational guidelines and worksheets What life skills the child needs and child’s progress toward developing already identifiedskills 65C-28.009(4)(a)2, F.A.C.o See <strong>Independent</strong> <strong>Living</strong> Skills Log The Subsidized <strong>Independent</strong> <strong>Living</strong> program,(see SIL Guidelines and Worksheet) includingprogram requirements and benefits The Road to Independence <strong>Program</strong>o See Road to Independence <strong>Program</strong> Guidelines and Worksheet <strong>Program</strong> requirements and benefits, the tuition fee exemption, and the Bright Futures<strong>Program</strong> (See Guideline and Worksheet) Permanency arrangements including the child’s wishes regarding adoption For children age 17, the child’s plans <strong>for</strong> living arrangement after age 18o the life skills services that may need to be continued past age 18,o See 17 Year Old IL Guidelines and Worksheet Any other identified obstacles and needs the child has with regard to <strong>Independent</strong> <strong>Living</strong>. Written plan of age appropriate activities § 409.1451(3)(a)3, reviewed quarterlyo See Normalization Guidelines Opportunity <strong>for</strong> a mentor § 409.1451 (3)(a)(4) Service worker shall assist in making lifelong connections between child and committedadult 65C-28.009(8), F.A.C. Direct access to management of allowance § 409.1451 (3)(a)(5) Opportunity to participate in life skills activities § 409.1451 (3)(a) Opportunity to participate in community service activities § 409.1451(3)(c) service worker shall continue ef<strong>for</strong>ts to locate placement with permanent family until thechild reaches 18. <strong>Child</strong>’s decision not to be adopted shall be reviewed twice a year 65C-28.009(8), F.A.C. Document must be explained to child be<strong>for</strong>e the child signs §409.1451 <strong>Child</strong> must sign written report Attach written report to JR reportSpecial Considerations Disabled youth shall be provided with an equal opportunity to participate in <strong>Independent</strong><strong>Living</strong> services. In<strong>for</strong>mation and guidance <strong>for</strong> pregnant or parenting teens 65C-31.005(11)
I N D E P E N D E N T L I V I N G G U I D E L I N E S 1 7 -Y E A R - O L D R E Q U I R E M E N T S§ 409.1451, FLA. STAT. (2007), § 39.701, FLA. STAT. (2007) AND 65C-28.009, 65C-31.010,F.A.C.Staffing, in<strong>for</strong>mation and independent living requirements <strong>for</strong> youth in foster care from age 17-18Age: 17Participants The service worker must attendo The following shall be invitedo The service worker supervisoro The child welfare legal services,o The childo The child’s caregivero The child’s guardian ad litem – service worker is responsible <strong>for</strong> invitingo The child’s attorney – service worker is responsible <strong>for</strong> invitingo IL service providers and other significant individualso <strong>Child</strong> shall be encouraged to invite adults important to themTiming Within one month of 17th Birthday a new independent living skills assessment must becompleted (i.e. Daniel Memorial) § 409.1451(4)(b)4 There must be a Staffing 30 days prior to Special Judicial Review Judicial Review within 90 days of 17th Birthday. Regardless of permanency goal. 65C-28.009(6)(g) Hearing shall be conducted within the month that begins the 6 month period be<strong>for</strong>e thechild’s 18th birthday (17 ½ years old Judicial Review – See Worksheets and Guidelines)Requirements Must continue ef<strong>for</strong>ts to locate and achieve permanency until child reaches 18 65C-28.009(8) If child doesn’t want adoption the decision shall be reviewed twice a year 65C-28.009(8)F.A.C. Service worker to help youth to continue to establish connections with adults Shall assist child in application <strong>for</strong> Road to Independence <strong>Program</strong>, transitional support,aftercare services not later than 90 days prior to 18th Birthday service worker shall consult with youth and foster parents during 17th year to discusspossible continued placement.o service worker shall research other placements if continued placement isunavailable. 65C-31.010 (2)(b) c-d Written notification to youth (in conjunction with special JR and staffing 65C-31.010(2)(b)).
<strong>Child</strong> shall be notified in writing of the options available at 18, including but not limited to:o Road to Independence <strong>Program</strong> Eligibility requirements Application <strong>for</strong>ms Assistance in completing <strong>for</strong>ms In<strong>for</strong>mation about Extension of Jurisdiction one year beyond the child’s 18th birthday §39.013(2) In<strong>for</strong>mation about how to access court Ability to reside in foster home Must meet normalization requirements of § 409.1451(3)(a), and 65C – 30.007(10) F.A.C.o See Normalcy GuidelinesNew IL Assessment When: During the month following the child’s 17 th birthday What: A new and distinct <strong>Independent</strong> <strong>Living</strong> Skills Assessment shall be conducted todetermine child’s skills & abilities to live independently. The assessment shall be conducted through:oooooThe use of an IL assessment tool (Daniel Memorial)Review of fileReview of other assessments and evaluations (educational, psychological &psychiatric)Personal observationInterviews with any person who is familiar with the child (65C-28.009(6)(g)(1) Updated Life Skills Plan: Based on the results of the new IL assessment, expedited and ageappropriate services shall be provided prior to the child’s 18th birthday. 65C –28.009(6)(g)2 Service worker and child shall update life skills plan based on the new independent livingassessment. §409.1451(4)(b)4.oooooooooLife Skills include: § 409.1451(4)(b)1banking skillsbudgeting skillsinterviewing skillsparenting skillstime management or organizational skillseducational support• See Education Planning Guidelines and Worksheetemployment trainingcounseling Staff member from the unit handling post-emancipation services should attend staffing (ifadditional life skills training are determined to be needed past 18) 65C – 28.009(6)(g)(3),F.A.C.Requirements: Staffing 30 days Prior to Special Judicial Review 65C-28.009(9)(b)
Must meet requirements of <strong>Independent</strong> <strong>Living</strong> Staffing Guidelines (See Guidelines andWorksheet) Must provide in<strong>for</strong>mation regarding:o Subsidized <strong>Independent</strong> <strong>Living</strong> (SIL) 65C-28.009(4)(a) F.A.C.o Road to Independence <strong>Program</strong>, grants, scholarships, waivers, Bright FuturesoScholarship and requirements <strong>for</strong> eligibility § 409.1451(4)(a)4Notify child of options available to child at 18, including making sure child has• Place to live, sufficient source of income, identification of possible problems(education, employment, social environments) Extended jurisdiction Additional in<strong>for</strong>mation as required by the Judicial Review Social Study report Written plan of age appropriate activities §409.1451(3)(a)3, reviewed quarterly Opportunity <strong>for</strong> a mentor §1451 (3)(a)(4) Direct access to management of allowance §1451 (3)(a)(5) Opportunity to participate in life skills activities § 1451 (3)(a) Opportunity to participate in community service activities § 1451(3)(c)Requirements: Special Judicial Review Hearing When: Within 3 months of 17 th birthday, Judicial Reviews may be held more frequently, ifnecessary. §39.701(6)(a). What: Judicial Review Social Study Report must include verification that the child has beenprovided with the following: § 39.701(6)(a)o Medicaid card and in<strong>for</strong>mation about Medicaid to instruct child how to apply §39.701(6)(a)1o A certified copy of birth certificate § 39.701(6)(a)2o A Florida ID under § 322.051, or drivers license § 39.701(6)(a)2o In<strong>for</strong>mation regarding SSI benefits, if eligibleo Full accounting of Master Trust Account, if applicable• The department caseworker is responsible <strong>for</strong> monitoring accounts andensuring copy of the child’s most recent quarterly accounting is in theJudicial Review Social Study Report 65C-17.006(i)o When child is discharged from care, his/her money must be disbursed per§402.17(7)o Budgeting skills training § 39.701(6)(a)4o Interviewing skills training § 39.701(6)(a)4o Parenting skills training, if applicable § 39.701(6)(a)4o All relevant in<strong>for</strong>mation regarding Road to Independence <strong>Program</strong>, grants,scholarships and waivers (eligibility requirements, <strong>for</strong>ms and assistance incompleting <strong>for</strong>ms) § 39.701(6)(a)5o <strong>Child</strong> told that if eligible <strong>for</strong> the Road to Independence <strong>Program</strong> may remain withcaregivers where the child was at 18, or another licensed foster home or group carearranged by the department § 39.701(6)(a)5,o An open bank account or has ID necessary § 39.701(6)(a)6o Banking skills training § 39.701(6)(a)6o In<strong>for</strong>mation about public assistance and how to apply § 39.701(6)(a)7o Where child will be livingo How expenses will be paid
o <strong>Child</strong>’s school in<strong>for</strong>mationo <strong>Child</strong> has been encouraged to attend all Judicial Review hearingso <strong>Child</strong> has been provided with notice of the youth’s right to continued jurisdiction §39.701(6)(a)9o <strong>Child</strong> must sign written report §. 409.1451(4)(b)5)Updated Case Plan: §39.701(6)(B) at The First Judicial Review After The <strong>Child</strong>’s 17 thBirthday The case plan <strong>for</strong> children in out-of-home care who are age sixteen and seventeen shallinclude appropriate independent living and transitional services and shall be filed with thecourt and served on all parties. 65C-28.009(6)(h)i Case Plan <strong>for</strong> 16-17 year olds shall include IL and transitional services, filed with court andparties All independent living services provided since the child was 13, or when they entered care Must contain educational plan -- reviewed at each Judicial Review hearing 409.1450(3)(b) Hearing shall be conducted within the month that begins the 6 month period be<strong>for</strong>e thechild’s 18 th birthday (17 ½ years old)oooReview child’s progressTransition Plan with detail discussed during reviewsTransition Plan filed with court and served on all parties Removal of Disability of Non-age <strong>for</strong> Residential Leases: Court shall remove disability ofnon-age at 17 <strong>for</strong> purposes executing a residential lease. The court shall issue a separateorder that the disability of nonage of the child has been removed pursuant to §743.045, §39.701(6)(a) Removing Disabilities of Non-age <strong>for</strong> Banking. A foster child will be treated as an adult, andwill be able to enter into contracts <strong>for</strong> “depository financial services”, i.e., checking andsavings accounts, if he or she:o is 16 years of age or older;o has been adjudicated dependent;o resides in out-of-home placement;o has completed a financial literacy course; ando receives a court-order removing the disabilities of non-age <strong>for</strong> banking purposes. §743.044Special Considerations Failure of the department to comply with written case plan or provision of IL services, thecourt shall issue a show cause order. If cause is shown <strong>for</strong> failure to comply, the court shallgive the department 30 days within which to comply or the department will be held incontempt. § 39.701(6)(c) Written Report: In<strong>for</strong>mation from the independent living life skills assessment and allstaffings, including an enumeration of the services provided and an assessment of thechild’s progress toward developing independent living skills, shall be included in thewritten report submitted to the court <strong>for</strong> each judicial review. 65C-28.009(6)(g)
Contact: The Services Worker shall make face-to-face contact with children undersupervision and living in Florida no less frequently than every thirty days. If the child livesin a county other than the county of jurisdiction, this shall be accomplished as provided inRule 65C-30.018, F.A.C. Special Rules apply <strong>for</strong> Subsidized <strong>Independent</strong> <strong>Living</strong>.Remember – youth does not have to be adjudicated dependent prior to referral or initiation of lifeskills services
Statutory References to Participation by <strong>Child</strong> - Chapter 39(Florida Guardian Ad Litem state office)Cite Topic Reference to Participation by <strong>Child</strong>39.01(50) Definitions -party status"Party" means the parent or parents of the child, the petitioner, the department, theguardian ad litem or the representative of the guardian ad litem program when theprogram has been appointed, and the child. The presence of the child may beexcused by order of the court when presence would not be in the child's bestinterest. Notice to the child may be excused by order of the court when the age,capacity, or other condition of the child is such that notice would be meaningless or39.013(2) Extension ofjurisdiction39.0132(3) Inspection ofrecordsdetrimental to the child.If a youth petitions the court at any time be<strong>for</strong>e his or her 19th birthdayrequesting the court's continued jurisdiction, the juvenile court may retainjurisdiction under this chapter <strong>for</strong> a period not to exceed 1 year following the youth's18th birthday . . . .All records shall be inspected only upon order of the court by persons deemed by thecourt to have a proper interest therein, except that, subject to the provisions of s.63.162, a child and the parents of the child and their attorneys, guardian ad litem,law en<strong>for</strong>cement agencies, and the department and its designees shall always havethe right to inspect and copy any official record pertaining to the child.39.301(18) Interview of child In a child protective investigation or a criminal investigation, when the initialinterview with the child is conducted at school, the department or the lawen<strong>for</strong>cement agency may allow, notwithstanding the provisions of s. 39.0132(4), aschool staff member who is known by the child to be present during the initialinterview if: (b) The child requests or consents to the presence of the school staffmember at the interview.39.407(6)(e)Residentialmental healthtreatmentWithin 10 days after the admission of a child to a residential treatment program, thedirector of the residential treatment program or the director's designee must ensurethat an individualized plan of treatment has been prepared by the program andhas been explained to the child, to the department, and to the guardian ad litem,and submitted to the department. The child must be involved in the preparationof the plan to the maximum feasible extent consistent with his or her ability tounderstand and participate, and the guardian ad litem and the child's foster parentsmust be involved to the maximum extent consistent with the child's treatment needs.. . . A copy of the plan must be provided to the child, to the guardian ad litem,and to the department.1
39.4085 Legislative intentand goals <strong>for</strong>dependentchildren(12) to be involved and incorporated, where appropriate, in the development ofthe case plan, to have a case plan which will address their specific needs, and toobject to any of the provisions of the case plan.(14) To receive regular communication with a caseworker, at least once a month,which shall include meeting with the child alone and conferring with the shelter orfoster caregiver.(19) To be heard by the court, if appropriate, at all review hearings.(22) To organize as a group <strong>for</strong> purposes of ensuring that they receive the servicesand living conditions to which they are entitled and to provide support <strong>for</strong> oneanother while in the custody of the department.39.504(4) Injunctions The department shall deliver a copy of any injunction issued pursuant to thissection to the protected party, or to a parent, caregiver, or individual acting in theplace of a parent who is not the respondent.39.521 Case plan (1)(a) A written case plan and a predisposition study prepared by an authorizedagent of the department must be filed with the court and served upon the parents ofthe child, provided to the representative of the guardian ad litem program, if theprogram has been appointed, and provided to all other parties, not less than 72hours be<strong>for</strong>e the disposition hearing.39.523(1) Residentialgroup care(2) The predisposition study must provide the court with . . . (e) The reasonablepreference of the child, if the court deems the child to be of sufficient intelligence,understanding, and experience to express a preference.The assessment procedures shall be conducted by the department or its agent andshall incorporate and address . . . the age, maturity, and desires of the childconcerning placement.39.6011 Case plan (1)(a) The case plan must be developed in a face-to-face conference with theparent of the child, any court-appointed guardian ad litem, and, if appropriate, thechild and the temporary custodian of the child.(3) The case plan must be signed by all parties, except that the signature of thechild may be waived if the child is not of an age or capacity to participate in thecase-planning process. . . . Be<strong>for</strong>e signing the case plan, the department shallexplain the provisions of the plan to all persons involved in its implementation,2
including, when appropriate, the child.(7) The case plan must be filed with the court and copies provided to all parties,including the child if appropriate, not less than 3 business days be<strong>for</strong>e thedisposition hearing.39.621 Permanency (3)(b) Be<strong>for</strong>e the permanency hearing, the department shall advise the child and theindividuals with whom the child will be placed about the availability of morepermanent and legally secure placements and what type of financial assistanceis associated with each placement.39.6241(1)(d) Another PlannedPermanent<strong>Living</strong>Arrangement(5) The best interest of the child is the primary consideration in determining thepermanency goal <strong>for</strong> the child. The court must also consider: (a) The reasonablepreference of the child if the court has found the child to be of sufficientintelligence, understanding and experience to express a preference;(10) The court shall base its decision concerning any motion by a parent <strong>for</strong>reunification or increased contact with a child on the effect of the decision on thesafety, well-being, and physical and emotional health of the child. Factors that mustbe considered and addressed in the findings of fact of the order on the motion mustinclude: (d) the preferences of the child, if the child is of sufficient age andunderstanding to express a preference;Compelling reasons <strong>for</strong> such placement may include but are not limited to: 3. Thecase of a foster child who is 16 years of age or older who chooses to remain infoster care and the child's foster parents are willing to care <strong>for</strong> the child until thechild reaches 18 years of age.39.701 Judicial reviews (2)(a) The court may dispense with the attendance of the child at the hearing, butmay not dispense with the hearing or the presence of other parties to the reviewunless be<strong>for</strong>e the review a hearing is held be<strong>for</strong>e a citizen review panel.(6)(a) At each review held under this subsection, in addition to any in<strong>for</strong>mation orreport provided to the court, the foster parent, legal custodian, guardian ad litem,and the child shall be given the opportunity to address the court with anyin<strong>for</strong>mation relevant to the child's best interests, particularly as it relates toindependent living transition services. In addition to any in<strong>for</strong>mation or reportprovided to the court, the department shall include in its judicial review social studyreport written verification that the child: 10. has been encouraged to attend3
39.807(2)(b)Right to counsel;guardian adlitem39.810 Manifest bestinterests of childall judicial review hearings occurring after his or her 17th birthday.The guardian ad litem has the following responsibilities: 1. To investigate theallegations of the petition and any subsequent maters arising in the case and, unlessexcused by the court, to file a written report. This report must include astatement of the wishes of the child and the recommendations of the guardian adlitem and must be provided to all parties and the court at least 72 hours be<strong>for</strong>e thedisposition hearing.For the purpose of considering the manifest best interests of the child, the courtshall consider and evaluate all relevant factors, including, but not limited to: (10)The reasonable preferences and wishes of the child, if the court deems the child tobe of sufficient intelligence, understanding and experience to express a preference.39.815 Appeals Any child, any parent or guardian ad litem of any child, any other party to theproceeding who is affected by an order of the court, or the department may appeal tothe appropriate district court of appeal within the time and in the manner prescribedby the Florida Rules of Appellate Procedure.4
Statutory References to Participation by <strong>Child</strong> - Section 409.1451Cite Topic Reference to Participation by <strong>Child</strong>409.1451 Preparation <strong>for</strong><strong>Independent</strong><strong>Living</strong>(3)(a) To support the provision of opportunities <strong>for</strong> participation in age-appropriatelife skills activities, the department shall:3. Develop procedures to maximize the authority of foster parents, family fosterhomes, residential child-caring agencies, or other authorized caregivers to approveparticipation in age-appropriate activities of children in their care. The ageappropriateactivities and the authority of the foster parent, family foster home,residential child-caring agency or caregiver shall be developed into a written planthat the foster parent, family foster home, residential child-caring agency, orcaregiver, the child, and the case manager all develop together, sign and follow.6. Make a good faith ef<strong>for</strong>t to fully explain, prior to execution of any signature, ifrequired, any document, report, <strong>for</strong>m, or other record, whether written orelectronic, presented to a child or young adult pursuant to this chapter and allow<strong>for</strong> the recipient to ask any appropriate questions necessary to fully understandthe document.(b) It is further the intent of the Legislature that each child in foster care, his or herfoster parents, if applicable, and the department or community-based provider setearly achievement and career goals <strong>for</strong> the child's postsecondary educational andwork experience.1. For children in foster care who have reached 13 years of age, the department orcommunity-based provider shall ensure that the child’s case plan includes aneducational and career path based upon both the abilities and interests of each child.The child, the foster parents, and a teacher or other school staff member shall beincluded to the fullest extent possible in developing the path.2. In order to assist the child in foster care in achieving his or her chosen goal, thedepartment or community-based provider shall, with the participation of the childand foster parents, identify:a. The core courses necessary to qualify <strong>for</strong> a chosen goal.b. Any elective courses which would provide additional help in reaching achosen goal.c. The grade point requirement and any additional in<strong>for</strong>mation necessary to5
409.1451 Life skillsservices409.1451 Road toIndependence<strong>Program</strong>409.1451 TransitionalSupport Servicesachieve a specific goal.d. A teacher, other school staff member, employee of the department orcommunity-based care provider, or community volunteer who would be willing towork with the child as an academic advocate or mentor if foster parent involvement isinsufficient or unavailable.(4)(b)1. <strong>Child</strong>ren receiving these services should also be provided with in<strong>for</strong>mationrelated to social security insurance benefits and public assistance.5. In<strong>for</strong>mation related to both the independent life skills assessment and allstaffings, which shall be reduced to writing and signed by the child participant,shall be included as a part of the written report required to be provided to the courtat each judicial review held pursuant to s. 39.701.(5)(b)6.a. The department must advertise the criteria, application procedures, andavailability of the program to: (I) <strong>Child</strong>ren and young adults in, leaving, or <strong>for</strong>merly infoster care.(5)(c)1. The department or community-based care provider shall work with theyoung adult in developing a joint transition plan that is consistent with a needsassessment identifying the specific need <strong>for</strong> transitional services to support the youngadult’s own ef<strong>for</strong>ts. The young adult must have specific tasks to complete ormaintain included in the plan and be accountable <strong>for</strong> the completion of or makingprogress towards the completion of these tasks. If the young adult and thedepartment or community-based care provider cannot come to agreement regardingany part of the plan, the young adult may access a grievance process to its full extentin an ef<strong>for</strong>t to resolve the disagreement.6
FAQFrequently Asked QuestionsFor Foster YouthTransitioning to AdulthoodPREPARED BYFlorida’s <strong>Child</strong>ren First, Inc.www.Floridas<strong>Child</strong>renFirst.orgAugust, 2007
FREQUENTLY ASKED QUESTIONSFOR FOSTER YOUTHTRANSITIONING TO ADULTHOOD2FLORIDA'S CHILDREN FIRST, INC.Table of contentsGENERAL QUESTIONS 3COURT 4MONEY 5-6TRANSITION, EDUCATION & CAREER PLANS 6-7HEALTH 7-8PROGRAMS FOR YOUTH UNDER 18 8PROGRAMS FOR YOUTH 18 & OLDER 9ROAD TO INDEPENDENCE PROGRAM 9-13TRANSITIONAL ASSISTANCE 13AFTERCARE 14EDUCATION 14-15APPEALS 15-16LIVING ARRANGEMENTS 17ELIGIBILITY QUESTIONS 18-19IMPORTANT NAMES & NUMBERS 19ACKNOWLEDGMENTSBack Cover
3FREQUENTLY ASKED QUESTIONSFOR FOSTER YOUTHTRANSITIONING TO ADULTHOODFLORIDA'S CHILDREN FIRST, INC.General QuestionsGENERAL QUESTIONS1. Do I have any rights? What are they?Youth in state care have many legal rights that come from state and federal laws and Constitutions. The Department of <strong>Child</strong>ren andFamilies has created a list of your rights and what you can expect from the Department.Your community based care agency (CBC)caseworker is required to provide you with a copy of that document.2. What is the “<strong>Independent</strong> <strong>Living</strong> <strong>Program</strong>” and how do I find out about it?The <strong>Independent</strong> <strong>Living</strong> <strong>Program</strong> provides services to youth in foster care and young adults who were <strong>for</strong>merly in foster care. Theobjective of the program is to assist you with obtaining the life skills and education necessary to become self-sufficient, live independentlyand maintain employment. The services include life skills training and financial, educational and social support. Examples of such servicesare parenting classes, career counseling, therapy and psychological counseling and assistance with time management and organization.Your community based care agency (CBC) caseworker is responsible <strong>for</strong> in<strong>for</strong>ming you about all of the independent living services,including the Road to Independence <strong>Program</strong> and aftercare and transitional funds and services.3. I am worried that I will not be adopted be<strong>for</strong>e I turn 18. What can I do to prepare myself <strong>for</strong> leaving foster care?In addition to participating in the <strong>Independent</strong> <strong>Living</strong> program, there are many other things you can do to help yourself. First, attend schooland work with your guidance counselor on the best courses to take. For example, some schools provide classes <strong>for</strong> credit on consumerissues like financial literacy; others will provide credit <strong>for</strong> off campus employment and assist you with obtaining and keeping a job. Workwith your team to learn your strengths and needs, your aptitudes <strong>for</strong> careers. Collect and organize your important documents. Take asmany life skills classes as possible.You may learn something or meet someone at those classes that will help you.4. What are the documents that my caseworker needs to provide to me prior to my turning 18? Why is this important?You need all of the documents and in<strong>for</strong>mation listed below in order to live independently. Consider making a personal file and keeping allthese documents in a safe place. Replacing lost documents can take a lot of time and ef<strong>for</strong>t. Be sure you get a certified copy of your birthcertificate so that you can obtain a driver’s license or Florida identification card and obtain a Passport.This is a list of the documents that the Department is supposed to give you. [Fla. Stat. §39.701(6)(a)] The Department is required to verifyto the judge hearing your case, no later than 3 months after you turn 17 that you have already been provided with the followingdocuments and in<strong>for</strong>mation:1. Current Medicaid card and all in<strong>for</strong>mation necessary to apply <strong>for</strong> Medicaid coverage when you reach 18, if you are eligible2. Certified copy of your birth certificate;3. A Florida identification card (unless you have a Florida driver’s license).4. All in<strong>for</strong>mation relating to Social Security Insurance benefits, if you are eligible. (See question 10 <strong>for</strong> more about benefits.)5. In<strong>for</strong>mation and training related to budgeting skills, interview skills, and parenting skills.6. All in<strong>for</strong>mation regarding the Road to Independence <strong>Program</strong>, including eligibility requirements, <strong>for</strong>ms, and assistance in completingthe <strong>for</strong>ms.7. In<strong>for</strong>mation confirming that, if you qualify <strong>for</strong> the Road To Independence <strong>Program</strong>, you may continue to reside with your foster familyor group care provider or a different foster family or group care provider.8. A bank account and essential banking skills.9. In<strong>for</strong>mation on public assistance and how to apply.10. A clear understanding of where you will be living when you turn 18, how you will pay <strong>for</strong> living expenses, and what school or othereducational program you will be attending.11. Notice of your right to request extended jurisdiction of the juvenile court.12. Notice that you have been encouraged to attend all juridical review hearings after you turn 17.5. How can I get a driver’s license?If you are under 18, your foster parent, a group home employee or your CBC caseworker can sign the application <strong>for</strong> your learner’sdriver’s license. Then when you are eligible <strong>for</strong> a regular driver’s license, your CBC caseworker can sign that application. However, thecaseworker can only sign if getting a driver’s license is part of your transition plan, so make sure it is in included in your plan. [Fla.Stat.§322.09(4) and (5)]If you are over 18 you do not need anyone to sign <strong>for</strong> your license.You must bring proof of identity, your social security number and proofthat you took a Traffic Law and Substance Abuse education course.You will need to bring a car <strong>for</strong> the driving test. It must have a valid license tag, proof of insurance, and pass a vehicle test.You can getin<strong>for</strong>mation on the requirements, including a copy of the handbook to study at http://www.hsmv.state.fl.us/html/dlnew.html.You can alsoobtain in<strong>for</strong>mation and handbooks at your department of motor vehicles, look in the government section of your phonebook – usually theblue pages in the front.
FREQUENTLY ASKED QUESTIONSFOR FOSTER YOUTHTRANSITIONING TO ADULTHOOD4FLORIDA'S CHILDREN FIRST, INC.6. Where can I get more in<strong>for</strong>mation if my questions aren't answered here? Is there a place I can get in<strong>for</strong>mation onthe resources in my community?The Florida 211 Network is a great place to start when you need help and aren't sure where to turn. In most parts of the state youcan call 211 from any phone and be connected with people who are familiar with all the government and public services available inCourtyour community.You should call 911 when you have a police, fire or medical emergency. But when you need help that doesn't fit inone of those categories, then call 211.COURT7. Should I attend my court hearings? Will the judge listen to me?Yes.You have the right to attend all of your court hearings, and the judge will listen to you. It is important <strong>for</strong> you to attend yourhearings, so you can have a say in what happens in your life, discuss your concerns, and ask <strong>for</strong> help with things you need. If youare under age 18, then your case is heard by the juvenile court at least twice each year.Your caseworker is required to in<strong>for</strong>m you ofyour court hearings and to arrange <strong>for</strong> your transportation if you are under age 18.You also have the right to schedule your own court hearing, so you can talk to the judge. If you have an attorney and/or a guardianad litem, they can help schedule a court hearing <strong>for</strong> you.You can also call the judge’s office yourself and ask the judge’s assistant toplease schedule a court hearing in your case. The judge’s assistant will be able to give you a date and time when the judge isavailable to hear your case. Ask the judge’s assistant to please help you contact the other people involved in your case, so they willknow about the court hearing you schedule.If you do not know the name of the judge that hears your case, then you can ask the Court Clerk’s office <strong>for</strong> the in<strong>for</strong>mation. Thephone number <strong>for</strong> the Clerk of Courts is in the government section (usually blue pages in the front) of the phone book and isavailable on the Internet. Ask <strong>for</strong> the Juvenile division, then give them your name and date of birth, let them know that you are afoster youth, and ask them to please tell you the name and phone number of the judge that hears your case and your case number.It is also very helpful to have legal representation when you go to court.You can call your local legal aid program, (in the phone bookor online at FloridaLawHelp.org) to try to find a free attorney.8. What is extended jurisdiction? How will it impact RTI? If jurisdiction is extended, do I have to stay in licensed fostercare until I’m 19? What level of involvement will the courts have in my life?The juvenile court’s jurisdiction (which is the ability of the court to hear your case) normally ends when you reach the age of 18.However, the Court is permitted to retain jurisdiction <strong>for</strong> one additional year – until you turn 19. [Fla. Stat. §39.013(2)]Extended jurisdiction does not require you to stay in licensed foster care (although you may, if you wish).Extended jurisdiction does not mean that the Court will interfere in your life.Extended jurisdiction does not mean that you are still in “foster care.” After 18, you are no longer in foster care.Extended jurisdiction simply means that the Court will have authority to require the Department to provide you with all of the servicesto which you are entitled as a transitioning foster youth.To obtain extended jurisdiction, you must file a motion (a legal paper) with the Court requesting extended jurisdiction or make the request ata Court hearing. The request can be made any time be<strong>for</strong>e you turn 19. Preferably, the request should be made be<strong>for</strong>e you turn 18.Extended jurisdiction is expressly <strong>for</strong> the purpose of making sure that the following services have been satisfactorily provided to you,if you are eligible:1. Appropriate aftercare support;2. Road to Independence Scholarship (now called Road To Independence <strong>Program</strong>);3. Transitional support;4. Mental health services; and5. Developmental disability services.
5FREQUENTLY ASKED QUESTIONSFOR FOSTER YOUTHTRANSITIONING TO ADULTHOODFLORIDA'S CHILDREN FIRST, INC.We recommend that every foster youth file a motion requesting extended jurisdiction because there is no downside (which means itcannot hurt) and the assistance of the juvenile court judge may be needed at some point in time to en<strong>for</strong>ce certain rights or torequire the Department to take certain action to help you. If you do not request extended jurisdiction, then the Juvenile Court Judgecannot help you after you turn 18. Since it is your choice as to whether or not the judge hears your case, and your consent isrequired, you can always withdraw your consent if you change your mind and don’t want the court to hear your case anymore.MoneyMONEY9. Am I entitled to an allowance?Yes, all youth in state care are entitled to receive an allowance every month. If you live in a foster home then your foster parentsreceive money every month that they are supposed to give you as an allowance. This is separate from money they get to purchaseyou clothes and buy personal hygiene items <strong>for</strong> you. The amount of allowance varies by age and provider but it ranges from $10 to$20 a month.You may save this money or spend it each month. Although there may be some restrictions on what you can buy (<strong>for</strong>example no cigarettes or knives), it is your money so use it wisely. Allowance cannot be with held as a <strong>for</strong>m of punishment. [(Fla.Admin Code 65C-30.007(10)(k)]10. Can I get a job?Unless working would interfere with your education or other needs, you can obtain a job. The money you earn is yours to save or use,as you want.11. I heard that I am getting government benefits, but I never see the money. What happens to it?Many youth in foster care with disabilities receive SSI (Supplemental Security Income) benefits; others receive Social Securitybenefits because a parent is dead or disabled. Some youth might get veteran’s benefits or child support. If you are receiving benefits,the money is put into an account called the Master Trust. [Fla. Admin. Code 65C-17.002]If you do not know whether you have any money in the Master Trust, or don’t know what it is being spent on you should ask yourcaseworker <strong>for</strong> an “Accounting.” An Accounting is a list of the money that comes in to your account and what money is spent on.Youare entitled to know what is happening in your account.The State is allowed to deduct the cost of your care (foster care board rate or group home rate) from the money that is put in theaccount each month. The State is supposed to send you a notice telling you that it is deducting the money from your account. It isalso supposed to send you an application <strong>for</strong> a “waiver” which is a way of requesting the State deduct less money so that you cansave money <strong>for</strong> your future use. If you are going to need money <strong>for</strong> an apartment and deposits you should ask <strong>for</strong> help applying <strong>for</strong> awaiver. When you turn 18, the State is supposed to give you all the money in your account. If you do receive money, think verycarefully about how to use it. Don’t let others take advantage of you––that money is <strong>for</strong> your current and future needs.You can read more about your rights regarding money in a separate brochure called, Know Your Rights: Money.12. How old do I have to be to open a bank account?Ordinarily you must be 18 or have an adult co-signer in order to open a bank account. However, Florida recently changed the law sothat youth in foster care may open bank accounts after they turn 16. [Fla. Stat. §743.044] In order to open an account when you are16 or 17 you will need to take a financial literacy class.Your caseworker or independent living coordinator should be able to help youfind a class. Then you will need a Court Order, a piece of paper signed by your judge, that states that the “disability of non age” isremoved <strong>for</strong> purposes of opening bank account. The Order should not reference your foster care status, to protect your privacy. Threemonths be<strong>for</strong>e you turn 18 you can get a similar court order that will allow you to sign a lease. (See question 53).13. What is the difference between a debit card, a credit card and an ATM card? Why do I have such big expenses with mydebit card?A credit card allows you to buy things on credit. That means the bank trusts that you will pay your bill later <strong>for</strong> money that you areborrowing today. When you first get a credit card it will have a small limit. If you try to buy something that costs more than the limit,your credit card will be refused. Building good credit and not getting stuck paying lots of interest is important.You should learn a lotmore about finances be<strong>for</strong>e you use a credit card.
FREQUENTLY ASKED QUESTIONSFOR FOSTER YOUTHTRANSITIONING TO ADULTHOOD6FLORIDA'S CHILDREN FIRST, INC.MoneyAn ATM (automatic teller machine) card lets you take money out of your bank account.You cannot use an ATM card to buy things ata store or pay at a restaurant. An ATM card will only have the bank’s name on it; it will not have a MasterCard or Visa symbol. If youuse your ATM card at a location other than a branch of your bank you will probably be charged an additional fee.A debit card lets you do two things, take money out of an ATM and pay <strong>for</strong> things at a restaurant or store. A debit card will have aMasterCard or Visa symbol on it. When you use the debit card, money is taken directly out of your account (the same as an ATM card).Using your ATM or debit card can be very expensive if you do not carefully monitor what is in your account. Check to find out whetheryour bank gives you “overdraft protection.” That means the bank will let you use your ATM or debit card to take out more money thanyou have left. That might seem nice, but it can cost you a lot of money. The bank will charge you a fee every time you take out moremoney than you have.So, if you have $25 in your account and you use your debit card to buy a pair of jeans that costs $28 – then you will owe the bank $3plus the fee (which might be $30). If you then use the debit card to buy a cheeseburger and soda <strong>for</strong> $5, you would owe the bank $5plus an additional $30. That means the bank will automatically take the next $68 you put into your account.If you are not good at keeping track of how much money is in your account then you can ask the bank to stop the overdraftprotection. In that case you will have to use cash or checks to pay <strong>for</strong> things.14. I heard that some people get money back from the government through EITC. What is that and how do I qualify?EITC is the Earned Income Tax Credit. It is a program that is part of the IRS (Internal Revenue Service) that actually pays youmoney if you earn some, but not a lot of money. If you are under the age of 25 you might be eligible <strong>for</strong> EITC if you earn money byworking and you have children.You must have earned some money by working, not just by getting government benefits.Your childmust have lived with you <strong>for</strong> more than half of the year that you are seeking the credit <strong>for</strong>. Once you turn 25, even if you don't havechildren you might be eligible <strong>for</strong> EITC.You can receive EITC even if you are getting other public assistance such as TANF, food stamps, SSI and Medicaid. It does not countas “income” <strong>for</strong> public benefits decisions.You can also get EITC <strong>for</strong> past years if you were eligible.You do not have to make enough money to be required to pay taxes in order to get EITC, but you must fill out a tax <strong>for</strong>m to get it. Youcan get free help preparing your taxes from a VITA (Volunteer Income Tax Assistance) program. To find the closest program, call 1-800-829-1040. This can be extra money <strong>for</strong> you and your family, it is definitely worth finding out whether you are eligible to get EITC!Transition, Education& Career PlansTRANSITION, EDUCATION & CAREER PLANS15. What is a transition plan and how do I get one?A transition plan is a written plan with strategies to help you live independently and to help you determine your personal supportsystem, which includes such people as your friends, foster family, Guardian Ad Litem, relatives and any other adults that have helpedyou along the way. It is up to you and your provider agency to come up with your transition plan together.Your transition plan isdeveloped at a staffing that you and your caseworker attend, as well as any other interested parties. During the staffing, you shouldmake sure that your caseworker understands your plans <strong>for</strong> the future and that you incorporate all of your transitioning needs into yourplan. The plan should identify who is responsible <strong>for</strong> the task and when it will be done. By being specific, you and the adults aroundyou will be able to hold each other accountable. Remember, you are the person who knows you best and knows your hopes and goals.16. What is an education or career path and who should help me make one?Beginning at age 13, you must choose an educational or career path based upon your abilities, needs, and interests. This is a goalthat you would like to work on achieving after graduating high school. There are four main goals:1. Obtaining a 4-year university degree;2. Obtaining a 2-year college degree;3. Obtaining a career/technical certificate; or4. Beginning employment after completion of high school or enlisting in the military.
7FREQUENTLY ASKED QUESTIONSFOR FOSTER YOUTHTRANSITIONING TO ADULTHOODFLORIDA'S CHILDREN FIRST, INC.You must choose your own goal, with the assistance of your caseworker, foster parents, and teacher. The goal becomes part ofyour case plan, and everyone tries to assist you in reaching that goal. The goal is flexible, and you can change that goal while infoster care or after leaving foster care.Based on your choices, foster parents, caseworkers and other adults in your life must help you identify:1. The core courses necessary <strong>for</strong> a chosen goal.2. Any elective course that would provide additional help in reaching a chosen goal.3. The grade point requirement and any additional in<strong>for</strong>mation necessary to achieve your goals.4. If your foster parents’ involvement is insufficient or unavailable, a teacher, school staff member, employee of the department orcommunity-based care provider, or community volunteer will be willing to work with you as an academic advocate or mentor.17. What if I change my career goal?You may change your goal at any time, AND you should ask <strong>for</strong> a meeting/staffing to write a new plan adjusted to your new goal. It isHealthimportant <strong>for</strong> you to select your goal and do your educational path carefully.HEALTH18. What is Medicaid and why should I apply?Medicaid is essentially free health insurance <strong>for</strong> people who cannot af<strong>for</strong>d to buy private health insurance.Medicaid is available only to certain individuals and families by federal and state law. Under Florida law, you are entitled to receiveMedicaid as a <strong>for</strong>mer foster child until age 21.You may be eligible to have Medicaid after the age of 21 if you are part of the Road toIndependence program, have a disability, are pregnant or meet other criteria.Medicaid does not pay money to you; instead, it sends payment directly to your doctor and other health care providers.You may alsobe asked to pay a small part of the cost (co-payment) <strong>for</strong> some medical services.You must apply <strong>for</strong> Medicaid so that if you need medical attention, Medicaid will pay the cost of the doctor or hospital visit. Takecharge of your health care! Be sure your IL worker submitted all of your paper work be<strong>for</strong>e you leave foster care at age 18 so therewill be no gap in your health care.19. My Medicaid coverage was stopped be<strong>for</strong>e 21, how can I get it back?There are only two reasons that <strong>for</strong>mer foster youth should loose their Medicaid be<strong>for</strong>e the age of 21. One is when they die and thesecond is when they move out of state.If you move out of state, you might be eligible <strong>for</strong> Medicaid under other criteria in the new state, so you should check with the localbenefits office.If you move back to Florida be<strong>for</strong>e you turn 21 or if a mistake was made in stopping your Medicaid, you are can have your Medicaidcoverage start again (reinstated).You must go to your Community Based Care provider to let them know that you are still living inFlorida and that you want your Medicaid coverage back.After you are 21 you must go to the local DCF office to apply <strong>for</strong> Medicaid.20. What does Medicaid cover?Until you are 21, you are eligible <strong>for</strong> the EPSDT (Early, Periodic, Screening, Diagnosis and Treatment) coverage of Medicaid. Thatmeans Medicaid will pay <strong>for</strong> all medical care and services that are “medically necessary.” Medically necessary means that a doctorhas determined that you need the service and has written a prescription saying that it is medically necessary <strong>for</strong> you to receive thecare, medication or services.Medicaid will cover your care if you are sick or injured. Go to the doctor if you don’t feel well, do not wait until things get so bad thatyou have to go to the hospital. Medicaid will also cover things like mental health counseling and prescription medication including
FREQUENTLY ASKED QUESTIONSFOR FOSTER YOUTHTRANSITIONING TO ADULTHOOD8FLORIDA'S CHILDREN FIRST, INC.Healthbirth control, so seek help when you need it. Medicaid also provides good maternal and prenatal care. If you are pregnant go to adoctor early so you and your baby can stay healthy.Finally, it is also important to go to the doctor <strong>for</strong> regular check ups.You can have a health check up once a year. If the doctordiscovers any health concerns, Medicaid will cover the follow up treatments.You should have your last health check up at least 4Undermonths be<strong>for</strong>e your 21st birthday18so there will be enough time to get any follow up treatment that you need.PROGRAMS FOR YOUTH UNDER 1821. What are the <strong>Independent</strong> <strong>Living</strong> programs <strong>for</strong> a youth under age 18? When do I become eligible?If you are under age 18, there are three different programs:1. Pre-<strong>Independent</strong> <strong>Living</strong> Services;2. Life Skills Services; and3. Subsidized <strong>Independent</strong> <strong>Living</strong>.You become eligible <strong>for</strong> Pre-independent living services at age 13, and these services include life skills training, educational fieldtrips, and conferences.You become eligible <strong>for</strong> Life Skills Services at age 15, and these services include independent living skillstraining (including training to develop banking and budgeting skills, interviewing skills, parenting skills, and time management ororganizational skills), educational support, employment training, and counseling. The cornerstone of the program is your identificationof your needs, interests and abilities with the help of the adults in your life and then planning actions/services to help you meet yourgoals.You may become eligible <strong>for</strong> Subsidized <strong>Independent</strong> <strong>Living</strong> at age 16, and this program allows mature youth to live on theirown if they qualify.22. What is subsidized independent living (SIL) and what are the eligibility requirements? Can I live with a relative orfriend and receive SIL, and if I do, will I be eligible <strong>for</strong> RTI when I age out?Subsidized independent living (“SIL”) is an optional way of achieving independence prior to turning 18 with requirements establishedby Florida laws.Florida law now requires that all youth be <strong>for</strong>mally evaluated at age 16 to determine whether they are eligible <strong>for</strong> SIL.As a youth in SIL, you can live in an unlicensed setting, including your own apartment, the home of a relative or family friend, or aspecial home run by your community based care provider. Although you are not technically in foster care, you will still have an opencourt case. That means that a judge will still conduct hearings and make decisions involving you, and a caseworker will continue tobe assigned to the case. In addition, you will receive money each month to help with expenses.A youth eligible <strong>for</strong> SIL is:• At least 16 years old, but not yet 18• Adjudicated dependent• <strong>Living</strong> in licensed out of home care (foster care) six months prior to entering into SIL (this does not to be a consecutive period oftime or the time period immediately preceding SIL)In addition, a candidate <strong>for</strong> SIL must demonstrate independent living skills. The Department of <strong>Child</strong>ren and Families determines howyou can demonstrate these skills:• You must be employed at least part-time and must earn at least $100 per month or be involved in extra-curricular activities.• You must have sufficient savings or other means to pay <strong>for</strong> move-in and first month’s living expenses.• You must be in school full-time, and must maintain adequate progress in school.• You must be able to show that you have the necessary skills to live on your own with little supervision.• You must not have exhibited irresponsible behavior in the last 6 months, <strong>for</strong> example, running away, committing violent actstoward others, delinquency charges or property crimes.It is important to remember that exceptions <strong>for</strong> some of these criteria can be made if you are otherwise a good candidate <strong>for</strong> SIL.If you are in SIL when you turn 18, you are eligible <strong>for</strong> RTI.
9FREQUENTLY ASKED QUESTIONSFOR FOSTER YOUTHTRANSITIONING TO ADULTHOODFLORIDA'S CHILDREN FIRST, INC.18 & OlderPROGRAMS FOR YOUTH 18 & OLDER23. What programs and services are available <strong>for</strong> a youth at age 18?If you are in foster care at age 18, then you may be able to receive assistance from three different programs:1. Road to Independence;2. Transitional Support Services; and3. Aftercare Services.The Road to Independence and Transitional programs require that you have been in foster care <strong>for</strong> at least 6 months, while theAftercare program just requires you to be in foster care at age 18. If you are eligible, you can receive assistance until your 23rdbirthday.The Road to Independence program requires you to be in school, and you can receive a stipend of up to $,1014 per month. Theamount of the Road to Independence stipend is based on an assessment of your needs. The Transitional program does not requireyou to be in school, but does require a transitional plan that outlines specific steps you must take in order to become independent.You can receive funds and services from the Transitional program. From the Aftercare program, you can receive emergency funds toprevent homelessness, as well as services. If you are eligible, you can receive assistance from all three programs.RTI <strong>Program</strong>ROAD TO INDEPENDENCE PROGRAM24. What is RTI and how do I qualify?RTI is the Road to Independence <strong>Program</strong>, a program that can provide <strong>for</strong>mer foster youth with funds and services to help youreceive the education and training you need to become independent and self-supporting. In order to qualify, you must:• Apply after you turn 17, but be<strong>for</strong>e you turn 21 (you can renew the award until you turn 23).• Have been adjudicated dependent and spent at least 6 months in foster care prior to your 18th birthday (this includes time spentin shelter care).• Have been living in licensed foster care or SIL on your 18th birthday OR have been adopted or placed into a dependencyguardianship after the age of 16.• Be a Florida resident.• Be enrolled in school full-time (except a youth who has a documented disability can enroll part-time).25. I am turning 18 soon and was told that I am eligible <strong>for</strong> the Road to Independence program. When do I receive myfirst Road to Independence stipend check?The rules state that you are supposed to receive your first Road to Independence check at the beginning of the month that you turn18 years old. Also, the rules state that you are supposed to receive your full check <strong>for</strong> the month and not a lower amount, even if youturn 18 later in the month. [Fla. Admin. Code §65C-31.004(1)(c)(3)26. What is Direct Deposit and how do I qualify?The law now requires the Department to pay all awards under the Road to Independence <strong>Program</strong> (all money paid to you, includingyour monthly stipend) by direct deposit, unless you choose otherwise. [Fla. Stat. §409.1451(5)(d)2]Direct deposit means that the money is paid electronically to your bank account.You do not receive a paper check. The benefit ofdirect deposit is that you no longer have to travel to the <strong>Independent</strong> <strong>Living</strong> office every month to get your check. It also means thatthe full amount of the deposit is available to you on the first day that the money is deposited. Direct Deposit will assist you inestablishing credit.The only condition to obtaining direct deposit is that you must complete an approved life skills course in financial literacy.
FREQUENTLY ASKED QUESTIONSFOR FOSTER YOUTHTRANSITIONING TO ADULTHOOD10FLORIDA'S CHILDREN FIRST, INC.RTI <strong>Program</strong>27. I’m in school and I’m receiving a monthly Road to Independence stipend, but I’m not receiving Transitional Supportfunds. Am I required to have a written Transition Plan with tasks that I must complete to continue to receive myRoad to Independence stipend?No. If you receive Transitional Support funds, then you must have a Transition Plan with tasks that you are accountable <strong>for</strong> working oncompleting in order to receive continued assistance. However, if you solely receive the monthly Road to Independence stipend, thenyou are not required to complete tasks in a Transition Plan in order to continue to receive your stipend.To receive your Road to Independence stipend, you must be in school and make satisfactory progress in your classes--that is thetask you need to complete.You can lose your Road to Independence stipend if you are not in school. However, you cannot lose yourRoad to Independence stipend if you don’t complete tasks in a Transition Plan.Regardless, it is very important <strong>for</strong> all young adults in the Road to Independence program to work together with your caseworker toplan <strong>for</strong> your transition to independence.You are well advised to voluntarily agree to accept services offered that would help you withyour goals. It is also very important <strong>for</strong> you to be responsible and to work on accomplishing what you need to do to complete youreducation and make your transition to adulthood successful.28. I voluntarily terminated my RTI funds. Now I want to start them again. Is there a waiting period <strong>for</strong> me to qualify?If you are participating in the RTI program and voluntarily withdraw, drop out, or are terminated from the program, you are entitled toapply <strong>for</strong> reinstatement of your RTI award. It is important to remember that you can only apply <strong>for</strong> reinstatement ONE time. [Fla.Admin. Code 65C-31.004(3)]. To qualify <strong>for</strong> reinstatement, you must meet the eligibility requirements listed above.Your community-based care provider “CBC” usually requires you to be enrolled in school <strong>for</strong> a set period of time be<strong>for</strong>e your RTIaward will be reinstated. However, you may also receive transitional support services to help you to attend school while you arewaiting <strong>for</strong> reinstatement of your RTI award.29. What are they talking about when they say Needs Assessment and Cost of Attendance <strong>for</strong> the RTI <strong>Program</strong>?Needs Assessment and Cost of Attendance are names <strong>for</strong> the process used to figure out the amount of money each youth canreceive in the RTI stipend. Understanding what they are and figuring out how they apply to you can mean more money in yourstipend.30. I have finished high school and will be attending a post-secondary institution full-time. What documents do I needto provide <strong>for</strong> the Road to Independence <strong>Program</strong> Needs Assessment?If you are eligible and have completed an application <strong>for</strong> the Road to Independence <strong>Program</strong>, a caseworker will work with you tofigure out how much money you will receive each month. The caseworker looks at how much it is going to cost you to attend schooland pay <strong>for</strong> living expenses, and how much money you will be receiving from any other sources. Then, using all of that in<strong>for</strong>mation,the caseworker completes a Needs Assessment <strong>for</strong>m to figure out how much money you will need to make sure your educationaland basic living expenses are covered while you are in school.Your monthly RTI award will depend on your particular financial needs.Be<strong>for</strong>e the caseworker can complete the Needs Assessment and figure out how much money you will receive each month, there area number of documents you need to provide. It may be a good idea to visit your school and meet with admissions and financial aidoffice staff to make sure you have everything you need be<strong>for</strong>e the Needs Assessment is done.31. What documents do I need <strong>for</strong> a Needs Assessment?The caseworker can help you determine what documents are needed, and should work with you and your school to make sure youget everything in. If documents are missing, the caseworker will let you know. Remember, it is YOUR responsibility to make sure allthe in<strong>for</strong>mation makes it to the caseworker. If you do not provide all the necessary documents, your monthly award could be delayedand/or reduced. Here is a list of the documents you should gather:• Proof of full-time enrollment. This shows that the school has accepted you and that you plan to attend full-time.• A printout of your “Cost of Attendance.” You can get a printout of your Cost of Attendance from your school’s financial aidoffice. Some schools might call this your “Student Budget.” More in<strong>for</strong>mation about Cost of Attendance is provided below.• Proof of tuition and fee exemption. If you will be attending a state university or community college in Florida, you do nothave to pay tuition or school fees.Your IL caseworker will provide you with a tuition exemption letter, which you need to provide tothe financial aid office at your school.
11FREQUENTLY ASKED QUESTIONSFOR FOSTER YOUTHTRANSITIONING TO ADULTHOODFLORIDA'S CHILDREN FIRST, INC.RTI <strong>Program</strong>• An award letter stating that you have been awarded a Pell Grant (if you have one). If you are eligible <strong>for</strong> a Pell Grant,you have to apply <strong>for</strong> one, and your caseworker must help you apply.• Any award letters <strong>for</strong> other scholarships or grant money (if you have this). If you have received any other grants orscholarships to help you pay <strong>for</strong> your education, you must provide that in<strong>for</strong>mation. And Congratulations to you!• Statement of earned income (if you have this). If you have been working and intend to keep the same job while attendingschool, you should provide several of your most recent paycheck stubs to show how much income you earn. Be certain to tellyour caseworker if you are working a temporary or seasonal job. If you are not working now but have a job lined up, you shouldprovide a letter from your employer stating how many hours you will be working and what your hourly pay will be.• Documentation of other sources of funds or services. If you receive any other money or services that will help you attendschool and reduce your expenses, you should let the caseworker know and provide documentation.32. What does “Cost of Attendance” mean?Your Cost of Attendance, also called your Student Budget at some schools, tells you how much money you will need in order to pay<strong>for</strong> tuition, books, housing, food, transportation, etc.—all the costs of attending school full-time.Your school’s financial aid officeshould be able to provide you with a printout of the current Cost of Attendance or Student Budget <strong>for</strong> your school and you mayrequest that the school adjust the average budget to meet your particular needs as described below.The caseworker will use the in<strong>for</strong>mation on the Cost of Attendance or Student Budget printout to determine how much it will cost youto go to school full-time and pay <strong>for</strong> your living expenses. If the Cost of Attendance of Student Budget you received from yourschool’s financial aid office does not contain certain expenses you know you will have, you can talk to your school’s financial aidoffice about having those expenses added in. For example, if you have a child, you can ask the financial aid office to include thecosts of paying <strong>for</strong> childcare while you attend classes and study. If you have a disability, you can ask the financial aid office to includethe costs of special equipment you will need to attend school. Not all expenses can be included in your Cost of Attendance—talk tothe financial aid office about what can be included and what cannot.If your school’s financial aid office does not have a Cost of Attendance or Student Budget <strong>for</strong> you, it’s because you did not completea financial aid application. This application is called the Free Application <strong>for</strong> Federal Student Aid (FAFSA), and can be completedonline. If you need help completing the application, you should talk to your assigned caseworker or the financial aid office as early aspossible. Under the new law, your caseworker MUST help you with this process.33. What Documents do I need <strong>for</strong> the Summer Needs Assessment?During the summer months, you have the option of attending school and receiving funding <strong>for</strong> your educational and living expenses,or working and receiving funding only <strong>for</strong> your living expenses. If you choose to attend school, you will need to provide the samedocumentation as listed above. If you choose to work, you will need to provide documentation relating to your job and the amount ofmoney you will be earning. If you choose to work but have difficulty finding employment, the caseworker will ask you to providein<strong>for</strong>mation about your job search.34. How long will the whole process take?After you have applied <strong>for</strong> the Road to Independence <strong>Program</strong>, you will be notified within 10 working days whether or not you areeligible <strong>for</strong> the <strong>Program</strong>. If you are eligible, then it’s up to you to get all the requested documents in. If you are under 18, your NeedsAssessment should be completed no later than 30 days be<strong>for</strong>e you turn 18.You will then meet with the assigned caseworker, who willexplain your award to you and have you sign a <strong>for</strong>m.Your first check will be available at the beginning of the month in which you turn18 (<strong>for</strong> example, if you turn 18 on August 20, your check should be available on August 1).If you are over 18, the Needs Assessment should be completed within 30 days after you apply <strong>for</strong> the RTI <strong>Program</strong> and get all therequested documents in.You will then meet with the assigned caseworker, who will explain your award to you and have you sign a<strong>for</strong>m.Your first check will be available at the beginning of the next month.35. Can I work part time and receive RTI?The RTI rules allow you to earn approximately $5,000 during the school year without reducing your monthly award, andapproximately $1,500 during the summer without reducing your monthly award. This means that if you earn the Florida minimumwage ($6.67/hour), you can work approximately 20 hours per week and still continue to receive the same RTI award. If you earnmore than that, you can still receive the RTI award, but it will be reduced based on your extra earnings. If you lose your job, quit your
FREQUENTLY ASKED QUESTIONSFOR FOSTER YOUTHTRANSITIONING TO ADULTHOOD12FLORIDA'S CHILDREN FIRST, INC.RTI <strong>Program</strong>job, or change your hours significantly, you should notify your assigned caseworker as soon as possible. If you are trying to decidehow many hours to work, keep in mind that you have to pass your classes to continue receiving the RTI award. It is important to keepa balance between work and your studies to maximize your potential and to stay eligible <strong>for</strong> the RTI program.36. Why am I required to either go to summer school or seek summer employment to keep my eligibility?The intent of the financial support is that you receive from both state and federal funds <strong>for</strong> the Road to Independence <strong>Program</strong>. Thisprogram is meant to support your transition to adulthood. Thus, there is the expectation that you attend school full time during theacademic year and that you either attend school during the summer, or you diligently seek employment so that you are doing yourpart in working towards your self-sufficiency and independence. In order <strong>for</strong> most students to work, go to school, and graduate withina reasonable time, attending summer school may be essential.You can take any type of class in the summer that will advance your academic direction. For example, if your course of study requireselectives, you can take them in the summer.You do not have to take a difficult class if you need a break from a rigorous academicprogram. The choice is yours, but try to be sure that the classes you take are consistent with the credits you need to advance youreducational goals.You can also seek an internship experience, whether <strong>for</strong> pay or volunteer, that may give you school credits. Thiscan be used as proof of compliance with “the rules.”It is important <strong>for</strong> you to remember that all youth receiving RTI must either be in school or diligently seeking employment. Thethinking behind that is if you are a youth committed to achieving your goals, then you will make a productive use of your time. Also,adults do not have three-month vacations from work and this program is supposed to prepare you <strong>for</strong> the world of work. Thus, if youchoose to take a break from school and do not seek work, including an unpaid internship experience, you may have your RTIpayments suspended <strong>for</strong> the summer months.If you look <strong>for</strong> a summer job but are not successful then you will need to provide proof of your diligent ef<strong>for</strong>ts to seek employment.You will be expected to keep a written record of your work search, including the date and method of each employer contact, theresult of your contact and the employer’s name and address.You should also obtain a phone number <strong>for</strong> the employer and whom youspoke or met with. Should you obtain employment then you must let your caseworker know within the first week.You will be expectedto provide copies of your pay stubs to document your eligibility to receive the RTI funds <strong>for</strong> the summer.Please be advised that your RTI stipend could be decreased <strong>for</strong> the summer if you earn more than the income protection allowance,which is based on 20 hours per week at Florida’s minimum wage (which currently is $6.71) on a monthly basis. While it is clear thatthis application of your hard earned monies towards your RTI stipend appears as a de-motivator <strong>for</strong> seeking summer employment, itis important to understand that the State funds are there to support your own ef<strong>for</strong>ts at gaining self-sufficiency and independence. Itwould be wonderful if the rules provided you with the opportunity to save those extra-earned dollars, but this is not the case now.There<strong>for</strong>e, if you think this issue is important enough to warrant discussion at a higher level, then we suggest that you becomeinvolved in youth advocacy where you can constructively become a positive change agent <strong>for</strong> <strong>for</strong>mer foster youth.37. If I miss school because I am pregnant, suffer injuries in an accident (including a car accident), am hospitalized oron bed rest on my doctor’s orders, or I need to take time off from school because of the death of a close familymember, will I still be able to get my Road to Independence program money?Pregnancy and <strong>Child</strong>birth: Early in your pregnancy, you should speak to your caseworker and teachers to plan <strong>for</strong> how you willmake up schoolwork if you miss school due to pregnancy or childbirth. If you are in high school, school board policy will allow you totake 20 school days’ maternity leave. If you are in college or a vocational program, you can also take a reasonable amount of time offwithout losing your full-time status.You should speak to your professors and school administrators to find out the school's policy. Ifyou feel like you cannot physically attend school during your pregnancy, consider enrolling full-time in an online educational program.If you experience serious pain or illness during your pregnancy, or if a doctor says that you should not carry on normal activities, thenyour pregnancy may qualify as a temporary disability. In that case, you can maintain eligibility <strong>for</strong> RTI by going to school part-time. Ifyou are in high school, you should look into enrolling in the hospital-homebound instructional program.You should talk to a schoolguidance counselor <strong>for</strong> in<strong>for</strong>mation about this program. If you are in a post-secondary program, you should consider enrolling in anonline educational program.You should also speak to your independent living caseworker and ask that you be permitted to attendschool part-time without losing RTI eligibility because of the medical complications that you are experiencing due to your pregnancyor the birth of your child. The key is to speak with your worker and develop your options as soon as something happens.
13FREQUENTLY ASKED QUESTIONSFOR FOSTER YOUTHTRANSITIONING TO ADULTHOODFLORIDA'S CHILDREN FIRST, INC.RTI <strong>Program</strong>Accident or Illness: If you have an accident and must miss school <strong>for</strong> medical reasons, or if you suffer injuries that are seriousenough to qualify as a temporary disability, you should ask your doctor to write a letter that will allow you to maintain RTI eligibility ifyou miss class. Again, it is important that you demonstrate commitment to your education. One good way is to communicate earlywith your IL worker and seek the assistance you need.A short absence from school <strong>for</strong> any reason (including an accident, hospitalization or death of a close family member) should notaffect your RTI eligibility as long as you remain enrolled in school and maintain satisfactory progress during the school year.38. What are my rights to receive RTI benefits if I am disabled?Under the Road to Independence program, if you have a documented educational, medical, mental, developmental or physicaldisability, you are eligible <strong>for</strong> the same opportunities and services as non-disabled youth. The law requires the Department of <strong>Child</strong>renand Families to provide reasonable accommodations and services to ensure equal opportunities <strong>for</strong> you. If you suspect you have adisability, you must request an evaluation or provide evidence from a qualified professional be<strong>for</strong>e you can receive accommodations.The Road to Independence <strong>Program</strong> requires non-disabled students to attend school full time, but students with a disability mayattend part time, remain eligible and receive full benefits.You must, however, maintain appropriate progress in order to continuereceiving funds even if you are only attending school part-time.You are advised to keep a file with copies of medical and other records documenting an accident, hospitalization, or death of a familymember, so that you have proof that you were absent from school because of one of these reasons. Once again, you can empoweryourself by communication your situation to your IL worker and explaining your plan <strong>for</strong> dealing with your situation or by seeking helpand referrals to assist you in recovering. If you drop out of school altogether, your RTI may be terminated.Transitional AssistancTRANSITIONAL ASSISTANCE39. I’m over 18 and not currently in school, so I’m not eligible <strong>for</strong> the Road to Independence stipend. I applied <strong>for</strong>Transitional Support, and I was told that I need to work on a Transition Plan in order to receive funds and services.What is a Transition Plan?In order to receive Transitional Support funds and services, you must have a written Transition Plan that is developed by you, togetherwith your caseworker. The plan contains the services that will be offered to you to support your ef<strong>for</strong>ts to achieve self-sufficiency.Additionally, you will have tasks to complete and are accountable <strong>for</strong> making progress towards completing the tasks. If you and thecaseworker do not agree on any part of the plan, then you are provided a grievance process. This means that you would be able to talkwith supervisors in the community based care agency to try to work out the disagreement. If you are denied Transitional Support fundsor services <strong>for</strong> any reason (which would include a disagreement over the Transition Plan), then you have the right to appeal the denial.If you are provided monthly Transitional Support funds, then usually the funds are approved <strong>for</strong> three-month periods. Be<strong>for</strong>e the threemonths are over, you would then apply <strong>for</strong> additional funds. It is important <strong>for</strong> you to show that you are working on making progresson you Transition Plan, so that you can continue to receive Transitional Support funds and services. If you are denied continuedTransitional Support <strong>for</strong> any reason, then you have the right to appeal.40. How many times can a youth apply <strong>for</strong> Transitional Assistance?There is not a limit on the amount of times you can apply. Each application will be reviewed both on its merit and <strong>for</strong> availability offunds. Each application will require a plan to show how the funds will be used to support your own ef<strong>for</strong>ts to achieve self-sufficiency.41. My transitional funds were terminated since I did not make enough progress on goals. Now that I am working ongoals, can I start back on my transitional funds?If your funds were terminated and you are now working towards completion of the goals you should go back to your communitybased care provider to develop a new plan so that your funds may be reinstated. Be prepared to demonstrate why this time will bedifferent and you will be able to meet your goals.You are accountable <strong>for</strong> the completion of, or progress towards, the specifictasks/goals included in your transition plan in order <strong>for</strong> the transitional funds to be renewed beyond the three-month period. If you andthe department or the community-based care provider cannot come to agreement regarding ANY part of the plan, the dispute maybe resolved through an in<strong>for</strong>mal agency grievance process in an ef<strong>for</strong>t to resolve the disagreement.
FREQUENTLY ASKED QUESTIONSFOR FOSTER YOUTHTRANSITIONING TO ADULTHOOD14FLORIDA'S CHILDREN FIRST, INC.AftercareAFTERCARE42. How many times can a youth apply <strong>for</strong> Aftercare funds in one year?There is not a limit on the amount of times you can apply. Aftercare funds are basically <strong>for</strong> emergencies. Emergencies aredetermined on a case-by-case basis. Approval is also subject to available funds. An emergency is usually something un<strong>for</strong>eseen orun<strong>for</strong>eseeable.EducationEDUCATION43. I want to complete high school but I changed foster homes a lot and now I won’t graduate when I am 18. Can I stayin school?Students who are not in a special education program have a legal right to remain in school until they turn 19. Schools have thediscretion to allow you to remain in school past 19, in other words, they can let you stay, but you don’t have a right to stay. If you arein special education, you have a federal right to remain in school until the end of the school year when you turn 22 years old,regardless of what is or is not included on the IEP.44. I am in special education classes. I have a transition plan as part of my IEP. Do I need one <strong>for</strong> <strong>Independent</strong> <strong>Living</strong>?Yes. And it would be good if they were consistent. For example, an exceptional education student could decide to stay in high schooluntil age 22. The IL goal would need to be complete high school by age 22. If the IL goal were to enroll in community college by age20, the plans would not be consistent.45. Is there a time frame <strong>for</strong> a youth to finish his/her GED?There is no time frame if you are making satisfactory progress and you are attending school regularly. However, enrollment is not thesame as satisfactory progress.You may want to show your IL worker some practice tests or other work to demonstrate your progress.When you enroll in adult education classes, you are usually given a “placement test” to determine which subjects you need to studythe most. If you are struggling in something, you may want to ask your IL worker <strong>for</strong> tutoring assistance so that you will be able topass the GED and move on to another goal.46. What do they mean by “satisfactory progress” <strong>for</strong>: High school, GED, Post Secondary, vocational.The law does not define "satisfactory progress." Our best interpretation is that it requires you to be able to show actualaccomplishment(s) towards your chosen goal. In some schools, a passing grade average is needed to stay in school; others use awork portfolio as evidence of progress. Some issues are common sense, like if you drop 3 of your 4 classes; you are not makingsatisfactory progress towards graduation, even if you received an “A” in your one remaining class.You will know if you are makingprogress towards your goal and can tell your IL worker about it.You may be asked to provide some documentation <strong>for</strong> the IL worker’sfile to support your progress.47. Can a youth who is in foster care when they turn age 18 receive a tuition exemption to attend a post-secondaryschool? Can a youth in a relative or a non-relative placement when they turn 18 receive a tuition exemption?Yes. If you are in foster care at age 18, you are eligible <strong>for</strong> a tuition exemption (free tuition) and fee waivers to a state post-secondaryschool. [Fla. Stat. §1009.25(2)(c)] If you are living with a relative on your 18th birthday and were placed there by a dependency courtjudge, you are also eligible <strong>for</strong> tuition exemption and fee waivers to state education programs. If you have spent at least 6 months infoster care after your 16th birthday and were then placed in guardianship by the court, you also may qualify <strong>for</strong> a tuition exemption.48. Do I have an option to attend private school and is there money to pay <strong>for</strong> it?All youth who were in foster care at age 18 are entitled to a tuition exemption (free tuition) at a state post-secondary school. [Fla.Stat. §1009.25(2)(c)] You may select a private school, but you will have to pay tuition as the exemption only applies to state schools.However, there are many scholarships available <strong>for</strong> private schools and some expenses may be covered by the part of the Road toIndependence <strong>Program</strong> funded by the federal education and training voucher program. Depending on your personal dedication andacademic scores, you may be able to attend a private school.
15FREQUENTLY ASKED QUESTIONSFOR FOSTER YOUTHTRANSITIONING TO ADULTHOODFLORIDA'S CHILDREN FIRST, INC.Education49. Why is Financial Aid necessary? What is a FAFSA? What are Pell Grants?“Financial aid” is the term that colleges and universities use to describe the sources of money that students get to help pay <strong>for</strong> schooland their living expenses during school. The actual costs of attending school full time usually exceed the RTI stipend and tuitionexemption. Unless you are wealthy, you will need additional financial aid to af<strong>for</strong>d school. If you receive RTI benefits you must apply<strong>for</strong> financial aid using FAFSA.FAFSA, the Free Application <strong>for</strong> Federal Student Aid is the <strong>for</strong>m used by all students (not just youth in foster care) to apply <strong>for</strong>financial aid.You must fill it out each year you attend college. This <strong>for</strong>m helps the government and the school decide how muchmoney you need each year. The FAFSA is also the tool the government uses to decide whether you are eligible <strong>for</strong> federalassistance. Schools may use to decide whether you are eligible <strong>for</strong> scholarships.Most foster youth who complete a FAFSA will receive a Pell Grant. (Certain criminal convictions and immigration status mightpreclude you from getting a Pell Grant). A Pell Grant is money paid <strong>for</strong> your college expenses by the federal government. Currently itpays up to $4,310 a year <strong>for</strong> college expenses <strong>for</strong> full time students. This is a grant, not a loan, which means that is "free" money andyou do not have to pay it back. The money that you receive from the Pell Grant may be used in calculating your "needs assessment"in the time frame and <strong>for</strong> the actual amount received.Under the new laws, your IL worker must assist you in completing the federal financial aid <strong>for</strong>ms.You may also get help from yourhigh school guidance counselor or the financial aid office at your selected school. They work at helping students “find” money to go tocollege as part of their jobs. With a little work, you may be able to find other grants-in-aid that when added to your RTI and your PellAppealsGrant will allow you to work less and focus on your education more.APPEALS50. What do I do if I am denied post-18 assistance?If you are denied assistance from any program (Road to Independence, Transitional, or Aftercare), if you are partially deniedassistance, or if your assistance is terminated, then you have the right to appeal.Your community based case agency (CBC) isrequired to give you a letter that explains why your assistance was denied or terminated and explains how you can appeal.You cannotbe denied any assistance verbally--if you ask <strong>for</strong> assistance and are denied, then you must be given written notice of your right toappeal. If you do not receive written notice of your right to appeal, then ask <strong>for</strong> this notice or contact the lead foster care agency.To exercise your right to appeal, all you need to do is verbally tell your CBC caseworker that you want to appeal. It is a good idea toalso let them know in writing that you want to appeal.When you appeal, it is very important to follow any deadlines. If your assistance was terminated and you appeal within 10 days, thenyou will continue to receive assistance while your appeal is processed. If your assistance was denied, then you need to appeal within30 days. To make sure that you don’t miss any deadline, you should always appeal as soon as you find out that your assistance wasdenied or terminated.To help you with your appeal, it is important to have an attorney to represent you.You can call your local legal aid program, (in thephone book or online at FloridaLawHelp.org) to try to find a free attorney.51. What is an appeal? How do I appeal? What decisions can be appealed? Who is supposed to tell me about my rights?An Appeal is the legal method <strong>for</strong> having someone check over the decision made about your benefits. An appeal can be filedwhenever you disagree with a decision made by your caseworker on a benefit or service you have requested from the IL <strong>Program</strong>.An appeal can be filed if you are denied, in whole or part, some funding or services that you believe you need in order to achieve selfsufficiency.Yourcaseworker must give you a decision in writing on each of your requests, and must tell you about your right to appeal.If you are thinking about an Appeal, remember the following:1. Keep copies of all your documents, no matter what or no matter if you feel the documents are irrelevant;
FREQUENTLY ASKED QUESTIONSFOR FOSTER YOUTHTRANSITIONING TO ADULTHOOD16FLORIDA'S CHILDREN FIRST, INC.Appeals2. If you feel the provider has denied or reduced your benefit in error, ask <strong>for</strong> a specific reason in writing <strong>for</strong> the denial, terminationor reduction;3. Contact a legal services provider immediately, preferably be<strong>for</strong>e the ten (10) days following your notice of the denial, termination,or reduction of benefits and always within 30 days of the action.4. If you did not contact a legal services provider during the ten (10) days following your receipt of the notice of denial, terminationor reduction of benefits – file your own notice of appeal immediately; then contact a legal provider.5. Do not wait to the last minute be<strong>for</strong>e a hearing to contact a lawyer to assist you in your appeal. The attorney will not be able toadequately represent you at that hearing and you may be jeopardizing your rights to the benefits.6. Do not assume that once you call or contact an attorney without meeting them or sending them all yourdocuments, that they can magically make everything better – they can’t. A phone call is not enough – you must meetwith the attorney to discuss strategy <strong>for</strong> your case;7. If the attorney advises you to request copies of documents in a court file (juvenile or dependency) you must get those documentsas you may be the best person with access to the court files. (juvenile and dependency);8. If you receive any documents from the office of appeals during your appeals process, you must call your attorney immediately soshe/he can schedule your hearing in their calendar.9. The most important piece of advice is the following: as with any contract in your life – read, read, read the document/applicationand attached documents be<strong>for</strong>e you sign or initial anywhere. If you do not understand one thing in the application, ask yourcaseworker or provider to explain it to you. If the worker or provider will not or does not have time to explain it to you, write on theapplication where you are to initial or sign that you requested an explanation of this portion and you were not given anexplanation. Always, you need to know what you are signing.52. I applied <strong>for</strong> Transition funds or Aftercare funds, but I only received part of what I asked <strong>for</strong> and I need the rest ofthe funds. Can I appeal?Yes. If you only receive part of what you asked <strong>for</strong> (<strong>for</strong> example, only receiving $250, when you asked <strong>for</strong> $500), then this is called apartial denial, and you have the right to appeal.You are required to be given a letter explaining that your request was partially denied,explaining why, and explaining how you can appeal. If you do not receive a letter, tell your caseworker that you want to appeal, andcontact an attorney <strong>for</strong> assistance with your appeal.53. I applied <strong>for</strong> Transition funds to buy some furniture at a discount store. Instead of money, I was given a gift card toa department store where the furniture is expensive. I need some basic furniture, and I would like to shop at adiscount store, so I can get the most furniture possible at the cheapest price. Can I appeal the decision to only giveme a gift card?Yes. If you were given a gift card, then your request <strong>for</strong> Transition funds was denied, and you have the right to appeal.You arerequired to be given a letter explaining that your request was denied, explaining why, and explaining how you can appeal. If you donot receive a letter, tell your caseworker that you want to appeal, and contact an attorney <strong>for</strong> assistance with your appeal.
17FREQUENTLY ASKED QUESTIONSFOR FOSTER YOUTHTRANSITIONING TO ADULTHOODFLORIDA'S CHILDREN FIRST, INC.<strong>Living</strong> ArrangementsLIVING ARRANGEMENTS54. Can I live with my foster parent after 18? What if I want to move to another foster home? Does staying in my fosterhome hurt my foster parents’ license?If you are eligible <strong>for</strong> the Road To Independence <strong>Program</strong>, then you may be able to continue to live in foster care after you turn 18.First you need to ask whether your foster family or group home is willing to let you stay after you turn 18. If they are not willing to letyou stay, or you don’t want to stay there then you can request a different licensed placement.If you elect to remain in foster care, you will not be counted as a “child” in calculating any licensing restriction on the number ofchildren in the foster home. Thus, your foster parent will still be able to take a full contingent of foster children.You will need to make your own arrangements to pay rent and we recommend that you and your foster parent write down and signan agreement that covers at least one year. The agreement should state how much rent you have to pay every month and what isincluded with the rent. For example your rent might cover your room and electricity and water, but not food and laundry. Having awritten agreement will prevent misunderstandings about how long you are going to live there and what is expected from you and yourfoster parent.55. I am turning 18 and want to sign a lease <strong>for</strong> an apartment be<strong>for</strong>e I actually celebrate my 18th birthday.Can I sign a lease?Contracts signed by youth under the age of 18 usually cannot be en<strong>for</strong>ced, so landlords may not agree to rent an apartment to a minor.Florida passed a special law to give youth aging out of foster care the ability to sign leases be<strong>for</strong>e they turn 18. [Fla. Stat. §743.045]To take advantage of this law, you will need a Court Order, a piece of paper signed by your judge, that states that the “disability ofnon age” is removed so that you can enter into a contract to lease an apartment. This means that you will be able to rent anapartment and sign a lease without having to legally be an adult. The Order should not reference your foster care status, to protectyour privacy.You are entitled to a hearing called a Judicial Review by your judge 90 days be<strong>for</strong>e your 18th Birthday. At that hearing you shouldrequest and should be given an “ORDER” signed by your judge removing your “disability of non age” and allowing you to enter into alease be<strong>for</strong>e you actually turn 18 years old.If you do not or have not received such an Order and a landlord will not accept your application, then you should request helpimmediately from your caseworker. If your caseworker will not get that order <strong>for</strong> you, then follow the instructions <strong>for</strong> getting a hearingbe<strong>for</strong>e your judge.DO NOT wait till the last minute.You may want to request this Order when you are 17 1 ⁄2 years old.DO NOT LOSE THE ORDER and if you decide to enter a lease be<strong>for</strong>e you are 18 - Bring the Court Order with you to show the Landlord.56. I applied <strong>for</strong> Aftercare or Transition funds to rent an apartment. Af<strong>for</strong>dable apartments are hard to find, and I keeplosing apartments to other renters who come in with money in their hands. Some landlords also tell me that theydon’t want to deal with a government agency and won’t rent to me. Can I receive the funds directly?Yes. The law requires that you be given Road to Independence, Transition, and Aftercare funds directly, unless you request in writing<strong>for</strong> the funds to be given to someone else, like a landlord. [Fla. Stat. §409.1451(5)(d)1] If you disagree with the decision of yourcaseworker, see the section on appeals. If you want the funds sent to a third party and provide the documentation your workerneeds, the turnaround time should be less than a week. Under new laws, the CBC can also work on some options that would be ofhelp to you, but even in that event, you can still insist that you receive payment and not any third party.57. Explain my rights and responsibilities as a tenant. What are the repercussions <strong>for</strong> getting evicted?Tenants generally must pay their rent in full and on time, keep their apartment reasonably clean, and abide by any rules establishedin a lease. The landlord has to keep the premises livable. For example, if the water is in the landlord’s name, it must be kept on. Or, ifthe water pipe to the building breaks, it must be fixed promptly and at the landlord’s expense. If you get evicted, it goes on your creditreport and may prevent other landlords from renting to you.You can obtain more detailed in<strong>for</strong>mation on your rights as a tenant fromyour local legal aid program (in the phone book or online at FloridaLawHelp.org).
FREQUENTLY ASKED QUESTIONSFOR FOSTER YOUTHTRANSITIONING TO ADULTHOOD18FLORIDA'S CHILDREN FIRST, INC.Elgibility QuestionsELIGIBILITY QUESTIONS58. Can I qualify <strong>for</strong> services and support if I have a disability? What if I am not sure whether I have a disability? Aretheir other services I can obtain?Youth with disabilities are eligible <strong>for</strong> transition services, including the Road To Independence <strong>Program</strong>.Youth whose disabilitiesprevent them from attending school full time may attend part-time and still participate in the RTI program.Generally, a disability is a physical or mental condition that interferes with two or more activities of daily living. Sometimes youth havea condition that qualifies as a disability <strong>for</strong> youth, but not <strong>for</strong> adults. That is why youth who receive SSI must complete a separateapplication <strong>for</strong> adult SSI benefits when you are 17 1 ⁄2.You, and the adults who support you, may not know <strong>for</strong> sure whether you have a disability.You must request a determination ofeligibility if you, your advocate or loved ones have any concern that you may have a disability. The Court may order you to beevaluated <strong>for</strong> a mental health or developmental disability. It is not too late to be evaluated simply because you are aging out of fostercare. Just the opposite is true: now is the time to know about your condition because an adult with a disability may be entitled tospecial services such as housing and job support, training and case management.Many young people with developmental disabilities have been found eligible <strong>for</strong> developmental services while they were in fostercare, but they are not actually receiving these services because there is a “waiting list.” The Court, your caseworker or the RTIspecialist should make sure that the Agency <strong>for</strong> Persons with Disabilities (APD) reconsiders your situation to determine whether youshould be getting services. APD is supposed to do this while you are still 17. Moreover, due to recent decisions it is clear that (1) theCourt can require APD to come to court to explain what if any services you may need and why you are not receiving services thatwould be paid <strong>for</strong> by APD and (2) if APD refuses to provide you services despite your being eligible, then an administrative law judgemust hear your appeal, if you choose to challenge APD’s decision.The Court also may order DCF to pay <strong>for</strong> developmental disability services if you are entitled to them, as part of the servicesavailable to you under the Road to Independence. These services will likely end when you no longer receive RTI assistance. At leastas of now, the Court with jurisdiction over you while you were in foster care cannot order APD to pay <strong>for</strong> your services.59. Am I eligible <strong>for</strong> independent living (IL) services if I have immigration issues?Your immigration status has no impact on your receipt of <strong>Independent</strong> <strong>Living</strong> services, Road to Independence benefits, Aftercarebenefits, or Transitional benefits.You are entitled to receive the same IL and post-18 benefits as any other youth, regardless of yourimmigration status. (However, under federal law, your immigration status may have some impact on Medicaid benefits and financialaid <strong>for</strong> college.)In addition, it is important to know that you are eligible to apply <strong>for</strong> permanent residency (also known as “a green card”) to legalizeyour immigration through what is called “special immigrant juvenile status.” To accomplish this, you need an order from the juvenilecourt, and this order is then provided to federal immigration authorities with an application <strong>for</strong> special immigrant juvenile status. Thisshould be done as soon as possible <strong>for</strong> you. The juvenile court can retain jurisdiction until you turn 22, in order to ensure that theapplication process is finalized.You can also receive a work permit while the application is being processed. The Florida ImmigrantAdvocacy <strong>Center</strong> (FIAC) or a local legal aid program might be able to help you with this.60. Am I eligible <strong>for</strong> any services if I am/was in a juvenile justice program or on runaway when I turn 18?Yes. If you were living in a juvenile delinquency program, or were on a runaway status, on your 18th birthday you still qualify <strong>for</strong> post-18 services provided you meet the other eligibility criteria.61. Do I qualify <strong>for</strong> RTI, Aftercare, or Transitional money/support if I was in a non-relative or relative placement when Iturned 18 and/or if I spent less than 6 months in licensed foster care.Un<strong>for</strong>tunately, if you are in the legal custody of a relative or non-relative when you turn 18, you will not qualify <strong>for</strong> any of theseservices or financial support However, Florida law changed on July 1, 2007 <strong>for</strong> youth who were adopted from foster care or placedwith a court-approved dependency guardian after the age of 16. Those youth are eligible <strong>for</strong> <strong>Independent</strong> <strong>Living</strong> Transition Servicesso long as they spent at least six months in foster care within the 12 months be<strong>for</strong>e they were adopted or placed in guardianship.[Fla. Stat. §409.1451(2)(b)]
19FREQUENTLY ASKED QUESTIONSFOR FOSTER YOUTHTRANSITIONING TO ADULTHOODFLORIDA'S CHILDREN FIRST, INC.If you turn 18 while living in foster care, but have spent less than 6 months total in foster care, you are eligible <strong>for</strong> Aftercare Supportservices including:• Mentoring and tutoring• Mental health services and substance abuse counseling• Life skills and parenting classes• Job, career skills, and financial literacy training• Temporary Financial AssistanceOne option <strong>for</strong> you, if you have spent at least 6 months in foster care, is Subsidized <strong>Independent</strong> <strong>Living</strong> (SIL). If you were in SIL whenyou turn 18, you would be eligible <strong>for</strong> post-18 services.62. What are my rights to receive RTI, transitional, or aftercare benefits when I am raising my own child or children?Being a parent does not eliminate you from being eligible <strong>for</strong> or receiving <strong>Independent</strong> <strong>Living</strong> Services. If you are a parent, you areeligible to receive Aftercare and Transitional Services as well as the Road to Independence <strong>Program</strong> benefits.You may receive fundsand services from all three at the same time.Your case-worker must help you getting any services that you need, including prenatalcare, daycare, other public benefits, and housing.Aftercare Support Services: Aftercare funds and services are available to help parents in many different ways. If you are a parent,you may receive financial assistance to help pay <strong>for</strong> housing, electric, water, gas, food and other necessary expenses. In addition,Aftercare Support Services provide access to parenting classes, job skills training, and life skills training. Emergency funds areavailable in special circumstances and not only to prevent homelessness.Transitional Support Services: Transitional Support Services are available to help you with critical needs. Eligibility requires thatthe services are critical to your ef<strong>for</strong>ts to achieve independence. Funds are awarded, sometimes on a monthly basis, but usually <strong>for</strong>three months, and you may re-apply <strong>for</strong> transitional funds after the three months have passed. All Transitional Services require a planshowing how the Transitional assistance will support your own ef<strong>for</strong>ts to achieve self-sufficiency. Services include short-term financialassistance, housing, education, employment and counseling. In addition, your independent living caseworker must help you findprenatal care, daycare, and other needed services.Road to Independence <strong>Program</strong>: Currently, under the Road to Independence <strong>Program</strong>, being a parent does not qualify as adisability. If you need childcare in order to attend school, you should ask your caseworker to help you find free or af<strong>for</strong>dable childcarein the community. If free or af<strong>for</strong>dable child care is not available and you would not be able to attend school full time without childcare, you should ask <strong>for</strong> Aftercare or Transitional funds to pay <strong>for</strong> daycare. If you are experiencing any other problems as a parentthat make it difficult to you to attend school or make satisfactory progress in school, you should speak to your independent livingworker.You worker may be able to assist you in getting any needed services as a parent to allow you to attend school whilecontinuing to receive RTI benefits.Names & NumbersIMPORTANT NAMES & NUMBERSCaseworker: ____________________________________________________________________________________________Caseworker Supervisor:__________________________________________________________________________________<strong>Independent</strong> <strong>Living</strong> Staff: __________________________________________________________________________________Legal Aid: ______________________________________________________________________________________________Your caseworker should usually be the first person you call with problems. If he or she does not return your call, or cannot assist you,then you should call his or her supervisor. Ask your caseworker and <strong>Independent</strong> <strong>Living</strong> staff person what they are each responsible<strong>for</strong> so that you can call the correct person when you need assistance.
AcknowledgmentsACKNOWLEDGMENTSFLORIDA’S CHILDREN FIRST would like tothank all the groups that participated in Miami’s “ItsMy Life Project” <strong>for</strong> their initial work helpingprepare the 50 Frequently Asked Questions that<strong>for</strong>med the basis of this publication. Participantsincluded Florida Youth SHINE, Miami Chapter;Lawyers <strong>for</strong> <strong>Child</strong>ren America, the Guardian AdLitem program, the Transitioning Youth <strong>Program</strong>Miami, the Florida Immigrant Advocacy <strong>Center</strong>,Legal Services of Greater Miami, the University ofMiami <strong>Child</strong>ren and Youth Law Clinic, EducateTomorrow and the law firm of White & Case.Leaders from Florida Youth SHINE assisted withquestions and suggestions <strong>for</strong> this revision.FLORIDA’S CHILDREN FIRST thanks theFlorida Bar Foundation <strong>for</strong> its generous supportand the Eckerd Family Foundation and theDepartment of <strong>Child</strong>ren and Families <strong>for</strong> makingthis publication possible.
Setting the Context <strong>for</strong> the AcademyAnalysis of Florida APPLADataNational Governors’ AssociationPolicy Academy MeetingJuly 19 th , 2010Jacksonville, FL
<strong>Child</strong>ren in Out of Home Care Gender: Non-APPLA vs. APPLAMaleFemale100%90%80%70%51.0%52.2%60%50%40%30%49.0% 47.8%20%10%0%NYAPPLA
Race of All <strong>Child</strong>ren in Foster Care in Florida (n-18,157)5% 1%36%BlackWhiteOther/MultipleUnknow n58%State of Florida<strong>Child</strong>ren and Race*2007-2008Black 21%
Disproportionally of <strong>Child</strong>ren in Out of Home Care <strong>for</strong> Non-APPLA vs. APPLA100%90%80%70%44.4%60%50%40%59.5%UnknownBi-RacialWhite (including Hispanic)Black30%52.6%State of Florida<strong>Child</strong>ren andEthnicity*20%34.4%Black 21%10%0%NAPPLAYhttp://www.statehealthfacts.org/profileind.jsp?ind=7&cat=1&
Median age, age at removal, length of stay and number ofplacement changes (current removal period) <strong>for</strong> <strong>Child</strong>ren in Outof Home Care: Non-APPLA vs. APPLAN= 18,157 (all children incare)AverageCurrent Ageof <strong>Child</strong>AverageAge AtRemovalLength of Stay(in days)Number ofPlacementsin Current RemovalAll <strong>Child</strong>ren in CareNon-APPLA childrenAPPLA children (n=1,433)6.73 5.21 397.85 2.005.95 4.58 360.62 2.0016.94 13.22 1,457.85 6.00
Ages / Percentages of <strong>Child</strong>ren in Out of Home Care: Non-APPLA vs. APPLAAge (number of children in care = 18,157)Non-APPLAAPPLAN=1,433
All <strong>Child</strong>ren in Out of Home Care: CBC PercentagesYMCA South4.0United <strong>for</strong> Families1.7Partnership <strong>for</strong> Strong Families3.5Our Kids Inc9.3Kids First of Florida Inc1.1Kids Central, Inc.5.7Hillsborough KIDS, Inc.10.5Hearland <strong>for</strong> <strong>Child</strong>ren4.8Family Support Services4.7Family Services of Metro OrlanFamilies First Netw ork5.47.6Percentage of <strong>Child</strong>ren in Out of HomeCareEckerd Youth Alternatives Inc10.2Community Partnership <strong>for</strong> <strong>Child</strong>ren<strong>Child</strong>ren's Netw ork of SW Flori4.94.8<strong>Child</strong>Net Inc.8.1<strong>Child</strong> and Family Connections4.6CBC of SeminoleCBC of Brevard1.22BIG BEND CBC WEST2.7BIG BEND CBC EAST1.40.0 2.0 4.0 6.0 8.0 10.0 12.0
Total Percentage of <strong>Child</strong>ren in Out of Home Care withNon-APPLA vs APPLA Permanency GoalsPercentage of<strong>Child</strong>ren in Carewith Non-APPLAPermanencyGoalsPercentage of<strong>Child</strong>ren in Carewith APPLAPermanencyGoals (n=1,433)Big Bend CBC East 1.4% 1.1%BIG Bend CBC West 2.8% 0.6%CBC of Brevard 1.9% 2.7%CBC of Seminole 1.1% 2.4%<strong>Child</strong> and Family Connections 4.3% 8.4%<strong>Child</strong>Net Inc. 7.9% 10.1%<strong>Child</strong>ren's Network of SW Flori 5.0% 2.1%Community Partnership <strong>for</strong> <strong>Child</strong>ren 4.8% 6.4%Eckerd Youth Alternatives Inc 10.7% 5.0%Families First Network 5.4% 4.6%Family Services of Metro Orlan 7.5% 8.2%Family Support Services 4.5% 6.9%Heartland <strong>for</strong> <strong>Child</strong>ren 5.0% 2.7%Hillsborough KIDS, Inc. 10.9% 5.3%Kids Central, Inc. 6.0% 2.5%Kids First of Florida Inc 1.1% 1.5%Our Kids Inc 8.1% 22.6%Partnership <strong>for</strong> Strong Families 3.5% 3.1%United <strong>for</strong> Families 1.7% 1.6%YMCA SOUTH 4.2% 2.1%Total 100% 100%
Permanency Goal(N=18,157)Number of<strong>Child</strong>renPercentage (%)Missing Data 2,394 13.2Goal Not Yet Established 1,084 5.9Adoption 4,266 23.5Another Planned Permanent<strong>Living</strong> Arrangement1,433 7.9Maintain and Strengthen placement 443 2.4Permanent Custody to Relative 5 0.0Permanent Guardianship 457 2.5Permanent Placement with a fit andwilling Relative155 0.8Reunification with parent(s) 7,920 43.6Total 18,157 100.0Note: Permanency goals are extracted from the FSFN Legal Module.
Current Placements Types <strong>for</strong> All <strong>Child</strong>ren in Out of Home CareN = 18,157Placement Type Number Percentage (%)Adoptive Home 312 1.7Correctional Placement (DJJ) 232 1.3Foster Home 6,046 33.3<strong>Independent</strong> <strong>Living</strong> 21 0.1MH/MED Treatment Facility 218 1.2Missing <strong>Child</strong> 209 1.2Non-Relative 1,440 7.9Other 57 0.3Relative 7,344 40.4Group Home or Congregate Setting 2,159 11.9Respite 28 0.2Visitation 91 0.5Total 18,157 100.0
Comparison of Current Placements <strong>for</strong> <strong>Child</strong>ren: Non-APPLA vs. APPLAas Permanency PlanPlacement Type (n=18,157)Non-APPLAAPPLAn=1,433Adoptive Home 1.8% 0.3%Correctional Placement (DJJ) 0.7% 8.4%Foster Home 33.1% 35.2%<strong>Independent</strong> <strong>Living</strong> 0.0% 1.3%MH/MED Treatment Facility 1.0% 3.8%Missing <strong>Child</strong> 0.7% 6.4%Non-Relative 8.4% 2.4%Other 0.2% 0.8%Relative 43.7% 3.0%Group Home / Congregate 9.7% 37.5%Respite 0.2% 0.1%Visitation 0.5% 0.8%Total 100% 100%
Comparison of Placement Types: Non-APPLA vs. APPLA100%90%80%70%Visitation60%RespiteGroup Home / Congregate50%RelativeOther40%Non-RelativeMissing <strong>Child</strong>30%20%10%MH/MED Treatment FacilityLicensed Care - Other<strong>Independent</strong> <strong>Living</strong>Foster HomeCorrectional PlacementAdoption0%NoYesAPPLA
Number of Placement Changes <strong>for</strong> Current Removal Episode: Non-APPLA vs. APPLA70.0%60.0%50.0%40.0%APPLA NoAPPLA Yes30.0%20.0%10.0%0.0%1 2 3 4 5+Number of Placement Changes <strong>for</strong> Current RemovalAPPLA No 46.4% 23.2% 10.8% 5.7% 13.9%APPLA Yes 8.0% 10.7% 9.9% 9.4% 62.0%
Chapter 17Permanency
Stabilizing Placements <strong>for</strong> <strong>Child</strong>renFlorida Dept. of <strong>Child</strong>ren & FamilyServicesDependency SummitAug. 28, 2008Orlando, FloridaJanyce Fenton, MPANational Resource <strong>Center</strong> <strong>for</strong> Family <strong>Center</strong>ed Practice &Permanency PlanningHunter College School of Social WorkNew York, NY
SafetyFamily <strong>Center</strong>edPracticePermanenceWell BeingFamily EngagementClinical SupervisionLegal CollaborationStaff/FP RetentionFamily Team MeetingsDiligent SearchVisitationBirth/Foster ParentRelationshipsCommunity PartnershipsTargeted RecruitmentConcurrent Planning
Florida’s <strong>Child</strong>ren• 29,312 total out of home care,which is the third largest in the US• 43.5% are 5 years of age oryounger• 36% have had 3 or more moves(national average 42%)
Florida’s <strong>Child</strong>ren• 45% live with relatives• 53% are ethnic minorities• 51% are reunited• This in<strong>for</strong>mation is from federal AFCARS data, 2005
Additional Data CollectionShould Include:• Regionalized data regarding the children thatcome into care and the types of families theyneed to assist with targeted recruitment• Review placement decisions/matching• Analyze causes of disruptions• Document and replicate successes
What Types of Homes doOur <strong>Child</strong>ren Need?• Homes that reflect their culture and ethnicity• Homes that allow them to stay connected totheir families, siblings, schools andcommunities• Homes that will take the emotional risk so thatthe children don’t have to• Homes that understand children’sdevelopmental needs and recognize their griefas a normal reaction to the loss of their family
Resource FamilyRefers to foster and adoptive families, relatives orcaregivers who share parenting with the birth familyas we seek to find permanence, safety and stability<strong>for</strong> the child.These individuals are willing to provide a permanentconnection <strong>for</strong> the child whether or not the childreunifies with their birth family.They play an active role in linking the child to theirpast as well as helping promote family relationshipsin the future.
Community Education• The communityneeds to beeducated to thefact that only avery smallpercentage of ourbirth families aredangerous andwould pose athreat to them.
Engagement• How do we welcome resource families intoour system?• Are we committed to them being truepartners in our endeavors?• Are we honest about what our childrenneed and why we think they might havethe ability to meet these needs?
Concurrent Planning• <strong>Child</strong>ren in the child welfare system are mostdamaged by numerous moves, whichexacerbate the grief and loss they experiencedue to their initial separation from theirfamilies.• They are further damaged by the uncertaintyand inability to plan and have hope <strong>for</strong> theirfuture.• Pre-verbal children are unable to attach tomultiple caretakers and become unable tohave successful relationships later on.
Concurrent Planning• Kinship placements have shown us thatpeople can care <strong>for</strong> and make life-longcommitments to children, while at thesame time, encouraging and supportingreunification.• It is the intent of concurrent planning todevelop these kinds of relationships <strong>for</strong>birth families who do not have appropriatekin networks of their own.
Concurrent Planning Definitions• Working towards reunification whileat the same time, establishing andimplementing an alternativepermanency plan.• Concurrent rather than sequentialplanning ef<strong>for</strong>ts to more quicklymove children from the uncertaintyof foster care to the security of apermanent family.
Riding the EmotionalRoller Coaster• Implies that mentally healthy adults are betterable to deal with the uncertainty of attaching tosomeone they may have to “give up.”• While this seems like a hard sell, it is what wehave been making children do repeatedly asthey have walked through the maze of fostercare.
Foster Care Lessons LearnedFamily-focused:• To be successful, foster carecannot be considered a serviceto the child, nor to his or herparents. Foster care servicesmust be directed toward thefamily unit— parents andchildren considered as a systemwhose needs can be addressedas a whole.
Foster Care Lessons Learned<strong>Child</strong>-centered:• At the same time, the needs ofthe individual child must remainat the <strong>for</strong>efront of the case plan.This means there is arecognition that not all childrenare best off living with theirfamilies, and not all familiesshould remain intact.
Foster Care Lessons LearnedCommunity-based:• We have learned that when we remove a childfrom his or her parents <strong>for</strong> placement in a fosterfamily outside the child's community the child isalso removed from school, friends, neighbors,and other relatives; the child suffers multiplelosses at a time when the removal itself isoverwhelming.• Community-based foster care allows the child toremain in contact with important persons in hisor her life (including parents) and to stay in afamiliar environment.
Foster Care Lessons LearnedDevelopmentally appropriate:• <strong>Child</strong>ren have different needs at differentstages of their development. At the mostbasic level, this means that a foster familywho succeeds in caring <strong>for</strong> infants may notbe the most appropriate placement <strong>for</strong> aschool-aged child or <strong>for</strong> a teenager.• Developmentally appropriate care alsotakes into account physical, cognitive,behavioral, and emotional differencesamong children of any age.
Foster Care Lessons LearnedCulturally competent:While the debate still continuesover individual issues such as theplacement of African-Americanchildren in white foster families, wehave come to understand thatcultural differences do need to berespected and accommodated.
Diligent Search <strong>for</strong> Fathers & Kin• Occurs immediately, may require judges order• Don’t take mom’s word <strong>for</strong> it.• Adequately assess current situation & reasons <strong>for</strong>lack of involvement.• Talk to children about important people in their lives• Identify fictive kin as well as relatives• Ask, Ask, and Ask Again,• Ask known kin about other kin• Do An Immediate ICWA Determination.• Have Paternity Testing Available.• Uses every possible resource. (child supporten<strong>for</strong>cement, TANF tech. & investigators, DOC,internet)
Initial Placement• Balancing the need <strong>for</strong> crisis response withpermanency issues• What are relatives being told about theirimmediate and long term responsibilities?• If we place <strong>for</strong> crisis reasons, how quicklydo we assess <strong>for</strong> permanency and stabilityissues?
Family Team Meetings• Placement Selection that includes concurrentplanning issues• Also identify other roles that relatives can play tosupport birth parents & children• Identify strengths as well as concerns• Outline treatment plan needs• Schedule follow ups as need arises
Resource Family Perspectiveson the Foster Care System• There is a fundamental lackof partnership/relationshipbetween the resource familyand the child welfare systemwhich ultimately leads todisruption in placement.
Lack ofPartnership/Relationship asEvidenced By• Not given enough in<strong>for</strong>mation• Not treated as part of the professional team, notincluded in Case planning, nor given a copy of plan.This precludes their ability to be a true resource tothe birth family.• They feel if they truly speak their minds, children incare will be removed and no new placements will bemade. This leads to a child’s needs not being fullyknown and met.
Evidence• Motives are questioned, especially whenthey try to maintain contact with childfollowing reunification or adoption by others• Calls not returned timely means smallissues become crisis's• Not enough in home contact by worker• No respite=burn out
DevelopingPartnerships• A simple “Thank You” means a lot• Displaying trust in the other’s ability• Respect and Genuineness• Communication, even if the news is not good• Full participation in planning and implementation ofcase plans <strong>for</strong> families as well as agency policy
Red Carpet Service• Welcoming, responsive process & attitude toward bothkin and non-kin families• Developing professional partnerships• Providing ongoing training & support• Respecting healthy limits & not overloading• Recognizing our responsibility to help resourcefamilies provide the best possible care <strong>for</strong> our children& their families
Involving Birth & ResourceParents in Plan Development• Another opportunity <strong>for</strong> relationship building & support• Demonstrates foster parent is more than temporarycaregiver of their child. They are an integral part of theprofessional team and an ally in the process ofhelping child return home• Establishes the ability <strong>for</strong> continued contact followingreunification or adoption, eliminating another loss <strong>for</strong>child and in reunification, provides an additionalsupport <strong>for</strong> birth family
Preparing Resource Parents• Begins with recruitment/screening/training which makesexpectations clear and educatesregarding children’s needs• Clarify what we mean byConfidentiality. What don’tresource parents need to know?In<strong>for</strong>mation is knowledge
Preparing Resource Parents <strong>for</strong> PotentialPlacement• Family info. that impacts thesafety or the ability of the providerto care <strong>for</strong> the child• The child’s assessment &/ortreatment plan• Visitation schedule• CASA and GAL in<strong>for</strong>mation• “Traveling file” & instruction onhow to maintain it
Preparing Resource Parents <strong>for</strong> PotentialPlacementMust be prepared to meet the developmentalneeds of the child by:- Helping them cope with separation & loss- Facilitating attachment- Building self-esteem- Af<strong>for</strong>ding positive guidance- Promoting cultural identity- Using discipline appropriate to the child’s age& stage of development- Supporting intellectual & educational growth- Encouraging & modeling positive socialrelationships & responsibilities
Preparing Resource Parents <strong>for</strong> PotentialPlacementDisciplinary Issues• Define both punishment & discipline, with clearexamples of each• Discuss goals of effective discipline• Explain reason behind agency policy• Describe negative effects of physical punishment• Address common beliefs/myths re. spanking &other physical disciplines• Present alternative methods• Focus on discipline as behavior management,making the resource parent an agent of positivechange
Can We Match <strong>Child</strong>ren Who Have SpecificDisciplinary Needs With Families Best Suited toMeet Those Needs?• Avoid placing foster parents in the position oftreating a foster child differently than otherchildren of the same age in the home• Let foster parents know the behavior they arelikely to see if they take the child• Talk about specific disciplinary techniques thatmight be employed <strong>for</strong> the individual child• Assess the foster parents ability & willingnessto manage the child’s behavior
Preparing Resource Parents <strong>for</strong> PotentialPlacement• Focus on the Needs of the <strong>Child</strong>-Most children want to live with their parents-Contacts between parents & children support theirconnection during placement & improve thelikelihood of reunification-<strong>Child</strong>ren identify with their parents; when a resourcefamily rejects or speaks negatively about the birthfamily, the child feels rejected-Resource parents can help birth parents improvetheir ability to care <strong>for</strong> their child
All About Me<strong>Child</strong> Inventory• Favorite and least favorite foods• Music• Friends• Favorite things to do/groups/clubs• Favorite kin• What I do when I feel angry/ sad/ happy/ scared/excited/ anxious• Older kid to help younger ones communicate• Younger ones may want to draw some answers• Eco-map type drawings may help identify who/what isimportant to child.
What Do Resource Parents WantBirth Parents to Know ?• Ask them to put together a book withpictures that show things about theirfamily composition, regularactivities, group or churchaffiliations, pets, description ofhome, special celebrations• This can be used to help preparechild <strong>for</strong> placement as well
Supporting Resource ParentsAppreciation-Recognition both <strong>for</strong>mal andin<strong>for</strong>mal-From a simple thank you note to anaward or media write up-Plan special events <strong>for</strong> fosterfamilies
Supporting Resource Parents-Respect opinionsRespect-Return phone calls ASAP-Cultural Competence-In<strong>for</strong>mation, In<strong>for</strong>mation, In<strong>for</strong>mation, give & receive,LISTEN-Involve them as trainers, acknowledging their expertise
Supporting Resource ParentCare Giving Assistance- Identify & secure resources/mental health/childcare/ respite/tutors- Locate resources that help with householdexpenses- Special ed advocacy- Collaboration with other treatment teammembers- Education/resources re. developmental issues,both “normal” and as it relates to fosterchildren and individual child
Supporting Resource Parents-Hot Line access 24/7Crisis Services-Mentoring-Buddy System-Phone #’s <strong>for</strong> internal and external resources-Return voice mail messages ASAP-Support during investigations
Supporting Resource ParentsProfessional Development-Provide or refer to trainings/education in;-advocacy <strong>for</strong> selves, child, birth family-mentoring of birth families & other foster families-disciplinary techniques-developmental & attachment issues-child abuse & neglect dynamics-Cross training with foster parents, workers, otherprofessionals-Ask them what they need
Supporting Resource FamiliesEmotional Support• Support groups-easy access and child careprovided. Specialized if necessary• Grief Counseling and/or ongoing contact if in child’sbest interest• In home contact from worker*• Listen, validate
Supporting Resource ParentsPersonal Involvement- Encourage & support participation in all reviews/staffings/court hearings- Involve as stakeholders in policy development,recruitment ef<strong>for</strong>ts, training- Provide written and verbal info regarding child- Encourage development of or participation in aFoster Parent Association- Especially in kin cases, understand and help sortthrough changing roles
Supporting Resource Parents as Facilitators ofRelationship between <strong>Child</strong> & Birth Parent• All children have a relationship with their birth parent beit real or imagined• Help Foster parents draw on their own experiences tounderstand birth family issues and loss & grief issues ofchild• Expect foster parents to conduct visits & use them as away to develop relationship & lessen child’s anxiety &possible loyalty issues• Use Life Book Preparation as technique <strong>for</strong> placing theparent-child relationship in context <strong>for</strong> the child
Tips <strong>for</strong> Supporting <strong>Child</strong>ren’s Relationship’s withBirth Family• Reassure <strong>Child</strong>ren that their parents love them, evenif they cannot meet their needs or care <strong>for</strong> them intheir home• Do not speak negatively about birth families to, or inhearing range of, child• Treat the possessions children bring from theirhomes or from visits with respect• Answer questions with honesty & sincerity• Encourage them to talk about their family• Display family photographs & keep taking them• Let child know it is okay to care about both families
Support & Prepare Resource Parents <strong>for</strong>Behaviors that May Occur After Visits• Visits often bring up difficult feelings• Be prepared to continue to support relationship nomatter what the immediate reaction of the childmight be• Do not question child <strong>for</strong> details, but let them talkwhen/if they want to• Accept any behaviors as long as not hurtingthemselves or others-some will cry to relievetension; some may sleep; others need to expressanger or sadness by yelling• Still….DO NOT criticize the birth parents, nomatter what happened during visit
From Circuit One Foster ParentSurvey/Focus groups• Relationship with worker most important -this includes returning calls timely• Inclusion in Case Planning• Help & support <strong>for</strong> developing relationshipswith birth parents• Contact with supervisors, make it okay andnot being a “tattle tale”• Need help with grief related to child beingmoved or returning home
Additional services identified as neededto support placements included:• Flexible funding <strong>for</strong> concrete child needs• transportation• day care• dental care• better post adoption services• quicker access to mental health services• too many restrictions on foster care thatmake it difficult <strong>for</strong> families to act like“normal” families
Outcomes From Circuit One• County Based Recruitment &RetentionTeams and re-establishment of FosterParent Associations• Staff Retention Project/Increased Morale• Family Team Meetings/FamilyEngagement Strategies• Birth/foster parent relationships
Outcomes From Circuit One• Improved placement stability by 3.53%• The number of beds had grown to 507or a 220% increase!• Awareness of the need <strong>for</strong> legalcollaboration.
References & Resources• CWLA Press, Toolboxes For Permanency Series, Toolbox #2, Expanding the Role of Foster Parents in AchievingPermanency, by Susan Dougherty (2001) www.cwla.org• The Annie E. Casey Foundation, Family To Family; Tools <strong>for</strong>Rebuilding Foster Care, Recruitment, Training & Support, TheEssential Tools of Foster Care www.aecf.org• The National Resource <strong>Center</strong> <strong>for</strong> Family <strong>Center</strong>ed Practice &Permanency Planning, Preventing the Triangulation of theTriangle of Support, by Lorrie Lutz, MPP www.nrcfcppp.org• The Jane Addams School of Social Work, University ofIllinois, Kincare Practice and Training Curriculumwww.uic.edu/jaddams/college/kincare
Engaging Families in Achieving Permanency <strong>for</strong> <strong>Child</strong>ren and Youth(0 items) Glossary FAQ Site MapTOPICSSERVICES & TOOLSQUICK LINKSSTAY CONNECTEDHome > Highlights > Engaging Families > Engaging Families in Achieving Permanency <strong>for</strong> <strong>Child</strong>ren andYouthEngaging Families in Achieving Permanency <strong>for</strong> <strong>Child</strong>ren andYouthThe Adoption and Safe Families Act of 1997 identifies five permanency goals <strong>for</strong> children and youth:reunification, adoption, legal guardianship, living with a fit and willing relative, or another planned, permanentliving arrangement. Families, including both maternal and paternal extended kin, tribal members, and otherrelatives and caregivers, are essential partners in providing permanent homes <strong>for</strong> their children.Best Practices of Empowerment-Oriented Permanency Planning: Facilitating Change andSelf-Development in Parents and Families: A Handbook <strong>for</strong> CaseworkersCouncil of Family and <strong>Child</strong> Caring Agencies (2000, 4th ed.)View AbstractPresents family-centered, empowerment-oriented best practices <strong>for</strong> caseworkers assisting families inpermanency planning.Families as Partners in Permanency: A Curriculum <strong>for</strong> Skills DevelopmentSt. Christopher-Ottilie Services <strong>for</strong> <strong>Child</strong>ren and Families (2000)In Evaluation of the Families Together ProjectView AbstractDescribes strategies <strong>for</strong> involving families in permanency planning and foster care.Kinship Training CurriculumMills & Usher (1997)View AbstractHow to engage kinship care providers in the placement process. Emphasizes family empowerment andpartnerships between workers and families <strong>for</strong> the development and implementation of permanency plans.Permanence <strong>for</strong> Young People: Framework (PDF - 115 KB)National Resource <strong>Center</strong> <strong>for</strong> Family-<strong>Center</strong>ed Practice and Permanency Planning & Casey <strong>Center</strong> <strong>for</strong>Effective <strong>Child</strong> <strong>Welfare</strong> Practice (2004)Presents six key components of a child welfare system designed to identify and support permanent familyrelationships <strong>for</strong> young people in out-of-home care.More From In<strong>for</strong>mation GatewaySystemwide: Family group decision-makingOut-of-home care: Casework practice with birth familiesAchieving & maintaining permanency: Engaging parents in permanency planningAchieving & maintaining permanency: Engaging parents in reunificationOut-of-home care: Identifying and locating relativesAchieving & maintaining permanency: Permanent placements with relativesAdoption: Working with birth parentsA service of the <strong>Child</strong>ren's Bureau, Administration <strong>for</strong> <strong>Child</strong>ren and Families, U.S. Department of Health and Human ServicesTOPICSSERVICES & TOOLSFamily-centered practice Supporting & preserving families Adoption State-specifichttp://www.childwelfare.gov/highlights/engaging_families/permanency.cfm[8/5/2010 2:38:12 PM]
Engaging Families in Achieving Permanency <strong>for</strong> <strong>Child</strong>ren and YouthOverviewOverviewOverviewState Statutes SearchCultural competenceCasework practiceServicesEvaluating services<strong>Child</strong> abuse & neglectOverviewDefiningIdentifyingPrevalencePerpetratorsTypesRisk/protective factorsImpactFatalitiesPreventing child abuse & neglectOverviewStrengthening familiesPublic awareness<strong>Program</strong>sDeveloping programsEvaluationPrevention MonthResponding to child abuse &neglectOverviewReportingInvestigationCase managementSpecial issuesFatalitiesCultural competenceAssessing strengths & needsFamily support servicesFamily preservation servicesAcross the service continuumOut-of-home careOverviewTypesCasework practiceResource families<strong>Independent</strong> livingPlacement decisionsFoster Care MonthAchieving permanenceOverviewSpecial populationsReunificationFoster care adoptionGuardianshipRelative placementLawsPreplacement caseworkHow to adoptFor expectant & birth parentsPostadoptionSearch & reunionAdoption MonthManagement & supervisionAdministration & managementDisaster preparednessEthical practiceEvaluationFunding & grantsIn<strong>for</strong>mation systems & dataPractice modelsSystems of careSupervisionSystem re<strong>for</strong>mTrainingWork<strong>for</strong>ceSystemwideAssessmentCourtsCultural competenceDomestic violenceLaws & policiesMental healthService arrayStatisticsSubstance abuseNational Foster Care & AdoptionDirectoryAdoption Assistance by State<strong>Child</strong> <strong>Welfare</strong> WorkloadCompendiumPublicationsPublications CatalogResources in SpanishUser Manual SeriesLearning centerState Managers SeriesEducators' ToolkitHow Federal Legislation ImpactsService DeliveryResearchLibrary searchLogic Model BuildersEvent calendarRelated organizationsABOUT USAbout <strong>Child</strong> <strong>Welfare</strong> In<strong>for</strong>mationGatewayContact UsFind help with a personal situationSearch A to ZFree subscriptionsDisclaimer & policiesLink to usAccessibilityhttp://www.childwelfare.gov/highlights/engaging_families/permanency.cfm[8/5/2010 2:38:12 PM]
Chapter 18Normalcy
3. Suggested Activities For Teens:The Teen Plan must be developed based on each youth’s maturitylevel, interests, and abilities.Teen Plan Suggested Activities <strong>for</strong> Ages 13-14Participating in school or community based after school clubs,sports, or groupsParticipating in activities with friends from school/social groupswith adult supervisionTeen Plan Suggested Activities <strong>for</strong> Ages 15-16Riding public transportationUnsupervised social activities with friends and peers (movies,shopping, school events, etc.)Discussion about attending prom, homecoming and other largesocial eventsCompleting drivers education, receiving a learner’s permit anddriver’s licenseTeen Plan Suggested Activities <strong>for</strong> Age 17Unsupervised activities (including dating) as long as the caregivercan verify friends are from the same school, faith basedorganization, or other approved social group.What is the purpose of the Teen Plan?The purpose of this Plan is to develop a procedure to maximize theauthority of foster parents, family foster homes, residential childcaring agencies, or other authorized care givers to approveparticipation in age-appropriate activities of youth in their care.I: Maximize the authority of foster parents and authorized caregiversto approve the youth’s participation in activities.II: Protect the license of foster parents and authorized caregivers.Foster parents and authorized caregivers shall not be held responsibleunder administrative rules or laws pertaining to state licensure orhave their licensure status in any manner jeopardized as a result ofthe actions of a child engaged in approved activities documented intheir teen plan. In other words, when approved activities are properlydocumented, specific, kept current and agreed upon, results of ayouth’s participating in that activity will not jeopardize licensing.III: Ensure that a Foster Care youth has the same opportunities ashis/her peers. The Teen Plan is designed to help each youth developpro-social skills, interpersonal relationships, independence and apositive self-identity based on individual interests and abilities.Teen Plan Checklist The Teen Plan was developed in partnership with the youth andfoster parent/authorized caregivers. The Teen Plan is written in language the youth understands. The Teen Plan details the responsibilities and expectations ofboth the youth and the foster parent/caregiver. The Teen Plan identifies social and extracurricular activitieschosen by the youth. There is a clear plan that identifies ways the youth candemonstrate maturity and responsibility in order to obtain moreprivileges. The Teen Plan confirms the youth is receiving his/her allowance. The Teen Plan is signed by the youth and the foster parent/authorized caregivers and case worker. In<strong>for</strong>mation from the Teen Plan is included in the youth’s caseplan. The Teen Plan is reviewed at each Judicial Review.IMPROVINGOUTCOMES OF TEENS IN FLORIDA’S FOSTER CARE SYSTEMEach Practice Guide is designed to explain core elements required ofcommunity based care agencies working with youth in Foster Care.Additionally, Practice Guides promote implementation of procedures that fulfilleach youth’s individual needs while meeting requirements of local systems.Practice Guides in this series include:Permanency Planning <strong>for</strong> TeensCreating an SIL Evaluation FormDeveloping a Teen/Normalcy PlanEmployment Benchmarks <strong>for</strong> Case Workers Working with Foster Care YouthEmployment Benchmarks <strong>for</strong> YouthThis document was created by the Cby25 Initiative,Inc. <strong>for</strong> the Florida Department of <strong>Child</strong>ren and Families.PRACTICE GUIDE:IMPROVING OUTCOMES OF TEENS INFLORIDA’S FOSTER CARE SYSTEMFlorida Statute mandates that youth age 13-17 whoare in the custody of the Department of <strong>Child</strong>renand Families have an approved plan <strong>for</strong> participationin age appropriate activities.Our Youth in foster care (just like all teens) arenormal. So this document will refer to themandated age-appropriate activities plan as aTeen Plan.DEVELOPING A TEEN / NORMALCY PLANinfo@cby25i.org
The Teen Plan must be specific, individualized, developed in partnership with the youth, foster parent/authorized caregiver and casemanager and written in language the youth understands.Note: Throughout this document, foster parents, family fosterhomes, residential child-caring agencies and other authorized caregivers will be referred to as “foster parents/authorized caregivers.”A Teen Plan is a written plan that outlines the approved age-appropriateactivities and responsibilities developed <strong>for</strong> each youth in licensed fostercare. The Teen Plan must be specific and individual to the youth, mustbe developed in partnership with the youth, foster parent/authorizedcaregiver, and case manager and must be written in language the youthunderstands.WHEN: The initial Teen Plan is developed within 90 days after theyouth’s 13 th birthday. A Teen Plan must be developed within 90 days ofentering DCF custody if a youth enters custody after his or her 13 thbirthday.WHO: At a minimum, Teen Plans are developed in partnership with theyouth, case worker, and foster parents/authorized care givers. Otherswho provide supports or services to the teen should also be included.Teen Plans must be signed by the youth, foster parent/authorized caregiver, and case worker and updated every 90 daysWHY: In addition to maximizing their authority to approve participationin age-appropriate activities <strong>for</strong> youth in their care, the Teen Planensures that foster parents/authorized care givers will not have theirlicensure status jeopardized as a result of the actions of youths engagedin approved activities specified in their Teen Plan.Cby25 Initiative Recommendation: Teen Plan Core Elements1. Youth Responsibilities & ExpectationsEach youth needs to understand what foster parents/authorizedcaregivers expect, both at home and elsewhere.A:. Chores should be specific with dates and times <strong>for</strong> expectedcompletion. For example:Chore M T W Th F S SMake Bed by 7:30 a.m. x x x x xClean Room by 5 p.m. x x xWash Dishes by 8 p.m. x x xB: A curfew is very important to a youth, both personally anddevelopmentally. Curfews should always be made clear. For example:Weekday WeekendActivity with Adult Supervision 9 pm Curfew 11:30 pm CurfewActivity without Supervision 7 pm Curfew 10 pm CurfewC: School Attendance, Homework and Educational AchievementHomework will be completed each night by: (Time) _____________All notices <strong>for</strong> school meetings, field trip & special assignments willbe given to:(Foster Parent Staff/Department at Group Home or <strong>Program</strong>) __No unexcused absences at school, attend tutoring, etc.Other: Always leave areas <strong>for</strong> in<strong>for</strong>mation specific to the fosterhome/placement. (Specifics) ______________________________D: Self Care- Include a section if you need to address special issues <strong>for</strong>the youth: medical health, counseling, self care, etc.E: The Teen Plan should clearly document expectations <strong>for</strong> the youths’participation in life skills training, staffing and court hearings.Cby25 Initiative Recommendation: Teen Plan Core Elements2. Approved ActivitiesThe approved activities section of the Teen Plan details activities thatfoster parents/authorized caregivers havethe authority to approve without additionalapproval from the case management agency.Remember, even though an activity isapproved in a Teen Plan, approval from thefoster parents/caregivers will be based onthe youths’ compliance with theresponsibilities and expectations detailed inthe Teen Plan as well as his/her ef<strong>for</strong>ts todemonstrate responsibility and good decisionmaking.Approved activities should be written out,specific and cover all aspects of the youth’ssocial, educational and extracurricularresponsibilities and desires.In addition to activities,the Teen Plan is a greatplace to lay down otherrules and expectationslike phone and internetprivileges. You should alsoinclude consequences ifthe youth is notcompliant with theresponsibilities detailed inthe Teen Plan .· The Teen Plan should include a section <strong>for</strong> the youth tocommunicate his or her interests or requests to participate inextracurricular educational, sports, social and personal developmentactivities.· Remember to arrange schedules and transportation. This will helpensure that plans successfully turn into action.· The Teen Plan is a great place to encourage employmentpreparation. When can the youth begin volunteering, working a parttimejob, babysitting or doing yard work <strong>for</strong> neighbors?· If youth express a desire to participate in an activity that is not yetapproved, explain when, why and how it can be approved in thefuture. We must answer <strong>for</strong> the youth: If not now, when?· The Teen Plan can also be used to document allowance. Forexample:Youth will receive this amount of allowance:Youth will receive allowance on this date(s):Detail any agreements or understandings about theyouth’s clothing allowance· The Teen Plan must be signed by the youth, foster parent/caregiver and case management agency and updated every 90days.Always help young people understand their roles. Make sure they know that as teens, they’ll have responsibilities and give examples of these responsibilities like chores, cleaning their rooms and completinghomework. Help them to understand that when they show they’re responsible <strong>for</strong> completing these tasks, they’re demonstrating that they can also be responsible to participate in other activities on their own.ActivityBandPersonalCellPhoneTransportationPlanFoster Parentwill transport orarrange withother parents ofband membersFunds <strong>for</strong> uni<strong>for</strong>ms,fees andequipmentCase ManagerApproval StatusYes, but out ofstate trips mustbe discussed andapproved bycase workerN/A N/A No until youthsecures parttimeemploymentto pay bill
USF has link to:http://center<strong>for</strong>childwelfare.fmhi.usf.edu/kb/Summit08/Normalcy%20<strong>for</strong>%20<strong>Child</strong>ren%20in%20Licensed%20Care.pdf
Chapter 19Life Skills
Sample of life skills:Ansel Casey Life Skills Assessment Domainshttp://www.caseylifeskills.org/pages/lp/lp_sc_index.htmACLSA Domains:Career Planning•• work goals• employment• work placecommunication• Communication• Personal Development• InterpersonalCommunication• RelationshipsDaily <strong>Living</strong>•• nutrition• menu planning• grocery shopping• meal preparation• dining• kitchen clean up &storage• home management• home safety• banking and credit• budgeting/spending plan• consuming• leisure time• legal issues• Home lifeHousing & Money•Management• housing• transportation• community resources• beliefs about money• saving• income tax• banking & credit• budgeting /spending plan• consumingWork & Study Skills•Work & Study Skills• work goals• work goals• employment• employment• decision making• decision making• study skills• study skillsSelf Care•• personal hygiene• health• alchohol, drugs& tobacco• sexuality• relationships
Publication #2010-05 4301 Connecticut Avenue, NW, Suite 350, Washington, DC 20008Phone 202-572-6000 Fax 202-362-8420 www.childtrends.orgWHAT WORKS FOR OLDER YOUTH DURING THE TRANSITION TO ADULTHOOD:Lessons from Experimental Evaluations of <strong>Program</strong>s and InterventionsAlena M. Hadley, M.S., Kassim Mbwana, M.P.P., and Elizabeth C. Hair, Ph.D. March 2010OVERVIEWMajor strides have been made in the field of youth development. However, youth transitioning intoadulthood have not received similar attention. These older youth have frequently been overlooked bypolicymakers and practitioners who have been more focused on designing programs and services <strong>for</strong>adolescents and young children. Because older youth face a unique set of challenges and risks as theymove into adulthood, i it is important to identify intervention strategies that can enhance the developmentand success of these individuals in domains such as employment, independent living, drug and alcoholuse, pregnancy, parenting, life skills, mental health, release from the foster care system, homelessness,violence, education, and literacy.This synthesis examines the role that programs designed to serve older youth can play in promotingpositive development and subsequent self-sufficiency in adulthood. We synthesize the findings from 31studies that implemented random assignment intent-to-treat experimental evaluations to examine theimpacts of various intervention strategies on youth well-being outcomes during the transition to adulthood(ages 18 to 25). While all programs evaluated outcomes <strong>for</strong> these emerging adults, programs varied in theages of targeted youth: 10 programs targeted youth from as early as 12 years and into their early twenties;eight programs served youth from 16 years and into their early twenties; and 11 programs began at 18years of age. iiThis review of experimental evaluations indicates that education and career programs can be effective,especially <strong>for</strong> low income youth and <strong>for</strong> youth targeted from younger ages, <strong>for</strong> example, those under age18. Furthermore, specific intervention strategies, such as mentoring, case management, and providingchild care <strong>for</strong> young parents, are associated with program success across outcomes. However, existingsubstance use and reproductive health programs have not consistently been found to be effective acrossoutcomes <strong>for</strong> this age group.WHAT WORKSTo identify programs that work and identify the features of programs that contribute to success, we havesynthesized findings from the <strong>Child</strong> Trends database of experimental intent-to-treat evaluations of socialinterventions <strong>for</strong> children and youth – LINKS (Lifecourse Interventions to Nurture Kids Successfully). iiiLINKS currently includes 31 programs whose impacts on youth development during the transition toadulthood have been experimentally evaluated.It is important to note that 31 experimentally evaluated programs geared towards an entire age group is asmall number, especially given that the programs address a variety of topics and outcomes. There<strong>for</strong>e,few themes were pervasive within each of the outcome areas (i.e., education, career, substance use, and
eproductive health). However, we were able to identify several approaches that characterize programsthat were effective across outcomes and ones that appear promising <strong>for</strong> future research and developmentin specific domains.Below we highlight strategies that worked across outcome areas, as well as promising findings <strong>for</strong>education, career, reproductive health, and substance use outcomes. A number of additional outcomeswere measured in some studies, including parenting and family <strong>for</strong>mation, civic engagement,socioemotional health, relationship, and delinquency outcomes; however, they were not examined inenough programs <strong>for</strong> us to discern any patterns of success across interventions. Results <strong>for</strong> theseadditional outcomes can be found in the table at the end of the brief.Themes Across Outcomes• <strong>Program</strong>s targeting low income youth are often effective in the education and employmentdomains. Of the 12 programs targeting low-income youth, 10 had a statistically significant 1positive impact <strong>for</strong> at least one school or career outcome. Positive impacts <strong>for</strong> low-income youthoccurred <strong>for</strong> educational attainment, school attendance, school engagement, college attendance,employment, earnings, and welfare dependence.• Mentoring can be an effective technique <strong>for</strong> improving youth outcomes. Of the five programsthat provided youth with mentors, four, (Career Academies, Career Beginnings, Job Corps, andUpward Bound), had a positive impact <strong>for</strong> at least one indicator of youth well-being. Thestrategy was especially effective <strong>for</strong> school and employment outcomes, but was also associatedwith decreased delinquency.• Case management can be effective at improving education and employment outcomes. Threeprograms(New Chance, Ohio Learning, Earning, and Parenting <strong>Program</strong>, and the TeenageParent Demonstration) provided youth with individual case managers. Case managers assessedthe needs of the participants, coordinated ongoing services, tracked participant progress, andprovided ongoing support and guidance. Each of these programs had at least one positive impacton an education or employment outcome, including improvements in educational attainment,school attendance, employment, earnings, and welfare dependence.• Providing child care <strong>for</strong> program participants has been associated with success across youthoutcomes. Of the five programs that provided child care to their participants, four (New Chance,JOBSTART, the Ohio Earning, Learning, and Parenting <strong>Program</strong>, and the Teenage ParentDemonstration) had a positive impact on at least one indicator of youth well-being. This strategywas primarily associated with improvement in education and employment outcomes <strong>for</strong> the youngparent, including education attainment, school attendance, employment, earnings, and welfaredependence, but was also linked to decreased delinquency.• <strong>Program</strong>s targeting youth early during their transition to adulthood are frequently effectiveat improving education and employment outcomes. Of the 16 programs that began targetingyouth at the age of 16 or younger, 10 had positive impacts <strong>for</strong> at least one indicator of education orcareer success. Positive impacts <strong>for</strong> younger youth occurred <strong>for</strong> education attainment, schoolattendance, school engagement, college attendance, employment, earnings, and welfaredependence outcomes.1 Reported impacts are those reported by the evaluators to be significant at the p≤ 0.05 level. Note that this review does notfocus on the magnitude or duration of the impact, though this in<strong>for</strong>mation is included in the LINKS program summaries.2
For Education• <strong>Program</strong>s that were implemented over a long period of time were more effective atimproving educational attainment. Two programs, New Chance and JOBSTART, weresuccessful at increasing high school diploma and GED attainment rates among participants. Bothprograms required a high number of contact hours and were implemented over an extended periodof time; New Chance had participation periods lasting up to 18 months, and JOBSTART wasimplemented <strong>for</strong> between 200 and 500 hours. Furthermore, programs producing mixed reviews <strong>for</strong>educational attainment often had short-term implementation periods or open entry and exitpolicies.• Requiring youth to take topically relevant classes may lead to higher levels of schoolengagement. Three out of four programs assessing engagement found positive impacts. TheCareer Academies and Upward Bound programs provided students with academic courseworkrelevant to their vocational goals. These programs were associated with improved levels of schoolengagement in participating youth. One program, Youth Corps, required youth to take topicallyrelevant classes and produced mixed reviews on school engagement; however, the strategy wasnever entirely unsuccessful.MIXED REVIEWSAcross Outcomes• <strong>Program</strong>s that implement skills training techniques have been found to be effective atimproving some outcomes, but not reproductive health outcomes. In the employment realm,skills training involves teaching youth basic job skills (e.g., word processing) <strong>for</strong> high demandjobs. In the education domain, skills training often involves teaching youth how to make betterdecisions about their academic choices. In the substance use and delinquency domains, youth aretaught how to resist peer pressure to engage in harmful activities. Five out of six programs usingskills training and aimed at improving educational attainment, employment, substance use, anddelinquency outcomes were found to have positive impacts on at least one outcome. However, ofthe seven programs implementing this technique that were geared towards improving reproductivehealth, only one had positive impacts on even one outcome.For Careers• <strong>Program</strong> strategies specifically geared towards increasing employment have had mixedimpacts. Interventions aimed at improving employment rates among older youth typically usetargeted strategies such as vocational training, career counseling, and/or job placement assistance.These strategies were implemented in many of the programs we synthesized, but they were notconsistently associated with either success or failure.For Substance Use• <strong>Program</strong>s targeting substance use have not generally been found to affect all substance useoutcomes. Rather, they affect one substance or another substance and there<strong>for</strong>e arecategorized as “mixed” in this brief. Of the eight programs addressing problematic substanceuse, only two, the Alcohol Skills Training <strong>Program</strong> and Brief Strategic Family Therapy, hadpositive impacts on all of the assessed substance use outcomes. The other six programs were either3
ineffective or only effective <strong>for</strong> some substances. These programs targeted youth with existingsubstance use problems.WHAT DOESN’T WORKFor Reproductive Health• None of the sexual risk-taking programs are consistently successful at changing behaviorsamong youth. Evaluated programs addressing sexual risk-taking behaviors have focused onencouraging consistent condom and contraceptive use and decreasing instances of casual sex andan individual’s number of sexual partners. Though sexual risk-taking programs can have positiveimpacts on intent to use and attitudes towards condoms and contraceptives, they are lesssuccessful at impacting the actual use of methods among older youth; of the nine programs aimedtowards sexual risk-taking, five had these mixed reviews. Furthermore, none of the programs wereviewed had consistent, positive impacts on frequency of casual sex or number of sexual partners,and most programs had no impact on these outcomes at all. One program, FOCUS (whichprovides participants with in<strong>for</strong>mation on sexually transmitted infections and unintendedpregnancy, and equips them with behavioral skills to engage in preventive behavior) had positiveimpacts on unintended pregnancies but not on other reproductive health outcomes.DISCUSSIONDespite the turbulence and importance of the transition to adulthood, there are relatively few experimentalevaluations of social programs that target the well-being of emerging adults. This synthesis reviews thestrategies implemented, targeted demographics, and results from evaluations of these interventions.In general, results from the rigorously evaluated interventions completed to date suggest that it is possibleto have positive impacts on outcomes <strong>for</strong> older youth. About half of the programs evaluated (16 out of 31)had positive impacts on at least one outcome. While all 13 education- and career-focused programs hadmixed results or proved successful <strong>for</strong> at least one outcome (eight were successful at their targetedoutcomes), interventions <strong>for</strong> substance use and reproductive health tended to have either mixed results orwere unsuccessful. Six out of eight substance abuse programs or programs targeting substance abuseoutcomes had mixed results or were proven successful (two were proven successful at their targetedoutcomes). Eight out of 12 reproductive health programs or programs targeting reproductive healthoutcomes had mixed results or were proven successful (one was proven successful at its targetedoutcome). These results suggest that current evaluated programs geared towards education and careersuccess are more often effective <strong>for</strong> older youth than programs aimed at improving substance use andreproductive health outcomes.During the transition to adulthood, more youth begin to experiment with harmful substances and sex. Forexample, statistics from 2007 indicate that 26% of 12th graders reported engaging in binge drinking. iv In2006, 19% of 12th graders reported using marijuana. v Also, roughly nine out of 10 young men (89%) andwomen (92%) have engaged in sexual intercourse by the time they turn 24 years old, vi and the incidenceof both sexually transmitted diseases and unintended pregnancy is very high during these years. viiAccordingly, the need <strong>for</strong> stronger interventions is clear.Risk-Taking BehaviorRecognizing that many emerging adults are engaging in risky behaviors, many programs <strong>for</strong> this agegroup refrain from encouraging complete abstinence from substance use and sex. Instead, the programsthat we reviewed focused on encouraging youth to engage in these activities in a more responsible4
manner; however, few were highly successful in this endeavor. This may be at least partially explained byresearch findings on the risk-taking tendencies of youth during this developmental stage. Specifically,studies have found that emerging adults (those between the ages of 18 and 25) report significantly higherlevels of risk-taking and sensation-seeking behaviors than individuals who have reached young adulthood(ages 26 to 34). viii At the same time, family co-residence and influence are declining. However, it isimportant to note that findings <strong>for</strong> those receiving the intervention were in comparison to findings amongcontrol groups; there<strong>for</strong>e, though we might expect risk-taking behaviors to increase over time, effectiveprograms would cause a smaller increase among intervention participants. Given that this didn’tnecessarily occur, we can conclude that most of the programs did not convince youth to completelyrefrain from engaging in these behaviors. However, given that some of the programs we reviewedsignificantly reduced use of one substance or had impacts on intentions to engage in safer sex,practitioners may be on the right track towards reducing these risk-taking tendencies. More research needsto be conducted in order to determine the combination of strategies necessary to change behavior.Target PopulationWhile these experimentally-evaluated programs were generally found to have impacts on improvingeducation and employment outcomes, programs geared towards specific groups of youth were especiallyeffective in these two domains. For example, we found that programs targeting low-income youth andyounger individuals just beginning their transitions into adulthood were more often effective <strong>for</strong> educationand career gains. It is encouraging that programs designed <strong>for</strong> low-income youth were generally effectiveas this is a population that is disadvantaged in the education and career domains. It is also interesting thateducation and career programs were more effective <strong>for</strong> younger youth than older youth (specifically,youth in their late teens than young adults). This indicates that these programs should target youth earlier,perhaps as a means of putting them on a positive life track during the beginning stages of this transitionperiod. Also, we were unable to discern any patterns across racial and ethnic groups because the majorityof the reviewed programs did not specifically focus on particular racial or ethnic groups or provide subgroupanalysis <strong>for</strong> these groups.Intervention StrategiesMentoring and case management are two related program strategies that were associated with positiveeducation and career outcomes. Both mentoring and case management provide youth with individualizedsupport and aid from caring adults. Youth likely benefit from mentors and case managers who providestable, caring, and positive relationships, something that might otherwise be lacking. ix Previous researchhas noted that these mentoring relationships can be successful if they remain intact over a long period oftime. x Given that the successful programs examined here utilizing mentoring and case managementstrategies lasted between a year and a half and up to 4 years and that the one unsuccessful program wassix weeks long, the findings from this synthesis align with previous research.Providing child care <strong>for</strong> participants who are parents also was associated with success on a variety ofeducation and career outcomes. This allows parents to devote more time to furthering their education andcareer, which is likely one of the main reasons behind the success of this strategy.For education programs, success was associated with long-term implementation periods and providingyouth with opportunities to take academic coursework relevant to their vocational goals. Implementinglong-term programs was associated with attainment of high school diplomas and GEDs, indicating thatproviding consistent aid and training likely provides needed time and keeps youth motivated to continueon a positive education path. Providing youth with academic coursework relevant to their vocational goalswas associated with higher levels of school engagement. Youth are perhaps more likely to take an interestin school when they are provided with opportunities to learn about subject matter that interests them.5
NEEDED RESEARCHUn<strong>for</strong>tunately, surprisingly few programs <strong>for</strong> older youths have been rigorously evaluated. As a result,many questions about the impacts of such programs remain unanswered. While this synthesis hashighlighted some successful strategies and certain demographic groups that can benefit from programs,the effectiveness of other components is still unclear. Researchers may not be focusing on developingprograms <strong>for</strong> this age group because of an assumption that these young adults are already benefitting fromthe receipt of general social services. Future research should determine if these youth are in a specialdevelopmental period that requires programs targeting unique challenges or if they can benefit from theservices provided <strong>for</strong> adults. Developing more programs <strong>for</strong> this age group will reveal whether or notinterventions specifically designed <strong>for</strong> 18 to 25 year olds are more effective.<strong>Program</strong>s are especially needed to effectively target sexual risk-taking and substance use outcomes. Thereare some promising findings <strong>for</strong> the use of media in sexual risk-taking programs, as programs that usedvideos or computer tutorials were more likely to have mixed reviews, while interventions that did not usethis strategy often were unsuccessful. However, future programs should attempt to combine mediaresources with additional strategies in order to see if media is more effective in conjunction with othertechniques. Though few substance use programs employed media usage, this may be a technique thatwarrants expanded use within substance use programs as well as other risk-taking behaviors.To provide sound, practical suggestions <strong>for</strong> practitioners, many more experimental studies of existingprograms need to be carried out, and evidence about successful program implementation strategies needsto be developed. Furthermore, program evaluations should also examine the long-term impacts of theinterventions and the impacts that they have on various demographic subgroups. In addition, studies areneeded on program take-up, participation, and retention, so that ef<strong>for</strong>ts can reach those who might benefitbut who are less willing or able to participate.CONCLUSIONThis synthesis provides both insights into effective practices and a basis <strong>for</strong> future research on effectivecomponents and strategies <strong>for</strong> programs designed to increase the well-being of emerging adults.Researchers and practitioners need to develop a greater number of programs <strong>for</strong> young adults. Youth inthis age range are often labeled as adults, but they face unique challenges relative to individuals over 25who have generally entered into full adulthood. xiWhile our analysis was able to pair some specific intervention strategies with specific outcomes (e.g.,mentoring had positive impacts on education outcomes), further research needs to be conducted, as fewfindings were pervasive. Researchers designing sexual risk-taking and substance use interventions havean especially challenging task, as many programs aimed at impacting these outcomes were eitherunsuccessful or had mixed reviews. These findings are summarized below by the outcomes targeted:‣ Education: seven out of 12 programs were found to be effective in improving at least oneeducation outcome, including educational attainment, school attendance, school engagement,and college attendance.‣ Career: six out of 11 programs were found to be effective in improving at least one careeroutcome, including employment, earnings, and reduced welfare dependence.‣ Delinquency: three out of six programs were found to be effective in reducing delinquency.6
‣ Reproductive Health: one out of 12 programs was found to be effective in improving at leastone reproductive health outcome--unintended or subsequent pregnancies. However, sevenprograms were found to have positive impacts <strong>for</strong> at least a sub-sample of the studiedpopulation or at least one study out of multiple studies of the program found positiveoutcomes.‣ Parenting and Family Formation: two out of five programs were found to have positiveimpacts on at least one parent and family <strong>for</strong>mation outcome--parenting.‣ Substance Abuse: two out of eight programs were found to be effective in improving at leastone substance abuse outcome among young adults. However, four programs were found tohave positive impacts <strong>for</strong> at least a sub-sample of the studied population or at least one studyout of multiple studies of the program found positive outcomes.© 2010 <strong>Child</strong> Trends. May be reprinted with citation.The support of the Edna McConnell Clark Foundation and The Stewart Trustis gratefully acknowledged.<strong>Child</strong> Trends is a nonprofit, nonpartisan research center that studies children at all stages of development. Ourmission is to improve outcomes <strong>for</strong> children by providing research, data, and analysis to the people and institutionswhose decisions and actions affect children. For additional in<strong>for</strong>mation, including publications available todownload, visit our Web site at www.childtrends.org. For the latest in<strong>for</strong>mation on more than 100 key indicatorsof child and youth well-being, visit the <strong>Child</strong> Trends DataBank at www.childtrendsdatabank.org. For summariesof over 400 evaluations of out-of-school time programs that work (or don't) to enhance children's development,visit www.childtrends.org/WhatWorks.7
Experimental Intent-to-Treat Evaluations of Social <strong>Program</strong>s that Examined Impacts on One or More Youth Outcomes and WhetherThey Were Found to Work, Not Proven to Work, or Had Mixed FindingsOUTCOME AREA NOT PROVEN TO WORK MIXED FINDINGS FOUND TO WORKEducationEducation AttainmentEducation AchievementSchool Attendance- The Career Academies program did notimpact reading or math achievement scores.- There were no differences between thoseparticipating in the New Chance programand controls on measures of basiceducational achievement.- The Upward Bound program did noimpact participant GPA’s.- Job Corps participants were more likely toattain GEDs than controls; however, theprogram reduced the likelihood of receiving aHS diploma <strong>for</strong> those enrolled in school at thetime they began participating in the program.The program significantly increased thelikelihood of receiving a HS diploma or GEDamong 16 and 17 year-olds.- One study evaluating the Ohio Learning,Earning, and Parenting <strong>Program</strong> found thatthe program led to higher rates of HS diplomaand GED attainment, while two other studiesfound no differences between participants andcontrols.- Students who were at high-risk academicallyearned more HS credits after participating inthe Upward Bound program, however theprogram was not as effective <strong>for</strong> otherparticipants. Furthermore, the program did notimpact high school completion rates.- Black males and white females participatingin Youth Corps were more likely to earn anassociates degree than their controlcounterparts. However, this effect was notseen among other demographic groups.- Female participants in the Job TrainingPartnership Act (JTPA) were significantlymore likely than their control counterparts tohave received a HS diploma or GED atfollow-up; this impact was not found <strong>for</strong>males.- Nineteen-year-old youth participating in theTeenage Parent Demonstration (TPD) hadhigher math achievement scores than theircontrol counterparts, but this difference wasnot found across other age groups.- Students in the School AttendanceDemonstration Project had higher rates ofschool attendance than controls at the long-- Participants in the New Chance program weremore likely than control participants to earn HSdiplomas or GEDs.- Participants of JOBSTART were more likelyto earn a HS diploma or GED than controls.- The Career Academies program reduceddrop out rates and increased academic coursetaking <strong>for</strong> youth at-risk of dropping out of highschool.- The Career Academies program improvedschool attendance <strong>for</strong> youth at-risk of droppingout of high school.9
OUTCOME AREA NOT PROVEN TO WORK MIXED FINDINGS FOUND TO WORKSchool EngagementCollege PreparednessCollege AttendanceCareerEmploymentThe Summer Career Exploration <strong>Program</strong>(SCEP) did not impact attitudes towardseducational achievement.- Job Corps did not improve collegeattendance rates among participants.- Control participants were more likely to beemployed than New Chance participants inthe six months following the intervention,and there were no differences across groupsin long-term employment rates or earnings.- At various follow-up assessment points,control participants were more likely to beemployed than JOBSTART participants.term follow-up but not at the short-termassessment.- Hispanic and white females participating inYouth Corps reported having highereducational aspirations than their controlcounterparts. Furthermore, black maleparticipants had changed their educationaloutlooks. However, these impacts were notseen among other demographic groups.Youth participating in the Summer CareerExploration <strong>Program</strong> (SCEP) were morelikely than controls to have visited a CollegeAccess <strong>Center</strong> and to be enrolled in a collegepreparatory program; however, there were nodifferences across groups regarding intentionsto attend college.- Hispanic youth and students with lowacademic expectations attending the UpwardBound program were more likely to enroll incollege and to earn more college credits thantheir control counterparts; however, otherparticipants did not experience these benefits.- The Summer Career Exploration <strong>Program</strong>(SCEP) led to higher rates of employment atthe short-term follow-up, but did not increaserates of employment during the school year.- Participants in Youth Corps were morelikely to work <strong>for</strong> pay and worked more hours.With the exception of white males,participants were more likely to be employedthan controls.- With the exception of 18 and 19 year-oldHispanic youth, the Job Corps program led toincreased likelihood of employment <strong>for</strong>participants.- Students in the Career Beginnings programhad fewer unexcused school absences thancontrol students.- The Ohio Learning, Earning, and Parenting<strong>Program</strong> increased student retention in schoolsand led to higher attendance rates amongparticipants.- Youth participating in the Teenage ParentDemonstration (TPD) had higher rates ofschool attendance than controls at the long-termfollow-up.- Students participating in the CareerAcademies program reported a greatermotivation to attend school and a greaterappreciation <strong>for</strong> the connection betweeneducation and future success than students inthe control group.- Youth enrolled in the Upward Boundprogram reported significantly higher levels ofcollege engagement than controls.- Students in the Career Beginnings programwere more likely to attend college than controlstudents.- Students in the Career Academies programwere more likely to participate in jobshadowing activities and to be employed thancontrol group participants.- Participants in the Ohio Learning, Earning,and Parenting <strong>Program</strong> were more likely tobe employed at the long-term follow-up.- Youth participating in the Teenage ParentDemonstration (TPD) had higher rates ofemployment than controls at the long-termfollow-up.- Students in the Career Beginnings programwere more likely to be employed during college10
OUTCOME AREA NOT PROVEN TO WORK MIXED FINDINGS FOUND TO WORKthan controls.- Youth participating in the Job TrainingPartnership Act (JTPA) were more likely thancontrols to be employed at the follow-upassessment.Earnings<strong>Welfare</strong> DependenceReproductiveHealthSexual Risk-Taking- The Ohio Learning, Earning, andParenting <strong>Program</strong> did not impact earnings.- Participants in the New Chance programwere more likely than control participants tohave ever received welfare during theintervention period and were on welfare <strong>for</strong>longer periods of time than controls.- There were no differences in welfare ratesbetween controls and those attending theTeenage Parent Demonstration (TPD).- The Job Training Partnership Act(JTPA) did not impact AFCD and foodstamp receipt.- There were no differences between controlsand participants in the FOCUS program onconsistency of condom use or number ofcasual sex partners.- There were no differences between NewChance participants and controls on rates ofcontraceptive use.- The PARTNERS program did not impactconsistency of condom use, unprotected sex,or use of other types of contraception.- There were no differences between youth- With the exception of white males,participants in the Youth Corps programreceived higher earnings than their controlcounterparts.- With the exception of 18 and 19 year-oldHispanic youth, the Job Corps program led toincreased earnings <strong>for</strong> participants.- Only male participants with arrest recordsand males who had previously dropped out ofhigh school experienced increased earningsrelative to their control counterparts aftertaking part in JOBSTART; otherdemographic groups did not experienceearnings benefits.- The Job Training Partnership Act (JTPA)led to increased earnings <strong>for</strong> older, adultparticipants, but not <strong>for</strong> youth.- Females who were not mothers when theyentered the JOBSTART program were lesslikely than their control counterparts to receiveAFDC during later follow-up years; however,no other demographic groups experiencedthese impacts.- Women with multiple risk factorsparticipating in the Nurse-FamilyPartnership spent a shorter time on welfareand receiving food stamps than their controlcounterparts; however, these effects did notoccur <strong>for</strong> the full sample.- The Varying the Timing of an HIV-Prevention Intervention led to significantlyfewer sex partners and fewer instances ofunprotected sex in one study, but anotherstudy revealed no differences acrossintervention and control groups.- Participants who watched the interventionvideo and attended discussions in the Video-Based STD Patient Education program weremore likely than their control counterparts toredeem coupons <strong>for</strong> condoms; however black- Youth participating in the Teenage ParentDemonstration (TPD) had higher earningsrates than controls at the long-term follow-up.- Participants in the Ohio Learning, Earning,and Parenting <strong>Program</strong> were less likely to beon welfare at the long-term follow-up.- Job Corps participants received significantlyless public assistance than controls.11
OUTCOME AREA NOT PROVEN TO WORK MIXED FINDINGS FOUND TO WORKUnintended or SubsequentPregnanciesParenting andFamily FormationParentingparticipating in the Skill-Based Interventionon Condom Use and control youth onnumber of sexual partners, rates of refusingsex without a condom, or rates of condomuse with steady partners.- Participants in the New Chance programhad shorter time periods, on average,between subsequent pregnancies thancontrols.- There were no differences in pregnancyrates between controls and those attendingthe Teenage Parent Demonstration (TPD).Furthermore, black program participants hadhigher birth rates than their controlcounterparts.participants were less likely than theircounterparts to redeem their coupons.- Youth participating in the Computer-Delivered Sexual Risk ReductionIntervention increased their condom useknowledge and their frequency of keepingcondoms handy but did not have greatermotivation to use condoms or more condomusebehavior skills relative to controls.- The Condom Intervention with Womenhad positive impacts on condom use intentionsand positive attitudes towards condoms.Intervention participants were alsosignificantly more likely than controls to carrycondoms; however there was no differenceacross groups on rates of purchasing condomsor discussing condom use with partners.- The Condom Promotion Videos <strong>for</strong>College Students led to greater condom useintentions and more positive attitudes towardscondoms among intervention participants.Additionally, intervention participants weremore likely to use condoms with regularpartners; however there were no differencesacross groups on condom use with casual sexpartners.- Black females participating in Youth Corpswere less likely to be pregnant than theircontrol counterparts at follow-up. However,these effects did not occur <strong>for</strong> other racial andethnic groups.- Women with multiple risk factorsparticipating in the Nurse-FamilyPartnership had fewer subsequentpregnancies and births and a longer timebetween the births of their first and secondchildren than their control counterparts;however these impacts did not occur <strong>for</strong> thefull sample.- The Social Learning Parent Trainingprogram decreased the number of problemsassociated with parenting risk, but did notimprove rates of praise, criticism, or negativebehaviors towards children.- There were lowered rates of unintendedpregnancies <strong>for</strong> youth participating in theFOCUS program.- <strong>Child</strong>ren with parents participating in theNurse-Family Partnership had fewer trips tothe emergency room and were less likely to besubject to child abuse and neglect than childrenwith control parents.- Infants with mothers participating in the12
OUTCOME AREA NOT PROVEN TO WORK MIXED FINDINGS FOUND TO WORKFamily FormationCivic EngagementSocioemotionalHealthRelationship IssuesSubstance Use- Participants in the New Chance programreported higher rates of depression, stress,and parenting stress than control participants.- The Varying the Timing of an HIV-Prevention Intervention did not impactsubstance use.- Job Corps did not impact alcohol andillegal drug use or utilization of drugtreatment services.- Participants in the Teenage ParentDemonstration (TPD) were more likely toestablish paternity; however, only Hispanicparticipants were more likely than theircontrol counterparts to be in contact with theirchildren’s fathers.- Job Corps did not impact the likelihood ofhaving a child or living with and providingsupport <strong>for</strong> a child. However, programparticipants were significantly more likely tobe married than controls. There were mixedresults across studies regarding the likelihoodof living with a partner.- At the follow-up, black youth participating inYouth Corps were more likely to have votedin the previous election and reported higherlevels of social responsibility than theircontrol counterparts; however this differencedid not exist <strong>for</strong> other racial and ethnic groups.- Black you in the Youth Corps programreported higher levels of personalresponsibility than their control counterparts;however this difference did not exist <strong>for</strong> otherracial and ethnic groups.- Students participating in the Penn ResilienceTraining <strong>for</strong> College Students experiencedsignificantly fewer depressive episodes thancontrols. However, results on anxiety aremixed; some studies find that the interventionhas positive effects, while others do not.- Youth participating in the AdolescentCommunity Rein<strong>for</strong>cement Approachexperienced greater continuing care linkageand retention, better adherence to continuingcare criteria, and longer abstinence frommarijuana than adolescents receiving usualEarly Intervention <strong>Program</strong> <strong>for</strong> AdolescentMothers spent fewer days in the hospitalduring their first six weeks of life than infantsof mothers receiving traditional public healthnursing care.- Couples receiving the Prevention andRelationship Enhancement <strong>Program</strong> (PREP)reported higher relationship satisfaction, bettercommunication and conflict management, andlower levels of problem intensity than controlparticipants.- Youth participating in the Alcohol SkillsTraining <strong>Program</strong> experienced positive effectson a wide range of alcohol use indicators.- Those participating in Brief Strategic FamilyTherapy were significantly less likely thancontrols to be abusing drugs by the end of13
OUTCOME AREA NOT PROVEN TO WORK MIXED FINDINGS FOUND TO WORKcare. However, there were no differences in treatment.abstinence from alcohol or other drugsbetween the two groups of adolescents.- The Brief Alcohol Screening andIntervention <strong>for</strong> College Students (BASICS)had positive impacts on some substance useoutcomes, but not on others.- Areas implementing the CommunitiesMobilizing <strong>for</strong> Change on Alcohol programsaw decreases in drunk driving arrest ratesamong adolescents but did not experiencedecreases in traffic accidents.- Women with multiple risk factorsparticipating in the Nurse-FamilyPartnership had fewer behavior problemsresulting from substance use than their controlcounterparts; however, this impact did notoccur on the full sample.Delinquency- The Summer Career Exploration - Women with multiple risk factors- Participants in Youth Corps were less likely<strong>Program</strong> (SCEP) did not decrease rates of participating in the Nurse-Familyto be arrested than control group members.delinquency.Partnership had fewer arrests than their - The Job Corps program led to decreased- Male participants in the Job Training control counterparts; however, this impact did arrest rates, conviction rates, and time spent inPartnership Act (JTPA), who did not have not occur on the full sample.jail among participants.an arrest record be<strong>for</strong>e entering the program,- Youth participating in JOBSTART were lessexperienced significant increases in arrestlikely to be arrested after the intervention thanrates at both follow-ups.control participants.i Arnett, J. (2005). The developmental context of substance use in emerging adulthood. Journal of Drug Issues, 35(2), 235-253.Miller, B., Furr-Holden, C., Voas, R., & Bright, K. (2005). Emerging adults’ substance use and risky behaviors in club settings. Journal of Drug Issues, 35(2), 357-378.Arnett, J. (1998). Learning to stand alone: The contemporary American transition to adulthood in cultural and historical context. Human Development (0018716X), 41(5/6),295-315.ii While these programs may have targeted youth from as early as 12 years old, their samples included a substantial percentage of emerging adults (aged between 18-25years) or their evaluations included sub-sample analysis of emerging adults. On the other hand, several programs that may have included some emerging adults butconstituted a small percentage of the sample or whose evaluations did not include sub-sample analysis were not included.iii http://www.childtrends.org/linksiv <strong>Child</strong> Trends Data Bank. (2008). Binge drinking. Washington, DC: <strong>Child</strong> Trends.v <strong>Child</strong> Trends Data Bank. (2008). Marijuana use. Washington, DC: <strong>Child</strong> Trends.vi Kaiser Family Foundation Fact Sheet. (2006). Sexual health statistics <strong>for</strong> teenagers and young adults in the United States. Washington, DC: Kaiser Family Foundation.vii Logan, C., Holcombe, E., Manlove, J., & Ryan, S. (2007). The consequences of unintended childbearing- A White Paper. Washington DC: <strong>Child</strong> Trends and TheNational Campaign to Prevent Teen and Unplanned Pregnancy.Arnett, J. (2006). The Psychology of Emerging Adulthood: What Is Known, and What Remains to Be Known?. Emerging adults in America: Coming of age in the 21stcentury (pp. 303-330). Washington, DC US: American Psychological Association.14
viii Blinn-Pike, L., Worthy, S., Jonkman, J., & Smith, G. (2008). Emerging adult versus adult status among college students: Examination of explanatory variables.Adolescence, 43(171), 577-591.ix Jekielek, S.M., Moore, K.A., Hair, E.C., & Scarupa, H.J. (2002). Mentoring: A promising strategy <strong>for</strong> youth development. (Research Brief). Washington, DC: <strong>Child</strong>Trends.x Ibid.xi Todesco, P. (2005). Developmental differences in sensation-seeking, risk-taking and perceptual appraisals. Dissertation Abstracts International Section A, 65, 4106.15
Life Skills GuidebookContributors:Dorothy AnsellJoan MorseKimberly A. NollanRay HoskinsLife Skills Guidebook 1©2004 by Casey Family <strong>Program</strong>s.
AcknowledgementsThe Life Skills Guidebook was created with the energy and thoughtfulness of many dedicated child welfare professionals, fosterparents, and youth. The goal of this work is to better prepare people <strong>for</strong> living on their own. Casey Family <strong>Program</strong>s believes inlearner involvement and leadership in this process. Casey also believes assessment is core to preparation. The Guidebook was createdto help translate the results of the Ansell-Casey Life Skills Assessment into practice as well as provide a tool <strong>for</strong> foster parents andpractitioners to teach life skills based on necessary competencies.From the National Resource <strong>Center</strong> <strong>for</strong> Youth Services, Dorothy Ansell, and Joan Morse were integrally involved in this process,conducting focus groups, writing Learning Goals and Expectations, finding activities to teach Learning Goals, as well as writing andediting the Life Skills Guidebook. At Casey, led by Kimberly Nollan, Research Services’ Transition Research Team supported thiswork by coordinating the overall project, giving feedback, editing, and helping with technical writing. The original team included KimNollan, Richard Bressani, Chris Downs, Margaret Jeffrey, Michael Horn, Jason Williams, Jill Leibold. The current team consists ofChris Downs, Kelly Sim and Mike Weygint.In spring of 2004, Casey contracted with Success Technologies to revise the Guidebook. Kimberly Nollan and Ray Hoskins madesignificant revisions and additions to the Guidebook, such as expanding the Learning Goals and expectations <strong>for</strong> 8-10 year olds,updating and including new resources, and adding mastery standards.We are grateful to Casey Family <strong>Program</strong>s Tucson Division staff members who provided valuable ideas and support <strong>for</strong> this project,as well as reviewed all domain Learning Goals and Expectations. They included Susan Abagnale, Ana Acuna, Leslie Butler, AmyCox, Dixie Ellis, Levonne Gaddy, Joan Hansman, Fredericka Hunter, Cindy Johnson, Bea Kea, Patricia King, Bobbie McNeill,Marjorie Parks, Yvonne Rodriguez, Rosalyn Riesgo, Leora Sanders, Laura Stockert, Ward Townsend, and Beth Treas. In addition,Gloria Garcia, Lillie Murray, Regina Taylor, Nicole Killary, Calvin Dacus, and Moniquea Ibarra provided insight and edits to theLearning Goals and Expectations from caregiver and youth perspectives. We also acknowledge the Youth Enrichment and Success(YES) Foundation whose participants reviewed all Youth appropriate resources. Thank you also to all those who provided feedbackon an ongoing basis, which was used to strengthen the Guidebook.We appreciate the support provided by the South Bronx Human Development Organization, which provided access to their extensivelife skills resource library. We also are grateful <strong>for</strong> the assistance of Kathleen D. Morin, Ed.D., who provided assistance in the editingthe original Learning Goals (competencies).Life Skills Guidebook 2©2004 by Casey Family <strong>Program</strong>s.
Many focus groups created and edited the Learning Goals and Expectations. A listing of those involved follows.Princeton, New Jersey focus group participants: John Amoroso, Crossroads <strong>Program</strong>s, Inc., Capable Adolescent Mothers <strong>Program</strong>;Jennifer Bradley, YAP Burlington County; Nancy Caplan, New Jersey Division of Youth Family Services; Kay Curtiss, New JerseyDivision of Youth and Family Services; Steve Fishbein, New Jersey Division of Mental Health Services; Fran Gervasi, Foster &Adoptive Family Services; Renee King, Plaid House, Inc.; Lynn Kitchings, Aging Out Youth <strong>Program</strong>; Debbie Latch, YAP CamdenCounty; Leila Morgan, New Jersey Division of Mental Health, Office of <strong>Child</strong>ren’s Services; Clarisa Romero, PSI Family Services ofNJ; Deborah Johnson-Kinnard, New Jersey Division of Youth Family Services; Jeanine Sieber, New Jersey Division of Youth FamilyServices; Sherry Garvin, Independence: A Family of Services.Oklahoma City, Oklahoma focus group participants: Georgia Berry, Casey Family <strong>Program</strong>s; Douglas Brookings, OklahomaDepartment of Human Services; Mary Bullock, Casey Family <strong>Program</strong>s; Renea Butler-King, Casey Family <strong>Program</strong>s; CathyConnelly, Oklahoma Department of Human Services; Claudia Hunter, Oklahoma Department of Human Services; Trish Johnson,Citizens Caring <strong>for</strong> <strong>Child</strong>ren; Kent Kelley, Eastern Oklahoma Youth Services; Jane Rauh, Casey Family <strong>Program</strong>s; Emmett Roberts,Casey Family <strong>Program</strong>s; Cathy Runeke, Casey Family <strong>Program</strong>s; John Trzcinski, Consultant; Lissa Vernon, Casey Family <strong>Program</strong>s.Columbus, Ohio focus group participants: Shahzaadi Ali, Lighthouse Youth Services; Laura Bennett, Butler County <strong>Child</strong>ren’sServices; Dot Erickson, Ohio Family Care Association (Foster Parent); Elizabeth Lenz, Priority Care, Inc.; Mary Manning, ClarkCounty Job and Family Services; John Seebock, Daybreak; Lawrence Simmons, Montgomery County; Diann Stevens, FranklinCounty <strong>Child</strong>ren’s Services.San Diego, Cali<strong>for</strong>nia focus group participants: Dana Allen, YMCA; Patric Ashby, San Diego County; Rene Flournoy, The EyeCrisis Counseling; Betsy Gross, Public <strong>Child</strong> <strong>Welfare</strong> Training Academy-Southern Region; Jenine Henry, Casey Family <strong>Program</strong>s;Briana Lao, Voices <strong>for</strong> <strong>Child</strong>ren; Becky Leib Kennedy, Casey Family <strong>Program</strong>s; Kim Ranson, San Diego County <strong>Independent</strong> <strong>Living</strong>Services; Lydia Rock<strong>for</strong>t, Southern Indian Health Council, Inc.; Jean Sanchez, Special Families FFA; Phaellen Vaughan, San DiegoCounty.Denver, Colorado focus group participants: Sherri Adams, Adams County Department of Human Services; Keith Allen, JeffersonCounty Department of Human Services; Robert Cook, Cook Group Home; Patty Cushenberry, Foster Parent; Amanda E., FosterParent; Shelly Hansen, Foster Parent; Valerie Jenkins, Colorado Department of Human Services; Adele LaRiviere, Boulder County;Zach Miller, Cook Group Home; Izakk Reynolds, Colorado Department of Human Services; Meg Williams, Colorado Department ofHuman Services.Life Skills Guidebook 3©2004 by Casey Family <strong>Program</strong>s.
Philadelphia, Pennsylvania focus group participants: Cleopatra Anderson-Wright, Adolescent Initiative <strong>Program</strong>; Richard Bagley,Delaware County <strong>Child</strong>ren and Youth; Sherry Boddle, Foster Parent; David Derbes, Pennsylvania Department of Public <strong>Welfare</strong>;Tracey Eisenreich, Valley Youth House; Samuel Harrison, Adolescent Initiative <strong>Program</strong>; Christian Hobson, Tabor AIP/SIL;Charlene Howard, Temple University; Joe Iski, Tabor AIP/SIL; Cleo Jeanette Beaver, Learning <strong>Center</strong>; Annette Johns, CatholicSocial Services; Delores Smith, United States Department of Health and Human Services, Administration <strong>for</strong> <strong>Child</strong>ren and Families;Sylvia Webster, Mayor’s Office of Community Services.Life Skills Guidebook 4©2004 by Casey Family <strong>Program</strong>s.
Table of ContentsIntroduction Page 7Chapter One: Plain Terminology of the Life Skills Guidebook Page 10Introduction Page 10Guidebook Supplements Page 12Definitions Page 15Developmental Progression Page 17Learning Goals and Levels Page 17Expectations Page 19Resources and Activities Page 19Ready, Set, Fly: A Parent’s Guide to Teaching Life Skills Page 20Learning Styles Page 20Chapter Two: Using the Life Skills Guidebook to Set and Reach Learning Goals Page 23Overview Page 23Step One: Assessment Page 23Step Two: Developing a Life Skill Learning Plan Page 24Summary Page 28Chapter Three: Life Skills Guidebook by Domain Page 30Resources Referenced in the Life Skills Guidebook Page 30Core Resources Page 31Recommended Resources Page 32Career Planning Domain Page 34Communication Domain Page 41Daily <strong>Living</strong> Domain Page 54Home Life Domain Page 80Housing, Community, and Money Management Domain Page 83Self Care Domain Page 108Social Relationships Domain Page 124Life Skills Guidebook 5©2004 by Casey Family <strong>Program</strong>s.
Work & Study Domain Page 140Work Life Domain Page 151Chapter Four: Application of Skills Page 156Aspects of Life Skill Application Page 156Establishing Mastery Standards Page 158Mastery Standards by Domain Page 162Chapter Five: Pregnancy Guidebook SupplementChapter Six: Parenting Infants Guidebook SupplementChapter Seven: Parenting Young <strong>Child</strong>ren Guidebook SupplementChapter Eight: American Indian Guidebook SupplementReferences Page 170AppendicesAppendix A: Descriptions of Resource Materials and How to Access Them Page 171Appendix B: Activity Worksheet Page 189Appendix C: History and Development of the Guidebook Page 190Appendix D: Running a Group Page 193Life Skills Guidebook 6©2004 by Casey Family <strong>Program</strong>s.
IntroductionThe Life Skills Guidebook (Guidebook) is a component of the Casey Life Skills Tools (Tools, see www.caseylifeskills.org). The LifeSkills Tools include the Ansell-Casey Life Skills Assessment (ACSLA), Assessment Supplements, the Guidebook, GuidebookSupplements and Ready, Set, Fly! A Parent’s Guide <strong>for</strong> Teaching Life Skills. In addition, the Tools reference over 50 otherinstructional resources and a number of web resources. Taken together, the Tools represent a competency-based learning strategy <strong>for</strong>young people (to develop the skills they need to succeed in living interdependently as adults) starting at age eight and continuingthrough adulthood. While these resources are appropriate <strong>for</strong> most audiences, they were especially created with youth living in andyoung adults leaving out-of-home care.The ACLSA is not an exhaustive list of all the skills one needs to live on one’s own. Rather, it provides an indication of skill level andreadiness <strong>for</strong> living on one’s own and interdependently with others. The assessments are designed to be the first step in the Life SkillsLearning Cycle. The Guidebook and learning resources, while also not exhaustive, help with goal setting, action planning, instruction,learning, and application. This is to be followed again by assessment to measure progress. If any part of this cycle is left out, life skillscompetency development is hindered (see Exhibit 1).The Guidebook contains thorough in<strong>for</strong>mation about teaching life skills using a competency-based learning approach. The Guidebookincludes a description, instructions on how to use the Guidebook to design a life skills learning plan, and a complete listing ofLearning Goals (competencies) with corresponding Expectations (indicators or objectives) and Activities. In addition, there areguidelines <strong>for</strong> the application phase and “Mastery Standards.” Appendices point the reader to the resources cited within theGuidebook, an Activity Worksheet, Development History, and How to Run Groups. In addition to benefiting the child welfare field,the Guidebook is also being used in the fields of education, temporary housing and related programs, and youth programs.Life Skills Guidebook 7©2004 by Casey Family <strong>Program</strong>s.
Exhibit 1. Life Skills Learning CycleCasey Life Skills ToolsApplicationAnsell-Casey LifeSkills Assessment (ACLSA)ACLSA Score ReportInstructionLife SkillsGuidebook“TheConversation”In using the Guidebook, it is critically important to keep the central role of the person getting ready to live on his/her own in mind.Young people need to be involved in all aspects of life skills acquisition, including planning and instruction. A core part of Person-<strong>Center</strong>ed Planning is that people are more successful when they self-select their learning and achievement goals. Similarly, the FosterLife Skills Guidebook 8©2004 by Casey Family <strong>Program</strong>s.
Care Independence Act of 1999 requires youth involvement in their <strong>Independent</strong> <strong>Living</strong> Plans (National Foster Care AwarenessProject, 2000).Michael Kendrick Ph.D. (Kendrick, 2004) offers levels of participation to use when evaluating the effectiveness of person-centeredplanning. He states that the higher the level of participation, the more effective the planning. We present his levels <strong>for</strong> yourconsideration:Level One: Learners do not make any substantive decisions about their service.Level Two: Learners do not make any substantive decisions about their service, but are routinely in<strong>for</strong>med about the decisions otherswill be making on their behalf.Level Three: Learners are routinely asked to give opinions to the actual decision-makers regarding service decisions.Level Four: Learners routinely make 25% to 45 % of the key decisions that constitute their personal service.Level Five: Learners make 55% to 90% of the key decisions that affect their service.Level Six: Learners routinely make the vast majority of key decisions that they simply do not believe that they have a meaningfulempowerment issue.We encourage evaluating your work with people in transition and moving your learners to a position where they routinely make themajority of key decisions that affect their learning. Greater learner involvement leads to learner ownership of their skill development.Learning life skills is a life-long process. Few people will be able to do all the skills covered in the Guidebook and should not expect100% mastery in all the life skill domains. However, we hope those preparing <strong>for</strong> living on their own and interdependently with otherswill accomplish many of the Learning Goals in order to be prepared to succeed.Life Skills Guidebook 9©2004 by Casey Family <strong>Program</strong>s.
Chapter 1. Plain Terminology of the Life Skills GuidebookIntroductionThe Life Skill Guidebook (Guidebook) is designed to help develop life skills teaching curriculum and individual learning plans. TheGuidebook addresses the nine domains of the ACLSA. Each domain contains several skill areas. The Guidebook identifies LearningGoals, Expectations, and Activities <strong>for</strong> 30 life skill areas. Descriptions of the domains are as follows.• Career Planning focuses on the skills necessary to plan <strong>for</strong> a career. It includes the skill areas of work goals, employment, andwork place communication.• Communication focuses on skill areas necessary to get along with others. It includes the skill areas of personal development,interpersonal communication, and relationships.• Daily <strong>Living</strong> includes skill areas used on a daily basis like nutrition, menu planning, grocery shopping, meal preparation, diningdecorum, kitchen cleanup & food storage, home management, home safety, beliefs about money, savings, banking & credit,budgeting/spending plan, consuming, leisure time, and legal issues.• Home Life concerns basic issues of being successful where a person lives.• Housing and Money Management addresses skill areas needed <strong>for</strong> a positive transition into the community. This domainincludes housing, transportation, community resources, beliefs about money, savings, income tax, banking & credit,budgeting/spending plan, consumer skills, and work goals.• Self Care includes skill areas that promote healthy physical and emotional development. This domain includes personal hygiene,health, alcohol, drugs & tobacco, sexuality, and relationships.• Social Relationships focuses on skill areas necessary to relate to others both now and in the future. This domain includes personaldevelopment, cultural awareness, and relationships.Life Skills Guidebook 10©2004 by Casey Family <strong>Program</strong>s.
• Work & Study Skills addresses skill areas needed <strong>for</strong> completion of educational programs and to pursue careers of interest. Thisdomain includes work goals, employment, decision-making, and study skills.• Work Life concerns those areas pertaining to acquiring, maintaining, growing in and changing jobs or careers.As seen in Exhibit 2 below, each ACLSA level contains different domains. Some skill areas and Learning Goals fit in more than onedomain. To help the learner find applicable Learning Goals, these skill areas are included in each appropriate domain. For example,the skill area of work goals is found in the domains of Career Planning, Work & Study Skills, and Work Life.Exhibit 2. Domains by ACLSA Levels.Domain ACLSA-I ACLSA-II ACLSA-III ACLSA-IVCareer Planning XCommunication X X XDaily <strong>Living</strong> X X X XHome Life XHousing & Money Management X XSelf Care X X X XSocial Relationships X X XWork and Study X X XWork Life XLife Skills Guidebook 11©2004 by Casey Family <strong>Program</strong>s.
Guidebook SupplementsIn addition, Guidebook Supplements were created covering the Casey Life Skills Assessment Supplements of Pregnancy, ParentingInfants, Parenting Young <strong>Child</strong>ren, and American Indians. Guidebook Supplements were created to help practitioners, caregivers andlearners attend to the life skills unique to these groups.• American Indian Supplement is designed to address the unique cultural needs of American Indians in maintaining their culturalidentity while bridging two worlds. It includes the domains of resources/trust, money values, religious/spiritual beliefs, tribalaffiliation, family/community values, and living in two worlds.• Pregnancy is designed to address a range of prenatal and post-partum care issues. It addresses domains important to having ahealthy pregnancy, birth and recovery. This supplement includes medical, daily habits and care, safety and well being, newborncare, self-care following birth, and expectant fathers.• Parenting Infants is designed to help parents of infants (birth to one year) learn skills and gain knowledge. It includes thedomains of health, nurturing, nutrition, child care, safety and well being, child growth and development, and goals.• Parenting Young <strong>Child</strong>ren includes skill areas to promote positive parenting of young children (ages one to five). It includeshealth, nurturing, nutrition, child care, safety and well being, child growth and development, and goals.American Indian Guidebook SupplementIn response to the need <strong>for</strong> assistance in teaching life skills to American Indian youth, Casey Family <strong>Program</strong>s, with Dr. KimberlyNollan (Momentum Partners Consulting) and Ray Hoskins (Success Technologies), created the American Indian GuidebookSupplement. It is based on the American Indian Assessment Supplement created by Casey (led by Dr. Chris Downs), Dr. ClaudiaWelala Long (Professor, University of Denver), Bruce Gillette, L. Kills in Sight, and E. Iron Cloud-Konen. As co-creators and NativeLife Skills Guidebook 12©2004 by Casey Family <strong>Program</strong>s.
Americans, authors Long, Gillette, Kills in Sight, and Iron Cloud-Konen drew on their practice wisdom, community connections andextensive experience with American Indian youth in transition.Both supplements are designed to help improve the life skills of youth and young adults in American Indian communities. TheAmerican Indian Guidebook Supplement taps items from the American Indian Assessment Supplement that were generated by its cocreatorsin collaboration with the elders, community members, parents, extended family members, and youth of several AmericanIndian communities in the Great Plains of the United States.The supplements are based on a strengths-based framework of ethnic identity <strong>for</strong>mation in a society of multiple cultures. Thisframework underscores the unique journey children of color take, as compared with their Euro-American counterparts transitioninginto adulthood. The American Indian Assessment Supplement underwent extensive reviews by national experts in the fields of Indianchild development, child welfare, and identity <strong>for</strong>mation <strong>for</strong> youth of color. In addition, American Indian youth and alumni of fostercare and representatives of numerous American Indian communities outside of the Great Plains reviewed the supplement. While someminor revisions in the actual language of items occurred as a result of the review process, no item was removed because of thisreview. In fact, representatives of several non-Great Plains tribes remarked that this supplement appeared very appropriate <strong>for</strong> theircommunities. No item was included on a supplement if a reviewer objected to it on the basis of any cross-cultural or diversity concern.The American Indian Guidebook Supplement and American Indian Assessment Supplement are designed to address the uniquecultural needs of American Indians in maintaining their cultural identity while bridging two worlds. Both include the skill areas ofresources/trust, money values, religious/spiritual beliefs, tribal affiliation, family/community values, and living in two worlds. Lowcost and free curricula resources were identified in addition to incorporating appropriate resources from the Guidebook.Life Skills Guidebook 13©2004 by Casey Family <strong>Program</strong>s.
Pregnancy Guidebook Supplement, Parenting Infants Guidebook Supplement, Parenting Young <strong>Child</strong>ren GuidebookSupplementIn response to a need <strong>for</strong> education on prenatal care and positive parenting expressed by many social workers, teachers, youth, andparents, Casey Family <strong>Program</strong>s with Dr. Kimberly Nollan (Momentum Partners Consulting) and Ray Hoskins (SuccessTechnologies) created the Guidebook Supplements <strong>for</strong> the areas of Pregnancy, Parenting Infants and Parenting Young <strong>Child</strong>ren. Theyare based on and companions to the Casey Life Skills Assessment Supplements of Pregnancy, Parenting Infants, and Parenting Young<strong>Child</strong>ren Supplements. The assessment supplements were created by Casey and Frances Elbert (Teen Parent Coordinator, State ofIllinois). As co-creator of these supplements, Ms. Elbert drew on her practice wisdom and experience gained from 25 years of workwith youth in transition, and helping them deal with issues surrounding pregnancy and parenting. They are appropriate <strong>for</strong> allprospective, new and other parents.These Guidebook Supplements closely mirror the Assessment Supplements which underwent extensive reviews by national experts inthe fields of nursing, pediatrics, obstetrics, mental health, social work, cross-cultural issues, and child development. In addition, youthand alumni of foster care were included as reviewers of the supplements.Several assumptions and values guided the creation of the Learning Goals and Expectations in the Pregnancy, Parenting Infants, andParenting Young <strong>Child</strong>ren Guidebook Supplements. First, Casey desires that parents acquire certain parenting skills from thesesupplements, without imposing a particular parenting style. Ef<strong>for</strong>t was made to offer several approaches to parenting and discipline.Second, Casey believes that children need discipline to help them attain maturity. However, corporal punishment is never appropriateor acceptable. <strong>Child</strong>ren in out-of-home care are an especially vulnerable group. Their life experiences are often different from those ofchildren who have always known parental love, understanding, and consistency. <strong>Child</strong>ren in out-of-home care have experiencedLife Skills Guidebook 14©2004 by Casey Family <strong>Program</strong>s.
multiple losses, such as the loss of birth parents, siblings, grandparents, and people they consider family. Frequently they have beenvictims of physical and sexual abuse. Given these traumatic histories, corporal punishment often means something entirely different tothese children than it might to any other child.Third, Casey believes that discipline is an essential part of child-rearing. The purpose of discipline is to teach children to functionappropriately in a family and community, as well as become responsible, self-regulating adults. It should be viewed as a learningexperience that will help children develop acceptable patterns of behavior and a sense of responsibility <strong>for</strong> their behavior. Effectivediscipline teaches children and does so in the absence of physical and verbal intimidation. Using alternatives other than physicalpunishment are the approach of choice <strong>for</strong> children receiving services from Casey Family <strong>Program</strong>s.There are hundreds of resources a parent can use to guide their parenting approaches. Casey’s goal is to offer a starting point bydirecting the learning parent to some excellent resources and to encourage each parent to be intentional and aware of their own biases,personal and cultural beliefs, and approach to parenting, including the impact of their actions on their relationship with and the wellbeingof their child.DefinitionsThere are a variety of terms used in the Guidebook. A listing of them follows.• Domain*: Cluster of skills organized into nine major areas: Career Planning, Communication, Daily <strong>Living</strong>, Home Life, Housing,Community Resources, and Money Management, Self Care, Social Relationships, Work & Study, and Work Life.• Items*: Discrete measurement of a representative aspect of a domain.• Learning Goals: Also known as competencies, they are specific statements of knowledge and ability.Life Skills Guidebook 15©2004 by Casey Family <strong>Program</strong>s.
• Expectations: Also known as objectives or per<strong>for</strong>mance indicators, they are guidelines to achieve Learning Goals that may beused as group session learning objectives or individual case planning goal indicators.• Learning Levels: Degree to which individuals master Learning Goals.• Resources: Broad array of teaching materials and people resources (e.g., curricula, websites, workbooks) that can be used toteach to a Learning Goal.• Curriculum: A set of activities that lead to mastery of Learning Goals in one or more skill areas.• Life Skill Learning Plan: An online template that guides the user to determine the essential elements <strong>for</strong> the development of a lifeskill curriculum, one session at a time, or an individual learning plan based on selected Learning Goals and related Expectations.The template is used to record selected Learning Goals and activities the instructor will use during the life skill learning session.Completed, it is a unit of planned life skill instruction, which may be completed one-on-one or in a group.• Life Skill Instructor: Individual who guides the learner and supports the individual throughout their Learning Plan.• Out-of-home care: Refers to a living situation that is not with a person’s immediate biological family, such as, family foster care,group homes, and residential treatment.• Learner: Youth or adult that is learning life skills content in group, individual, or self-instruction <strong>for</strong>mats.*The same terms are used in ACLSA.Developmental ProgressionThe Ansell-Casey Life Skills Assessment (ACLSA) consists of four developmental levels. The Guidebook is intended to match thosedevelopmental levels: ACLSA-I (ages 8-9), ACLSA-II (ages 10-12), ACLSA-III (ages 13-15), and ACSLA-IV (ages 16 and older).All the Learning Goals <strong>for</strong> a skill area are listed together because people do not necessarily learn skills in a chronological sequence.For example, an older youth may have missed learning a skill that his/her peers learned at an earlier age. This is particularly true <strong>for</strong>youth living in out-of-home care who have experienced multiple placements and interruptions in their education. The Learning GoalsLife Skills Guidebook 16©2004 by Casey Family <strong>Program</strong>s.
are also listed together to encourage people in choosing their own goals. Within the Learning Goals, Expectations are listed in order ofincreasing difficulty. For more in<strong>for</strong>mation and background concerning the ACLSA and Tools, refer to Appendix D.Learning Goals and LevelsLearning Goals are sometimes called competencies, statements of knowledge and abilities, or outcome goals 1 . They are written tocomplement a developmental approach to learning. This approach recognizes that learning takes place over time and that peopleprogress through a series of stages or levels as learning takes place. The levels of learning used in the developmental model are listedin Exhibit 3. The verbs at the beginning of the Learning Goal indicate the level at which the Learning Goal is written. Learning Goalsare written at levels two and progress through level four.1 We use Learning Goals <strong>for</strong> simplicity. The user is free to substitute language (e.g., competencies) <strong>for</strong> their situation.Life Skills Guidebook 17©2004 by Casey Family <strong>Program</strong>s.
Exhibit 3. Learning LevelsLearning LevelLevel 1 – AwarenessLevel 2 – Knowledge and UnderstandingLevel 3 – Knows howLevel 4 – Can or is able toDefinitionAt levels one and two, the learner is acquiringin<strong>for</strong>mation. At this level in the learning process,the learner should be able to identify, describe orexplain in<strong>for</strong>mation about the subject matterbeing taught.At level three, the learner is beginning to applythe knowledge learned through instruction. Atthis level, the learner should be able todemonstrate some ability with the skill in aninstructional setting through simulation, learninglaboratory, or real life experiences.At level four, the learner is using the knowledgelearned outside of the learning environment. Atthis level, the learner is able to demonstrate theskill on a regular basis and reports on his/herprogress.• “Knows and understands” Learning Goals: The instructor presents in<strong>for</strong>mation in a way that increases the learner’sknowledge base. For example, at the end of the session the learner will only be expected to describe or explain what he/shelearned about financial institutions.• “Knows how” Learning Goals: The instructor creates an opportunity <strong>for</strong> the learner to practice. For example, the learnerdemonstrates writing a check to make a purchase. Generally, “knows how to” Learning Goals are completed in a classroom orhome environment. Often, they are ones that a person may need in the future but not now. They simulate real life situations.• “Can or is able to” Learning Goals: The instructor provides an opportunity <strong>for</strong> real world demonstration. For example, “canset the table <strong>for</strong> daily meals,” just showing the learner what a table setting looks like isn’t enough. With the right kind ofinstruction, the learner should be able to demonstrate setting the table <strong>for</strong> three daily meals.Life Skills Guidebook 18©2004 by Casey Family <strong>Program</strong>s.
ExpectationsExpectations describe what the learner should be able to do as a result of group, individual, or self-teaching and indicate how theLearning Goal was achieved in behavior terms. They are also called per<strong>for</strong>mance indicators or objectives. They begin with an actionverb. They also can be translated into group or individual plans by simply adding the words “At the end of X time period or session,the learner will be able to...” be<strong>for</strong>e each Expectation. For example, “At the end of the group session, the learner will be able todevelop a personal fact sheet to use when completing job applications.” The underlined part is an Expectation.Resources and ActivitiesThe Guidebook identifies the activities and exercises from existing life skill resources that can be used to teach the Learning Goals ingroup, individual, or self-instruction <strong>for</strong>mats. In an ef<strong>for</strong>t to minimize resource cost, the most widely used, cost-effective resourceswere selected (see Appendix A). They are divided into core (cited most frequently and most heavily used in the Guidebook),recommended (add value, but don’t cover as many Learning Goals), and additional (worthy resources, very specific, but not necessary<strong>for</strong> Guidebook instruction). The core and recommended resources used in the Guidebook are listed in Chapter 3.Activities and exercises from these resources are cross-referenced to the Learning Goals. Each activity is listed by name, page number,and activity number (if provided). In addition, websites that provide in<strong>for</strong>mation and/or opportunities <strong>for</strong> instruction are included. Inmost cases, they are non-profit or government sites (.org or .gov) to minimize advertisements. Web resources complement the core setof resources and provide specialized and detailed in<strong>for</strong>mation on one or more Learning Goals. A detailed description of each resource,the Learning Goals addressed with each resource and purchasing in<strong>for</strong>mation is included in Appendix A.We encourage practitioners and parents to use their own activities to teach life skills as well. People are more motivated to learn andmaster skills when they choose Learning Goals and Expectations and then design their own learning activities to achieve the Goals.This also teaches them to be more effective learners and how to structure their learning. A blank activity worksheet is included inLife Skills Guidebook 19©2004 by Casey Family <strong>Program</strong>s.
Appendix B <strong>for</strong> learners and instructors to use when documenting their own life skill activities. The worksheet is easy to complete,self-explanatory and is complementary to life skills Learning Goals.The Learning Goals, Expectations and Activity Resources provide the learner and life skill instructor (practitioner or parent) a place tostart when creating a Life Skills Learning Plan. Chapter 2 offers detailed instruction on how to create a Life Skills Learning Plan.Ready, Set, Fly! A Parent’s Guide to Teaching Life SkillsAn important part of the suite of Casey Life Skills tools and companion to the ACLSA and Guidebook, Ready, Set, Fly! A Parent’sGuide to Teaching Life Skills, is a collection of developmentally organized activities that parents may use to teach life skills duringeveryday life. It is useful <strong>for</strong> any parent seeking in<strong>for</strong>mation on how to teach life skills at home. Also, child welfare professionals mayuse this resource to provide education <strong>for</strong> caregivers about teaching life skills. As a guide <strong>for</strong> parents and/or child welfareprofessionals, the resource offers many creative suggestions to help young people reach their life skill goals. Often just reading aboutthese activities provides ideas <strong>for</strong> parents to create their own activities that may better fit their child’s needs. Ready, Set, Fly! can beaccessed from www.caseylifeskills.org, and the activities are printable from the web site. Printed copies of Ready, Set, Fly! can also bepurchased.Learning StylesTo make the most of life skills teaching, it is important to know how the person learns best. Different learning styles require differenttypes of teaching. Everyone has a way they learn best. If you tailor teaching to the person’s learning style more learning will likelyoccur. An easy way to think about learning style is to consider the sense the learner relies on the most when learning something <strong>for</strong> thefirst time. Most people use their sense of sight, sound, touch, or some combination of all three. Visual learners like to see things andare aided by such things as flip charts, videos, pictures, and handouts. Auditory learners like to hear and talk about things and find thatLife Skills Guidebook 20©2004 by Casey Family <strong>Program</strong>s.
small group discussions, music, and “lecturettes” promote learning. Kinesthetic learners like to feel things and prefer “hands-on”activities, simulations, and games that involve movement.To find out how a person likes to learn, ask him/her and/or a teacher or parent and pay attention to the way he/she approaches workassignments. Do they draw graphs or pictures to explain projects or activities? Visual learners often do this. Do they like to talkthrough homework assignments or projects/tasks, or create songs to remember things like spelling words? Auditory learners tend to dothis. Do they like to trace the shape of things or build models of things being studied? Kinesthetic learners often do this. If you are theparent, observe how your youth interacts in daily situations.Once you know learning styles, you can plan your teaching (or self-instruction). If you are working with a group, use a variety ofteaching methods, ones that appeal to all three learning styles. Exhibit 4 shows the levels of learning (awareness, knowledge andunderstanding, knows how to, and can or is able to do) with the three learning styles. Note: Higher levels of learning requireapplication and demonstration of the in<strong>for</strong>mation learned through simulations, role-plays, field trips, etc. Many of these types ofactivities incorporate all three learning styles.Life Skills Guidebook 21©2004 by Casey Family <strong>Program</strong>s.
AwarenessExhibit 4. Levels of Learning and Learning StylesVisual Auditory Kinesthetic• Pictures• Lecturettes• Field Trips• Graphs• Tape Recordings• Hands-on Exploration• Poster• Panel Presentations • “New Games”• Handouts• Group DiscussionsKnowledge &Understanding• Worksheets• Videos• Demonstrations• Examples• Visual metaphors• Outlines• “Mind maps”• Debates• Group discussions andconsensus building• Brainstorming• Storytelling• Participation indemonstration• Craft activities• Challenge initiatives• Theater Games• PuzzlesKnows how toapply• Case studies with visualimages• Make a visualpresentation• Prepare illustrations <strong>for</strong> ademonstration.• Discussions of case studies• Make oral presentation• Narrate a demonstration• Case studies withmanipulatives• Create a model or sample• Conduct a demonstrationCan or is ableto do• Role Play• Participate in a simulation• Participate in anexperiential exercise• Role play• Participate in a simulation• Participate in anexperiential exercise• Role Play• Participate in a simulation• Participate in an experientialexerciseLife Skills Guidebook 22©2004 by Casey Family <strong>Program</strong>s.
Chapter 2. Using the Life Skills Guidebook to Set and Reach Learning Goals.OverviewBoth the Guidebook and ACLSA address one important aspect of living on one’s own – life skills. The ACLSA is used to assess lifeskills. The Guidebook is used to teach life skills. It is very important the learner give input at each step and has final say wheneverpossible. Learning Goals and Expectations provide the framework <strong>for</strong> life skills instruction. They help with knowing, understanding,and applying life skills. The Learning Goals represent overall goals <strong>for</strong> instruction. Expectations describe what the person should beable to do after instruction takes place. Increases in ACLSA scores be<strong>for</strong>e and after instruction show the amount of learning <strong>for</strong>individuals and groups. Consistent application of skills is measured by the creation of mastery standards, described in Chapter 4. Thesteps of using the Guidebook are as follows:Step 1: Assessment• Completing the ACLSA is usually the first step in this process. If you plan on doing Casey Life Skills AssessmentSupplements, they should also be completed first.• For youth, it is most useful when one or more person(s) who know the learner well (e.g., caregivers), as well as the learnercomplete the ACLSA.• For adults, self-completion may be all that is needed.• Self assessment increases awareness and investment in planning and learning life skills.• Once completed, an immediate score report “pops-up” on the screen and the report is also emailed to an e-mail address the userspecifies.• The individual report provides summary scores by domains and the responses on each item.Life Skills Guidebook 23©2004 by Casey Family <strong>Program</strong>s.
• Domain scores indicate areas of strength and opportunities <strong>for</strong> improvement.• After talking about assessment results, we recommend the learner, caregiver, and/or life skill instructor together have aconversation abouto The strengths identified in the assessment,o The identified areas of challenge,o The areas of difference between the youth and caregiver(s) completing the assessment,o The Goals which the learner wants/is willing to pursue,o Identifying Mastery Standards that indicate consistent application of selected skills (see Chapter 4).• Then, work with the Guidebook to choose domains on which to work and set goals.Step 2: Developing Life Skills Learning PlansThere are two plan options in the online Guidebook. One is designing a plan <strong>for</strong> teaching life skills in a group <strong>for</strong>mat. The other is <strong>for</strong>individual instruction, case plans, or self-instruction. You are given a choice online of which plan you want to use.Whether you are working with an individual or group <strong>for</strong>mat, learner involvement is critical. When interacting with computers, theone with the keyboard and mouse has the power. We suggest that you GIVE THE LEARNER, OR GROUP, THE MOUSE! Let thelearner develop the plan. We found that groups are very able to design their own group Learning Plans once they know how to use theweb page. In addition, they become much more motivated to achieve their goals!CREATING A PLAN ONLINEStep 1: Go to http://www.caseylifeskills.org/pages/lp/lp_index.htmStep 2: Click on a domain or Guidebook Supplement from the list on the left side of the screen.Life Skills Guidebook 24©2004 by Casey Family <strong>Program</strong>s.
Step 3: Select and click on a skill area listed beneath that domain.Step 4: Review the list of Learning Goals and Activities. Click on the boxes next to the desired goals and/or activities you want toselect based on the needs and wants of the participants in your group, combined ACLSA results, and how much time youhave in each session.Step 5: Click on the yellow button "Add to the Learning Plan."Step 6: To remove Learning Goals or Activities, go back to the web page where you made that selection and uncheck the box.Step 7: When finished selecting your Learning Goals and Activities, click on the "Preview/Print Learning Plan" button on thebottom left part of the screen. This will produce a “new” web page.Step 8: On the “new” web page, click either Group Life Skills Learning Plan or Individual Life Skills Learning Plan. The Plan willimmediately appear and can be printed or saved to your computer.Repeat steps 2 thru 6 <strong>for</strong> each domain as desired. All chosen Learning Goals (and accompanying Expectations) and/or Activitiesappear in the Learning Plan. The Learning Plan can be previewed as you are building it by clicking the “Preview/Print LearningPlan” button on the left side of the screen.SAVING AND EDITING YOUR PLAN (Microsoft Word, Works, and WordPerfect)• To View Plan: Click “Preview/Print Learning Plan” button on the bottom left side of the screen.• To copy: Use your mouse to highlight all the in<strong>for</strong>mation in the Plan. Go under the file menu and choose "copy." Thein<strong>for</strong>mation will be copied on your computer clipboard and you can now "paste" it into a new document on your computer. Topaste, go under the file menu and choose “paste.” You may need to <strong>for</strong>mat to make it look like the online Learning Plan. Savethe document with your word processing software.Life Skills Guidebook 25©2004 by Casey Family <strong>Program</strong>s.
• To print your Plan, either click on the “printer” icon at the top of the screen or go under the file menu and choose “print.”There is no cost <strong>for</strong> printing the Individual Learning Plan.• To save the Plan without copying and pasting, go to the File menu at the top of the screen and choose “File Save As,” thensave the file as an html file.• To open the Saved html File, right click on the file and click open with your word processor software.• When finished, save the File in the <strong>for</strong>mat of your word processor software.PLEASE NOTE: When you leave the caseylifeskills.org Web site, the Plans are permanently deleted, soeither “copy and paste” or “save as” to keep the files on your computer.Group Life Skills Learning Plan Elements (see Exhibit 5 <strong>for</strong> an example).o Domain: ACLSA/Guidebook domain targeted <strong>for</strong> instruction.o Goals, Expectations, and Activities: Automatically recorded in the Learning Plan when you select them by clickingthe box to the left of the Learning Goal or activity.o Time: How long an activity will take to complete.o Activity Type: How you will use the activity in groups (as an opening, individual, group or closing activity).o You fill in type and time based on your judgment and the definitions provided.Life Skills Guidebook 26©2004 by Casey Family <strong>Program</strong>s.
Exhibit 5. Group Life Skills Learning PlanDomain: Money ManagementGoal: Knows and understands how one’s values influence money decisions.Expectations: At the end of the session, the learner will be able to:a. Distinguish between personal needs and wants.b. Recognize the impact personal values have on money decisions.Activity Name Activity Type TimeNeeds/Wants Polarity Opening Activity 10 minutesWhat is a Need?Group Building Activity20 minutesWhat is a Want?My Personal Collage Individual Activity 25 minutesReflection Worksheet Ending Activity 10 minutesIndividual Life Skills Learning Plan Elements (See Exhibit 6)• Plans are tailored to the unique needs of each learner.• Goals and Expectations are automatically pasted into the Learning Plans when Learning Goals are selected.• Activities are pasted automatically in the “What Activities are Going to be Done” column.• After copying and pasting the partially completed plan into a word processing document or using the “save as” function withthe original plan, complete the Who and When columns.• Signatures: Optional space at the bottom of the Learning Plan <strong>for</strong> all involved to sign 2 .• Print the plan and keep <strong>for</strong> the learner’s records.2 Some agencies require youth/learners and caregivers to sign the Learning Plan to show involvement and commitment to the plan.Life Skills Guidebook 27©2004 by Casey Family <strong>Program</strong>s.
Summary: How to Use the Guidebook in Case Plans and Contracts with Learners• Life skills instruction is an intentional process, driven by individual case plans and contract agreements developed with thelearner.• The Guidebook helps <strong>for</strong>mulate goals and tasks/action steps with Learning Goals, Expectations and Activities.• Learning Goals can be copied in a case plan or contract agreement (e.g., Youth knows and understands the importance ofhealthy leisure time activities).• Expectations (indicators) are the tasks/action steps to achieve the goal (e.g., describe the difference between healthy andunhealthy leisure time activities).• Resources/activities become the “What” or intervention strategies to achieve the goal.• Learners control their learning by providing input or selecting Learning Goals and Activities.• Evaluation of level of achievement is based on accomplishment of Expectations, increases in ACLSA scores and <strong>for</strong> consistentapplication, Mastery Standards.Life Skills Guidebook 28©2004 by Casey Family <strong>Program</strong>s.
Exhibit 6. Individual Life Skills Learning Plan ExampleGoals & ExpectationsWhat can I do to reach my goals? How will I know when I reach each goal?Check to make sure your goals are flexible, specific and have a date by which you want to reach thegoal.Goal: Knows and understands how one’s values influence money decisions.Expectations: At the end of the session, the learner will be able to:• Distinguish between personal needs and wants.• Recognize the impact personal values have on money decisions.Action PlanThe actions you take to reach your goals should be clear so you know exactly what to do.Identify who will do what to help reach the goals – yourself, staff, othersWhat activities or services Who is responsible <strong>for</strong> When will it be accomplished?will be done?doing it?What Money Means,Ready, Set, Fly!Games Reveal our Values,Ready, Set, Fly!Optional Signatures DateLearner: __________________________ _______________Caregiver: __________________________ _______________Life Skills Instructor: __________________________ _______________Life Skills Guidebook 29©2004 by Casey Family <strong>Program</strong>s.
Chapter 3. Life Skills Guidebook Learning Goals and Expectations by DomainResources Referenced in the Life Skills GuidebookThe resources included in the Guidebook were selected because they address multiple Learning Goal (competency) areas and reach awide range of developmental levels. They are divided into core (cited most frequently and most heavily used in the Guidebook),recommended (add value, but don’t cover as much), and additional (worthy resources, very specific, but not necessary <strong>for</strong> Guidebookinstruction).Some resources cover the entire age span (e.g., Ready, Set, Fly!) while others are specific to an age range (e.g., Life Skills Activities<strong>for</strong> Special <strong>Child</strong>ren, ages 8-12). Consider the age and developmental level of the learners using these resources, their assessmentscores, and program goals when purchasing. Casey recommends that the core resources all be selected, if age appropriate to yourprogram. The recommended resources can be purchased based on the needs of your program or learning plan. Additional resources arelisted in Appendix A and offer a particular focus on a specific area.We realize that Guidebook users have their own collection of resources that may be substituted <strong>for</strong> any of the items listed below. Wealso encourage Guidebook users to develop their own activities and share them with each other. An Activity Worksheet is included inAppendix B to serve as a guide <strong>for</strong> documenting new activities.The resources selected <strong>for</strong> this edition of the Guidebook are listed in Appendix A with ordering in<strong>for</strong>mation and web addresses. Thewords in parentheses at the end of the title are the abbreviation used throughout the Guidebook.CORE RESOURCESLife Skills Guidebook 30©2004 by Casey Family <strong>Program</strong>s.
A Future Near Me/ The Path Be<strong>for</strong>e Me (FUTURE/PATH) -A Future Near Me contains questions to guide a young adult towards self-sufficiency. Similar to A Future Near Me, The PathBe<strong>for</strong>e Me is designed to help American Indian Youth learn tribal ways and skills that will enable them to move into their ownplace.Apartment Hunt - Animated curriculum on DVD or www.vstreet.com, takes the learner through the entire process of securing aplace to live, from figuring out personal “needs and wants” to checking out apartments, and even coming up with a realisticbudget.Creative Life Skills Activities – A collection of 100 group activities.Developing Your Vision while Attending College (Developing Your Vision) – a four book series created <strong>for</strong> American Indianscovering making the decision to attend college, paying <strong>for</strong> a college education, managing your money, and choosing your path.I Can Do It! A Micropedia of <strong>Living</strong> on Your Own (I Can Do It) – Used by older youth to guide them through most topicspertaining to living on their own including budgeting, housing, daily living and relationships.I Know Where I am Going: But Will My Cash Keep Up? (I Know Where I am Going) – A two-part, money managementworkbook <strong>for</strong> youth ages 12-15.I Know Where I am Going: But Will My Cash Keep Up? - (Caregiver’s Handbook) - A handbook <strong>for</strong> parents with tips on how touse the accompanying workbook and help build their child’s money management skills.I’m Getting Ready … I CAN DO IT! (I’m Getting Ready) - Practical activities and in<strong>for</strong>mation to help adults, youth and caregiversget ready <strong>for</strong> living on their own.It’s Perfectly Normal - Provides comprehensive, contemporary and candid in<strong>for</strong>mation on the mechanics and consequences ofpuberty, sexual activity, birth control, pregnancy, and sexually transmitted diseases.Life Skills Activities <strong>for</strong> Special <strong>Child</strong>ren (Life Skills Activities <strong>for</strong> <strong>Child</strong>ren) - A resource <strong>for</strong> teachers, counselors, parents andothers helping youth in upper elementary (ages 8-12) learn life skills.Life Skills Guidebook 31©2004 by Casey Family <strong>Program</strong>s.
Life Skills Activities <strong>for</strong> Secondary Students with Special Needs (Life Skills Activities <strong>for</strong> Secondary) – 190 ready-to-use lessonswith reproducible worksheets.Making It On Your Own - A life skills workbook <strong>for</strong> youth.Money Pals: Being Cool with Cash (Money Pals) – A two part, money management workbook <strong>for</strong> youth ages 8-10.Preparing Adolescents <strong>for</strong> Young Adulthood (PAYA) – A five part handbook series <strong>for</strong> life skill development covering Money,Home and Food Management (Module 1), Personal Care, Health, Social Skills, and Safety (Module 2), Education, Job SeekingSkills, and Job Maintenance Skills (Module 3), Housing, Transportation, Community Resources, Understanding the Law, andRecreation (Module 4), and a Young Parents Guide (Module 5a and 5b).Ready, Set, Fly! A Parent’s Guide to Teaching Life Skills (Ready, Set, Fly) – Strategies <strong>for</strong> parents to use to teach life skills as partof daily life.Social Skills Activities <strong>for</strong> Secondary Students with Special Needs (Social Skills Activities <strong>for</strong> Secondary) – 180 ready-to-useworksheets.Social Skills Activities <strong>for</strong> Special <strong>Child</strong>ren (Social Skills Activities <strong>for</strong> <strong>Child</strong>ren) - A three-part curriculum <strong>for</strong> late elementarystudents who need to learn and practice social skills.Understanding Taxes – A collection of tax related resources hosted by the Internal Revenue Service.What are My Rights? 95 Questions and Answers about Teens and the Law (What are My Rights?) - This easy to read resourcehelps people understand the important parts of the law they may encounter during their life. It covers responsibilities and rights.RECOMMENDED RESOURCESA Pocket Guide to <strong>Independent</strong> <strong>Living</strong> (Pocket Guide) and Teacher’s/Leader’s Guide <strong>for</strong> A Pocket Guide to <strong>Independent</strong><strong>Living</strong> (Pocket Guide Instructions) - A compilation of basic living instructions/in<strong>for</strong>mation contained in one source.Car Dreams - A fun interactive CD that teaches the learner how to buy a car.Life Skills Guidebook 32©2004 by Casey Family <strong>Program</strong>s.
Oops! The Manners Guide <strong>for</strong> Girls (Oops) - Illustrated, practical guide to learning manners <strong>for</strong> every day and tricky situations.Self Esteem and Life Skills Too! (SEALS II) - A collection of reproducible activities based on handouts catered <strong>for</strong> teachers andcounselors <strong>for</strong> use with middle and high school students.The Care and Keeping of You: The Body Book <strong>for</strong> Girls (Care and Keeping of You) - Provides head-to-toe advice on how to care<strong>for</strong> your body and prepare <strong>for</strong> body changes.The Teenage Human Body: Operators Manual (Teenage Human Body) - This manual provides in<strong>for</strong>mation on how to maintainone’s body.Young Person’s Guide to Getting and Keeping a Good Job (Young Person’s Guide) - Provides learners with a systematic method<strong>for</strong> learning the skills to find a good job.Life Skills Guidebook 33©2004 by Casey Family <strong>Program</strong>s.
Career Planning DomainWORK GOALSLearning Goals Expectations Activities1. Is able to identify careersof interest.a. Explain what different people in different jobsdo.b. Explain the difference between a job and acareer.c. Identify personal skills, abilities, likes, anddislikes related to work.d. Find career fields that match skills, abilities,likes, and dislikes.Creative Life Skills Activities, Activity 27, Name that Job.Creative Life Skills Activities, Activity 79, “Who Am I”Collage.Developing Your Vision, Book 1.FUTURE/PATH, p. 79, 80, 81.I Know Where I am Going, Part II, C. 3, Do I Get a Job orBank on the Lottery? p. 26-41.I’m Getting Ready, I Need a Job to Support Myself, M-6.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Different Jobs, p. 288-289.Life Skills Activities <strong>for</strong> Secondary, V, Skills and Interests, p.308-316.Money Pals, Part II, C. 4, Dare to Dream, p. 36-44.PAYA, Module 3, Education, Career Interests, p. 11-19.PAYA, Module 3, Education, Skills Survey, p. 54-64.PAYA, Module 5, Education, Career Planning, p. 245.Ready, Set, Fly! Career Planning #4.Ready, Set, Fly! Career Planning #6.Young Person’s Guide, C. 12.4 Girls, Looking Ahead –http://www.4girls.govMapping Your Future, Skills and Interest –http://mapping-your-future.org/planning/skillsan.htmThe Alcohol and Drug In<strong>for</strong>mation Clearinghouse –http://www.nebraskaprevlink.ne.gov/therightstuff/youth/job2. Is able to make anin<strong>for</strong>med careerdecision.a. Collect in<strong>for</strong>mation about one or more careerfields (e.g., employment outlook/trends,technology skills, potential wages, education,and training required).b. Describe the importance of volunteering, jobshadowing, and paid internships to gainin<strong>for</strong>mation about career fields.s.htmlCreative Life Skills Activities, Activity 32, A Window to theFuture.Creative Life Skills Activities, Activity 40, What is MyCareer?Creative Life Skills Activities, Activity 58, What’s My Line.Creative Life Skills Activities, Activity 70, CommunityInterviews.Life Skills Guidebook 34©2004 by Casey Family <strong>Program</strong>s.
3. Is able to develop acareer plan.c. Determine career options.d. Match career interest with personal skills,abilities, and career objective.e. Evaluate each career option and select arealistic career field that best meets one’scareer goal.f. Identify resources that facilitate career choice(e.g., Department of Labor programs, jobcorps, military services).a. Recognize how one’s current employment,volunteer experiences, education, and jobtraining affect reaching a career goal.b. Determine the resources needed to obtain theeducation, training, and apprenticeshiprequired.c. Develop a written career plan with actionsteps, resources, and time frames.d. Explain the difference between an educationalgrant and loan.e. Identify scholarships, grants, and financial aidavailable.f. Explain how, when, and where to apply <strong>for</strong>financial aid.g. Apply <strong>for</strong> financial aid to pay <strong>for</strong> training, ifapplicable.Creative Life Skills Activities, Activity 75, Career Choices.Developing Your Vision, Books 1 and 3.I Know Where I Am Going, Part II, C. 3, Do I Get a Job orBank on the Lottery? p. 26-41.I’m Getting Ready, I Need a Job to Support Myself, M-6.PAYA, Module 3, Employment, Job Seeking Skills, p. 48-53.PAYA, Module 5, Education/Career Planning, p. 245-246.Ready, Set, Fly! Career Planning #4.Ready, Set, Fly! Career Planning #5.4 Girls, Looking Ahead –http://www.4girls.govMapping Your Future, Skills and Interest –http://mapping-your-future.org/planning/skillsan.htmMinnesota Careers, Financial Aid –http://www.mncareers.org/future_planning.asp?pageid=fn01Public Broadcasting System, Paying <strong>for</strong> College –http://www.pbs.org/newshour/on2/money/college.htmlThe Alcohol and Drug In<strong>for</strong>mation Clearinghouse –http://www.nebraskaprevlink.ne.gov/therightstuff/youth/jobs.htmlDeveloping Your Vision, Chapters 1, 2, 4.I Know Where I am Going, Part II, C. 3, Do I Get a Job orBank on the Lottery? p. 26-41.PAYA, Module 3, Education, How Will I Pay <strong>for</strong> School? p.26-31.PAYA, Module 5, Education and Career Planning, p. 247-250.Ready, Set, Fly! Career Planning #9.Minnesota Careers, Financial Aid –http://www.mncareers.org/future_planning.asp?pageid=fn01Public Broadcasting System, Paying <strong>for</strong> College –http://www.pbs.org/newshour/on2/money/college.htmlThe Alcohol and Drug In<strong>for</strong>mation Clearinghouse –http://www.nebraskaprevlink.ne.gov/therightstuff/youth/jobs.htmlLife Skills Guidebook 35©2004 by Casey Family <strong>Program</strong>s.
EMPLOYMENTLearning Goals Expectations Activities4. Understands theimportance ofemployment.a. Describe how needs and wants relate toemployment.b. Identify two reasons why people work (e.g.,stability, to earn money, independence).c. Explain two ways in which work affects one’slifestyle.d. Describe different types of work experiences.e. List three ways an adult can earn money andthree ways a youth can earn money.Creative Life Skills Activities, Activity 34, It’s In the Bag.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Earning Money, p. 60-61.Ready, Set, Fly! Employment #1.Ready, Set, Fly! Employment #2.Ready, Set, Fly! Employment #3.5. Knows how to find parttimetemporary jobs inthe community.a. Identify three types of part-time, temporaryjobs in the community (e.g., baby sitting,paper route, mowing lawns).b. Describe one or more ways to obtain a parttime,temporary job (e.g., bulletin boards,advertise in community newsletter, create aflyer, and talk to neighbors).c. Select a strategy to obtain one’s preferredpart-time temporary job.d. Identify two jobs to apply <strong>for</strong>.e. Complete a practice or real job application.Developing Your Vision, Book 4.I Know Where I Am Going, Part II, C. 3, Do I Get a Job orBank on the Lottery? p. 26-41.PAYA, Module 3, Employment, Job Hunting, p. 41-47.Ready, Set, Fly! Employment #5.Young Person’s Guide, C. 7 and 8.Quintessential Careers, How to find a summer or part-timejob–http://www.quintcareers.com/finding_summer_jobs.htmlLife Skills Guidebook 36©2004 by Casey Family <strong>Program</strong>s.
EMPLOYMENTLearning Goals Expectations Activities6. Knows how to search <strong>for</strong>employment.a. Read and interpret employment in<strong>for</strong>mation innewspaper ads and other print material.b. Use the Internet to locate job openings.c. Describe the importance of personal contactsin the employment search (e.g., the “hiddenjob market”).d. Locate job openings using one or more searchmethod.e. Explain what public and private job placementagencies do and the costs associated witheach.Developing Your Vision, Book 4.Life Skills Activities <strong>for</strong> Secondary, V-12, Searching <strong>for</strong> a Job,p. 338-340.Making It on Your Own, How Do I Find A Job? p. 3.Making It on Your Own, Learn More About Finding Jobs, p.3-6.Making It on Your Own, Reading Job Advertisements, p. 7.PAYA, Module 3, Employment, Job Hunting, p. 41-47.PAYA, Module 3, Employment, Newspaper Ads, p. 72-77;79-81.Pocket Guide, Employment, p. 20-21.f. Describe services offered by and utilize thelocal department of employment training.Pocket Guide Instructions, Employment, p. 23-27.Ready, Set, Fly! Employment #5.g. Apply to at least one job.Ready, Set, Fly! Employment #6.SEALS II, Ask Wendy, p. 23.SEALS II, Getting Ready <strong>for</strong> Work, p. 24.Young Person’s Guide, C. 6, 7, 8, and 13.Mapping Your Future, Conducting the Job Search –http://mapping-your-future.org/planning/thejobse.htmLife Skills Guidebook 37©2004 by Casey Family <strong>Program</strong>s.
EMPLOYMENTLearning Goals Expectations Activities7. Knows how to maintainemployment.a. Identify the behaviors and attitudes (e.g.,being on time, following directions, assumingresponsibility) that affect job retention andadvancement.b. Describe proper workplace attire.c. Explain what the “chain of command” is andhow it works.d. Describe the importance of supervision andaccept supervision.e. Demonstrate the ability to organize andmanage time to complete work place tasks.f. Demonstrate two ways <strong>for</strong> dealing withcriticism.g. Demonstrate negotiation skills in resolvingworkplace differences.h. Demonstrate working cooperatively withothers as a member of a team.i. Demonstrate asking <strong>for</strong> help with a workrelated question.j. Read to improve your work skills.k. Identify ways to advance on the job (e.g.employment training programs, highereducation).Creative Life Skills Activities, Activity 14, Choose to Keep It.FUTURE/PATH, p. 32.Life Skills Activities <strong>for</strong> Secondary, V-15, Having a GoodAttitude, p. 346-348.Life Skills Activities <strong>for</strong> Secondary, V-16, Being a GoodEmployee, p. 349-350.Life Skills Activities <strong>for</strong> Secondary, V-17, Getting Along withthe Boss, p. 351-353.Life Skills Activities <strong>for</strong> Secondary, V-18, You Are the Boss,p. 354-356.PAYA, Module 3, Job Maintenance, p. 122-124.Pocket Guide, Keeping a Job, p. 20.Pocket Guide Instructions, Keeping a Job, p. 47-79.Ready, Set, Fly! Employment #16.Ready, Set, Fly! Employment #17.Ready, Set, Fly! Employment #18.SEALS II, Ask Wendy, p. 23.Young Person’s Guide, Chapter 14.8. Knows how to changejobs.a. Recognize how job endings can impact futurejob opportunities.b. Explain why it is important to give adequatenotice to the employer.c. Demonstrate a positive exit interview with acompany.Life Skills Activities <strong>for</strong> Secondary, V-20, Changing Jobs:Why? p. 359-360.Life Skills Activities <strong>for</strong> Secondary, V-21, Changing Jobs:How? p. 361-363.Pocket Guide, Changing Jobs, p. 21.Pocket Guide Instructions, Changing Jobs, p. 80-84.Ready, Set, Fly! Employment #19.Life Skills Guidebook 38©2004 by Casey Family <strong>Program</strong>s.
EMPLOYMENTLearning Goals Expectations Activities9. Knows how to accessresources to improveeducational outcomes.a. Name at least two resources in the communitythat provide tutoring, after school programsand test preparation courses, as well as thecosts associated with them.b. Name at least three resources in educationalsettings (e.g., guidance counselors, advisors,student assistance, mentors, tutors).c. Explain how to access these communityresources.Creative Life Skills Activities, Activity 30, Where In theWorld Do I Find…?Ready, Set, Fly! Study Skills #8.10. Understands theimportance of educationand its relationship toemployment.11. Is able to develop aneducational plan.a. Identify personal values related to education.b. Compare how individual needs and wantsrelate to education.c. Explain the level of education/vocationaltraining needed to achieve your employmentgoals.a. Match knowledge, strengths, and abilities toeducational opportunities.b. Explain the qualifications necessary to achieveyour educational goal.c. Create an educational plan, which includestime frames, goals, and resources needed.d. Discuss the plan with teachers, employer orcounselors.e. Complete application <strong>for</strong>ms <strong>for</strong> education ortraining programs.Developing Your Vision, Book 1.PAYA, Module 3, Education, Staying in School, p. 6-10.PAYA, Module 5, Education and Career Planning, p. 243.Minnesota Careers –http://www.mncareers.org/investigate_careers.asp?pageid=ic01Developing Your Vision, Books 1, 2, 3, and 4.PAYA, Module 3, Education, Going to College, p. 23.PAYA, Module 5, Education and Career Planning, p. 247-250.Life Skills Guidebook 39©2004 by Casey Family <strong>Program</strong>s.
WORK PLACE COMMUNICATIONLearning Goals Expectations Activities12. Knows how toeffectively respond toprejudice, anddiscrimination.a. Define racism, stereotyping, prejudice, anddiscrimination.b. Demonstrate two positive strategies to dealwith prejudice and discrimination at home,work, school, and in the community.Creative Life Skills Activities, Activity 86, CelebratingDifferences, Part I.Creative Life Skills Activities, Activity 87, CelebratingDifferences, Part II.Creative Life Skills Activities, Activity 88, CelebratingDifferences, Part III.Ready, Set, Fly! Cultural Awareness #11.Ready, Set, Fly! Cultural Awareness #12.Ready, Set, Fly! Cultural Awareness #13.Ready, Set, Fly! Cultural Awareness #14.13. Knows how and when tobe assertive whencommunicating at home,school, and work.a. Explain the differences between passive,aggressive, and assertive styles ofcommunication.b. Describe how to communicate assertively.c. Recognize that people have the right toexpress different opinions.d. Demonstrate assertive communication in threesituations.Ready, Set, Fly! Communication #15Ready, Set, Fly! Communication #16.SEALS II, Broken Record, p. 3.Social Skills <strong>for</strong> Secondary, Skill 4, Negotiating orCompromising, p. 26-32.Teenage Human Body, Social Maintenance, p. 45.The Alcohol and Drug In<strong>for</strong>mation Clearinghouse –http://www.nebraskaprevlink.ne.gov/therightstuff/youth/express.htmlLife Skills Guidebook 40©2004 by Casey Family <strong>Program</strong>s.
Communication DomainPERSONAL DEVELOPMENTLearning Goals Expectations Activities1. Knows and understandsthe concept of selfesteem.a. Define the term “self-esteem.”b. Explain how self-esteem is related to selfawarenessand self-image.c. Describe the relationship between self-esteemand emotional well being.d. Explain how self esteem and body image arerelated.e. Describe what influences body image and howto affirm body image.Creative Life Skills Activities, Activity 78, Getting to KnowMe.Creative Life Skills Activities, Activity 79, “Who Am I”Collage.Creative Life Skills Activities, Activity 98, PositiveAffirmation.Ready, Set, Fly! Personal Development #1.Ready, Set, Fly! Personal Development #2.SEALS II, I am Someone Who, p. 58.SEALS II, One Week of Presents, p. 31.SEALS II, Day by Day, p. 17.SEALS II, Body Image Journal, p. 1.SEALS II, Mirror Mirror on the Wall, p. 2.SEALS II, Positive Affirmation, p. 59.SEALS II, Self Esteem Crossword Puzzle, p. 61.4 Girls, Mind –http://www.4girls.govKids Health, Self Esteem, Mental Health, Body Image –http://www.kidshealth.org/teen/your_mind/http://www.kidshealth.org/kid/feeling/The Alcohol and Drug In<strong>for</strong>mation Clearinghouse, BodyImage -http://www.nebraskaprevlink.ne.gov/therightstuff/youth/positivebody.htmlLife Skills Guidebook 41©2004 by Casey Family <strong>Program</strong>s.
PERSONAL DEVELOPMENTLearning Goals Expectations Activities2. Knows and understandsone’s personal strengthsand needs.a. Describe three personal strengths and threeneeds.b. Recognize how one’s strengths can be used tomeet one’s needs.c. Explain your personal values.d. Explain your personal definition of success.e. Describe the benefits and consequences ofperseverance.Creative Life Skills Activities, Activity 9, Toilet Paper.Creative Life Skills Activities, Activity 10, Grab Bag.Creative Life Skills Activities, Activity 81, Animal Babies.Creative Life Skills Activities, Activity 90, Get to Know YourApple.Life Skills Activities <strong>for</strong> Secondary, I-3, Spotlight on Me, p. 7-8.PAYA, Module 2, Social Skills, p. 98-101; 135-141.f. Tell at least three characteristics of a goodleader and why being a leader is important.Ready, Set, Fly! Personal Development #5.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Being Interesting, p. 187-188.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Developing Interests andHobbies, p. 291-292.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Being the Leader, p. 155-156.3. Knows and understandsthe impact of caring,respectful, responsible,and honest behavior onrelationships.a. Define respect.b. Define in your own words caring, respectful,responsible, and honest behavior.c. Give examples of situations where caring,respectful, responsible, and honest behavioraffect a relationship.d. Describe the role of manners incommunicating respect <strong>for</strong> others.e. Demonstrate meeting someone <strong>for</strong> the firsttime (e.g., shaking hands, eye contact).f. Describe an appropriate response if someoneis rude to you.g. Tell how to accept the blame.h. Tell what being trustworthy is.i. Describe how you would like to be treated andhow you will treat others.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Meeting People, p. 330-331.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, At the Movies, p. 332-333.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Rudeness in Others, p. 336-337.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Including Others, p. 338-339.Life Skills Activities <strong>for</strong> Secondary, 1-6, Acts of Kindness, p.13-15.Oops! Gross, p. 98-99.Oops! Big Days, p. 102-116.Ready, Set, Fly! Relationships #2.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, What is Respect? p. 28-29.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Being Trustworthy, p. 32-33.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Accepting the Blame, p.165-167.Life Skills Guidebook 42©2004 by Casey Family <strong>Program</strong>s.
Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Touching Others, p. 176-178.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Someone Made aMistake, p. 179-181.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Tone of Voice, p. 268-270.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Other People’s Opinions,p. 273-275.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Is This the Right Time?p. 276-277.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Apologizing andAccepting the Blame, p. 308-309.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Respecting Adults atHome and in the Community, p. 318-319.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Including Others, p. 338-339.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Saying Thank You, p.345-346.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Impolite Noises, p. 360-362.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Excuse Me, p. 363-364.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Answering QuestionsAppropriately, p. 391-392.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, RSVP, p. 402-403.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Golden Rule, p. 404-405.Social Skills <strong>for</strong> Secondary, Worksheet 46, Respecting Othersas Individuals, p. 222.Social Skills <strong>for</strong> Secondary, Worksheet 47, Recognizing theValue of Friendship, p. 222.SEALS II, Good Manners Reflect, p. 65.Teenage Human Body, Social Maintenance, p. 47.4 Girls, Relationships –http://www.4girls.govKids Health, Gossip –http://www.kidshealth.org/kid/feeling/Life Skills Guidebook 43©2004 by Casey Family <strong>Program</strong>s.
PERSONAL DEVELOPMENTLearning Goals Expectations Activities4. Knows and understandshow abuse, dishonesty,and disrespect impactrelationships.a. Define in your own words abuse, dishonesty,and disrespectful behavior.b. Give examples of how abuse, dishonesty, anddisrespect impact relationships.c. Describe what to do if someone is trying tohurt you physically or emotionally.d. Describe where and how to get help if onecan’t handle or end an argument.e. Describe examples of vandalism and pranksand why they are harmful to others.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Vandalism & Pranks, p.340-341.PAYA, Module 2, Safety Skills, p. 87-93.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Laughing When SomeoneGets in Trouble, p. 182-184.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Don’t Badmouth, p. 217-218.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Not Hurting Feelings ofOthers, p. 260-261.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Vandalism & Pranks, p.340-342.Social Skills <strong>for</strong> Secondary, Worksheet 61, Having Respect <strong>for</strong>the Property of Others, p. 243.Social Skills <strong>for</strong> Secondary, Worksheet 63, RespectingCommunity Authority Figures, p. 243.INTERPERSONAL COMMUNCATIONLearning Goals Expectations Activities5. Knows and understandsthe elements ofcommunication.a. State at least three ways different culturesinfluence communication styles.b. Explain the difference between verbal andnon-verbal communication.c. Describe three <strong>for</strong>ms of non-verbalcommunication (e.g., body postures, gestures,eye contact, and facial expressions).d. Identify two strategies <strong>for</strong> giving feedback(e.g., using “I” statements, focus on thebehavior not the person).e. Identify two strategies <strong>for</strong> receiving feedback(e.g. eye contact, not interrupting aconversation).Creative Life Skills Activities, Activity 2, Grandmother’sTruck.Creative Life Skills Activities, Activity 15, Broken Squares.Creative Life Skills Activities, Activity 17, Com<strong>for</strong>t Zone.Creative Life Skills Activities, Activity 18, Body Language.Creative Life Skills Activities, Activity 19, John & Mary.Creative Life Skills Activities, Activity 43, Peanut Butter &Jelly.Creative Life Skills Activities, Activity 64, CommunicationCharades.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Having a Discussion, p.318-319.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Having an Argument, p.f. Describe how feedback helps and/or hinderscommunication.320-321.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Defining Terms, p. 322-g. Describe empathy.323.Life Skills Guidebook 44©2004 by Casey Family <strong>Program</strong>s.
h. Demonstrate how to effectively to clarify whatwas said.i. Demonstrate how to ask effective questionswhen clarifying or obtaining in<strong>for</strong>mation (e.g.,open-ended v. close ended questions).PAYA, Module 2, Social Skills, Communication, p. 144-150.Oops! Body Language, p. 12-15.Ready, Set, Fly! Communication #1.Ready, Set, Fly! Communication #2.Ready, Set, Fly! Communication #3.Ready, Set, Fly! Communication #4.Ready, Set, Fly! Communication #6.Ready, Set, Fly! Communication #7.Ready, Set, Fly! Communication #9.Ready, Set, Fly! Communication #10.SEALS II, Listening Skills, p. 5.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Listening to OtherPeople’s Ideas, p. 163-164.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Listening, p. 197-199.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Facial Expressions, p.271-272.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Understanding HowOther People Feel, p. 280-282.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Admiring andComplimenting Others, p. 305-307.Social Skills <strong>for</strong> Secondary, Skill 3, Being Able toCommunicate, p.18-25.Social Skills <strong>for</strong> Secondary, Skill 1, Being a Good Listener, p.2-9.The Alcohol and Drug In<strong>for</strong>mation Clearinghousehttp://www.nebraskaprevlink.ne.gov/therightstuff/youth/positivebody.htmlLife Skills Guidebook 45©2004 by Casey Family <strong>Program</strong>s.
INTERPERSONAL COMMUNCATIONLearning Goals Expectations Activities6. Knows how tocommunicate withfriends and family.a. Demonstrate introducing oneself and greetingothers (e.g., handshake, eye contact, standardv. slang language, appropriate touching).b. Demonstrate giving and receiving feedback intwo situations with family and friends.c. Describe tolerance <strong>for</strong> the opinions of others.d. Demonstrate receiving compliments withoutfeeling/acting embarrassed.e. Tell how you are feeling right now (e.g.,angry, happy, worried, depressed).Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Who are You? p. 5-6.Oops! Greetings, p. 22-23.Oops! Introductions, p. 24-25.Oops! Mr., Ms., Mrs., p. 26-27.Oops! Chit Chat, p. 28-29.Oops! Oops, p. 30-31.Oops! Nosy Questions, p. 32-33.PAYA, Module 2, Social Skills, Communication, p. 144-150.Ready, Set, Fly! Communication #2.SEALS II, Conversation Skills, p. 4.f. Conduct a conversation using appropriateverbal and non-verbal language.SEALS II, Set the Stage, p. 6.SEALS II, Repeating Questions, p. 67.g. Demonstrate clearly presenting your ideas toothers.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Saying No WithoutSounding Rude, p. 255-256.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Don’t Say Yes if youMean No, p. 257-259.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Sharing with Siblings, p.331-333.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Meeting Other People, p.355-356.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Introducing YourFriends, p. 357-359.Social Skills <strong>for</strong> Secondary, Revealing Yourself to Others, p.65-74.Social Skills <strong>for</strong> Secondary, Skill 2, Understanding Another’sPoint of View, p. 10-17.Kids Health, Families/Relationships –http://www.kidshealth.org/teen/your_mind/Kids Health, Feelings –http://www.kidshealth.org/kid/feeling/The Alcohol and Drug In<strong>for</strong>mation Clearinghouse –http://www.nebraskaprevlink.ne.gov/therightstuff/youth/express.htmlLife Skills Guidebook 46©2004 by Casey Family <strong>Program</strong>s.
INTERPERSONAL COMMUNCATIONLearning Goals Expectations Activities7. Knows how tocommunicate in schoolsettings.a. Tell what appropriate and inappropriatebehaviors are at school.b. Tell at least 3 rules appropriate <strong>for</strong>school.c. Name three differences between schoolrules and home rules.d. Tell how to get the teacher’s attentionappropriately.e. Tell how to behave when the teacher istalking.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Who are You? p. 5-6.Life Skills Activities <strong>for</strong> Secondary, III-30, Getting Along withAuthority, p. 193-195.Life Skills Activities <strong>for</strong> Secondary, III-31, Asking Good Questions,p. 196-198.Oops! Greetings! p. 22-23.Ready, Set, Fly! Communication #11.SEALS II, Set the Stage, p. 6.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Home Rules vs. School Rules, p.22-23.f. Tell when it’s okay to talk and when it’snot okay to talk with others in class.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Arguing with the Teacher, p. 40-42.g. Describe how to treat a substituteteacher.h. Tell how to treat the principal.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Getting Teacher’s Attention, p.36-37.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, When Teacher Leaves thei. Tell a polite way to treat schoolsecretary.Room, p. 34-35.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Did You Say Listen? p. 52-53.j. Tell how to ask <strong>for</strong> help appropriately. Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, When the Teacher is Talking, p.k. Explain three reasons why followingdirections is important.43-44.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Talking to Your Neighbor, p. 47-l. Demonstrate introducing oneself andgreeting others (e.g., handshake, eyecontact, standard v. slang language).48.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Knowing When to Quiet Down,p. 58-60.m. Demonstrate using effective listeningtechniques to clarify instructions.n. Demonstrate asking effective questionsto obtain and/or clarify in<strong>for</strong>mation.o. Demonstrate giving and receivingfeedback in two situations with schoolpersonnel.p. Demonstrate tolerance <strong>for</strong> the opinions ofothers.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, This is the Cafeteria, not theClassroom, p. 89-91.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, It’s a Substitute, p. 92-93.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, The Principal, p. 96-97.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, The School Secretary, p. 98-100.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Asking <strong>for</strong> Help Politely, p. 117-118.Kids Health, Feelings –http://www.kidshealth.org/kid/feeling/The Alcohol and Drug In<strong>for</strong>mation Clearinghouse –http://www.nebraskaprevlink.ne.gov/therightstuff/youth/express.htmlLife Skills Guidebook 47©2004 by Casey Family <strong>Program</strong>s.
INTERPERSONAL COMMUNCATIONLearning Goals Expectations Activities8. Knows how to usetechnology tocommunicate safely andeffectively.a. Explain how a telephone and email are useddifferently at home and at work.b. Explain how to communicate safely whenusing telephone and email (e.g., appropriatevoice message on answering machine,appropriate disclosure of personal in<strong>for</strong>mationon e-mail).c. Demonstrate appropriate telephone etiquettein home and work situations (e.g., how toanswer, take messages, and conveyin<strong>for</strong>mation).d. Demonstrate appropriate email etiquette inhome and work situations.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Dialing the Number, p. 27-29.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, O is <strong>for</strong> Operator, p. 30-31.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Giving In<strong>for</strong>mation, p. 34-35.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Taking a Message, p. 36-37.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Using a Pay Phone, p. 40-41.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Leaving a Message on anAnswering Machine, p. 42-43.Oops! Telephones, p. 34-36.Ready, Set, Fly! Communication #14.4 Girls, Safety –http://www.4girls.govBusiness Netiquette –http://www.bspage.com/1netiq/Netiq.htmlInternet Safety, Etiquette <strong>for</strong> Kids –http://kidsinternet.about.com/cs/internetsafety1/9. Knows how and when tobe assertive whencommunicating at home,school, and work.a. Explain the differences between passive,aggressive, and assertive styles ofcommunication.b. Describe how to communicate assertively.c. Recognize that people have the right toexpress different opinions.d. Demonstrate assertive communication in threesituations.Ready, Set, Fly! Communication #15Ready, Set, Fly! Communication #16.SEALS II, Broken Record, p. 3.Social Skills <strong>for</strong> Secondary, Skill 4, Negotiating orCompromising, p. 26-32.Teenage Human Body, Social Maintenance, p. 45.The Alcohol and Drug In<strong>for</strong>mation Clearinghouse –http://www.nebraskaprevlink.ne.gov/therightstuff/youth/express.htmlLife Skills Guidebook 48©2004 by Casey Family <strong>Program</strong>s.
INTERPERSONAL COMMUNCATIONLearning Goals Expectations Activities10. Knows how to manageconflict.a. Describe the signs of conflict.b. Describe two different ways to manageconflict.c. Demonstrate two conflict managementtechniques that could be used at home, school,or work.d. Demonstrate ways to handle a situation whenanother person made a mistake in judgment.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Handling Conflicts withOthers, p. 113-114.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Common Sense, p. 324-325.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Oops My Mistake, p. 312-313.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Your Mistake This Time, p.314-315.Life Skills Activities <strong>for</strong> Secondary, II-12, Identifying aConflict, p. 107-108.Life Skills Activities <strong>for</strong> Secondary, II-13, Compromising, p.109-111.Life Skills Activities <strong>for</strong> Secondary, II-15, Avoiding PowerStruggles, p. 114-116.Life Skills Activities <strong>for</strong> Secondary, II-14, FindingAlternatives, p. 112-113.PAYA, Module 2, Social Skills, Conflict Resolution, p. 151-152.Ready, Set, Fly! Communication #17Ready, Set, Fly! Communication #18Ready, Set, Fly! Communication #20.SEALS II, Resolving Conflicts, p. 9.The Alcohol and Drug In<strong>for</strong>mation Clearinghouse –http://www.nebraskaprevlink.ne.gov/therightstuff/youth/expre11. Knows how to use angermanagement techniques.a. Describe situations that may produce feelingsof anger within oneself and others.b. Identify a positive message of anger.c. Describe the signs and feelings of angerwithin oneself and others.d. Explain one anger management techniquee. Demonstrate two anger managementtechniques that could be used at home, school,or work.ss.htmlCare and Keeping of You! Your Feelings, p. 100-103.Ready, Set, Fly! Communication #17.Ready, Set, Fly! Communication #21.Social Skills <strong>for</strong> Secondary, Skill 8, Controlling YourEmotions, p. 58-64.Teenage Human Body, Anger, p. 66.Kids Health, Anger –http://www.kidshealth.org/kid/feeling/Life Skills Guidebook 49©2004 by Casey Family <strong>Program</strong>s.
RELATIONSHIPSLearning Goals Expectations Activities12. Knows and understandsthe differences betweenvarious types ofrelationships.a. Describe different types of relationships (e.g.,family, friends, business, professional,marital, and dating).b. Recognize the value of maintaining more thanone type of relationship.c. Explain the rules, boundaries, self-disclosure,privacy, and codes of behavior that relate toeach type of relationship.d. Describe the different roles that people play invarious relationships.Creative Life Skills Activities, Activity 29, Finding the RightRelationship.PAYA, Module 2, Social Skills, Love, p. 152-157.Ready, Set, Fly! Relationships #1.4 Girls, Relationships –http://www.4girls.govKids Health, Relationships –http://www.kidshealth.org/teen/your_mind/13. Knows how to developand maintain friendships.a. Define what a friend is.b. Name one friend with whom you can talkabout your problems.c. Name one adult you feel close to.d. Identify several techniques <strong>for</strong> showinginterest in others.e. Role play “being interested” techniques withan adult.f. Demonstrate a polite way to invite someoneelse to join a group.g. Describe several ways friends spend timetogether.h. Invite a friend to spend time together in apositive activity.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Helping Each Other Live,p. 298-299.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, What is a Friend, p. 306-307.Oops! At a Friends, p. 38-39.Oops! Sleepovers, p. 40-43.Oops! Giving and Receiving Gifts, p. 54-61.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Being Interested inOthers, p. 185-186.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Spending Time withOthers, p. 189-190.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Inviting Others into YourGroup, p. 191-193.4 Girls, Relationships -http://www.4girls.govLife Skills Guidebook 50©2004 by Casey Family <strong>Program</strong>s.
RELATIONSHIPSLearning Goals Expectations Activities14. Knows how to developand use a personalsupport system.a. Define personal support system.b. Describe the benefit of having more than oneperson to help with problems.c. Assess the strengths and needs of one’spersonal support system.d. Identify three strategies to expand one’ssupport system.e. Name two or more people who providesupport to you.FUTURE/PATH, p. 56.I Can Do It, Building a Support Network, p. 51-56.Making It on Your Own, Friends, p. 75.Ready, Set, Fly! Relationships #11.Social Skills <strong>for</strong> Secondary, Making and Keeping Friends, p.89.f. Describe two situations where support isnecessary (e.g., work related problem, familycrisis) and identify the appropriate supportperson.g. Develop a list of resource people includingaddresses and phone numbers.h. Demonstrate asking <strong>for</strong> help with a personalproblem.15. Knows and understandsthe concept of“community.”a. Define and give examples of differentcommunities (e.g. faith-based, cultural groups,neighborhoods, school, civic).b. Identify three things that make one a part of acommunity (e.g., age, culture, interest, needs).c. Explain the benefits of participating indiverse/different communities.d. Describe the responsibilities associated withbeing part of a community.e. Describe how to take physical care of thecommunity (e.g., don’t litter).Oops! Neighborhoods, p. 82-83.Oops! The Great Outdoors, p. 92-93.Ready, Set, Fly! Relationships #12Social Skills <strong>for</strong> Secondary, Worksheet 71, Volunteering atAgencies, p. 257.Life Skills Guidebook 51©2004 by Casey Family <strong>Program</strong>s.
RELATIONSHIPSLearning Goals Expectations Activities16. Knows and understandsthe importance ofcooperation.a. Name three advantages of cooperation.b. Describe ways in which people have funtogether.c. Describe activities or skills that can be learnedfrom one another.d. Describe three situations where you’ve helpedothers.e. Explain how workers of different occupationshelp each other meet their needs.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Helping Others, p. 334-335.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Working Together, p. 300-301.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Having Fun Together, p.302-303.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Helping Each Other Live,p. 298-299.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Learning from Each Other,p. 304-305.f. Describe how the family structure helps thegroup meet basic survival needs.17. Can describe everydayetiquette.a. Tell when it is good manners to open the door<strong>for</strong> another person.b. Tell when it is good manners to give uphis/her seat <strong>for</strong> another person.c. Explain manners <strong>for</strong> using a public phone.d. Give examples of appropriate words to showdispleasure or excitement as an alternative tocrude comments.e. Describe the difference between gossip andsharing in<strong>for</strong>mation.f. Describe at least five situations in which youwould express thankfulness.g. Role play saying thank you with anotherperson.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Being Courteous, p. 328-329.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Saying “Thank You,” p.345-346.Oops! Magic Words, p. 8-11.Oops! After You! p. 16-17.Oops! The Golden Rule, p. 18-19.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Opening Doors <strong>for</strong>Others, p. 381-383.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Giving Up Your Seat, p.384-386.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Public Phones, p. 387-388.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Gossip, p. 389-391.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Using Good Language, p.394-396.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Thank You Notes, p. 400-401.Life Skills Guidebook 52©2004 by Casey Family <strong>Program</strong>s.
RELATIONSHIPSLearning Goals Expectations Activities18. Is able to use good tablemanners.a. Use dishes, glasses, utensils, and napkinsappropriately.b. Engage in dinner table conversation.c. Respond appropriately to the compliments ofguests.d. Describe proper “food etiquette.”Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Table Manners, p. 169-170.Oops! Table Manners, p. 64-65; 68-69.Oops! Nibling Nicely, p. 76-77.Oops! Problem Foods, p. 78-80.Ready, Set, Fly! Dining Etiquette #5.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Table Manners, p. 376-378.Advice from Dr. Dave and Dr. Dee –http://www.drdaveanddee.com/elbows.htmlTable Setting –http://ryangrpinc.com/table_setting.asp (dead link)19. Knows how to maintaingood emotional health.a. Define and explain examples of stress.b. Identify situations which may cause conflictbetween people and lead to stress.c. Identify sources of conflict or fear in astressful situation.d. Identify three ways to reduce stress (e.g.,exercise, deep breathing, simplify schedule).e. Select a strategy to reduce stress and maintaingood emotional health (e.g., exercise, deepbreathing, simplify schedule, journal).f. Evaluate effectiveness of strategy selected.g. Describe the signs and symptoms ofdepression and other emotional healthproblems.h. Describe where to go in the community toobtain help with depression and otheremotional health problems.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Things to Try, p. 117-118.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, What is Stress, p. 109-110.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Conflicts, p. 111-112.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Conflicts with Things, p.115-116.Life Skills Activities <strong>for</strong> Secondary, VI-21, Stress & Stressors,p. 426-428.Life Skills Activities <strong>for</strong> Secondary, VI-22, Stressful Events &Situations, p. 429-431.Life Skills Activities <strong>for</strong> Secondary, VI-23, Coping withStress, p. 432-435.Life Skills Activities <strong>for</strong> Secondary, VI-24, Depression, p.436-438.Life Skills Activities <strong>for</strong> Secondary, VI-25, Suicide, p. 439-441.Life Skills Activities <strong>for</strong> Secondary, VI-26, Getting Help, p.442-444.Life Skills Activities <strong>for</strong> Secondary, VI-27, You HaveChoices, p. 445-447.Making It on Your Own, Dealing with Stress, p. 66.Ready, Set, Fly! Health #14.Ready, Set, Fly! Health #15.Life Skills Guidebook 53©2004 by Casey Family <strong>Program</strong>s.
Daily <strong>Living</strong> DomainSEALS II, Journal Keeping, p. 16.SEALS II, Write to Heal, p. 18.SEALS II, Reward Yourself, p. 29.SEALS II, Treat Yourself, p. 28.SEALS II, Saving Stress, p. 69.SEALS II, Stress Pleasure, p. 72.SEALS II, Inner Voice, p. 79.Teenage Human Body, Stress, p. 64-65.Teenage Human Body, Depression, p. 68-69.4 Girls, Mind–http://www.4girls.govGirl Power –http://www.girlpower.gov/girlarea/notalone/howtocope.htmKids Health –http://www.kidshealth.org/parent/emotions/index.htmlKids Health –http://www.kidshealth.org/kid/feeling/NUTRITIONLearning Goals Expectations Activities1. Knows and understandsthe basic food groupsand the food pyramid.a. Define the three main food groups (e.g.,carbohydrates, proteins, fats).b. List foods found in each group.c. Identify the recommended number ofservings per day from each food group(e.g., food pyramid).d. Explain the nutritional benefit of each foodgroup (e.g., fruits, vegetables, dairyproducts, protein).e. Explain in own words the meaning of“good nutrition.”Creative Life Skills Activities, Activity 53, Food Game.I Can Do It! Hungry? p. 65.I’m Getting Ready, Do you Know Where Foods Fit? H-1.Making It on Your Own, Planning Healthy Meals, p. 28.PAYA, Module 1, Food Management, p. 138-140.Ready, Set, Fly! Nutrition #1.Nutrition Café –http://www.exhibits.pacsci.org/nutrition/4Girls, Nutrition –http://www.4girls.govKids Health - Learning about Proteins, Carbohydrates, Calories,and Fat; Food Guide Pyramid –http://www.kidshealth.org/kid/stay_healthy/index.htmlhttp://www.kidshealth.org/teen/food_fitness/Life Skills Guidebook 54©2004 by Casey Family <strong>Program</strong>s.
NUTRITIONLearning Goals Expectations Activities2. Knows and understandsthe relationship betweenwhat one eats andnutrition.a. Identify three personal food choices andexplain their nutritional content.b. Explain how personal food choices contributeto a healthy diet.c. Describe how vitamins and minerals relate tonutrition.d. Describe the importance of drinking water.e. Explain the need <strong>for</strong> moderation and balancewhen planning a healthy diet.Care and Keeping of You, Food, p. 56-57.Care and Keeping of You, Nutrition, p. 58-61.I Can Do It! Hungry? p. 66.I’m Getting Ready, How Did I Do? H-2; H-3; H-3.1.I’m Getting Ready, Are Fast Foods Good or Bad <strong>for</strong> me, H-5.PAYA, Module 1, Food Management, p. 140-141.PAYA, Module 2, Health Care, p. 19-26.Ready, Set, Fly! Nutrition #2.Kids Health - All about What Vitamins and Minerals Do; Whyf. Show respect <strong>for</strong> others’ opinions and culturaldifferences when identifying personal foodchoices.Drinking Water is the Way to Go; What’s the Big Sweatabout Dehydration –http://www.kidshealth.org/kid/stay_healthy/index.html.http://www.kidshealth.org/parent/nutrition_fit/index.html.http://www.kidshealth.org/teen/food_fitness/Nutritional Analysis Tool –http://www.nat.uiuc.edu3. Knows and understandsthe impact of nutritionon physical andemotional health.a. Explain how daily eating habits affect overallwellness.b. Explain how eating habits can lead to serioushealth problems (e.g., high blood pressure,heart disease, and diabetes).c. Describe how food choices affect physicalconditions (e.g., allergies, migraineheadaches, and diabetes).Care and Keeping of You, Nutrition, p. 57-61.I’m Getting Ready, I am What I Eat? H-4.Teenage Human Body, Energy Maintenance, p. 23-25.Cool Food -http://www.coolfoodplanet.org/gb/adoz/index.htmKids Health, Food and Fitness –http://www.kidshealth.org/teen/food_fitness/Life Skills Guidebook 55©2004 by Casey Family <strong>Program</strong>s.
NUTRITIONLearning Goals Expectations Activities4. Is able to evaluate one’sdiet <strong>for</strong> nutritionalcontent.a. Describe how vitamins and minerals relate tonutritional content.b. Explain the daily recommended vitamin andmineral intake <strong>for</strong> adults.c. Explain the daily recommended vitamin andmineral intake <strong>for</strong> children.d. Tell how vitamins and minerals can be gained.e. Tell the good and bad points of using vitaminsupplements.I Can Do It! Hungry? p. 68-60.PAYA, Module 2, Health Care, p. 26.Ready, Set, Fly! Nutrition #3.4Girls, Nutrition –http://www.4girls.govKids Health, Food and Fitness –http://www.kidshealth.org/teen/food_fitness/Nutritional Analysis Tool –http://www.nat.uiuc.eduf. Describe how different foods affect health. Produce Oasis -g. Evaluate one’s diet <strong>for</strong> vitamin and mineralintake and nutritional balance.http://www.produceoasis.com/Healthy School Meals –http://schoolmeals.nal.usda.gov/py/pmap.htm (dead link)5. Knows how “snacking”affects nutrition.6. Knows how to read foodlabels <strong>for</strong> nutritionalin<strong>for</strong>mation.a. Explain the value of snacks.b. Tell the health and nutritional risks involvedin snacking.c. Give three examples each of healthy andunhealthy snacks.d. Describe occasions when a snack isappropriate.a. Explain why it is important to read nutritionalin<strong>for</strong>mation on food packaging.b. Explain which the largest ingredient in theproduct is.c. Identify a product’s serving size, calories, andfat grams.d. Compare the nutritional in<strong>for</strong>mation posted onfour similar food items offered by differentbrands.Making It on Your Own, Compare These Snacks, p. 63.Ready, Set, Fly! Nutrition #5.Cool Food Planet –http://www.coolfoodplanet.org/gb/adoz/index.htmKids Health - When Snack Attacks Strike –http://www.kidshealth.org/kids/stay_healthy/http://www.kidshealth.org/teen/food_fitness/I Can Do It! Hungry? p. 68-69.I’m Getting Ready, Confused? Labels Help! H-2.Making It on Your Own, Use Nutritional Labels, p. 62.Cool Food Planet –http://www.coolfoodplanet.org/gb/adoz/index.htmKids Health, Figuring out Food Labels –http://www.kidshealth.org/kids/stay_healthy/Life Skills Guidebook 56©2004 by Casey Family <strong>Program</strong>s.
MENU PLANNINGLearning Goals Expectations Activities7. Is able to plan a simplenutritious meal withsupervision.a. Name resources available <strong>for</strong> meal planning(e.g., cookbooks, recipes on food packaging,favorite family recipes, recipes in magazines,and suggestions from cooking shows/Internet,local supermarkets, and pre-packaged foods).b. Tell how individual dietary needs and culturalpreferences affect meal planning (e.g.,vegetarian, food allergies).c. Use a nutritional guide to plan a meal (e.g.food pyramid).d. Plan a nutritious meal.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Simple Cooking: EasyMeals, p. 167-168.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Nutrition, p. 189-190.Ready, Set, Fly! Menu Planning #2.Family Fun –http://familyfun.go.com/recipes/Kids Health, Recipes -http://www.kidshealth.org/kid/recipes/index.html.http://www.kidshealth.org/teen/recipes/index.html.My Meals, Meal Planning –http://www.my-meals.com/8. Is able to plan a week ofnutritious andeconomical meals withsupervision.9. Is able to plan a week ofnutritious andeconomical mealswithout supervision.a. Describe how culture affects planning a menu<strong>for</strong> one or <strong>for</strong> others.b. Use a nutritional guide to plan meals <strong>for</strong> aweek (e.g. food pyramid).c. Create a shopping list specifying the items andquantity <strong>for</strong> the 7 day menu.d. Calculate the cost of the 7 day menu.e. Compare the costs of cooking and eating out.f. Purchase food <strong>for</strong> the week within one’sbudget.g. Describe when and why one would ask <strong>for</strong>help in making meal plans.a. Use a nutritional guide to plan meals <strong>for</strong> aweek (e.g. food pyramid).b. Create a shopping list specifying the items andquantity <strong>for</strong> the 7 day menu.c. Calculate the cost of the 7 day menu.d. Make modifications to the menu to stay withina budget.e. Purchase food within one’s budget.I’m Getting Ready, It’s Your Choice… You’re the Chef! H-16, H-17.Making It on Your Own, Planning a Menu, p. 29.PAYA, Module 1, Money, Home, and Food Management, p.29-37; 146-151.Ready, Set, Fly! Menu Planning #2.Family Fun –http://familyfun.go.com/recipes/Kids Health, Recipes -http://www.kidshealth.org/teen/recipes/index.htmlMy Meals –http://www.my-meals.com/Making It on Your Own, Planning a Menu, p. 29.PAYA, Module 1, Food Management, p. 29-37.Ready, Set, Fly! Menu Planning #3.Kids Health –http://www.kidshealth.org/teen/recipes/index.html.My Meals –http://www.my-meals.com/Life Skills Guidebook 57©2004 by Casey Family <strong>Program</strong>s.
GROCERY SHOPPINGLearning Goals Expectations Activities10. Knows and understandsways to grocery shopeconomically.a. Explain the value of a shopping list.b. Explain the benefits of using coupons andbuying store brands.c. Explain unit price in<strong>for</strong>mation <strong>for</strong> two groceryitems.d. Describe the advantages and disadvantages ofbuying in bulk.e. Explain when and where to shop <strong>for</strong> bargains(e.g., sales, specials, and discounts).FUTURE/PATH, 35I Can Do It! Cooks n’ Shop, p. 78-80.Making It on Your Own, Preparing a Shopping List, p. 30.Pocket Guide, Grocery Shopping, p. 52-54.Pocket Guide Instructions, Grocery Shopping, p. 139-151.Ready, Set, Fly! Grocery Shopping #5.Ready, Set, Fly! Grocery Shopping #6.Ready, Set, Fly! Grocery Shopping #7.11. Knows how to evaluategrocery items <strong>for</strong>freshness, nutritionalvalue, and economy.a. Explain what an expiration date is, where itmight be found on a package, and how it canbe used when shopping <strong>for</strong> a week’s meals.b. Describe the signs of spoilage in two or morefoods.c. Use unit pricing and product label in<strong>for</strong>mationto select the best buy.d. Tell three potential economic and nutritionalbenefits of purchasing produce at localfarmers’ markets.e. Compare the freshness, nutritional value, andeconomy of shopping in large supermarkets,convenience stores, bodegas, cooperatives,and/or at farmers markets, home grown fruitsor vegetables, and/or superstores (e.g., Wal-Mart, K-mart, Target).f. Demonstrate the selection of three groceryitems <strong>for</strong> freshness, nutritional value, andeconomy.I Can Do It! Cooks n’ Shop, p. 81-82.I’m Getting Ready, Judging Fresh Produce, H-13.I’m Getting Ready, How to Tell What’s Inside, H-14.I’m Getting Ready, Super Shopper Scavenger, H-15.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Making a Shopping List, p.165-166.Making It on Your Own, Unit Pricing, p. 31.Ready, Set, Fly! Grocery Shopping #8.University of Illinois, Thrifty <strong>Living</strong> –http://www.urbanext.uiuc.edu/thriftyliving/tlfoodfreshness.htmlLife Skills Guidebook 58©2004 by Casey Family <strong>Program</strong>s.
GROCERY SHOPPINGLearning Goals Expectations Activities12. Knows how to groceryshop <strong>for</strong> a week within abudget.a. Develop a shopping list <strong>for</strong> all householditems needed <strong>for</strong> the week (e.g., food,cleaning supplies, paper goods).b. Explain one strategy to keep from going overbudget when shopping (e.g., use a calculatorto keep a running total as you shop).c. Demonstrate grocery shopping.d. Evaluate the grocery shopping experience.Ready, Set, Fly! Grocery Shopping #3.SEALS II, How to Stretch Your Budget, p. 47.13. Is able to grocery shop<strong>for</strong> a week within abudget.a. Develop a shopping list <strong>for</strong> all householditems needed <strong>for</strong> the week (e.g. food, cleaningsupplies, paper goods).b. Explain one strategy to keep from going overbudget when shopping (e.g., use a calculatorto keep a running total as you shop).c. Grocery shop <strong>for</strong> a week without supervision.d. Evaluate the week’s grocery shoppingexperience <strong>for</strong> staying in budget and meetingneeds.Ready, Set, Fly! Grocery Shopping #9.SEALS II, How to Stretch Your Budget, p. 47.MEAL PREPARATIONLearning Goals Expectations Activities14. Knows and understandsthe names and uses ofkitchen utensils andequipment.a. Describe which utensils, appliances, andequipment are necessities and which areluxuries.b. Describe how to store kitchen utensils in asafe and organized manner so they can belocated and used efficiently and effectively.c. Describe how to use available appliances in asafe manner (e.g., oven, toaster, microwave,dishwasher).d. Describe how and when to use kitchenutensils in a safe manner (e.g., knives, grater,peeler).I’m Getting Ready, Kitchen Scavenger Hunt, H-6.The Cook’s Thesaurus -http://www.switcheroo.com/Life Skills Guidebook 59©2004 by Casey Family <strong>Program</strong>s.
MEAL PREPARATIONLearning Goals Expectations Activities15. Knows and understandsthe importance ofmaintaining kitchenappliances.a. Describe how to keep kitchen appliancesclean.b. Know who to call <strong>for</strong> appliance repairs andservice.c. Keep a file of instruction booklets andwarrantees <strong>for</strong> kitchen appliances.Cool Food Planet –http://www.coolfoodplanet.org/gb/adoz/index.htm16. Is able to use theavailable kitchenequipment to prepareand cook a simple mealor snack.17. Knows and understandshow to prepare foodsafely.a. Demonstrate the correct use of all availableutensils, pots, and pans when preparing a mealor snack with supervision, if needed.b. Demonstrate the appropriate use of availablekitchen appliances when preparing a meal orsnack with supervision, if needed.a. Describe why keeping all surfaces and one’shands clean throughout the cooking processare important.b. Describe how improper cooking and handlingof food can cause physical illness.c. Describe safe ways to defrost and clean meatsand vegetables.d. Demonstrate safe ways to prepare and cookmeats and vegetables.Kids Health, Being Safe in the Kitchen –http://www.kidshealth.org/kids/stay_healthy/The Cook’s Thesaurushttp://www.switcheroo.com/I Can Do It! Hungry? p. 73.I Can Do It! Cooks n’ Shop, p. 76-78.Cool Food Planethttp://www.coolfoodplanet.org/gb/adoz/safe.htmFood Link –http://www.foodlink.org.uk/Kids Health, Being Safe in the Kitchen; Botulism; E. Coli –http://www.kidshealth.org/kids/stay_healthy/Produce Oasis -http://www.produceoasis.com/The Cook’s Thesaurus -http://www.switcheroo.com/Life Skills Guidebook 60©2004 by Casey Family <strong>Program</strong>s.
MEAL PREPARATIONLearning Goals Expectations Activities18. Can read and follow arecipe with supervisionif younger, without ifolder.a. Translate abbreviations commonly used inrecipes (e.g., tsp).b. Identify and use the proper utensils used <strong>for</strong>accurate measurements (e.g., cup, teaspoon).c. Interpret and demonstrate the meanings ofterms and abbreviations <strong>for</strong> processescommonly used in recipes (e.g., baste, knead,whip, fold in, bake, broil, roast, mix, stir,beat).d. Select the utensils and equipment needed tocomplete a recipe.e. Use a clock or timer when baking or cooking.I Can Do It! Cooks n’ Shop, p. 74-75.I’m Getting Ready, Cooking Demonstration by Guest, H-7; H-8.PAYA, Module 1, Food Management, p. 144-145.Ready, Set, Fly! Meal Preparation #2.Kids Health, Take a Look at Cooking; How to Read a Recipe–http://kidshealth.org/kid/stay_healthy/My Meals, Measurement Conversion Tables –http://www.my-meals.com/f. Prepare food according to a recipe.g. Identify and measure the ingredients called <strong>for</strong>in a recipe.19. Can develop andmaintain a personalrecipe file.20. Knows how to select andmodify recipes withsupervision, if younger,without if older.a. Know where to locate reliable recipes (e.g.,cookbooks, magazines, television shows,Internet, food packages, newspapers, friends,and relatives).b. Create a personal recipe file of favoriterecipes.a. Analyze the recipe selected (e.g., ingredientsrequired, length of time to prepare, level ofdifficulty).b. Describe possible ingredient substitutions(e.g., margarine vs. butter, sugar vs. artificialsweeter).c. Describe at least three tastes that spices add torecipes.d. Demonstrate how to change a recipe (e.g.,increase or decrease servings based on numberof people).Ready, Set, Fly! Meal Preparation #3.Ready, Set, Fly! Menu Planning #1.Kids Health, Recipes –http://www.kidshealth.org/kid/recipes/index.htmlMy Meals –http://www.my-meals.com/I’m Getting Ready, Oops! I Need to Change the Recipe, H-9.I’m Getting Ready, Cooking Demonstration by Guest Chef, H-7; H-8.Ready, Set, Fly! Meal Preparation #3.My Meals, Recipe <strong>Center</strong> -http://www.my-meals.com/Life Skills Guidebook 61©2004 by Casey Family <strong>Program</strong>s.
MEAL PREPARATIONLearning Goals Expectations Activities21. Is able to prepare a weekof nutritious andeconomical meals withsupervision.a. Select the meals to be prepared each day.b. Identify the ingredients, utensils, andequipment needed <strong>for</strong> each meal.c. Schedule meal preparation so that all items areready at the same time.d. Prepare the meals using the ingredients,utensils, and equipment.e. Evaluate the weekly menu <strong>for</strong> modifications.Ready, Set, Fly! Meal Preparation #5.My Meals, Recipe <strong>Center</strong> -http://www.my-meals.com/22. Is able to prepare a weekof nutritious andeconomical mealswithout supervision.a. Select the meals to be prepared each day.b. Identify the ingredients, utensils, andequipment needed <strong>for</strong> each meal.c. Schedule meal preparation so that all items areready at the same time.d. Prepare the meals using the ingredients,utensils, and equipment.e. Evaluate the weekly menu <strong>for</strong> modifications.Ready, Set, Fly! Meal Preparation #5.My Meals, Recipe <strong>Center</strong> -http://www.my-meals.com/DININGLearning Goals Expectations Activitiesa. Recognize the placement of dishes, glasses,utensils, and napkins.b. Describe the influence of diverse cultures ondining traditions, food selection, preparations,and manners.c. Demonstrate setting the table.23. Can set the table <strong>for</strong>daily meals.Oops! Table Manners, p. 64-65.Oops! Fancy Dinners, p. 70-71.Ready, Set, Fly! Dining Etiquette #1.Cuisinenet, Diner’s Digest –http://www.cuisinenet.com/digest/custom/etiquette/place_setting.shtmlTable Setting –http://ryangrpinc.com/table_setting.asp (dead link)24. Knows and understandshow cultural diversitycan affect mealpreparation and dining.a. Describe the influence of diverse cultures ondining traditions, food selection, preparations,and manners.b. Compare the placement of dishes and use ofdining utensils <strong>for</strong> different cultures.Ready, Set, Fly! Dining Etiquette #2.Cuisinenet, Diner’s Digest -http://www.cuisinenet.com/digest/custom/etiquette/place_setting.shtmlLife Skills Guidebook 62©2004 by Casey Family <strong>Program</strong>s.
DININGLearning Goals Expectations Activities25. Is able to use good tablemanners.a. Use dishes, glasses, utensils, and napkinsappropriately.b. Engage in dinner table conversation.c. Respond appropriately to the compliments ofguests.d. Describe proper “food etiquette.”Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Table Manners, p. 169-170.Oops! Table Manners, p. 64-65; 68-69.Oops! Nibling Nicely, p. 76-77.Oops! Problem Foods, p. 78-80.Ready, Set, Fly! Dining Etiquette #5.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Table Manners, p. 376-378.Advice from Dr. Dave and Dr. Dee –http://www.drdaveanddee.com/elbows.htmlTable Setting –http://ryangrpinc.com/table_setting.asp (dead link)26. Is able to demonstrateappropriate diningbehavior in a restaurantsetting.a. Demonstrate ordering from a menu.b. Exhibit good table manners.c. Describe appropriate dress and conversation<strong>for</strong> different dining experiences.d. Demonstrate appropriate ways to get attentionof wait staff.e. Calculate the tip.I’m Getting Ready, Eating Out? Try It! H-4.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Eating Out, p. 175-176.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Using a Menu, p. 264-265.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Tipping, p. 266-267.Making It on Your Own, Going Out to Eat, p. 77.Making It on Your Own, Leaving the Tip, p. 77.Oops! Fancy Dinners, p. 72-73.Oops! Restaurants, p. 74-75.Ready, Set, Fly! Dining Etiquette #3.Ready, Set, Fly! Dining Etiquette #4.Ready, Set, Fly! Dining Etiquette #5.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Eating Out, p. 379-380.Cuisinenet, Diner’s Digest –http://www.cuisinenet.com/digest/custom/etiquette/place_setting.shtmlLife Skills Guidebook 63©2004 by Casey Family <strong>Program</strong>s.
KITCHEN CLEAN UP AND FOOD STORAGELearning Goals Expectations Activities27. Can store leftovers andun-used ingredients toavoid spoilage.a. Explain how long stored foods can be kept.b. Explain which foods need to be refrigeratedand why.c. Demonstrate how to prepare foods <strong>for</strong>refrigeration, freezing, and/or storage.I’m Getting Ready, Empty Those Grocery Bags, H-10.I’m Getting Ready, Wonder if Anyone Got Sick afterThanksgiving, H-11.I’m Getting Ready, Rx <strong>for</strong> Ranges, C-2-1.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Cleaning Up, p. 171-172.Ready, Set, Fly! Kitchen Clean Up and Food Storage #1.Ready, Set, Fly! Kitchen Clean Up and Food Storage #3.Teenage Human Body, Energy Maintenance, p. 25.Consumer Advice on Food Safety, Nutrition, and Cosmetics,Food Storage –http://www.cfsan.fda.gov/~lrd/advice.html#storageFood Link –http://www.foodlink.org.uk/Food Marketing Institute –http://www.fmi.org/consumer/foodkeeper/search.htm28. Can clean kitchen aftermeal preparation withsupervision if youngerand without supervisionif older.a. Explain why a thorough cleaning of allcooking equipment and surfaces is important.b. Explain how to use the kitchen cleaningmaterials (e.g., sponges, drying towels, handtowels).c. Demonstrate the proper use of a dishwasher(if available).d. Demonstrate how to wash glasses, dishes,pots, pans and utensils by hand.e. Demonstrate proper use of a garbage disposal(if available).f. Demonstrate proper disposal of food and foodpackaging, paying attention to currentrecycling requirements.g. Demonstrate how to clean all kitchenequipment and surfaces used in mealpreparation.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Cleaning Up, p. 171-172.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Washing the Dishes, p.173-174.Pocket Guide, Cleaning the Kitchen, p. 60.Pocket Guide Instructions, Kitchen & Bathroom, p. 174.Ready, Set, Fly! Kitchen Clean Up and Food Storage #2.Cleaning 101 –http://www.cleaning101.com/welcome.htmlRecycling, Recycling Games, Facts & Educational Activities –http://www.recycleroom.orgLife Skills Guidebook 64©2004 by Casey Family <strong>Program</strong>s.
HOME MANAGEMENTLearning Goals Expectations Activities29. Knows and understandsthe importance ofhousehold cleanliness.a. Describe at least two qualities of a cleanhouse.b. Explain two benefits of maintaining a cleanhouse.c. Describe the proper use and storage ofcleaning products.d. Identify three cleaning techniques and relatedequipment.e. Explain what causes sinks and toilets to clogand how to unclog them.FUTURE/PATH, p. 21.I’m Getting Ready, You Mean I Have to Get Rid of the Ice?C-2.I’m Getting Ready, Household Materials Scavenger Hunt, C-1,C-2.2.I’m Getting Ready, Getting Rid of Unwanted Guests… PestControl, C-13.I’m Getting Ready, Me a Vacuum Cleaner Salesman? C-2.3.PAYA, Module 1, Home Management, p. 122; 127-133.Ready, Set, Fly! Home Cleaning and Clothing Care #1.f. Describe how to defrost a refrigerator. Ready, Set, Fly! Home Cleaning and Clothing Care #3.g. Describe how to minimize roaches, mice, andother pests.Cleaning 101 –http://www.cleaning101.com/house/dirt/choosing.htmlSafety In<strong>for</strong>mation –http://wellness.ucdavis.edu/safety_info/poison_prevention/poison_book/household_cleaners.html (dead link)30. Can keep room clean.a. Demonstrate changing sheets and makingbeds.b. Demonstrate proper use of cleaningequipment and cleaning techniques.c. Demonstrate two ways to store personal items(e.g., ways to store toys, books, clothes).Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Picking Up, p. 153-154.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Making the Bed, p. 155-156.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Floor Care, p. 157-158.PAYA, Module 1, Home Management, p. 122; 127-133.Ready, Set, Fly! Home Cleaning and Clothing Care #2.Ready, Set, Fly! Housing #10.Cleaning 101 –http://www.cleaning101.com/house/dirt/choosing.htmlLife Skills Guidebook 65©2004 by Casey Family <strong>Program</strong>s.
HOME MANAGEMENTLearning Goals Expectations Activities31. Can maintain a cleanliving space.a. Identify several household chores and the personresponsible <strong>for</strong> completing the task at home.b. Demonstrate proper storage of cleaning products.c. Demonstrate proper use of cleaning equipment andcleaning techniques.d. Demonstrate two ways to store personal items.I Can Do It! Getting Cleaned Up, p. 94-105.I’m Getting Ready, Teach Someone to Clean, C-2.2.I’m Getting Ready, Me…a Vacuum Cleaner Salesman? C-2.3.I’m Getting Ready, I Can Clean it, C-2.4.I’m Getting Ready, Take Out the Garbage, C-4.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Dusting, p. 159-160.Making It on Your Own, Cleaning Materials & Equipment, p. 36.PAYA, Module 1, Home Management, p. 127-133.Pocket Guide, Cleaning House, p. 60-61.Pocket Guide Instructions, Cleaning House, p. 175-178.Ready, Set, Fly! Home Cleaning and Clothing Care #2.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Doing Chores at Home, p.346-347.Safety In<strong>for</strong>mation, Poison Prevention -http://wellness.ucdavis.edu/safety_info/poison_prevention/poison_32. Can develop andmaintain householdcleaning routine.33. Can care <strong>for</strong> clothingwith supervision ifyounger.a. Explain the benefit of cleaning and changing linensregularly.b. Describe what needs to be cleaned on a daily,monthly and seasonal basis.c. Demonstrate household cleaning routine <strong>for</strong> twoweeks (e.g., changing linens, dusting, sweeping,vacuuming, cleaning toilet).a. Describe different methods <strong>for</strong> cleaning clothes(e.g., dry clean, hand wash, machine wash).b. Describe steps <strong>for</strong> machine washing (e.g.,separating colors, pre-treating, application ofdetergent quantity, bleach, fabric softener, selectionof water temperature and washing cycles).c. Complete two loads of laundry.d. Demonstrate how to fold and put away cleanclothing.book/household_cleaners.htmlI Can Do It! Getting Cleaned Up, p. 94-105.I’m Getting Ready, Setting My Own Cleaning Standard, C-5, C-6.Making It on Your Own, Cleaning House, p.35.Making It on Your Own, Use Cleaning Supplies, p.35.PAYA, Module 1, Home Management, p. 127-133.Ready, Set, Fly! Home Cleaning and Clothing Care #2.Ready, Set, Fly! Home Cleaning and Clothing Care #5.Cleaning 101 –http://www.cleaning101.com/house/dirt/choosing.htmlI Can Do It! Wash n’ Wear, p. 83-93.I’m Getting Ready, I Did the Laundry, LG-3.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Care of Clothing, p. 129-130.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Washing & Drying Clothes, p.131-132.Ready, Set, Fly! Home Cleaning #7.Ready, Set, Fly! Home Cleaning #8.Ready, Set, Fly! Home Cleaning #9.Life Skills Guidebook 66©2004 by Casey Family <strong>Program</strong>s.
HOME MANAGEMENTLearning Goals Expectations Activities34. Can care <strong>for</strong> clothingwithout supervision.a. Describe different methods <strong>for</strong> cleaningclothes (e.g., dry clean, hand wash, machinewash).b. Interpret in<strong>for</strong>mation on clothing care labels.c. Describe steps <strong>for</strong> machine washing (e.g.,separating colors, pre-treating, application ofdetergent quantity, bleach, fabric softener,selection of water temperature and washingcycles).d. Complete two loads of laundry.e. Describe steps <strong>for</strong> ironing clothes.FUTURE/PATH, 36.I Can Do It! Wash n’ Wear, p. 83-93.I’m Getting Ready, Rx Stain Prescriptions, LG-1.I’m Getting Ready, Make Your Own Labels, LG 2-1 TO LG-3.I’m Getting Ready, I Did the Laundry, LG-3.I’m Getting Ready, You Be the Judge, LG-12.I’m Getting Ready, Protecting Your Clothing, LG 13; LG-14.I’m Getting Ready, Joe’s Shoe Lament, LG-15.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Care of Clothing, p. 129-130.f. Demonstrate how to fold and put away cleanclothing.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Washing & Drying Clothes,p. 131-132.g. Demonstrate making simple repairs toclothing, like sew buttons and tears.h. Explain and demonstrate which clothes to dryclean.Life Skills Activities <strong>for</strong> Secondary, IV-35, Care of Clothing,p. 294-296.Making It on Your Own, Read the Label, p. 37.Making It on Your Own, Doing the Laundry, p. 37.Making It on Your Own, What Do Your Labels Say? p. 38.Making It on Your Own, Laundry Expenses, p. 38.PAYA, Module 2, Personal Care, p. 8-9.PAYA, Module 2, Personal Care, p. 10.Pocket Guide, Doing Laundry, p. 61-63.Pocket Guide Instructions, Doing Laundry, p. 179-184.Ready, Set, Fly! Home Cleaning #7.Ready, Set, Fly! Home Cleaning #8.Ready, Set, Fly! Home Cleaning #10.Teenage Human Body, Exterior Maintenance, p. 39.Cleaning 101 –http://www.cleaning101.com/laundry/Just Ask Jane –http://www.justaskjane.org/<strong>for</strong>ums/<strong>for</strong>umdisplay.php3?<strong>for</strong>umid=4Life Skills Guidebook 67©2004 by Casey Family <strong>Program</strong>s.
HOME MANAGEMENTLearning Goals Expectations Activities35. Knows and understandsthe benefits ofconserving energy andrecycling used materials.a. Describe the benefits of energy conservationand recycling.b. Describe two techniques <strong>for</strong> recycling andconserving energy.c. Explain the recycling policy of your currentcommunity (e.g., community recyclingcalendar).d. Define and explain the benefits ofcomposting.PAYA, Module 5b, Environment, p. 237-239.Cleaning 101 –http://www.cleaning101.com/environment/whatcanido.htmlLeaders of Waste Reduction –http://www.environleader.org/kids.htmlRecycling –http://www.recycleroom.orgLife Skills Guidebook 68©2004 by Casey Family <strong>Program</strong>s.
HOME SAFETYLearning Goals Expectations Activities36. Knows and understandsthe importance of homesafety.a. Describe use and maintenance of a smoke andcarbon monoxide detector and fireextinguisher.b. Explain three ways to prevent fires (e.g., avoidoveruse of extension cords).c. Describe an emergency evacuation route incase of fire.d. Explain two ways to prevent breaking andentering in one’s home.e. Explain two ways to prepare <strong>for</strong> naturaldisasters (e.g., hurricanes, floods, tornados,earthquakes, national alerts, snowemergencies).I Can Do It! Staying Safe, p. 39- 45.PAYA, Module 2, Safety Skills, p. 76-86.PAYA, Module 5, Safety Skills, p. 2.PAYA, Module 5, Safety, p. 154-161.Ready, Set, Fly! Home Safety #1.Ready, Set, Fly! Home Safety #2.Ready, Set, Fly! Home Safety #4.Teenage Human Body, Environmental Maintenance, Fires, p.49.Internet Safety, Etiquette <strong>for</strong> Kids –http://kidsinternet.about.com/cs/internetsafety1/Parent Soup –http://www.parentsoup.comf. Explain proper storage of hazardoushousehold materials (e.g., cleaning materials,medicines, knives).The American Academy of Pediatrics –http://www.aap.org/parents.htmlThe Parent <strong>Center</strong>/Baby <strong>Center</strong> –g. Explain three strategies <strong>for</strong> child proofing a http://www.babycenter.com/baby/babysafety/indexhouse (e.g., outlet plugs, cabinet locks, gateson stairways).h. Identify four items in a first aid kit/householdemergency kit (e.g., band aids, disinfectant,flash light, batteries).i. Explain three ways to keep yourself safe onthe internet and telephone (e.g., don’t give outsocial security number, avoid giving personalin<strong>for</strong>mation on the phone or internet, changepasswords frequently).j. Describe signs of possible household dangers(e.g., smelling gas, flooding).k. Describe how to prevent poisoning.Life Skills Guidebook 69©2004 by Casey Family <strong>Program</strong>s.
HOME SAFETYLearning Goals Expectations Activities37. Knows how to accesscommunity resources incase of emergency.a. Explain the function of different communityresources (e.g., fire, police, ambulance andwhen they would be used).b. Evaluate three emergency situations and selectthe appropriate community resource.Creative Life Skills Activities, Activity 35, Who Do I Call?Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Emergency! p. 21-22.Ready, Set, Fly! Home Safety and Repairs #4.Ready, Set, Fly! Community Resources #4.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Going <strong>for</strong> Help, p. 289-38. Is able to administer firstaid and CPR.39. Knows how to makesimple home repairs.40. Can travelindependently.a. Complete and pass first aid training course.b. Complete and pass CPR training course.a. Demonstrate how to reset circuit breakersand/or replace fuses.b. Demonstrate how to use a plunger/unclogtoilets.c. Demonstrate how to replace furnace filters.d. Demonstrate safe and appropriate use of hometools.e. Demonstrate how to winterizeapartment/home windows, where applicable.f. Explain the type of repairs <strong>for</strong> which thetenant is responsible.a. Give directions to your home.b. Identify the types of transportation available.c. Describe the costs of different <strong>for</strong>ms oftransportation.d. Read transportation schedules and maps.e. Select the means of transportation from thoseavailable to your community.f. Demonstrate reading a map.290.Ready, Set, Fly! Home Safety and Repairs #3.CPR/First Aid Instruction –http://American-cpr-training.comLearn CPR, Hands on CPR/First Aid Training -http://depts.washington.edu/learncpr/index.htmlI’m Getting Ready, Electrical Detective at Work, C-7, C-8.Life Skills Activities <strong>for</strong> Secondary, IV-34, Home Repairs, p.291-294.Ready, Set, Fly! Home Safety and Repairs #5.Creative Life Skills Activities, Activity 42, Here Comes theBus.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Pedestrian Safety, p. 250-251.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Bike Safety, p. 252-253.Life Skills Activities <strong>for</strong> Secondary, IV-25, Using a TimeTable, p. 266-267.Life Skills Activities <strong>for</strong> Secondary, IV-26, Reading a Map, p.268-270.Ready, Set, Fly! Transportation #1.Ready, Set, Fly! Transportation #2.Life Skills Guidebook 70©2004 by Casey Family <strong>Program</strong>s.
HOME SAFETYLearning Goals Expectations Activities41. Knows how to obtaincopies of personaldocuments.a. Identify where to go to get a birth certificate,social security card, photo ID, educationaltranscripts, passports, voter registration card,and working papers.b. Identify where to go to obtain medical historyand records.c. Identify where to go to obtain immigrationdocumentation (if applicable).d. Identify where to go to obtain tribaldocumentation (if applicable).e. Identify documentation necessary to crossU.S. borders.FUTURE/PATH, 67.Creative Life Skills Activities, Activity 54, Project Existence.Making It on Your Own, Getting the Right Documents, p. 6.Ready, Set, Fly! Community Resources #6.f. Identify the costs associated with obtainingthese documents.g. Complete the <strong>for</strong>ms required to obtain copiesof these documents.Life Skills Guidebook 71©2004 by Casey Family <strong>Program</strong>s.
BELIEFS ABOUT MONEYLearning Goals Expectations Activities42. Knows and understandshow one’s valuesinfluence moneydecisions.a. Distinguish between personal needs andwants.b. Identify personal values (e.g., it is moreimportant to spend money on clothes than tosave).c. Recognize the impact personal values have onmoney decisions.I Can Do It, Budgeting to Make Money Stretch, p. 1-2.I’m Getting Ready, If You Could See Yourself 20 Years fromNow… M-1.I’m Getting Ready, The Big 3, M-4.I’m Getting Ready, Learn from Those Who’ve Been There,M-5.I Know Where I am Going, Part I, C. 1, I’ve Heard of “theMoney Pit,” p. 4-8.Life Skills Activities <strong>for</strong> Secondary, VI – 2 Values Importantto Me, p. 372-373.Life Skills Activities <strong>for</strong> Secondary, VII- 6 Needs vs. Wants,p. 465-467.Money Pals, Part I, C. 2, Money and You, p. 16-27.Ready, Set, Fly! Beliefs About Money #1.Ready, Set, Fly! Beliefs About Money #2.Ready, Set, Fly! Beliefs About Money #3.Mapping Your Future, Establish a Budget –43. Knows and understandsways that people usemoney to help others.a. Identify specific ways to contribute to othersin need (e.g. giving food, clothing, cash, anddonating one’s time).b. Recognize that it feels good to help others.c. Identify one cause to which one wouldcontribute.http://mapping-your-future.org/features/dmbudget.htmI Know Where I am Going, Part II, C. 4, Why Should I GiveMy Money to Others? p. 42-46.Money Pals, Part II, C. 3, Sharing with Others, p. 26-34.Ready, Set, Fly! Beliefs About Money #2.Ready, Set, Fly! Budgeting and Spending #12.Life Skills Guidebook 72©2004 by Casey Family <strong>Program</strong>s.
SAVINGLearning Goals Expectations Activities44. Knows and understandsways to save money.a. Describe two places to save money (e.g. piggybank, give to caregiver, bank).b. Identify two strategies <strong>for</strong> saving (e.g. payyourself-first,automatic payroll deduction,percentage of one’s income).c. Explain how a savings account providesinterest on your money.d. Explain your feelings evoked by usingdifferent saving strategies.Developing Your Vision, Book 3.I Know Where I am Going, Part I, C. 4, Hard Choices, p. 26-39.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Keeping Money in a SafePlace, p. 56-57.Money Pals, Part I, C. 3, Savings <strong>for</strong> Later, p. 28-35.Ready, Set, Fly! Savings #1.Ready, Set, Fly! Savings #2.Ready, Set, Fly! Savings #3.Banking on Our Future, Saving Money –http://www.bankingonourfuture.org/master.cfm/main/homeLearning to Give –http://learningtogive.org/lessons/912/Fraser,Serena/Unit1/lesso45. Is able to develop asavings plan.a. Recognizes the feelings involved in achievingsavings goal.b. Establish a saving goal (e.g., long-term andshort-term).c. Create a savings plan to achieve a savingsgoal (e.g., special savings account).n4.htmlDeveloping Your Vision, Book 3.I Know Where I am Going, Part I, C. 4, Hard Choices, p. 26-39.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Keeping Money in a SafePlace, p. 56-57.Money Pals, Part I, C. 3, Savings <strong>for</strong> Later, p. 28-35.Ready, Set, Fly! Savings #1.Ready, Set, Fly! Savings #2.Ready, Set, Fly! Savings #3.Banking on Our Future, Saving Money –http://www.bankingonourfuture.org/master.cfm/main/home46. Can achieve a short-termsavings goal.a. Select and use one or more savings strategies.b. Assess the effectiveness of each savingsstrategy in reaching your savings goal.c. Tell how much money you have in savings.Developing Your Vision, Book 3.I Can Do It, Budgeting, p. 1.I Know Where I am Going, Part I, C. 4, Hard Choices, p. 26-39.Money Pals, Part I, C. 3, Savings <strong>for</strong> Later, p. 28-35.Ready, Set, Fly! Savings #4.Life Skills Guidebook 73©2004 by Casey Family <strong>Program</strong>s.
BANKING AND CREDITLearning Goals Expectations Activities47. Knows and understandsthe services provided byfinancial institutions.a. Identify the financial institutions available inthe community (e.g., banks, credit unions,savings and loans).b. Describe and compare the services available.c. Identify the financial institutions offering thebest deals on fees and interest.I Can Do It, Using Banks, p. 7-8, 10.I Know Where I am Going, Part I, C. 5, Taking It to the Bank,p. 40-61.I’m Getting Ready, Choose a Bank, M-12.Money Pals, Part I, C. 4, Taking It to the Bank, p. 36-44.Ready, Set, Fly! Banking #1.48. Knows how to open andmaintain a savingsaccount.a. Describe the different types of savingsaccounts.b. Explain the good and bad points of differenttypes of savings accounts.c. List the types of personal identificationneeded to open an account.d. Open a savings account.e. Fill out deposit and withdrawal <strong>for</strong>ms.f. Read bank statement.g. Balance register with statement monthly.Life Skills Activities <strong>for</strong> Secondary, IV-19, What is a SavingsAccount? p. 251-253.Making It on Your Own, Banking, p. 83.PAYA, Module 1, Savings Accounts, p. 70-71.Banking on Our Future, Checking -http://www.bankingonourfuture.org/master.cfm/main/homePractical Money Skills –http://www.practicalmoneyskills.com/english/at_home/consumers/banking/BUDGETING/SPENDINGPLANLearning Goals Expectations Activitiesa. Determine major areas of expenses (e.g.,clothing, food, leisure activities) and what isnecessary and what is unnecessary.b. Describe the consequences of makingunnecessary purchases.c. Keep an expense diary <strong>for</strong> a week to track allexpenditures.d. Assess and modify spending habits.49. Is able to keep track of aweekly allowance.I’m Getting Ready, Make a Money Plan <strong>for</strong> Today, M-7.I Know Where I am Going, Part I, C. 4, Hard Choices, p. 26-39.Making It on Your Own, Where Does Your Money Go? p. 81.Money Pals, Part II, C. 1, Making Money Last, p. 4-14.Ready, Set, Fly! Budgeting #8.American Express, Budgeting –http://www10.americanexpress.com/sif/cda/page/0,1641,663,00.asp?Banking on Our Future, Budgeting –http://www.bankingonourfuture.org/master.cfm/main/homeLife Skills Guidebook 74©2004 by Casey Family <strong>Program</strong>s.
CONSUMINGLearning Goals Expectations Activitiesa. Identify at least three appropriate items orways to spend a designated amount of money.b. Estimate the value of at least 4 items.50. Can estimate an item’sapproximate value interms of dollars or cents.51. Knows how to make apurchase using cash.52. Can make a return.53. Knows how advertisingimpacts spendingdecisions.a. Describe the monetary value of coins andpaper currency.b. Calculate discounts (e.g., how much is a $10book after a 15% discount?).c. Count money correctly <strong>for</strong> the purchase.d. Count money received in change afterpurchase.a. Explain the appropriate procedure <strong>for</strong>returning an item.b. Return one item with supervision.c. Return one item without supervision.a. Identify three <strong>for</strong>ms of advertising (e.g. TV,radio, magazines, Internet, newspaper).b. Describe two ways that advertising throughmail, credit cards, and television is a lure andoften can be misleading or inaccurate.c. Identify three products and advertisingcampaigns that target youth.d. Identify advertising language and interpret the“fine print.”e. Analyze two commercials or ads <strong>for</strong> hiddenmessages and misleading statements.f. Explain the benefits of advertising from boththe merchant’s and the consumer’s point ofview.g. Explain telemarketing solicitation.h. Describe what “bait-and-switch” is.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Recognizing the Value ofItems, p. 54-55.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Spending Money, p. 62-63.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Coins and Bills, p. 50-51.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Counting and Coins, p. 52-53.Money Pals, Part I, C. 1, What is Money? p. 6-9.Ready, Set, Fly! Budgeting #1.Ready, Set, Fly! Budgeting #2.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Returning Clothing, p. 236-237.Creative Life Skills Activities, Activity 47, What Are TheyAdvertising?I Can Do It, Protecting Your Money, p. 17-18.I Know Where I am Going, Part II, C. 2, I Don’t Want to Be aShopping Fool, p. 14-25.Making It on Your Own, Read the Fine Print, p. 43.Making It on Your Own, Don’t Be Taken In, p. 45.Money Pals, Part II, C. 2, Be a Smart Shopper, p. 16-25.PAYA, Module 1, Unethical Deceptive Practices, p. 119-121.Ready, Set, Fly! Budgeting #11.Life Skills Guidebook 75©2004 by Casey Family <strong>Program</strong>s.
CONSUMINGLearning Goals Expectations Activities54. Knows and understandsthe benefits ofcomparison shopping.a. Explain what comparison shopping is andhow it is done.b. Interpret product label in<strong>for</strong>mation andexplain how this in<strong>for</strong>mation can be used tomake purchasing decisions (e.g. food labelsgive nutritional in<strong>for</strong>mation, clothing labelsgive washing instructions).c. Describe differences between brand name andgeneric products.d. Distinguish between “fads” and necessitieswhen purchasing products.I Know Where I am Going, Part II, C. 2, I Don’t Want to Be aShopping Fool, p. 14-25.Making It on Your Own, Compare the Price, p. 32.Money Pals, Part II, C. 2, Be a Smart Shopper, p. 16-25.PAYA, Module 1, Budget, p. 29-52.Pocket Guide, Things to Think About When Shopping <strong>for</strong>Clothes, p. 55.Pocket Guide Instructions, Shopping <strong>for</strong> Clothes, p. 152-154.Ready, Set, Fly! Budgeting #9.Ready, Set, Fly! Budgeting #11.Practical Money Skills, Practice Comparative Shopping -http://www.practicalmoneyskills.com/english/students/level.php?id=455. Knows how tocomparison shop <strong>for</strong> abig purchase (e.g.,bicycle, computer,stereo, TV).56. Knows and understandswhere and how to shop<strong>for</strong> clothes.a. Identify and prioritize the essential qualities ofthe item to be purchased (e.g., bicycleoptions).b. Collect in<strong>for</strong>mation about the choicesavailable on the market.c. Evaluate pros and cons of each choice.a. State important characteristics of clothes whenbuying.b. Specify several appropriate places whereclothes may be obtained.c. Explain how to comparison shop <strong>for</strong> clothes.d. Tell the difference between fads andnecessities when purchasing products.Making It on Your Own, Comparison Shopping, p. 41.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Obtaining Clothing, p. 127-128.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Let’s Go Shopping, p. 135-136.Money Pals, Part II, C. 2, Be a Smart Shopper, p. 16-25.Life Skills Guidebook 76©2004 by Casey Family <strong>Program</strong>s.
CONSUMINGLearning Goals Expectations Activities57. Knows and understandsways to shop on abudget.a. Describe two ways one’s shopping habitsimpact one’s spending plan.b. Identify three alternative shopping options(e.g., flea markets, department stores,newspaper ads, second hand shops, garagesales, mail order, Internet, discount outlets,and lay-away).c. Compare the good and bad points of differentshopping options.d. Explain when and how to look <strong>for</strong> sales (e.g.,summer items go on sale after July 4 th , whitesales offer discounts on sheets and towels).e. Explain where to find and how to use couponsto save money.Developing Your Vision, C. 3.I’m Getting Ready, Comparison Shop! LG-9.I’m Getting Ready, Visit a Thrift Shop, LG-10.I Know Where I am Going, Part II, C. 2, I Don’t Want to Be aShopping Fool, p. 14-25.Making It on Your Own, Shopping with Coupons, p. 42Money Pals, Part II, C. 2, Be a Smart Shopper, p. 16-25.PAYA, Module 1, Personal Budget, p. 9-63.PAYA, Module 1, Shopping Skills, p. 113-121.Ready, Set, Fly! Budgeting #6.Ready, Set, Fly! Budgeting #9.f. Compare the cost of three items at twodifferent shops.58. Can shop economically<strong>for</strong> everyday items (e.g.personal care products,food, school supplies).a. Find and use coupons.b. Explain unit pricing.c. Interpret and use unit pricing in<strong>for</strong>mation toselect the best buy <strong>for</strong> one’s budget.d. Interpret and use product label in<strong>for</strong>mation toselect the best buy.e. Compare prices on different brands to get thebest price.f. Use two alternative shopping options to getthe best price (e.g., flea markets, classifiedads, thrift shops, yard sales, catalogs, outlets).I Know Where I am Going, Part II, C. 2, I Don’t Want to Be aShopping Fool, p. 14-25.Making It on Your Own, Unit Pricing, p. 31.Money Pals, Part II, C. 2, Be a Smart Shopper, p. 16-25.PAYA, Module 1, Budget, p. 29-54.PAYA, Module 1, Shopping Skills, p. 113-121.Ready, Set, Fly! Personal Hygiene #4.Life Skills Guidebook 77©2004 by Casey Family <strong>Program</strong>s.
LEISURE TIMELearning Goals Expectations Activities59. Knows how to planhealthy leisure timeactivities and resources.a. Describe the difference between healthy andunhealthy leisure time activities.b. Describe two advantages of healthy leisuretime activities (e.g., reduce stress, meetingpeople who have similar interests).c. Identify two resources that can be used tolocate healthy leisure time activities (e.g.,newspaper, Internet, bulletin board, phonebook, family and friends).d. Identify one leisure time activity <strong>for</strong> furtherexploration.e. Name the location of a theater and procedure<strong>for</strong> attending a movie there.FUTURE/PATH, p. 89, 97.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Movie Theater, p. 220-221.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Sporting Events, p. 222-223.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, A Museum, p. 230-231.Making It on Your Own, What Do You Do For Fun? p. 72.Making It on Your Own, What Does It Mean? p. 73.Making It on Your Own, Try Something New, p. 73.Oops! Invitations, p. 44-47.Oops! Party Pitfalls, p. 48-51.PAYA, Module 4, Recreation, p. 86-90.Ready, Set, Fly! Relationships #13.SEALS II, Leisure Scavenger Hunt, p. 27.f. Determine the location, times, prices andother important in<strong>for</strong>mation about selecting asporting event in the community to attend.SEALS II, Weekend Planning, p. 28.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Family Fun, p. 353-354.g. State the location of and purpose <strong>for</strong> amuseum.h. Name three free and three cost activities.i. Describe how to host a fun and safe party.j. Plan and invite peers to social activities.k. Participate in a sport or hobby.60. Knows how to plan aleisure trip.a. Identify different leisure trip locations.b. Choose a trip location.c. Create a trip budget.d. Develop a trip savings plan, if necessary.e. Describe pre-trip preparation (e.g.,immunizations, packing).f. Develop a trip activity plan.I Can Do It, Budgeting, p. 1.Pocket Guide Instructions, Money Matters, p. 112-119.SEALS II, Weekend Planning, p. 28.Banking on Our Future –http://www.bankingonourfuture.org/master.cfm/main/homeLife Skills Guidebook 78©2004 by Casey Family <strong>Program</strong>s.
LEGAL ISSUESLearning goals Expectations Activities61. Knows and understandsrights andresponsibilities of fostercare placement.a. Explain the rights of youth in foster careplacement.b. Explain how to use legal representation.c. Describe the steps to access help when dealingwith problems in placement.What Are My Rights, You and Your Family, p. 8-10.National <strong>Center</strong> <strong>for</strong> Youth Law, My Rights in Foster Care -http://www.youthlaw.org/myrights.htm62. Knows and understandshow to access legalresources.63. Knows and understandsthe legal consequencesof unlawful behaviors.a. Identify at least two community resourcesdealing with legal issues (e.g., legal aid,Lawyers <strong>for</strong> <strong>Child</strong>ren, legal clinics).b. Describe two situations that require legalassistance.c. Describe whom to call and what to do if one isa victim of a crime.d. Describe the basic workings of the courtsystem.a. Explain legal terms (e.g., felony,misdemeanor, civil action, bail).b. Name at least five unlawful behaviors.c. Compare and contrast unlawful behaviors byage, action, and potential consequences.d. Describe what to do if ever questioned by thepolice or arrested.e. Tell what age it is legal to drink.f. Tell what age one can legally marry.g. Describe what <strong>for</strong>ms need to be completedbe<strong>for</strong>e marrying.h. Describe how long one must stay in school.i. State at least two reasons why it is importantto thoroughly read and understand be<strong>for</strong>esigning legal documents.FUTURE/PATH, p. 94.What Are My Rights, You and the Legal System, p. 156-173.American Bar Association, Consumer’s Guide to FindingLegal Help on the Internet –http://www.abanet.org/legalservices/findlegalhelp/Juvenile Offenders, Legal Terms –http://faculty.ncwc.edu/toconnor/juvjusp.htmLaw Help.org –http://www.lawhelp.orgPAYA, Module 4, Legal, p. 77-81.What are My Rights, You and School, p. 33-53.What are My Rights, Growing Up, p. 95-117.What are My Rights, Crimes and Punishments, p. 139-153.American Bar Association, Consumer’s Guide to FindingLegal Help on the Internet –http://www.abanet.org/legalservices/findlegalhelp/Life Skills Guidebook 79©2004 by Casey Family <strong>Program</strong>s.
LEGAL ISSUESLearning goals Expectations Activities64. Knows and understandsrights concerning one’sbody.a. Describe basic child abuse and neglect rights.b. Tell at what age one can get birthcontrol/abortion without parental permission.c. Describe legal age and issues regardingsmoking, drinking, and drug use.d. Describe what to do if sexually harassed or avictim of rape.e. Describe lesbian, gay, or bisexual rights.What Are My Rights, You and Your Body, p. 69-94.What Are My Rights, You and Your Job, p. 55-67.What Are My Rights, Sexual Rights, p. 122-128.Home LifeLearning goals Expectations Activitiesa. Demonstrate the correct use of all availableutensils, pots, and pans when preparing a mealor snack with supervision.b. Demonstrate the appropriate use of availablekitchen appliances when preparing a meal orsnack with supervision.1. Is able to use theavailable kitchenequipment to prepareand cook a simple mealor snack.Kids Health, Being Safe in the Kitchen –http://www.kidshealth.org/kids/stay_healthy/The Cook’s Thesaurus -http://www.switcheroo.com/2. Knows and understandshow to prepare foodsafely.a. Describe why keeping all surfaces and one’shands clean throughout the cooking processare important.b. Describe how improper cooking and handlingof food can cause physical illness.c. Describe safe ways to defrost, clean, and cookmeats and vegetables.d. Demonstrate safe ways to prepare and cookmeats and vegetables.I Can Do It! Hungry? p. 73.I Can Do It! Cooks n’ Shop, p. 76-78.Cool Food Planet -http://www.coolfoodplanet.org/gb/adoz/safe.htmFood Link –http://www.foodlink.org.uk/Kids Health, Being Safe in the Kitchen; Botulism; E. Coli –http://www.kidshealth.org/kids/stay_healthy/Produce Oasis -http://www.produceoasis.com/The Cook’s Thesaurus -http://www.switcheroo.com/Life Skills Guidebook 80©2004 by Casey Family <strong>Program</strong>s.
3. Can care <strong>for</strong> clothingwith supervision.Home LifeLearning goals Expectations Activitiesa. Describe different methods <strong>for</strong> cleaningclothes (e.g., dry clean, hand wash, machinewash).b. Describe steps <strong>for</strong> machine washing (e.g.,separating colors, pre-treating, application ofdetergent quantity, bleach, fabric softener,selection of water temperature and washingcycles).c. Complete two loads of laundry.d. Demonstrate how to fold and put away cleanclothing.4. Knows and understandsthe importance of homesafety.a. Describe use and maintenance of a smoke andcarbon monoxide detector and fireextinguisher.b. Explain three ways to prevent fires (e.g., avoidoveruse of extension cords, don’t leave lightedcandles unattended).c. Describe an emergency evacuation route incase of fire.d. Explain two ways to prevent breaking andentering in one’s home.e. Explain two ways to prepare <strong>for</strong> naturaldisasters (e.g., hurricanes, floods, tornados,earthquakes, national alerts, snowemergencies).f. Explain proper storage of hazardoushousehold materials (e.g., cleaning materials,medicines, knives).g. Explain three strategies <strong>for</strong> child proofing ahouse (e.g., outlet plugs, cabinet locks, gateson stairways).h. Identify four items in a first aid kit/householdemergency kit (e.g., band aids, disinfectant,I Can Do It! Wash n’ Wear, p. 83-93.I’m Getting Ready, I Did the Laundry, LG-3.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Care of Clothing, p. 129-130.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Washing & Drying Clothes,p. 131-132.Ready, Set, Fly! Home Cleaning #7.Ready, Set, Fly! Home Cleaning #8.Ready, Set, Fly! Home Cleaning #9.I Can Do It! Staying Safe, p. 39- 45.PAYA, Module 2, Safety Skills, p. 76-86.PAYA, Module 5, Safety Skills, p. 2.PAYA, Module 5, Safety, p. 154-161.Ready, Set, Fly! Home Safety #1.Ready, Set, Fly! Home Safety #2.Ready, Set, Fly! Home Safety #4.Teenage Human Body, Environmental Maintenance, Fires, p.49.Internet Safety, Etiquette <strong>for</strong> Kids –http://kidsinternet.about.com/cs/internetsafety1/Parent Soup –http://www.parentsoup.comThe American Academy of Pediatrics –http://www.aap.org/parents.htmlThe Parent <strong>Center</strong>/Baby <strong>Center</strong> –http://www.babycenter.com/baby/babysafety/indexLife Skills Guidebook 81©2004 by Casey Family <strong>Program</strong>s.
flash light, batteries).i. Explain three ways to keep yourself safe onthe internet and telephones (e.g., don’t giveout social security number, avoid givingpersonal in<strong>for</strong>mation on the phone or internet,change passwords frequently).j. Describe signs of possible household dangers(e.g., smelling gas, flooding).k. Describe how to prevent poisoning.Life Skills Guidebook 82©2004 by Casey Family <strong>Program</strong>s.
Housing and Money Management DomainHOUSINGLearning Goals Expectations Activities1. Knows and understandsthe kinds of housingavailable in one’scommunity.a. Identify two types of housing options (e.g.,apartments, rooms <strong>for</strong> rent, houses, mobilehomes, public or low income housing).b. Compare each housing option against one’spersonal needs and financial resources.Creative Life Skills Activities, Activity 77, Your DreamHouse.FUTURE/PATH, 12, 25.I Can Do It! Finding My Own Place, p. 32.Making It on Your Own, What’s Important to You? p. 18.PAYA, Module 4, Housing, p. 7.PAYA, Module 5b, Housing, p. 274-276.Ready, Set, Fly! Housing #8.2. Knows how to search <strong>for</strong>an apartment or otherhousing option.a. Define the terms most commonly used in ahousing search (e.g., lease, sublet, studio,security deposit, co-sign, tenant, landlord).b. Interpret in<strong>for</strong>mation contained in housingadvertisements.c. Describe two or more ways to search <strong>for</strong>housing (e.g., word of mouth, advertisements,bulletin board ads, drive aroundneighborhood, Internet, realtors).d. Identify resources available to help withhousing search (e.g., local housing authority).e. Create a list of housing needs (e.g., close tobus line, on first floor, pets allowed).f. Compare two or more housing choices basedon location, condition, costs, safety,accessibility to transportation, job, school, etc.Apartment Hunt, Needs & Wants; www.vstreet.com.FUTURE/PATH, 10.I Can Do It! Finding My Own Place, p. 33, 34.Making It on Your Own, What Do These AbbreviationsMean? p. 19.Making It on Your Own, What Does the Advertisement ReallySay? p. 19.Making It on Your Own, Find Out More, p. 20.PAYA, Module 4, Housing, p. 24-25; 32-35.PAYA, Module 5, Home Safety, p. 255; 264; 271-273.Pocket Guide, Where to Find It, p. 24-28.Pocket Guide Instructions, Where to Find It, p. 85; 88-100.Ready, Set, Fly! Housing #8.Life Skills Guidebook 83©2004 by Casey Family <strong>Program</strong>s.
HOUSINGLearning Goals Expectations Activities3. Can search <strong>for</strong> anapartment or otherhousing option.a. Create a list of housing needs.b. Conduct a housing search.c. Evaluate housing choices based on location,condition, costs, safety, accessibility totransportation, job, school, etc.Apartment Hunt, Needs & Wants, Hunting, www.vstreet.com.FUTURE/PATH, 64, 65.I’m Getting Ready, Do I Really Need It? PL-1; PL-2; PL-3;PL-4.Making It on Your Own, Find Out More, p. 20.PAYA, Module 4, Housing, p. 24, 25.PAYA, Module 5, Housing, p. 255; 264; 271-273.Pocket Guide, Where to Find It, p. 24-28.Pocket Guide Instructions, Where to Find It, p. 88-100.Ready, Set, Fly! Housing #2.4. Knows how to inspect anapartment or otherhousing option.5. Can inspect an apartmentor other housing option.6. Is able to apply <strong>for</strong>housing.a. Develop a checklist <strong>for</strong> inspection (e.g.,cleanliness, smoke detectors, no pests, outlets,locks, railings).b. Evaluate the working condition of housingfixtures and appliances (e.g., stove,refrigerator, sink, toilet).c. Determine if structural repairs are necessaryand who will pay <strong>for</strong> them.a. Conduct two housing inspections usingchecklist.a. Explain questions and terms on the application<strong>for</strong>m.b. Follow directions on the application.c. Identify two references <strong>for</strong> housingapplication.d. Complete one application without supervision.e. Follow-up with landlord on status ofapplication.Apartment Hunt, Hunting, www.vstreet.com.I Can Do It! Finding My Own Place, p. 34.I’m Getting Ready, Inspect an Apartment PL-7.PAYA, Module 4, Housing, p. 34-38.Pocket Guide Instructions, House/Apartment Inspection Sheet,p. 100-102.Ready, Set, Fly! Housing #9.Apartment Hunt, Hunting, www.vstreet.com.I Can Do It, Finding My Own Place, p. 34.I’m Getting Ready, Inspect an Apartment PL-7.Apartment Hunt, Info Card; www.vstreet.com.I’m Getting Ready, Role Play Your Apartment Search, PL-6.PAYA, Module 4, Housing, p. 22-23.PAYA, Module 5, Housing, p. 262-263.Life Skills Guidebook 84©2004 by Casey Family <strong>Program</strong>s.
HOUSINGLearning Goals Expectations Activities7. Knows how to completea lease or rentalagreement.a. Define terms included in the lease (e.g.,tenant, landlord, eviction).b. Interpret a lease agreement.c. Explain the consequences of breaking theterms of the lease.d. Explain the rights and responsibilities of boththe landlord and tenant under a leaseagreement.e. Complete a lease or rental agreementcorrectly.Apartment Hunt, Lease; www.vstreet.com.FUTURE/PATH, 23.I Can Do It, Finding My Own Place, p. 35-37.I’m Getting Ready, What are Some Types of RentalAgreements? PL-5, PL-5.1.Making It on Your Own, The Lease, p. 23-24.PAYA, Module 4, Housing, p. 26-31.PAYA, Module 5, Housing, p. 266-270.Ready, Set, Fly! Housing #11.Ready, Set, Fly! Housing #12.Ready, Set, Fly! Housing #13.8. Knows and understandsthe pros and cons ofshared living.9. Knows and understandsthe legal rights oflandlords and tenants.10. Knows and understandswhat communityresources are available tohelp with housing issues.a. Identify two reasons why people share livingarrangements.b. List at least four advantages anddisadvantages of sharing living arrangements.c. Identify two traits of roommate compatibility.d. Identify at least 2 personal traits that mightbother a roommate.e. Write an ad <strong>for</strong> “roommate wanted.”a. Identify the rights and responsibilities oftenants.b. Identify the rights and responsibilities oflandlords.c. Explain the laws related to eviction.a. Identify two or more organizations that helpwith housing problems.b. Describe the types of assistance provided bythese organizations.c. Identify the community subsidized housingagency.Creative Life Skills Activities, Activity 22, Roommate Mingle.I Can Do It, Finding a Roommate, p. 46-50.FUTURE/PATH, 13, 16, 17, 18, 19, 20, 57.I’m Getting Ready, Compatibility Chart, PL-11.I’m Getting Ready, In<strong>for</strong>mal Roommate Contract, PL-12.Making It on Your Own, Apartment Sharing, p. 25.PAYA, Module 4, Housing, p. 8-20.Ready, Set, Fly! Housing #3.I Can Do It, Finding My Own Place, p. 32-38.I’m Getting Ready, What Can I Do if My Landlord Doesn’tTake Care of a Problem <strong>for</strong> Me? PL-13.I’m Getting Ready, What Can I Do if My Landlord Doesn’tTake Care of a Problem <strong>for</strong> Me? PL-13.PAYA, Module 4 Housing, p. 40-41.PAYA, Module 5b, Housing, p. 276.Life Skills Guidebook 85©2004 by Casey Family <strong>Program</strong>s.
HOUSINGLearning Goals Expectations Activities11. Can develop a plan tomove into one’s ownliving arrangement.a. Identify and calculate all start-up costs (e.g.,application fee, security deposit, utilitydeposits, installation fees, first month’s rent,furnishings/household items).b. Create a list of necessary items (e.g., furniture,kitchen equipment, towels and linens).c. Develop a realistic monthly budget <strong>for</strong>maintaining the living arrangement.d. Identify two personal resources or communityagencies to help with the plan.e. Create a list of support services in your homecommunity (e.g., medical, dental, emotionalsupport).Apartment Hunt, Budget, Moving In, www.vstreet.com.Creative Life Skills Activities, Activity 46, Furnishing YourApartment.FUTURE/PATH, 11, 15, 26, 27, 29, 34, 42.I Can Do It, Starting out Supplies, p. 19-22.I Can Do It, Furnishing, p. 23-31.I’m Getting Ready, Equipment and Supply Checklist, RL-8,RL-9.Making It on Your Own, The Cost of Utilities, p. 21.Making It on Your Own, Furnishing Your First Place, p. 22.PAYA, Module 1, Money Management, Personal Budget, p.9-63PAYA, Module 1, Start-up Costs, p. 64-69.PAYA, Module 1, Housing, p. 5; 7; 31; 39-50.PAYA, Module 5b, Housing, p. 256; 261; 265.Pocket Guide, Your Own Place, p. 35-49.Pocket Guide Instructions, Your Own Place, p. 120-138.Pocket Guide Instructions, Housing Costs, p. 103-104.Ready, Set, Fly! Housing #14.12. Can maintain one’s ownliving arrangement.a. Arrange <strong>for</strong> telephone and utilities service.b. Follow terms of the lease agreement.c. Meet all financial obligations in a timelymanner.d. Describe two behaviors of a respectfulneighbor.e. Describe two ways to make your livingarrangement safe (e.g., locks, smoke detector).Apartment Hunt, Budget, Moving In; www.vstreet.com.FUTURE/PATH, 24.I Can Do It, Finding My Own Place, p. 37-38.I’m Getting Ready, Do I Really Need It? PL-1; PL-2; PL-3;PL-4.PAYA, Module 4, Housing, How to Maintain and Apartment,p. 40; 42-50.Life Skills Guidebook 86©2004 by Casey Family <strong>Program</strong>s.
HOUSINGLearning Goals Expectations Activities13. Knows and understandshomeowner/renter’sinsurance.a. Explain three benefits of having ahomeowner/renter’s insurance policy.b. Explain the different terms in ahomeowners/renter’s insurance policy (e.g.,rider, deductible, replacement value, waitingperiod, liability).c. Identify how to obtain a policy and the relatedcosts.I’m Getting Ready, What Insurance Do I Need? M-14.Ready, Set, Fly! Home Safety and Repairs #6.Quicken Homeowners/Renters Insurance –http://www.insuremarket.com/products/home/index.jspTRANSPORTATIONLearning Goals Expectations Activities14. Is able to use publictransportation whereapplicable.a. Identify the types of public transportationavailable.b. Describe the costs of different <strong>for</strong>ms of publictransportation (e.g., daily, weekly vs. monthlydiscount tickets, cabs, bus, trains).c. Read transportation schedules and maps.d. Demonstrate using at least one <strong>for</strong>m of publictransportation.FUTURE/PATH, 66.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Using a Bus, p. 254-255.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Parents and Friends, p. 256-257.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Reading a Bus Schedule, p.262-263.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Reading a Map, p. 270-271.Life Skills Activities <strong>for</strong> Secondary, IV-21, LocalTransportation, p. 257-258.Life Skills Activities <strong>for</strong> Secondary, IV-22, Forms ofTransportation, p. 259-260.Making It on Your Own, Public Transportation, p. 57.Making It on Your Own, How Do People Get Where They AreGoing? p. 50.PAYA, Module 4, Transportation, p. 55-60.Ready, Set, Fly! Transportation #3.Ready, Set, Fly! Transportation #4.Life Skills Guidebook 87©2004 by Casey Family <strong>Program</strong>s.
TRANSPORTATIONLearning Goals Expectations Activities15. Can travelindependently.a. Demonstrate reading a map.b. Identify the types of transportation available.c. Describe the costs of different <strong>for</strong>ms oftransportation.d. Read transportation schedules and maps.e. Select the means of transportation from thoseavailable your community.Creative Life Skills Activities, Activity 42, Here Comes theBus.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Pedestrian Safety, p. 250-251.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Bike Safety, p. 252-253.Life Skills Activities <strong>for</strong> Secondary, IV-25, Using a TimeTable, p. 266-267.f. Explain how to travel safely <strong>for</strong> variousmethods of transportation, like biking orpublic and private transportation (e.g., wearsbike helmet, avoids hitchhiking).Life Skills Activities <strong>for</strong> Secondary, IV-26, Reading a Map, p.268-270.Making It on Your Own, Traveling Long Distance, p. 58.Ready, Set, Fly! Transportation #1.g. Demonstrate using one or more means of Ready, Set, Fly! Transportation #2.transportation to travel either within or out ofyour community (e.g., Amtrak, bus, airline).h. Give directions to your home.16. Knows how to get adriver’s license.a. Explain the legal requirements <strong>for</strong> obtaining adriver’s license in one’s state.b. Identify the <strong>for</strong>ms of identification necessaryto apply <strong>for</strong> a driver’s license.c. Describe the costs associated with obtaining alicense.d. Explain where to go to apply <strong>for</strong> the license.e. Describe how to renew a license.Making It on Your Own, Getting a Driver’s License, p. 51.Making It on Your Own, Regular Monthly Expenses, p. 55.Making It on Your Own, What Does the License Allow, p. 51Making It on Your Own, Operating and Maintaining YourCar, p. 55.PAYA, Module 4, Transportation, p. 61-63.Ready, Set, Fly! Transportation #8.Road Ready Teens –http://www.roadreadyteens.orgLife Skills Guidebook 88©2004 by Casey Family <strong>Program</strong>s.
TRANSPORTATIONLearning Goals Expectations Activities17. Knows and understandsthe costs associated withcar ownership.a. Describe the types of insurance needed <strong>for</strong> thetype(s) of vehicles discussed and how to getthem.b. Identify and calculate the costs of carownership (e.g., registration, tabs, insurance,routine maintenance, safety inspections).c. Recognize the laws associated with carownership (e.g., insurance requirements).Car Dreams, Insurance; www.vstreet.com.FUTURE/PATH, 44.I Can Do It, Buying Wheels, p. 110-113.I’m Getting Ready, What Insurance Do I Need? M-14.Life Skills Activities <strong>for</strong> Secondary, IV-31, Car Insurance, p.281-284.Making It on Your Own, Getting a Vehicle License, p. 54.Making It on Your Own, Car Insurance, p. 54.PAYA, Module 1, Transportation, p. 38-40.PAYA, Module 1, Buying a Car, p. 100-112.Ready, Set, Fly! Transportation #10.Ready, Set, Fly! Transportation #11.Ready, Set, Fly! Transportation #12.Ready, Set, Fly! Transportation #13.18. Knows how to buy a car.a. Identify two or more places to find cars <strong>for</strong>sale (e.g., new/used car dealerships,newspapers, bulletin boards).b. Evaluate the pros and cons of each financingplan.c. Identify two or more places to get a car loan(e.g., “buy-here-pay-here car lots,” banks,credit unions).d. Identify the pros and cons of leasing vs.buying a new or used car.e. Evaluate your financial budget and determineamount of money available <strong>for</strong> car purchase.f. Evaluate the pros and cons of three carsavailable using resources like Kelly BlueBook and Consumer Reports.g. Identify two ways to comparison shop <strong>for</strong> carinsurance.Car Dreams, Road Check, Check It Out; www.vstreet.com.I Can Do It, Buying Wheels, p. 111-113.Making It on Your Own, Buying Your Own Car, p. 52.Pocket Guide, Car Shopping, p. 56.Pocket Guide Instructions, Car Shopping, p. 155-172.Ready, Set, Fly! Transportation #14.Ready, Set, Fly! Transportation #15.Ready, Set, Fly! Transportation #16.Ready, Set, Fly! Banking #7.Life Skills Guidebook 89©2004 by Casey Family <strong>Program</strong>s.
COMMUNITY RESOURCESLearning Goals Expectations Activities19. Knows and understandscivic responsibilities.a. Explain the importance of voting in local,state, federal, and tribal elections.b. Identify places where one can register to vote.c. Describe legal requirements <strong>for</strong> selectiveservice registration.d. Identify where one registers <strong>for</strong> selectiveservice.e. Name three reasons why volunteering in thecommunity is important.PAYA, Module 4, Legal, 82.Ready, Set, Fly! Community Resources #10.Congress, How to Vote and Register –https://ssl.capwiz.com/congressorg/e4/nvra/Selective Services –http://www.sss.gov/The National Mail Voter Registration Form–http://www.fec.gov/votregis/vr.htmf. Explain how to become a volunteer.g. Identify two organizations that utilizevolunteers.20. Knows and understandsthe services available ata local library.21. Can find communityservices available.a. Identify three resources available at the library(e.g., books, videos, newspapers, Internetaccess).b. Describe three ways in which one might usethe library to locate employment and findeducational resources.a. Identify nearest hospital or health clinic.b. State several stores which would be likely tobe found at a mall.c. Identify and locate several houses of worshipin your community.d. Explain how to buy stamps.e. Identify quality yet economical places to shop<strong>for</strong> food, clothing, and household items.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, The Public Library, p. 228-229.GPO Access, Federal Library –http://www.gpoaccess.gov/libraries.htmlKids Space at the Internet Public Library –www.ipl.org/div/kidspace/browse/cai0000.LIBWEB, Library Servers via WWW –http://sunsite.berkeley.edu/Libweb/World Wide Web Subject Catalogue –http://www.uky.edu/Subject/libraries.htmlFUTURE/PATH, 68, 69, 70, 71, 90.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Shopping Mall, p. 214-215.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Houses of Worship, p. 218-219.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Buying Stamps, p. 244-245.Life Skills Guidebook 90©2004 by Casey Family <strong>Program</strong>s.
BELIEFS ABOUT MONEYLearning Goals Expectations Activities22. Knows and understandshow one’s valuesinfluence moneydecisions.a. Distinguish between personal needs andwants.b. Identify personal values about money.c. Recognize the impact personal values have onmoney decisions.I Can Do It, Budgeting to Make Money Stretch, p. 1-2.I’m Getting Ready, If You Could See Yourself 20 Years fromNow… M-1.I’m Getting Ready, The Big 3, M-4.I’m Getting Ready, Learn from Those Who’ve Been There,M-5.I Know Where I am Going, Part I, C. 1, I’ve Heard of “theMoney Pit,” p. 4-8.Life Skills Activities <strong>for</strong> Secondary, VI – 2 Values Importantto Me, p. 372-373.Life Skills Activities <strong>for</strong> Secondary, VII- 6 Needs vs. Wants,p. 465-467.Money Pals, Part I, C. 2, Money and You, p. 16-27.Ready, Set, Fly! Beliefs About Money #1.Ready, Set, Fly! Beliefs About Money #2.Ready, Set, Fly! Beliefs About Money #3.Mapping Your Future, Establish a Budget –23. Knows and understandsthe ways in whichmoney can be used tohelp oneself.24. Knows and understandsdifferent ways thatpeople use money tohelp others.a. Recognize the relationship between work,savings, investments, and money earned.b. Explain the meaning of the expression “putyour money to work <strong>for</strong> you.”c. Analyze the financial obligations andresponsibilities associated with one’s currentlifestyle.a. Identify specific ways to contribute to othersin need (e.g. giving food, clothing, cash, anddonating one’s time).b. Appreciate that people give in different waysto causes in which they believe are important.c. Describe how it feels to help others.d. Identify one cause to which one wouldcontribute.http://mapping-your-future.org/features/dmbudget.htmI Know Where I am Going, Part I, C. 2, What’s the Latitude ofMy Money Attitude? p. 10-17.I Know Where I am Going, Part II, C. 1, Is There More toMoney than Spending and Saving? p. 4-13.Money Pals, Part I, C. 1, How Do You Use Money? p. 10-12.Ready, Set, Fly! Savings #5.I Know Where I am Going, Part II, C. 4, Why Should I GiveMy Money to Others? p. 42-46.Money Pals, Part II, C. 3, Sharing with Others, p. 26-34.Ready, Set, Fly! Beliefs About Money #2.Ready, Set, Fly! Budgeting and Spending #12.Life Skills Guidebook 91©2004 by Casey Family <strong>Program</strong>s.
SAVINGLearning Goals Expectations Activities25. Knows and understandsways to save money.a. Describe two places to save money (e.g. piggybank, give to caregiver, and bank).b. Identify two strategies <strong>for</strong> saving (e.g. payyourself-first,automatic payroll deduction,percentage of one’s income).c. Explain how a savings account providesinterest on your money.d. Describe your feelings when using differentsaving strategies.Developing Your Vision, Book 3.I Know Where I am Going, Part I, C. 4, Hard Choices, p. 26-39.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Keeping Money in a SafePlace, p. 56-57.Money Pals, Part I, C. 3, Savings <strong>for</strong> Later, p. 28-35.Ready, Set, Fly! Savings #1.Ready, Set, Fly! Savings #2.Ready, Set, Fly! Savings #3.Banking on Our Future, Saving Money –http://www.bankingonourfuture.org/master.cfm/main/homeLearning to Give –http://learningtogive.org/lessons/912/Fraser,Serena/Unit1/lesson4.html26. Is able to develop asavings plan.27. Can achieve a short-termsavings goal.a. Describe your feelings when you reach asavings goal.b. Establish a saving goal (e.g., long-term andshort-term).c. Create a savings plan to achieve a goal (e.g.,special savings account).a. Select and use one or more savings strategies.b. Assess the effectiveness of each savingstrategy in reaching your savings goal.c. Tell how much money you have in savings.Developing Your Vision, Book 3.I Know Where I am Going, Part I, C. 4, Hard Choices, p. 26-39.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Keeping Money in a SafePlace, p. 56-57.Money Pals, Part I, C. 3, Savings <strong>for</strong> Later, p. 28-35.Ready, Set, Fly! Savings #1.Ready, Set, Fly! Savings #2.Ready, Set, Fly! Savings #3.Banking on Our Future, Saving Money –http://www.bankingonourfuture.org/master.cfm/main/homeDeveloping Your Vision, Book 3.I Can Do It, Budgeting, p. 1.I Know Where I am Going, Part I, C. 4, Hard Choices, p. 26-39.Money Pals, Part I, C. 3, Savings <strong>for</strong> Later, p. 28-35.Ready, Set, Fly! Savings #4.Life Skills Guidebook 92©2004 by Casey Family <strong>Program</strong>s.
SAVINGLearning Goals Expectations Activitiesa. Select and use one or more savings strategies.b. Assess the effectiveness of each savingstrategy in reaching your savings goal.c. Tell how much money you have in savings.28. Can achieve a long-termsavings goal to help inthe transition to selfsufficiency/selfresponsibility.Developing Your Vision, Book 3.I Know Where I am Going, Part I, C. 4, Hard Choices, p. 26-39.INCOME TAXLearning Goals Expectations Activities29. Knows and understandsone’s responsibility <strong>for</strong>filing income taxes.a. Explain why people pay taxes.b. Explain that income earned whether paid incash or by check is taxable and must bereported.c. Identify all types of income tax required inones locality (e.g. federal, state, city, county).d. Tell when and how often a person needs tofile tax <strong>for</strong>ms and make tax payments.e. Explain the consequences <strong>for</strong> failing to filetimely tax <strong>for</strong>ms and payments.FUTURE/PATH, p. 40.PAYA, Module 1, W-4/Filing Taxes, p. 95-99.Ready, Set, Fly! Taxes #3Understanding Taxes –http://www.irs.gov/app/understandingTaxes/index.jspEconoEdLink, Tax Activities and Resources –http://www.econedlink.org/lessons/index.cfm?lesson+EM69Internal Revenue Service, Tax Interactive –http://www.irs.ustreas.gov/individuals/index.htmlUniversity of Minnesota Extension, A World Without Taxes –http://www.extension.umn.edu/distribution/resourcesandtouris30. Know how to file taxes.a. Explain the documents and in<strong>for</strong>mationrequired <strong>for</strong> filing taxes.b. Identify places where tax <strong>for</strong>ms are available.c. Describe where in the community one can gethelp in completing tax returns.d. Compare the fees associated with differentmethods of tax preparation (e.g., paper, withsoftware, by an accountant).e. Determine the best ways to have tax <strong>for</strong>mscompleted and filed (e.g., do it yourself, pay<strong>for</strong> the service, find a free service, electronicfiling).f. Describe the pros and cons of rapid refund.m/components/6080a.htmlPAYA, Module 1, W-4/Filing Taxes p. 95-99.Ready, Set, Fly! Taxes #3.Understanding Taxes –http://www.irs.gov/app/understandingTaxes/index.jspLife Skills Guidebook 93©2004 by Casey Family <strong>Program</strong>s.
INCOME TAXLearning Goals Expectations Activities31. Can complete theappropriate tax <strong>for</strong>m(s).a. Identify the documents necessary <strong>for</strong>completing the tax <strong>for</strong>m (local, state andfederal).b. Explain the terms on the tax <strong>for</strong>m.c. Complete the tax <strong>for</strong>m with supervision.d. Complete the tax <strong>for</strong>m without supervision.e. File the tax <strong>for</strong>m.Ready, Set, Fly! Taxes #3.Bank Rate, Choosing the Correct Form -http://www.bankrate.com/brm/itax/Edit/basics/filing_return/basic_4a.aspInternal Revenue Service, Sample Tax Forms –http://www.irs.ustreas.gov/<strong>for</strong>mspubs/index.htmlUnderstanding Taxes –http://www.irs.gov/app/understandingTaxes/index.jspBANKING AND CREDITLearning Goals Expectations Activities32. Knows and understandsthe services provided byfinancial institutions.a. Identify the financial institutions available inthe community (e.g., banks, credit unions,savings and loan).b. Describe and compare the services available.c. Identify the financial institutions offering thebest deals on fees and interest.I Can Do It, Using Banks, p. 7-8; 10.I Know Where I am Going, Part I, C. 5, Taking It to the Bank,p. 40-61.I’m Getting Ready, Choose a Bank, M-12.Money Pals, Part I, C. 4, Taking It to the Bank, p. 36-44.Ready, Set, Fly! Banking #1.33. Knows and understandselectronic banking.a. Explain the pros and cons of electronicbanking (e.g., ATM, on-line services) andrelated fees.b. Describe how to make deposits, pay bills,transfer funds, and monitor balanceelectronically.I’m Getting Ready, Different Ways to Pay Your Bills, M-11.I Know Where I am Going, Part I, C. 5, Taking It to the Bank,p. 40-61.Making It on Your Own, Electronic Banking, p. 92.Money Pals, Part I, C. 4, Taking It to the Bank, p. 36-44.PAYA, Module 1, ATM, p. 87-88.Banking on Our Future –http://www.bankingonourfuture.org/master.cfm/main/homePractical Money Skills –http://www.practicalmoneyskills.com/english/at_home/consumers/banking/Life Skills Guidebook 94©2004 by Casey Family <strong>Program</strong>s.
BANKING AND CREDITLearning Goals Expectations Activities34. Knows and understandsways other than banks<strong>for</strong> cashing checks andborrowing money.a. Identify places in the community to cashchecks (e.g., check cashing store, grocerystore).b. Identify ways to borrow money (e.g., family,friends, pawn shops).c. Explain the pros and cons of using these waysto cash checks and borrow money.I Know Where I am Going, Part I, C. 5, Taking It to the Bank,p. 40-61.Ready, Set, Fly! Banking #2.Ready, Set, Fly! Banking #5.Ready, Set, Fly! Banking #6.Banking on Our Future, Checking -http://www.bankingonourfuture.org/master.cfm/main/home35. Knows how to open andmaintain a savingsaccount.a. Describe the different types of savingsaccounts.b. Explain the good and bad points of differenttypes of savings accounts.c. List the types of personal identificationneeded to open an account.d. Open a savings account.e. Fill out deposit and withdrawal <strong>for</strong>ms.f. Read bank statement.g. Balance register with statement monthly.Life Skills Activities <strong>for</strong> Secondary, IV-19, What is a SavingsAccount? p. 251-253.Making It on Your Own, Banking, p. 83.PAYA, Module 1, Savings Accounts, p. 70-71.Banking on Our Future, Checking -http://www.bankingonourfuture.org/master.cfm/main/homePractical Money Skills –http://www.practicalmoneyskills.com/english/at_home/consumers/banking/Life Skills Guidebook 95©2004 by Casey Family <strong>Program</strong>s.
BANKING AND CREDITLearning Goals Expectations Activities36. Knows how to open andmaintain a checkingaccount.a. Describe the different types of checkingaccounts.b. Explain the benefits of the different types ofchecking accounts.c. List personal identification needed to open anaccount.d. Open a checking account.e. Write two checks.Developing Your Vision, C. 3.FUTURE/PATH, p. 39, 38.I Can Do It, Using Banks, p. 10-11.I’m Getting Ready, Choose a Bank, M-12.I’m Getting Ready, Now You Try It, M-13.I’m Getting Ready, Avoid “Bouncing Checks,” M-13.1.I Know Where I am Going, Part I, C. 5, Taking It to the Bank,p. 40-46.f. Maintain a check register through checkbookand/or on-line banking.Life Skills Activities <strong>for</strong> Secondary, IV-16, Writing a Check,p. 243-245.g. Explain the consequences of writing checkswith insufficient funds.h. Balance register with statement monthly.Life Skills Activities <strong>for</strong> Secondary, IV-17, Maintaining aChecking Account, p. 246-248.Making It on Your Own, Find Out About Checking Accounts,p. 84.Making It on Your Own, Writing a Check, p. 84-85.Making It on Your Own, Check Writing Exercise, p. 86-89.PAYA, Module 1, Checking, p. 72-86.Ready, Set, Fly! Banking #4.Banking on Our Futurehttp://www.bankingonourfuture.org/master.cfm/main/homeMapping Your Future, Balancing Your Checkbook –http://www.mapping-your-future.org/features/incontrol.htmPractical Money Skills –http://www.practicalmoneyskills.com/english/at_home/consu37. Knows and understandsdifferent investmentplans.a. Identify investment options available (e.g.,certificate of deposit, employee investmentprograms, retirement accounts, stocks andbonds).b. Explain the different types of investmentplans.mers/banking/I Can Do It, Using Banks, p. 10-11.I Know Where I am Going, Part II, C. 1, Is There More toMoney Than Spending and Saving?Ready, Set, Fly! Savings #5.Banking on Our Future –http://www.bankingonourfuture.org/master.cfm/main/homePractical Money Skills –http://www.practicalmoneyskills.com/english/at_home/consumers/banking/Life Skills Guidebook 96©2004 by Casey Family <strong>Program</strong>s.
BANKING AND CREDITLearning Goals Expectations Activities38. Knows how to completea money order.a. Explain what a money order is and how it isused.b. Identify two places where a money order canbe purchased (e.g., post office, bank).c. Compare the fees associated with a moneyorder and a checking account.d. Complete one money order.I’m Getting Ready, Different Ways to Pay Our Bills, M-11.Making It on Your Own, Money Orders, p. 92.Ready, Set, Fly! Banking #3.39. Knows and understandswhen and how to borrowmoney.40. Knows how to apply <strong>for</strong>a loan.41. Knows and understandsthe pros and cons ofusing credit.a. Recognize when it is wise to borrow money.b. Describe the benefits, risks andresponsibilities related to borrowing moneyfrom friends, family, and financial institutions.c. Calculate the effect of interest on a loan.a. Identify two or more situations in which loansmay be necessary (e.g., education, car, house).b. Identify where to apply <strong>for</strong> a loan.c. Explain what in<strong>for</strong>mation is necessary tocomplete a loan application.d. Complete one loan application withsupervision.a. Identify three advantages of using credit (e.g.provides cash in emergencies, allows one tomake purchases over the phone or Internet, issafer than carrying cash).b. Identify three disadvantages of using credit(e.g. can lead to debt, high cost of interestpayments, can take years to repay, end uppaying more than the original price).Ready, Set, Fly! Banking #6.Developing Your Vision, C. 2, Paying <strong>for</strong> a CollegeEducation, p. 10.Life Skills Activities <strong>for</strong> Secondary, IV-20, Applying <strong>for</strong> aLoan, p. 254-256.Making It on Your Own, Getting a Car Loan, p. 53.Life Skills Activities <strong>for</strong> Secondary, IV-11, Paying Interest, p.228-229.Ready, Set, Fly! Banking #5.Ready, Set, Fly! Banking #6.American Express, Credit Cave –http://www10.americanexpress.com/sif/cda/page/0,1641,639,00.aspBanking on Our Future –http://www.bankingonourfuture.org/master.cfm/main/homePractical Money Skills –http://www.practicalmoneyskills.com/english/at_home/consumers/banking/Life Skills Guidebook 97©2004 by Casey Family <strong>Program</strong>s.
BANKING AND CREDITLearning Goals Expectations Activities42. Knows and understandshow credit cards work.a. Explain the differences between credit cards,charge cards, debit cards, and the related fees.b. Describe the good and bad points of eachcard.I Can Do It, Using Banks, p. 11-13.I’m Getting Ready, Different Ways to Pay Your Bills, M-11.I Know Where I am Going, Part II, C. 2, p. 24-25.Life Skills Activities <strong>for</strong> Secondary, IV-18, Credit Cards, p.249-250.Making It on Your Own, How a Credit Card Works, p. 46.Making It on Your Own, Not All Credit Cards Are the Same,p. 47.Making It on Your Own, Know Credit Card Terms, p. 47.Money Pals, Part I, C. 4, Taking It to the Bank, p. 36-44.PAYA, Module 1, Understanding Credit and Charge Cards, p.89-92.Ready, Set, Fly! Banking #5.American Express –http://www10.americanexpress.com/sif/cda/page/0,1641,639,00.aspBanking on Our Future –http://www.bankingonourfuture.org/master.cfm/main/homePractical Money Skills –http://www.practicalmoneyskills.com/english/at_home/consu43. Knows and understandsthe importance ofdeveloping andmaintaining a soundcredit history and creditrating.a. Explain what a “credit history” and a “creditrating” are and how they are related andtracked.b. Describe how to develop a sound credit rating.c. Describe how to find out about one’s creditrating.d. Describe how your credit history impacts yourability to make major purchases (e.g., car,house).mers/banking/American Express, Credit Cave –http://www10.americanexpress.com/sif/cda/page/0,1641,639,00.aspMoney Central, Your Credit Rating -http://www.moneycentral.msn.com/content/collegeandfamily/moneyinyour20s/p36954.aspPractical Money Skills -http://www.practicalmoneyskills.com/english/at_home/consumers/banking/Life Skills Guidebook 98©2004 by Casey Family <strong>Program</strong>s.
BANKING AND CREDITLearning Goals Expectations Activities44. Know how to read a paystub.a. Explain the terms on a pay stub (e.g., grosspay, net pay).b. Describe the in<strong>for</strong>mation on the pay stub (e.g.,withholding tax, gross pay, net pay, FICA,health insurance).FUTURE/PATH, p. 41.I Know Where I am Going, Part II, C. 3, Do I Get a Job?Making It on Your Own, Your Paycheck, p. 80.PAYA, Module 1, Understanding your paycheck, p. 93-94.Pocket Guide, Money Matters, p. 29-30.Pocket Guide, Money Matters, p. 105-113.Ready, Set, Fly! Taxes #2.Money Matters <strong>for</strong> Kids, Pay Checks -http://www.mm<strong>for</strong>kids.org/index_bak.htmlBUDGETING/SPENDING PLANLearning Goals Expectations Activities45. Is able to keep track of aweekly allowance.a. Keep an expense diary <strong>for</strong> a week to track allexpenditures.b. Determine major areas of expenses (e.g.,clothing, food, leisure activities) and what isnecessary and what is unnecessary.c. Describe the consequences of makingunnecessary purchases.d. Assess and modify spending habits.I’m Getting Ready, Make a Money Plan <strong>for</strong> Today, M-7.I Know Where I am Going, Part I, C. 4, Hard Choices, p. 26-39.Making It on Your Own, Where Does Your Money Go? p. 81.Money Pals, Part II, C. 1, Making Money Last, p. 4-14.Ready, Set, Fly! Budgeting #8.American Express, Budgeting –http://www10.americanexpress.com/sif/cda/page/0,1641,663,00.asp?Banking on Our Future, Budgeting –http://www.bankingonourfuture.org/master.cfm/main/homeLife Skills Guidebook 99©2004 by Casey Family <strong>Program</strong>s.
BUDGETING/SPENDING PLANLearning Goals Expectations Activities46. Can develop a realisticspending plan <strong>for</strong> onemonth.a. Explain the importance of planning one’sexpenditures.b. Create a list of spending plan categories (e.g.,food, clothes, leisure activities).c. Identify whether a category is fixed orflexible.d. Assess current situation and allocate money toeach category.Apartment Hunt, Budget; www.vstreet.com.Creative Life Skills Activities, Activity 25, <strong>Living</strong> Budget.Developing Your Vision, C.2 & C.3.I Can Do It, Budgeting, p. 2-6.I’m Getting Ready, Make a Money Plan <strong>for</strong> Today, M-7.I’m Getting Ready, A Money Plan <strong>for</strong> Being on Your Own,M-8; M-9.I’m Getting Ready, Planning My Clothes Budget, LG-8.I Know Where I am Going, Part I, C. 4, Hard Choices, p. 26-39.Life Skills Activities <strong>for</strong> Secondary, IV-9, What is a Budget, p.223-225.Life Skills Activities <strong>for</strong> Secondary, IV-10, Making a Budget,p. 226-227.Making It on Your Own, Budgeting, p. 82.PAYA, Module 1, Money Management and Budgeting, p. 5-8.PAYA, Module 1, Personal Budget, p. 9-63.Pocket Guide, Budget Categories, p. 32.Pocket Guide Instructions, Money Matters, p. 112-119.Ready, Set, Fly! Budgeting #4.American Express, Budgeting -http://www10.americanexpress.com/sif/cda/page/0,1641,661,00.asp?Banking on Our Future, Budgeting –http://www.bankingonourfuture.org/master.cfm/main/homeLife Skills Guidebook 100©2004 by Casey Family <strong>Program</strong>s.
BUDGETING/SPENDING PLANLearning Goals Expectations Activitiesa. Identify at least two strategies <strong>for</strong> paying bills47. Can develop a routine<strong>for</strong> paying monthlyexpenses.(e.g., automatic deductions, envelope method,online payment).b. Describe the pros and cons of each strategy.c. Select a strategy <strong>for</strong> paying monthly bills.d. Recognize the consequences of not payingbills on time.e. Develop a system <strong>for</strong> storing receipts andother payment records (e.g., tax returns,warranties).f. Identify time frames <strong>for</strong> disposing of taxreturns, receipts, and warranties.48. Can maintain aspending plan <strong>for</strong> onemonth.49. Knows andunderstands where tofind help if oneexperiences financialdifficulty.a. Develop a monthly spending plan.b. Keep an expense diary <strong>for</strong> a month to track allexpenditures.c. Assess spending plan and make changes asneeded.d. Describe the consequences of over spending.e. Describe how to avoid making unnecessarypurchases (e.g., prepare and use shoppinglists).f. Participate in leisure activities while staying inbudget.g. Describe when, why, and to whom one wouldturn to ask <strong>for</strong> help with budgeting.a. Identify two types of financial difficulty (e.g.,bankruptcy, credit card debt, falling behind inthe rent).b. Identify the short and long-term consequencesassociated with financial difficulties.c. Identify the community resources that assistpeople with financial problems.d. Explain the services and fees available fromeach resource.Creative Life Skills Activities, Activity 26, Experimenting withMoney Management.Developing Your Vision, C.2 & C.3.I Can Do It, Budgeting, p. 2-6.I’m Getting Ready, Make a Money Plan <strong>for</strong> Being on Your Own,M-8, M-9.I’m Getting Ready, Budgeting Using and Envelope System, M-10.Ready, Set, Fly! Budgeting #3.Ready, Set, Fly! Budgeting #8.Creative Life Skills Activities, Activity 26, Experimenting withMoney Management.Developing Your Vision, C. 3.I’m Getting Ready, Budgeting Using an Envelope System, M-10.Ready, Set, Fly! Budgeting #4.American Express –http://www10.americanexpress.com/sif/cda/page/0,1641,661,00.asp?Banking on Our Future –http://www.bankingonourfuture.org/master.cfm/main/homePractical Money Skills, Spending Plans –http://www.practicalmoneyskills.com/english/students/level.php?id=4Creative Life Skills Activities, Activity 30, Where in the WorldDo I Find…?Developing Your Vision, C.3.Practical Money Skills, Financial Difficulty –http://www.practicalmoneyskills.com/english/students/level.php?id=4Life Skills Guidebook 101©2004 by Casey Family <strong>Program</strong>s.
CONSUMINGLearning Goals Expectations Activities50. Can make a return.a. Explain the appropriate procedure <strong>for</strong>returning an item.b. Return one item with supervision.c. Return one item without supervision.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Returning Clothing, p. 236-237.51. Knows how to make apurchase using a check.52. Knows how advertisingimpacts spendingdecisions.a. Identify the necessary documentation requiredto make a purchase using a check (e.g., pictureidentification).b. Demonstrate the writing of two checks in apractice situation.c. Correctly record the amount of the purchaseon the check and in the check register.d. Using a catalog (online, mail, or telephone),locate an item and order it, paying <strong>for</strong> it bycheck.a. Identify three <strong>for</strong>ms of advertising (e.g. TV,radio, magazines, Internet, newspaper).b. Describe two ways that advertising throughmail, credit cards, and television is a lure andoften can be misleading or inaccurate.c. Identify three products and advertisingcampaigns that target youth.d. Identify advertising language and interpret the“fine print.”e. Analyze two commercials or ads <strong>for</strong> hiddenmessages and misleading statements.f. Explain the benefits of advertising from boththe merchant’s and the consumer’s point ofview.g. Explain telemarketing solicitation.h. Describe what “bait-and-switch” is.I Can Do It, Using Banks and Credit, p. 8-9.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Using a Catalog, p. 280-281.Making It on Your Own, Writing a Check, p. 84.Ready, Set, Fly! Banking #4.Creative Life Skills Activities, Activity 47, What Are TheyAdvertising?I Can Do It, Protecting Your Money, p. 17-18.I Know Where I am Going, Part II, C. 2, I Don’t Want to Be aShopping Fool, p. 14-25.Making It on Your Own, Read the Fine Print, p. 43.Making It on Your Own, Don’t Be Taken In, p. 45.Money Pals, Part II, C. 2, Be a Smart Shopper, p. 16-25.PAYA, Module 1, Unethical Deceptive Practices, p. 119-121.Ready, Set, Fly! Budgeting #11.Life Skills Guidebook 102©2004 by Casey Family <strong>Program</strong>s.
CONSUMINGLearning Goals Expectations Activities53. Knows and understandsthe benefits ofcomparison shopping.a. Explain what comparison shopping is and howit is done.b. Interpret product label in<strong>for</strong>mation andexplain how this in<strong>for</strong>mation can be used tomake purchasing decisions (e.g. food labelsgive nutritional in<strong>for</strong>mation, clothing labelsgive washing instructions).c. Describe differences between brand name andgeneric products.d. Distinguish between “fads” and necessitieswhen purchasing products.I Know Where I am Going, Part II, C. 2, I Don’t Want to Be aShopping Fool, p. 14-25.Making It on Your Own, Compare the Price, p. 32.Money Pals, Part II, C. 2, Be a Smart Shopper, p. 16-25.PAYA, Module 1, Budget, p. 29-52.Ready, Set, Fly! Budgeting #9.Ready, Set, Fly! Budgeting #11.Practical Money Skills, Practice Comparative Shopping -http://www.practicalmoneyskills.com/english/students/level.php?id=454. Knows and understandswhere and how to shop<strong>for</strong> clothes.55. Knows how tocomparison shop <strong>for</strong> abig purchase (e.g.,bicycle, computer,stereo, TV).56. Knows how tocomparison shop <strong>for</strong>items to furnish one’sfirst apartment.a. State important characteristics of clothes whenbuying.b. Specify several appropriate places whereclothes may be obtained.c. Explain how to comparison shop <strong>for</strong> clothes.d. Tell the difference between fads andnecessities when purchasing products.a. Identify and prioritize the essential qualities ofthe item to be purchased (e.g., bicycleoptions).b. Collect in<strong>for</strong>mation about the choicesavailable on the market.c. Evaluate pros and cons of each choice.a. Identify and prioritize the essential qualities ofthe item to be purchased (e.g., bed, linens,furniture, microwave).b. Collect in<strong>for</strong>mation about the choicesavailable on the market (e.g., consumerreports, discount stores, consignment shops).c. Evaluate pros and cons of each choice.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Obtaining Clothing, p. 127-128.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Let’s Go Shopping, p. 135-136.Money Pals, Part II, C. 2, Be a Smart Shopper, p. 16-25.Pocket Guide, Things to Think About When Shopping <strong>for</strong>Clothes, p. 55.Pocket Guide Instructions, Shopping <strong>for</strong> Clothes, p. 152-154.Making It on Your Own, Comparison Shopping, p. 41.Creative Life Skills Activities, Activity 46, Furnishing YourApartment Contest.I Can Do It, Furnishing with Old and New, p. 23-31.Life Skills Guidebook 103©2004 by Casey Family <strong>Program</strong>s.
CONSUMINGLearning Goals Expectations Activities57. Knows andunderstands the prosand cons ofpurchasing from“rent-to-own” stores.a. Explain the concept of “rent-to-own.”b. Identify two advantages <strong>for</strong> purchasing from “rent-toown”stores (e.g., allows one to obtain householditems with limited funds, allows one to rent allfurnishings <strong>for</strong> an apartment at one place).c. Identify two disadvantages <strong>for</strong> purchasing from “rentto-own”stores (e.g., more expensive than purchasing,Making It on Your Own, Rent-To-Own Plans, p. 48.58. Can shopeconomically <strong>for</strong>everyday items (e.g.personal careproducts, food, schoolsupplies).59. Knows andunderstands ways toshop on a budget.must pay on time or will lose all items rented).a. Find and use coupons.b. Explain unit pricing.c. Interpret and use unit pricing in<strong>for</strong>mation to select thebest buy <strong>for</strong> one’s budget.d. Interpret and use product label in<strong>for</strong>mation to selectthe best buy.e. Compare prices on different brands to get the bestprice.f. Use two alternative shopping options to get the bestprice (e.g., flea markets, classified ads, thrift shops,yard sales, catalogs, outlets).a. Describe two ways one’s shopping habits impact one’sspending plan.b. Identify three alternative shopping options (e.g., fleamarkets, department stores, newspaper ads, secondhand shops, garage sales, mail order, Internet, discountoutlets, and lay-away).c. Compare the good and bad points of differentshopping options.d. Explain when and how to look <strong>for</strong> sales (e.g., summeritems go on sale after July 4 th , white sales offerdiscounts on sheets and towels).e. Explain where to find and how to use coupons to savemoney.f. Compare the cost of three items at two different shops.I Know Where I am Going, Part II, C. 2, I Don’t Want toBe a Shopping Fool, p. 14-25.Making It on Your Own, Unit Pricing, p. 31.Money Pals, Part II, C. 2, Be a Smart Shopper, p. 16-25.PAYA, Module 1, Budget, p. 29-54.PAYA, Module 1, Shopping Skills, p. 113-121.Ready, Set, Fly! Personal Hygiene #4.Developing Your Vision, C. 3.I’m Getting Ready, Comparison Shop! LG-9.I’m Getting Ready, Visit a Thrift Shop, LG-10.I Know Where I am Going, Part II, C. 2, I Don’t Want toBe a Shopping Fool, p. 14-25.Making It on Your Own, Shopping with Coupons, p.42.Money Pals, Part II, C. 2, Be a Smart Shopper, p. 16-25.PAYA, Module 1, Personal Budget, p. 9-63.PAYA, Module 1, Shopping Skills, p. 113-121.Ready, Set, Fly! Budgeting #6.Ready, Set, Fly! Budgeting #9.Life Skills Guidebook 104©2004 by Casey Family <strong>Program</strong>s.
CONSUMINGLearning Goals Expectations Activities60. Knows and understandsbasic consumer rights.a. Explain different types of product warrantiesand how to use them.b. Explain when it is appropriate to exchange orreturn a product and how it is done (e.g.,retain product warranties and receipts).c. Identify who advocates <strong>for</strong> the rights ofconsumers in one’s community.d. Describe two methods of exercising personalconsumer rights (e.g., complaint letter, ask tospeak to store supervisor).e. Recognize when and why one would ask <strong>for</strong>help from a consumer advocate.I Can Do It, Protecting Your Money and Your Future, p. 17-18.Making It on Your Own, Check the Warranty Be<strong>for</strong>e YouBuy, p. 44.Life Skills Guidebook 105©2004 by Casey Family <strong>Program</strong>s.
WORK GOALSLearning Goals Expectations Activities61. Is able to make anin<strong>for</strong>med careerdecision.a. Collect in<strong>for</strong>mation about one or more careerfields (e.g., employment outlook/trends,technology skills, potential wages, education,and training required).b. Describe the importance of volunteering, jobshadowing, and paid internships to gainin<strong>for</strong>mation about career fields.c. Determine career options.d. Match career interest with personal skills,abilities, and career objective.e. Evaluate each career option and select arealistic career field that best meets one’scareer goal.f. Identify resources that facilitate career choice(e.g., Department of Labor programs, jobcorps, military services).Creative Life Skills Activities, Activity 32, A Window to theFuture.Creative Life Skills Activities, Activity 40, What is MyCareer?Creative Life Skills Activities, Activity 58, What’s My Line.Creative Life Skills Activities, Activity 70, CommunityInterviews.Creative Life Skills Activities, Activity 75, Career Choices.Developing Your Vision, Books 1 and 3.I Know Where I Am Going, Part II, C. 3, Do I Get a Job orBank on the Lottery? p. 26-41.I’m Getting Ready, I Need a Job to Support Myself, M-6.PAYA, Module 3, Employment, Job Seeking Skills, p. 48-53.PAYA, Module 5, Education/Career Planning, p. 245-246.Ready, Set, Fly! Career Planning #4.Ready, Set, Fly! Career Planning #5.4 Girls, Looking Ahead –http://www.4girls.govMapping Your Future, Skills and interest –http://mapping-your-future.org/planning/skillsan.htmMinnesota Careers, Financial Aid –http://www.mncareers.org/future_planning.asp?pageid=fn01Public Broadcasting System, Paying <strong>for</strong> College –http://www.pbs.org/newshour/on2/money/college.htmlThe Alcohol and Drug In<strong>for</strong>mation Clearinghouse –http://www.nebraskaprevlink.ne.gov/therightstuff/youth/jobs.htmlLife Skills Guidebook 106©2004 by Casey Family <strong>Program</strong>s.
WORK GOALSLearning Goals Expectations Activities62. Is able to develop acareer plan.a. Recognize how one’s current employment,volunteer experiences, education, and jobtraining affect reaching a career goal.b. Determine the resources needed to obtain theeducation, training, and apprenticeshiprequired to reaching a career goal.c. Develop a written career plan with actionsteps, resources, and time frames.d. Identify scholarships, grants, and financial aidavailable to pay <strong>for</strong> education/training.e. Explain the difference between an educationalgrant and loan.f. Explain how, when, and where to apply <strong>for</strong>financial aid.g. Apply <strong>for</strong> financial aid to pay <strong>for</strong> training, ifapplicable.Developing Your Vision, Chapters 1, 2, 4.I Know Where I am Going, Part II, C. 3, Do I Get a Job orBank on the Lottery? p. 26-41.PAYA, Module 3, Education, How Will I Pay <strong>for</strong> School? p.26-31.PAYA, Module 5, Education and Career Planning, p. 247-250.Ready, Set, Fly! Career Planning #9.Minnesota Careers, Financial Aid –http://www.mncareers.org/future_planning.asp?pageid=fn01Public Broadcasting System, Paying <strong>for</strong> College –http://www.pbs.org/newshour/on2/money/college.htmlThe Alcohol and Drug In<strong>for</strong>mation Clearinghouse –http://www.nebraskaprevlink.ne.gov/therightstuff/youth/jobs.htmlLife Skills Guidebook 107©2004 by Casey Family <strong>Program</strong>s.
Self Care DomainPERSONAL HYGIENELearning Goals Expectations Activities1. Knows and understandsthe importance of goodhygiene.a. Describe what “good hygiene” means.b. Explain how “poor hygiene” affectsfriendships, relationships with others andemployment opportunities.c. Explain how hygiene affects one’s physicaland emotional health.d. Describe the impact of culture on hygiene.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Looking Right, p. 133-134.Life Skills Activities <strong>for</strong> Secondary, VI-11, Personal Checkup,p. 396-398.Life Skills Activities <strong>for</strong> Secondary, VI-10, Hygiene, p. 393-395.PAYA, Module 2, Personal Care, p. 5, 6, 11.Ready, Set, Fly! Personal Hygiene #1Ready, Set, Fly! Personal Hygiene #2.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Washing Hands Be<strong>for</strong>eEating, p. 373-375.Teenage Human Body, Exterior Maintenances, p. 34-36.4 Girls, Body –http://www.4girls.govKids Health, Acne Myths; Being Good to my Body; Ears,Skin, Teeth –http://www.kidshealth.org/kid/stay_healthy/index.htmlKids Health, Your Body; Body Image –http://www.kidshealth.org/teen/your_body;Kids Health, Your Mind –http://www.kidshealth.org/teen/your _mind/2. Can keep clean.a. Explain appropriate sequence of stepsinvolved in taking a bath or shower.b. Describe steps involved in maintaining cleanhair.c. Explain steps involved in washing and dryingone’s face.d. Demonstrate how to wash hands and handcare.Care and Keeping of You! Hair Care, p. 16-19; Ears, p. 20-21;Eyes, p. 22-23; Mouth, p. 24-29; Face, p. 30-37; Hands, p.40-41; Underarms, p. 42-43; Legs, p. 84-85; Feet, p. 86-87.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Taking a Bath or Shower,p. 139-140.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Hair Care, p. 141-142.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, A Clean Face, p. 143-144.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Taking Care of YourHands, p. 145-146.4 Girls, Body –http://www.4girls.govLife Skills Guidebook 108©2004 by Casey Family <strong>Program</strong>s.
PERSONAL HYGIENELearning Goals Expectations Activities3. Can maintain goodhygiene.a. Explain when and how to use hygieneproducts (e.g., toilet paper, soap, shampoo,brush, comb, tooth brush, tooth paste, floss,deodorant, sanitary napkins/tampons, shavingequipment).b. Demonstrate how to clean hands after usingthe toilet.c. Demonstrate appropriate use of hygieneproducts to keep one’s hair, teeth, nails, andbody clean.d. Wears clean clothes.e. Describe when make up is appropriate andhow to apply it if applicable.It’s Perfectly Normal, C. 14, More Changes, p. 43-44.I’m Getting Ready, My Grooming Plan Checklist, LG-4.I’m Getting Ready, Clothing Messages on Television, LG-5.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Care of Teeth, p. 147-148.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Makeup, p. 149-150.PAYA Module 2, Personal Care, p. 6.PAYA Module 2, Health Care, p. 16.Ready, Set, Fly! Personal Hygiene #2.Ready, Set, Fly! Personal Hygiene #3.SEALS II, Step Up to a Better You, p. 60.Teenage Human Body, Exterior Maintenance, p. 34-38.4 Girls, Body –http://www.4girls.govKids Health, Your Body –http://www.kidshealth.org/teen/your_bodyLife Skills Guidebook 109©2004 by Casey Family <strong>Program</strong>s.
HEALTHLearning Goals Expectations Activities4. Knows how to stayhealthy.a. Identify three ways to prevent a cold or flu.b. Explain how to prevent contagious diseaseslike measles, mumps, and chicken poxthrough vaccination and/or avoidingcontamination.c. Take care of self (e.g., gets enough sleep,protects eyes).d. Attend regular doctor/dentist appointments(e.g., yearly).e. Explain family health history.f. Describe personal medical history.g. Keep up to date medical records.h. Explain how regular exercise can make onefeel better and look better.i. Exercise at least two to three times a week.Care and Keeping of You! On the Go, p. 88-97.FUTURE/PATH, p. 45, 93.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Getting Exercise, p. 185-186.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Using Health Care People,p. 179-180.PAYA, Module 2, Health Care, p. 17-18.Ready, Set, Fly! Health #1.Ready, Set, Fly! Health #2.SEALS II, Feeling Fit, p. 11.Teenage Human Body, Energy Maintenance, p. 29-33.Teenage Human Body, Germs and Diseases, p. 82-83.4 Girls, Illness & Disability; Fitness; Body –http://www.4girls.govGirl Power, Ways to Stay Healthy -http://www.girlpower.gov/girlarea/bodywise/Index.htmKids Health, Your Body –http://www.kidshealth.org/teen/your_body;http://www.kidshealth.org/teen/food_fitness/Kids Health, Exercise; Care of Body –http://www.kidshealth.org/kid/stay_healthy/index.htmlKids Health, Fitness –http://www.kidshealth.org/parent/nutrition_fit/index.htmlKids Health, Parent In<strong>for</strong>mation –http://www.kidshealth.org/parent/general/index.htmlLife Skills Guidebook 110©2004 by Casey Family <strong>Program</strong>s.
HEALTHLearning Goals Expectations Activities5. Knows how to care <strong>for</strong>minor illness and simpleinjuries.a. Describe symptoms of colds, flu, and othercommon health problems.b. Demonstrate how to use a thermometer.c. Select appropriate over-the-countermedications <strong>for</strong> pain, stomach upset, diarrhea,cold/allergy symptoms.d. Explain how to treat cold and flu symptoms.e. Demonstrate treating simple injuries like cuts,burns, bites, stings, and splinters.f. Create a basic first aid kit.g. Explain what to do when a fever doesn’timprove.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Taking Your Temperature,p. 183-184.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, What about Drugs, p. 187-188.Making It on Your Own, Knowing What to Do, p. 61.PAYA, Module 2, Health Care, p. 41-44.Ready, Set, Fly! Health #3.Ready, Set, Fly! Health #6.Teenage Human Body, Common Problems, p. 58-63.Teenage Human Body, First Aid Supplies, p. 164.Teenage Human Body, Home Pharmacy, p. 165.4 Girls, Illness & Disability–http://www.4girls.govKids Health, Health Care –http://www.kidshealth.org/kid/stay_healthy/index.htmlhttp://kidshealth.org/kid/ill_injure/index.htmlhttp://www.kidshealth.org/teen/your_body/Kids Health, Infections –http://www.kidshealth.org/teen/infections/Kids Health, Parents –http://www.kidshealth.org/parent/general/index.htmlKids Health, Infections, Parent In<strong>for</strong>mation –http://www.kidshealth.org/parent/infections/index.htmlKids Health, Parent Medical –http://www.kidshealth.org/parent/medical/index.htmlKids Health, First Aid –http://www.kidshealth.org/parent/firstaid_safey/index.htmlLife Skills Guidebook 111©2004 by Casey Family <strong>Program</strong>s.
HEALTHLearning Goals Expectations Activities6. Knows when and how toseek medical attention.a. Describe how to know when an illness has notresponded to over-the-counter medication orhome remedies.b. Explain what to do when an illness has notresponded to over-the-counter medication orhome remedies.c. Explain how to tell if one should go to theemergency room or to a doctor.d. Name three situations where you would go toa doctor.e. Name three situations where you would go tothe emergency room.f. Explain the costs associated withdoctors/dentists, clinics, and an emergencyroom.g. Select the appropriate medical/dental resource<strong>for</strong> the problem needing attention.h. Describe how to find a doctor and dentist(e.g., check yellow pages, checkmedical/dental societies, Health InsuranceCompany, family and friends).i. Select a doctor and dentist <strong>for</strong> regular,ongoing care.j. See a Doctor and Dentist regularly <strong>for</strong> wellbeingcare (e.g., annually).k. Describe the steps <strong>for</strong> making and keeping amedical/dental appointment.l. Demonstrate making and changing amedical/dental appointment.m. Explain what to do if someone ingests apoisonous substance.Creative Life Skills Activities, Activity 30, Where in theWorld Do I Find…?Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Identify Whether or Not anOrder from a Doctor Has Been Followed Correctly, p. 181-182.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Visiting Health CarePeople, p. 179-180.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Following Doctors Orders,p. 181-182.Making It on Your Own, Knowing What to Do, p. 61.PAYA, Module 2, Health Care, p. 44-45; 79-80.PAYA, Module 2, Health Care, p. 46-47.Teenage Human Body, Repairs: Warning Signs, p. 52-56; 58-59.Teenage Human Body, Health Care Providers, p. 57.4 Girls, Illness & Disability; Fitness; and Body –http://www.4girls.govKids Health –http://www.kidshealth.org/kid/feel_better/Kids Health, Diseases –http://www.kidshealth.org/teen/diseases_conditions/Kids Health, Infections –http://www.kidshealth.org/teen/infections/Kids Health, Parent Medical –http://www.kidshealth.org/parent/medical/index.htmlKids Health, Parent First Aid –http://www.kidshealth.org/parent/firstaid_safey/index.htmlLife Skills Guidebook 112©2004 by Casey Family <strong>Program</strong>s.
HEALTHLearning Goals Expectations Activities7. Knows and understandsthe importance of takingprescription drugs andover-the-countermedications asprescribed.a. Explain the difference between prescriptionand over-the-counter medications.b. Interpret instructions provided on prescriptiondrugs and over-the-counter medications,including dose frequency, contraindications,warnings, recommended storage (e.g., safetycap use) and possible side effects.c. Describe what happens when medication isused improperly.d. Describe the possible effects takingmedications while pregnant.e. Explain the difference between generic andbrand name medications.PAYA, Module 2, Health Care, p. 39-40.Ready, Set, Fly! Health #7.8. Can state whatmedication or medicalneeds he/she requires.9. Knows and understandsthe medical/ dentalcoverage available.a. Explain why it is important to know whatmedication one takes.b. Tell what medications one takes.c. Describe any medical needs (e.g., allergic topenicillin, asthma).a. Describe types of medical insurance/coverageavailable (e.g. Medicaid, employer healthplans, student health plans, personal healthplans).b. Explain where and how to obtain one or moretypes of medical coverage.c. Identify the common terms used in medicalinsurance (e.g., HMO, co-pay, deductible,referral, pre-existing condition).Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Medical Needs, p. 19-20.Creative Life Skills Activities, Activity 30, Where in theWorld Do I Find…?I Can Do It, Protecting Your Money and Yourself, p. 14-16.I’m Getting Ready, What Insurance Do I Need? M-14.FUTURE/PATH, p. 49, 50.PAYA, Module 2, Health Care, p. 46-47.Ready, Set, Fly! Health #10.Teenage Human Body, Health Care Providers, p. 57.4 Girls, Illness & Disability–http://www.4girls.govKids Health, People, Places, and Things That Help me –http://www.kidshealth.org/kid/feel_better/Kids Health –http://www.kidshealth.org/parent/system/idnex.htmlLife Skills Guidebook 113©2004 by Casey Family <strong>Program</strong>s.
HEALTHLearning Goals Expectations Activities10. Knows how tomaintain goodemotional health.a. Define and explain what stress is.b. Identify situations which may causeconflict between people and lead tostress.c. Identify source of conflict or fear in astressful situation.d. Identify three ways to reduce stress (e.g.,exercise, deep breathing, simplifyschedule)e. Select a strategy to reduce stress andmaintain good emotional health (e.g.,exercise, deep breathing, simplifyschedule, journal).f. Evaluate effectiveness of strategyselected.g. Describe the signs and symptoms ofdepression and other emotional healthproblems.h. Describe where to go in the community toobtain help with depression and otheremotional health problems.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Things to Try, p. 117-118.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, What is Stress, p. 109-110.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Conflicts, p. 111-112.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Conflicts with Things, p. 115-116.Life Skills Activities <strong>for</strong> Secondary, VI-21, Stress & Stressors, p.426-428.Life Skills Activities <strong>for</strong> Secondary, VI-22, Stressful Events &Situations, p. 429-431.Life Skills Activities <strong>for</strong> Secondary, VI-23, Coping with Stress, p.432-435.Life Skills Activities <strong>for</strong> Secondary, VI-24, Depression, p. 436-438.Life Skills Activities <strong>for</strong> Secondary, VI-25, Suicide, p. 439-441.Life Skills Activities <strong>for</strong> Secondary, VI-26, Getting Help, p. 442-444.Life Skills Activities <strong>for</strong> Secondary, VI-27, You Have Choices, p.445-447.Making It on Your Own, Dealing with Stress, p. 66.Ready, Set, Fly! Health #14.Ready, Set, Fly! Health #15.SEALS II, Saving Stress, p. 69.SEALS II, Stress Pleasure, p. 72.SEALS II, Inner Voice, p. 79.SEALS II, Journal Keeping, p. 16.SEALS II, Write to Heal, p. 18.SEALS II, Reward Yourself, p. 29.SEALS II, Treat Yourself, p. 28.Teenage Human Body, Stress, p. 64-65.Teenage Human Body, Depression, p. 68-69.4 Girls, Mind–http://www.4girls.govGirl Power –http://www.girlpower.gov/girlarea/notalone/howtocope.htmKids Health –http://www.kidshealth.org/parent/emotions/index.htmlhttp://www.kidshealth.org/kid/feeling/Life Skills Guidebook 114©2004 by Casey Family <strong>Program</strong>s.
ALCOHOL, DRUGS, AND TOBACCOLearning Goals Expectations Activities11. Knows and understandsthe medical, social,emotional, and legalrisks associated withalcohol, drug, andtobacco use.a. Describe how alcohol, drugs, and tobaccoaffect the body.b. Describe how alcohol, drugs, and tobaccoaffect the development of the unborn child.c. Explain how using drugs, alcohol, and tobaccoaffect you and your family.d. Describe how your friends and family feelabout the use of drugs, alcohol, and tobacco.e. Name two ways families pass on beliefs aboutdrugs, alcohol, and tobacco.Making It on Your Own, Drugs and Alcohol, p. 64.PAYA, Module 2, Health Care, p. 48-52; 54; 58-59.PAYA, Module 4, Transportation, p. 55-63.PAYA, Module 5a, Unplanned Pregnancy, p. 39.Ready, Set, Fly! Alcohol, Drugs, Tobacco #1Ready, Set, Fly! Alcohol, Drugs, Tobacco #2Ready, Set, Fly! Alcohol, Drugs, Tobacco #3Ready, Set, Fly! Alcohol, Drugs, Tobacco #4.Teenage Human Body, Alcohol, p. 76-81.Teenage Human Body, In Harm’s Way, p. 116-117.4 Girls, Drugs and Alcohol–http://www.4girls.govGirl Power –http://www.girlpower.gov/girlarea/bodyfx/index.htmThe Alcohol and Drug In<strong>for</strong>mation Clearinghouse –http://www.nebraskaprevlink.ne.gov/therightstuff/youth/straightfacts.htmlKids Health, Drugs and Alcohol –http://www.kidshealth.org/kid/grow/index.html;http://www.kishealth.org/kid/stay_healthy/index.html;http://www.kidshealth.org/kid/feeling/;http://www.kidshealth.org/teen/drug_alcohol/12. Knows and understandsthe impact of peerpressure on decisions touse alcohol, drugs, andtobacco.a. Define the term “peer pressure.”b. Explain how peers influence decisionsregarding the use of alcohol, drugs, andtobacco.c. Identify two ways to resist negative peerpressure to avoid alcohol, drugs, tobacco.PAYA, Module 2, Health Care, p. 54-58; 71.Ready, Set, Fly! Alcohol, Drugs, Tobacco #5.Social Skills <strong>for</strong> Secondary, Worksheet 95, Resisting NegativePressure, p.133.4 Girls, Drugs and Alcohol–http://www.4girls.govGirl Power –http://www.girlpower.gov/girlarea/bodyfx/index.htmKids Health, Peer Pressure –http://www.kidshealth.org/kid/feeling/Life Skills Guidebook 115©2004 by Casey Family <strong>Program</strong>s.
ALCOHOL, DRUGS, AND TOBACCOLearning Goals Expectations Activities13. Knows and understandsthe types of helpavailable <strong>for</strong> alcohol,drug, and tobaccoaddictions.a. Describe signs of addiction.b. Identify different types of illegal drugs.c. Identify three <strong>for</strong>ms of substance abuseassistance (e.g., NA/ AA, Smoke Enders,substance use counselor).d. Identify at least one support group thatprovides assistance to family members (e.g.,ALANON).e. Identify where these services are provided inthe community (e.g., telephone book, schoolcounselor, Internet).FUTURE/PATH, p. 92.Making It on Your Own, Where Would You Go? p. 65.PAYA, Module 2, Personal Care, p. 58-71PAYA, Module 2, Health Care, p. 46; 52-53.Ready, Set, Fly! Alcohol, Drugs, Tobacco #6.Kids Health, Dealing with Problems –http://www.kidshealth.org/teen/your_mind/http://kidshealth.org/teen/drug_alcohol/14. Knows and understandsthe legal implications ofdrinking and driving.a. Describe the laws regarding alcohol use inone’s state (e.g., legal drinking age).b. Describe the legal limits of alcoholconsumption defined by one’s state.c. Describe two consequences of drinking anddriving.d. Describe two strategies <strong>for</strong> responsibledrinking (e.g., limit consumption, have adesignated driver).Life Skills Activities <strong>for</strong> Secondary, IV-28, Choosing YourDriver, p. 273-274.Life Skills Activities <strong>for</strong> Secondary, IV-29, Drinking &Driving, p. 275-277.Ready, Set, Fly! Alcohol, Drugs, Tobacco #7.What Are My Rights, Growing Up, p. 113-114.Life Skills Guidebook 116©2004 by Casey Family <strong>Program</strong>s.
SEXUALITYLearning Goals Expectations Activitiesa. Identify male and female sexual anatomy.b. Explain the bodily changes that take placeduring puberty <strong>for</strong> both males and females.15. Knows and understandshow male and femalebodies change duringpuberty.Care and Keeping of You! Breasts, p. 44-51.Care and Keeping of You! Big Changes, p. 68-81.It’s Perfectly Normal, C. 6, Our Bodies, p. 19-21.It’s Perfectly Normal, C. 7, Outside and Inside, Female SexOrgans, p. 22-24.It’s Perfectly Normal, C. 8, Outside and Inside, Male SexOrgans, p. 25-27.It’s Perfectly Normal, C. 10, Changes and Messages, p. 30.It’s Perfectly Normal, C. 11, Travels of the Egg, p. 32-36.It’s Perfectly Normal, C. 12, The Travels of the Sperm, p. 37-40.It’s Perfectly Normal, C. 13, Not All at Once, p. 41-42.Ready, Set, Fly! Relationships and Sexuality #1.4 Girls, Drugs and Alcohol–http://www.4girls.govGirl Power –http://www.girlpower.gov/girlarea/bodywise/yourbody/index.htmKids Health –http://www.kidshealth.org/kid/grwo/index.html;http://www.kidshealth.org/parent/growth/http://www.kidshealth.org/parent/grwoing/talk_about_puberty_p3.html;http://www.kidshealth.org/teen/sexual_health/16. Knows and understandsthe difference betweengender and sexualorientation.a. Define the terms gender and sexualorientation.b. Identify three sexual orientations (e.g.,heterosexual, homosexual, and bisexual).c. Define stereotyping and discrimination basedon sexual orientation.It’s Perfectly Normal, C. 1, Girl or Boy, Female or Male, p.10-11.It’s Perfectly Normal, C. 6, Straight, and Gay, p. 16-18.Teenage Human Body, Other Sexual Issues, p. 110.American Psychological Association, Questions About SexualOrientation –http://www.apa.org/pi/lgbc/publications/justthefacts.htmlLife Skills Guidebook 117©2004 by Casey Family <strong>Program</strong>s.
SEXUALITYLearning Goals Expectations Activities17. Knows and understandsthe difference betweensexuality and sex.a. Tell the four definitions of “sex” (e.g., gender,intercourse).b. Explain myths and misconceptions about sex.c. Explain media’s role in portraying sex andsexuality.d. Explain the difference between love and sex.e. Describe sexual desire verses love.It’s Perfectly Normal, C. 3, Sexual Desire, p. 12-13.It’s Perfectly Normal, C. 4, Sexual Intercourse, p. 14-15.PAYA, Module 5a, Sexuality, STD’s and Pregnancy, p. 5.RELATIONSHIPSLearning Goals Expectations Activities18. Knows how to talk toothers about decisionsthat affect relationships.a. Explain how to talk to a partner about dating,sexual activity, prevention of STDs andpregnancy, marriage, and parenting.b. Practice talking with a partner a mocksituation.c. Explain how to talk to family and friendsabout dating, sexual activity, prevention ofSTDs and pregnancy, marriage, and parenting.d. Practice talking with family and friends in amock situation.PAYA, Module 2, Social Skills, Sexuality, p. 158-165.PAYA, Module 2, Sexuality, p. 187-188.PAYA, Module 5a, Sexuality, STDs, and Pregnancy, p. 8.Ready, Set, Fly! Relationships #3.Ready, Set, Fly! Relationships #4.Kids Health, Relationships –http://www.kidshealth.org/teen/your_mind/19. Knows how to makedecisions about sexualactivity.a. Explain factors in deciding to be sexuallyactive with someone.b. Tell how to say no to unwanted sexualtouching.It’s Perfectly Normal, C. 4, Sexual Intercourse, p. 14-15.It’s Perfectly Normal, C. 19, A Kind of Sharing, p. 54-57.It’s Perfectly Normal, C. 23, Planning Ahead, Postponement,Abstinence, and Birth Control, p. 68-71.SEALS II, Sexual Decision Making, p. 62.Life Skills Guidebook 118©2004 by Casey Family <strong>Program</strong>s.
RELATIONSHIPSLearning Goals Expectations Activities20. Knows and understandshow to prevent, detect,and treat STDs includingAIDS.a. Explain how one becomes infected with STDsand AIDS.b. Identify three common STDs.c. Describe how these STDs affect one’s body.d. Explain ways to protect oneself from STDs.e. Describe treatment methods <strong>for</strong> at least twoSTDs.Creative Life Skills Activities, Activity 33, Cruise to IslandParadise.It’s Perfectly Normal, C. 23, Planning Ahead, Postponement,Abstinence, and Birth Control, p. 68-72.It’s Perfectly Normal, C. 26, Check up, Sexually TransmittedDiseases, p. 77-79.It’s Perfectly Normal, C. 27, Scientists Working Day & Night,f. Identify community agencies that provide freeand anonymous STD/AIDS testing.HIV and AIDS, p. 79-83.Life Skills Activities <strong>for</strong> Secondary, VI-16, HIV & AIDS, p.412-414.Making It on Your Own, Preventing HIV & AIDS, p. 67.Making It on Your Own, Other Sexually TransmittedDiseases, p. 68.PAYA, Module 2, Social Skills, p. 170-186, 189-195.PAYA, Module 5a, Sexuality, STDs, and Pregnancy, p. 7-19.Ready, Set, Fly! Relationships and Sexuality #6.SEALS II, The HIV Infection/AIDS Quiz, p. 63.Teenage Human Body, STIs, p. 84-89.Kids Health, Sexual Health –http://www.kidshealth.org/teen/sexual_health/Kids Health –http://www.kidshealth.org/teen/infections/Life Skills Guidebook 119©2004 by Casey Family <strong>Program</strong>s.
RELATIONSHIPSLearning Goals Expectations Activities21. Knows and understandshow to preventpregnancy.a. Describe how females become pregnant.b. Identify at least three methods of birth control.c. Explain how these methods of birth controlare used.d. Evaluate the effectiveness of each method toprevent both pregnancy and sexual transmitteddiseases (STDs).e. Explain why abstinence is the only risk freemethod.Creative Life Skills Activities, Activity 23, The Birth ControlBox.Creative Life Skills Activities, Activity 49, Not a Bag ofTricks.Creative Life Skills Activities, Activity 63, Sexual Jeopardy.Creative Life Skills Activities, Activity 72, Ad Campaign.It’s Perfectly Normal, C. 11, The Travel of the Egg, p. 32-36.It’s Perfectly Normal, C. 11, The Travels of the Sperm, p. 37-40.f. Identify three ways to resist pressure to havesex.It’s Perfectly Normal, C. 19, A Kind of Sharing, p. 54-57.It’s Perfectly Normal, C. 20, Be<strong>for</strong>e Birth Pregnancy, p. 58-60.g. Describe who to go to get in<strong>for</strong>mation aboutpregnancy, birth control, and prevention.It’s Perfectly Normal, C. 23, Planning Ahead, Postponement,Abstinence, and Birth Control, p. 68-72.Life Skills Activities <strong>for</strong> Secondary, VI-12, Being SexuallyActive, p. 399-401.PAYA, Module 2, Teen Age Pregnancy, p. 166-169; 189-195.PAYA, Module 5a, Sexuality, STDs, and Pregnancy, p. 7-10;14-19.Ready, Set, Fly! Relationships and Sexuality #3.Teenage Human Body, Safer Sex, p. 103-109.Kids Health –http://www.kidshealth.org/teen/sexual_health/22. Knows and understandsthe symptoms ofpregnancy and theresources available.a. Identify two signs of pregnancy (e.g., missedperiod, breast tenderness, morning sickness).b. Explain where to get a pregnancy test.c. Identify two resources in the community thatprovide counseling and pre-natal care.Making It on Your Own, Symptoms of Pregnancy, p. 10.PAYA, Module 5a, Unplanned Pregnancy, p. 32.Ready, Set, Fly! Relationships and Sexuality #4.Teenage Human Body, Pregnant? p. 114.Kids Health, Sexual Health –http://www.kidshealth.org/teen/sexual_health/Kids Health –http://www.kidshealth.org/teen/infections/Life Skills Guidebook 120©2004 by Casey Family <strong>Program</strong>s.
RELATIONSHIPSLearning Goals Expectations Activities23. Knows andunderstands howto keep safe whenyoung.a. Given a list of common safety words, read and explaineach one’s use.b. Describe potentially dangerous situations and statepossible unhealthy outcomes (e.g., strangers, guns).c. Explain and comply with rules intended to ensuresafety (e.g., seatbelts, hitchhiking).d. If appropriate, designate a safe place to keep one’shouse key.e. Describe appropriate rules <strong>for</strong> activities when parentsaren’t home.f. Explain ways to use unsupervised time at home wiselyor helpfully.g. Create and state a back up plan <strong>for</strong> anticipatingproblems related to entering and staying in the houseuntil parents arrive.h. Explain how to stay safe after dark.i. Name two or more places you can contact to get help ifyou feel unsafe.j. Tell what to say if someone tries to do something toyour body you don’t want them to.http://www.kidshealth.org/teen/safety/24. Knows andunderstands howto be safe whenolder.a. Explain and comply with rules intended to ensuresafety (e.g., seatbelts, hitchhiking).b. State appropriate rules <strong>for</strong> activities when parents aren’thome.c. Explain how to stay safe after dark.d. Define sexual abuse.e. Tell what to say if someone tries to do something toyour body you don’t want them to.f. Tell what sexual harassment is.g. Tell who to talk to if you’ve been sexually harassed orabused.h. Tell what to do about Date Rape.i. Name two or more places you can contact to get help ifyou feel unsafeLife Skills Activities <strong>for</strong> <strong>Child</strong>ren, Safety Words, p. 98-100.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, DangerousSituations, p. 194-195.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Following SafetyRules, p. 196-197.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Keeping the Key, p.200-201.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Knowing the Rules,p. 202-203.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Using Time Wisely,p. 204-205.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Having a Back UpPlan, p. 206-207.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, After Dark, p. 258-259.Oops! Oops! p. 88-89.Kids Health, Safety –http://www.kidshealth.org/kid/watch/index.html;It’s Perfectly Normal, Talk About It: Sexual Abuse, C.25, p. 75-77.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, After Dark, p. 258-259.Social Skills <strong>for</strong> Secondary, Problems or UnusualSituations, p. 168.Kids Health, Safety –http://www.kidshealth.org/kid/watch/index.htmlhttp://www.kidshealth.org/teen/safety/http://www.kidshealth.org/teen/your_mind/Kids Health, Peer Pressure –http://www.kidshealth.org/kid/feeling/Life Skills Guidebook 121©2004 by Casey Family <strong>Program</strong>s.
RELATIONSHIPSLearning Goals Expectations Activities25. Knows and understandsthe importance of homesafety.a. Describe use and maintenance of a smoke andcarbon monoxide detector and fireextinguisher.b. Explain three ways to prevent fires (e.g., don’tleave lighted candles unattended, unpluggingelectrical appliances).c. Describe an emergency evacuation route incase of fire.d. Explain two ways to prevent breaking andentering in one’s home.e. Explain two ways to prepare <strong>for</strong> naturaldisasters (e.g., hurricanes, floods, tornados,earthquakes, national alerts, snowemergencies).I Can Do It! Staying Safe, p. 39- 45.PAYA, Module 2, Safety Skills, p. 76-86.PAYA, Module 5, Safety Skills, p. 2.PAYA, Module 5, Safety, p. 154-161.Ready, Set, Fly! Home Safety # 1.Ready, Set, Fly! Home Safety #2.Ready, Set, Fly! Home Safety #4.Teenage Human Body, Environmental Maintenance, Fires, p.49.Internet Safety, Etiquette <strong>for</strong> Kids –http://kidsinternet.about.com/cs/internetsafety1/Parent Soup –http://www.parentsoup.comThe American Academy of Pediatrics –f. Explain proper storage of hazardoushousehold materials (e.g., cleaning materials,medicines, knives).http://www.aap.org/parents.htmlThe Parent <strong>Center</strong>/Baby <strong>Center</strong> –http://www.babycenter.com/baby/babysafety/indexg. Explain three strategies <strong>for</strong> child proofing ahouse (e.g., outlet plugs, cabinet locks, gateson stairways).h. Identify four items in a first aid kit/ householdemergency kit (e.g., band aids, disinfectant,flash light, batteries).i. Explain three ways to keep self safe on theinternet and telephone (e.g., don’t give outsocial security number, avoid giving personalin<strong>for</strong>mation on the phone or internet, changepasswords frequently).j. Describe signs of possible household dangers(e.g., smelling gas, flooding).k. Describe how to prevent poisoning.Life Skills Guidebook 122©2004 by Casey Family <strong>Program</strong>s.
RELATIONSHIPSLearning Goals Expectations Activities26. Can select theappropriate resources touse in emergencysituations.a. Describe two situations when it would benecessary to call 911.b. Match community resources to a variety ofemergency situations (e.g., domestic dispute,food poisoning, fire, broken water main).Creative Life Skills Activities, Activity 35, Who Do I Call? p.66.I Can Do It, Building a Support Network, p. 51-56.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Making Emergency PhoneCalls, p. 38-39.Making It on Your Own, Getting Help, p. 66.Pocket Guide, Sources of Help, p. 66-68.Pocket Guide Instructions, Sources of Help, p. 185-187.Ready, Set, Fly! Community Resources #4.27. Can find communityservices available.28. Knows and understandssymptoms and effects ofeating disorders.a. Identify quality yet economical places to shop<strong>for</strong> food, clothing, and household items.b. Identify nearest hospital or health clinic.c. State several stores which would be likely tobe found at a mall.d. Identify and locate several houses of worshipin his/her community.e. Explain how to buy stamps.f. Locate public restrooms in public orcommunity buildings.a. Explain symptoms and effects of anorexia,bulimia, and binge eating.b. Describe things to look <strong>for</strong> if you think you ora friend might have a problem (e.g., stopeating, don’t like to eat in front of people).c. Name two things to do if you think you or afriend has an eating disorder.d. Name two or more community resourceswhich help with eating disordersFUTURE/PATH, 68, 69, 70, 71, 90.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Shopping Mall, p. 214-215.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Houses of Worship, p. 218-219.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Buying Stamps, p. 244-245.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Locating Restrooms, p.268-269.Care and Keeping of You! Eating Disorders, p. 62-65.PAYA, Module 2, Health Care, p. 26.Teenage Human Body, p. 97.Girl Power, Eating Disorders –http://www.girlpower.gov/girlarea/bodywise/eatingdisorders/index.htmKids Health –http://www.kidshealth.org/teen/your_mind/http://www.kidshealth.org/teen/food_fitness/The Alcohol and Drug In<strong>for</strong>mation Clearinghousehttp://www.nebraskaprevlink.ne.gov/therightstuff/youth/eatingdisorders.htmlLife Skills Guidebook 123©2004 by Casey Family <strong>Program</strong>s.
Social Relationships DomainPERSONAL DEVELOPMENTLearning Goals Expectations Activities1. Knows and understandsthe concept of selfesteema. Define the term “self-esteem.”b. Explain how self-esteem is related to selfawarenessand self-image.c. Describe the relationship between self-esteemand emotional well being.d. Explain how self esteem and body image arerelated.e. Describe what influences body image and howto affirm body image.Creative Life Skills Activities, Activity 78, Getting to KnowMe.Creative Life Skills Activities, Activity 79, “Who Am I”Collage.Creative Life Skills Activities, Activity 98, PositiveAffirmation.Ready, Set, Fly! Personal Development #1.Ready, Set, Fly! Personal Development #2.SEALS II, Body Image Journal, p. 1.SEALS II, Mirror Mirror on the Wall, p. 2.SEALS II, Day by Day, p. 17.SEALS II, One Week of Presents, p. 31.SEALS II, I am Someone Who, p. 58.SEALS II, Positive Affirmation, p. 59.SEALS II, Self Esteem Crossword Puzzle, p. 61.4 Girls, Mind –http://www.4girls.govKids Health, Self Esteem; Mental Health; Body Image –http://www.kidshealth.org/teen/your_mind/http://www.kidshealth.org/kid/feeling/The Alcohol and Drug In<strong>for</strong>mation Clearinghouse, BodyImage -http://www.nebraskaprevlink.ne.gov/therightstuff/youth/positivebody.htmlLife Skills Guidebook 124©2004 by Casey Family <strong>Program</strong>s.
PERSONAL DEVELOPMENTLearning Goals Expectations Activities2. Knows and understandsone’s personal strengthsand needs.a. Identify three personal strengths andneeds.b. Recognize how one’s strengths can beused to meet one’s needs.c. Explain your personal values.d. Explain your personal definition ofsuccess.e. Describe the benefits and consequences ofperseverance.Creative Life Skills Activities, Activity 9, Toilet Paper.Creative Life Skills Activities, Activity 10, Grab Bag.Creative Life Skills Activities, Activity 81, Animal Babies.Creative Life Skills Activities, Activity 90, Get to Know YourApple.Life Skills Activities <strong>for</strong> Secondary, I-3, Spotlight on Me, p. 7-8.PAYA, Module 2, Social Skills, p. 98-101; 135-141.Ready, Set, Fly! Personal Development #5.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Being Interesting, p. 187-188.f. Tell at least three characteristics of a goodleader and why being a leader isimportant.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Developing Interests andHobbies, p. 291-292.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Being the Leader, p. 155-156.3. Knows and understandsthe impact of caring,respectful, responsible,and honest behavior inrelationships.a. Define respect.b. Describe caring, respectful, responsible,and honest behavior.c. Give examples of situations where caring,respectful, responsible, and honestbehavior affect a relationship.d. Describe the role of manners incommunicating respect <strong>for</strong> others.e. Demonstrate meeting someone <strong>for</strong> thefirst time (e.g., shaking hands, eyecontact).f. Describe an appropriate response ifsomeone is rude to you.g. Tell what being trustworthy is.h. Tell how to accept the blame.i. Describe how you would like to be treatedand how you will treat others.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Meeting People, p. 330-331.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, At the Movies, p. 332-333.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Rudeness in Others, p. 336-337.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Including Others, p. 338-339.Life Skills Activities <strong>for</strong> Secondary, I-6, Acts of Kindness, p. 13-15.Oops! Gross, p. 98-99.Oops! Big Days, p. 102-116.Ready, Set, Fly! Relationships #2.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, What is Respect? p. 28-29.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Being Trustworthy, p. 32-33.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Accepting the Blame, p. 165-167.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Touching Others, p. 176-178.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Someone Made a Mistake, p.179-181.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Tone of Voice, p. 268-270.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Other People’s Opinions, p.273-275.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Is This the Right Time? p.276-277.Life Skills Guidebook 125©2004 by Casey Family <strong>Program</strong>s.
Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Apologizing and Acceptingthe Blame, p. 308-309.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Respecting Adults at Homeand in the Community, p. 318-319.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Including Others, p. 338-339.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Saying Thank You, p. 345-346.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Excuse Me, p. 363-364.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Impolite Noises, p. 360-362.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Answering QuestionsAppropriately, p. 391-392.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, RSVP, p. 402-403.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Golden Rule, p. 404-405.Social Skills <strong>for</strong> Secondary, Worksheet 46, Respecting Others asIndividuals, p. 222.Social Skills <strong>for</strong> Secondary, Worksheet 47, Recognizing the Valueof Friendship, p. 222.SEALS II, Good Manners Reflect, p. 65.Teenage Human Body, Social Maintenance, p. 47.4 Girls, Relationships –http://www.4girls.govKids Health, Gossip –http://www.kidshealth.org/kid/feeling/Life Skills Guidebook 126©2004 by Casey Family <strong>Program</strong>s.
PERSONAL DEVELOPMENTLearning Goals Expectations Activities4. Can describe everydayetiquette.a. Tell when it is good manners to open the door<strong>for</strong> another person.b. Tell when it is good manners to give up yourseat <strong>for</strong> another person.c. Give examples of appropriate words to showdispleasure or excitement as an alternative tocrude comments.d. Describe the difference between gossip andsharing in<strong>for</strong>mation.e. Describe at least five situations in which youwould express thankfulness.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Being Courteous, p. 328-329.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Saying “Thank You”, p.345-346.Oops! Magic Words, p. 8-11.Oops! After You! p. 16-17.Oops! The Golden Rule, p. 18-19.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Opening Doors <strong>for</strong>Others, p. 381-383.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Giving Up Your Seat, p.384-386.f. Role play saying thank you with anotherperson.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Public Phones, p. 387-388.g. Demonstrate manners <strong>for</strong> using a publicphone.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Using Good Language, p.394-396.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Gossip, p. 389-391.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Thank You Notes, p. 400-401.5. Knows and understandshow abuse, dishonesty,and disrespect impactrelationships.a. Define in your own words abuse, dishonesty,and disrespectful behavior.b. Give examples of how they impactrelationships.c. Describe what to do if someone is trying tohurt you physically or emotionally.d. Describe where and how to get help if onecan’t handle or end an argument.e. Describe examples of vandalism and pranksand why they are harmful to others.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Vandalism & Pranks, p.340-341.PAYA, Module 2, Safety Skills, p. 87-93.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Laughing When SomeoneGets in Trouble, p. 182-184.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Don’t Badmouth, p. 217-218.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Not Hurting Feelings ofOthers, p. 260-261.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Vandalism & Pranks, p.340-342.Social Skills <strong>for</strong> Secondary, Worksheet 61, Having Respect <strong>for</strong>the Property of Others, p. 243.Social Skills <strong>for</strong> Secondary, Worksheet 63, RespectingCommunity Authority Figures, p. 243.Life Skills Guidebook 127©2004 by Casey Family <strong>Program</strong>s.
PERSONAL DEVELOPMENTLearning Goals Expectations Activities6. Knows and understandsthe influence ofspirituality on personaldevelopment.a. Define spirituality.b. Explain how spirituality can play a rolein one’s everyday life.Ready, Set, Fly! Cultural Awareness #7.SEALS II, How is Your Spiritual Health, p. 80.CULTURAL AWARENESSLearning Goals Expectations Activities7. Knows and understandsone’s own culturalidentity.a. Define the terms culture, identity, raceand ethnicity.b. Describe the customs associated withone’s culture (e.g., family structure,language, food, style of dress).c. Describe the contributions that one’sculture has made to society.d. Tell at least four ways culture hasaffected your identity, values, andbeliefs.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Family Roles and Responsibilities,p. 294-295.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, We Don’t Look Alike, p. 286-287.Life Skills Activities <strong>for</strong> Secondary, I-2, My Ethnic Background, p. 2-6.PAYA, Module 2, Social Skills/Cultural Roots, p. 102-106.Ready, Set, Fly! Cultural Awareness #1.Ready, Set, Fly! Cultural Awareness #2.Ready, Set, Fly! Cultural Awareness #3.Ready, Set, Fly! Cultural Awareness #4.Ready, Set, Fly! Cultural Awareness #5.Ready, Set, Fly! Cultural Awareness #6.Ready, Set, Fly! Cultural Awareness #7.8. Knows and understandshow to identifydifferences in people.a. Describe differences in looks betweenpeople (e.g., gender, race, skin color,body build).b. Identify different personality ortemperament characteristics of people.c. State at least two points of view <strong>for</strong> agiven situation.d. Tell about the physical or mentalhandicapping conditions of people onemight encounter.Ready, Set, Fly! Cultural Awareness #8.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, We Don’t Look Alike, p. 286-287.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Personality Differences, p. 290-291.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, The Story of My Life, p. 292-293.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Another Point of View, p. 310-311.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Interviewing Others, p. 316-317.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, What is a Handicap, p. 262-264.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, People Who are Different, p. 265-267.Life Skills Guidebook 128©2004 by Casey Family <strong>Program</strong>s.
CULTURAL AWARENESSLearning Goals Expectations Activities9. Knows and understandsdifferent cultural groups.a. Identify and describe the customs of threedifferent cultural groups.b. Describe contributions made to society of atleast two cultures.c. Tell how to show respect <strong>for</strong> the attitudes andbeliefs of other cultural groups.Life Skills Activities <strong>for</strong> Secondary, I-1, Ethnic Groups, p. 2-3.PAYA, Module 2, Social Skills/Cultural Roots, p. 102-116.Ready, Set, Fly! Cultural Awareness #6Ready, Set, Fly! Cultural Awareness #7Ready, Set, Fly! Cultural Awareness #9Ready, Set, Fly! Cultural Awareness #10.SEALS II, Celebrating Our Diversity, p. 55.Kids Health, Diversity –http://www.kidshealth.org/kid/feeling/http://www.kidshealth.org/teen/your_mind?10. Knows how toeffectively respond toprejudice anddiscrimination.a. Define racism, stereotyping, prejudice, anddiscrimination.b. Demonstrate two positive strategies to dealwith prejudice and discrimination at home,work, school, and/or in the community.Creative Life Skills Activities, Activity 86, CelebratingDifferences, Part I.Creative Life Skills Activities, Activity 87, CelebratingDifferences, Part II.Creative Life Skills Activities, Activity 88, CelebratingDifferences, Part III.Ready, Set, Fly! Cultural Awareness #11.Ready, Set, Fly! Cultural Awareness #12.Ready, Set, Fly! Cultural Awareness #13.Ready, Set, Fly! Cultural Awareness #14.Life Skills Guidebook 129©2004 by Casey Family <strong>Program</strong>s.
INTERPERSONAL COMMUNICATIONLearning Goals Expectations Activities11. Knows andunderstands theelements ofcommunication.a. State at least three ways differentcultures influence communicationstyles.b. Explain the difference between verbaland non-verbal communication.c. Describe three <strong>for</strong>ms of non-verbalcommunication (e.g., body postures,gestures, eye contact, and facialexpressions).d. Describe how feedback helps and/orhinders communication.e. Identify two strategies <strong>for</strong> givingfeedback (e.g., using “I” statements,focus on the behavior not the person).Creative Life Skills Activities, Activity 2, Grandmother’s Truck.Creative Life Skills Activities, Activity 15, Broken Squares.Creative Life Skills Activities, Activity 17, Com<strong>for</strong>t Zone.Creative Life Skills Activities, Activity 18, Body Language.Creative Life Skills Activities, Activity 19, John & Mary.Creative Life Skills Activities, Activity 43, Peanut Butter & Jelly.Creative Life Skills Activities, Activity 64, Communication Charades.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Having a Discussion, p. 318-319.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Having an Argument, p. 320-321.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Defining Terms, p. 322-323.PAYA, Module 2, Social Skills, Communication, p. 144-150.Oops! Body Language, p. 12-15.Ready, Set, Fly! Communication #1.Ready, Set, Fly! Communication #2.f. Identify two strategies <strong>for</strong> receivingfeedback (e.g. eye contact, notinterrupting a conversation).Ready, Set, Fly! Communication #3.Ready, Set, Fly! Communication #4.Ready, Set, Fly! Communication #6.g. Describe empathy.h. Demonstrate how to effectively clarifywhat was said.Ready, Set, Fly! Communication #7.Ready, Set, Fly! Communication #9.Ready, Set, Fly! Communication #10.i. Demonstrate how to ask effectivequestions when clarifying or obtainingin<strong>for</strong>mation (e.g., open-ended v. closeendedquestions).SEALS II, Listening Skills, p. 5.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Listening to Other People’s Ideas, p.163-164.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Listening, p. 197-199.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Facial Expressions, p. 271-272.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Understanding How Other PeopleFeel, p. 280-282.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Admiring and ComplimentingOthers, p. 305-307.Social Skills <strong>for</strong> Secondary, Skill 1, Being a Good Listener, p. 2-9.Social Skills <strong>for</strong> Secondary, Skill 3, Being Able to Communicate, p. 18-25.The Alcohol and Drug In<strong>for</strong>mation Clearinghousehttp://www.nebraskaprevlink.ne.gov/therightstuff/youth/express.htmlLife Skills Guidebook 130©2004 by Casey Family <strong>Program</strong>s.
INTERPERSONAL COMMUNICATIONLearning Goals Expectations Activities12. Knows how tocommunicate withfriends and family.a. Demonstrate introducing oneself andgreeting others (e.g., handshake, eyecontact, standard v. slang language,appropriate touching).b. Conduct a conversation usingappropriate verbal and non-verballanguage.c. Demonstrate tolerance <strong>for</strong> the opinionsof others.d. Demonstrate giving and receivingfeedback in two situations with familyand friends.e. Demonstrate receiving complimentswithout feeling/acting embarrassed.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Who Are You? p. 5-6.Oops! Greetings, p. 22-23.Oops! Introductions, p. 24-25.Oops! Mr., Ms., Mrs., p. 26-27.Oops! Chit Chat, p. 28-29.Oops! Oops, p. 30-31.Oops! Nosy Questions, p. 32-33.PAYA, Module 2, Social Skills, Communication, p. 144-150.Ready, Set, Fly! Communication #2.SEALS II, Conversation Skills, p. 4.SEALS II, Set the Stage, p. 6.SEALS II, Repeating Questions, p. 67.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Saying No Without Sounding Rude,p. 255-256.f. Tell how you are feeling right now (e.g.,angry, happy, worried, depressed).Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Don’t Say Yes if You Mean No, p.257-259.g. Demonstrate clearly presenting yourideas to others.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Sharing with Siblings, p. 331-333.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Meeting Other People, p. 355-356.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Introducing Your Friends, p. 357-359.Social Skills <strong>for</strong> Secondary, Skill 2, Understanding Another’s Point ofView, p. 10-17.Social Skills <strong>for</strong> Secondary, Revealing Yourself to Others, p. 65-74.Kids Health, Families/Relationships –http://www.kidshealth.org/teen/your_mind/Kids Health, Feelings –http://www.kidshealth.org/kid/feeling/The Alcohol and Drug In<strong>for</strong>mation Clearinghouse –http://nebraskaprevlink.ne.gov/therightstuff/youth/express.htmlLife Skills Guidebook 131©2004 by Casey Family <strong>Program</strong>s.
INTERPERSONAL COMMUNICATIONLearning Goals Expectations Activities13. Knows how tocommunicate inschool settings.a. Demonstrate introducing oneself andgreeting others (e.g., handshake, eyecontact, standard v. slang language).b. Tell what appropriate andinappropriate behaviors are at school.c. Explain three reasons why followingdirections in important.d. Name three differences between schoolrules and home rules.e. Tell at least three rules appropriate <strong>for</strong>school.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Who Are You? p. 5-6.Life Skills Activities <strong>for</strong> Secondary, III-30, Getting Along withAuthority, p. 193-195.Life Skills Activities <strong>for</strong> Secondary, III-31, Asking Good Questions,p. 196-198.Oops! Greetings! p. 22-23.Ready, Set, Fly! Communication #11.SEALS II, Set the Stage, p. 6.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Home Rules vs. School Rules, p.22-23.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, When Teacher Leaves thef. Tell how to get the teacher’s attentionappropriately.Room, p. 34-35.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Getting Teacher’s Attention, p.g. Tell how to behave when the teacher istalking.h. Tell when it’s okay to talk and whenit’s not okay to talk with others inclass.36-37.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Arguing with the Teacher, p. 40-42.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, When the Teacher is Talking, p.43-44.i. Describe how to treat a substituteteacher.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Talking to Your Neighbor, p. 47-48.j. Tell how to treat the principal. Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Did You Say Listen? p. 52-53.k. Tell a polite way to treat schoolsecretary.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Knowing When to Quiet Down,p. 58-60.l. Tell how to ask <strong>for</strong> help appropriately. Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, This is the Cafeteria, Not them. Demonstrate using effective listeningtechniques to clarify instructions.n. Demonstrate asking effective questionsto obtain and/ or clarify in<strong>for</strong>mation.o. Demonstrate giving and receivingfeedback in two situations with schoolpersonnel.p. Demonstrate tolerance <strong>for</strong> the opinionsof others.Classroom, p. 89-91.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, It’s a Substitute, p. 92-93.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, The Principal, p. 96-97.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, The School Secretary, p. 98-100.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Asking <strong>for</strong> Help Politely, p. 117-118.Kids Health, Feelings –http://www.kidshealth.org/kid/feeling/The Alcohol and Drug In<strong>for</strong>mation Clearinghouse –http://www.nebraskaprevlink.ne.gov/therightstuff/youth/express.htmlLife Skills Guidebook 132©2004 by Casey Family <strong>Program</strong>s.
INTERPERSONAL COMMUNICATIONLearning Goals Expectations Activities14. Knows how tocommunicate in thework place.a. Demonstrate introducing oneself and greetingothers (e.g., handshake, eye contact, standardv. slang language).b. Demonstrate effective listening techniques toclarify instructions.c. Demonstrate the ability to ask effectivequestions to obtain and/or clarify in<strong>for</strong>mation.d. Demonstrate giving and receiving feedback intwo work-related situations.e. Demonstrate tolerance <strong>for</strong> the opinions ofothers.Ready, Set, Fly! Communication #12.SEALS II, Set the Stage, p. 6.Social Skills <strong>for</strong> Secondary, Skill 7, Making a GoodImpression, p. 51-57.The Alcohol and Drug In<strong>for</strong>mation Clearinghouse –http://www.nebraskaprevlink.ne.gov/therightstuff/youth/express.html15. Knows how to usetechnology tocommunicate safely andeffectively.a. Explain how a telephone and email are useddifferently at home and at work.b. Demonstrate appropriate telephone etiquettein home and work situations (e.g., how toanswer, take messages, and conveyin<strong>for</strong>mation).c. Demonstrate appropriate email etiquette inhome and work situations.d. Explain how to communicate safely whenusing telephone and email (e.g., appropriatevoice message on answering machine,appropriate disclosure of personal in<strong>for</strong>mationon e-mail).Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Dialing the Number, p. 27-29.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, O is <strong>for</strong> Operator, p. 30-31.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Giving In<strong>for</strong>mation, p. 34-35.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Taking a Message, p. 36-37.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Using a Pay Phone, p. 40-41.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Leaving a Message on anAnswering Machine, p. 42-43.Oops! Telephones, p. 34-36.Ready, Set, Fly! Communication #14.4 Girls, Safety –http://www.4girls.govBusiness Netiquette –http://www.bspage.com/1netiq/Netiq.htmlInternet Safety, Etiquette <strong>for</strong> Kids –http://kidsinternet.about.com/cs/internetsafety1/Life Skills Guidebook 133©2004 by Casey Family <strong>Program</strong>s.
INTERPERSONAL COMMUNICATIONLearning Goals Expectations Activities16. Knows how and when tobe assertive whencommunicating at home,school, and work.a. Explain the differences between passive,aggressive, and assertive styles ofcommunication.b. Describe how to communicate assertively.c. Recognize that people have the right toexpress different opinions.d. Demonstrate assertive communication in threesituations.Ready, Set, Fly! Communication #15Ready, Set, Fly! Communication #16.SEALS II, Broken Record, p. 3.Social Skills <strong>for</strong> Secondary, Skill 4, Negotiating orCompromising, p. 26-32.Teenage Human Body, Social Maintenance, p. 45.The Alcohol and Drug In<strong>for</strong>mation Clearinghouse –http://www.nebraskaprevlink.ne.gov/therightstuff/youth/expre17. Knows how to manageconflict.a. Describe the signs of conflict.b. Describe two different ways to manageconflict.c. Demonstrate two conflict managementtechniques that could be used at home, school,or work.d. Demonstrate ways to handle a situation whenyou or another person made a mistake injudgment.ss.htmlLife Skills Activities <strong>for</strong> <strong>Child</strong>ren, Handling Conflicts withOthers, p. 113-114.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Oops My Mistake, p. 312-313.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Your Mistake This Time, p.314-315.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Common Sense, p. 324-325.Life Skills Activities <strong>for</strong> Secondary, II-12, Identifying aConflict, p. 107-108.Life Skills Activities <strong>for</strong> Secondary, II-13, Compromising p.109-111.Life Skills Activities <strong>for</strong> Secondary, II-15, Avoiding PowerStruggles, p. 114-116.Life Skills Activities <strong>for</strong> Secondary, II-14, FindingAlternatives, p. 112-113.PAYA, Module 2, Social Skills, Conflict Resolution, p. 151-152.Ready, Set, Fly! Communication #17Ready, Set, Fly! Communication #18Ready, Set, Fly! Communication #20.SEALS II, Resolving Conflicts, p. 9.The Alcohol and Drug In<strong>for</strong>mation Clearinghouse –http://www.nebraskaprevlink.ne.gov/therightstuff/youth/express.htmlLife Skills Guidebook 134©2004 by Casey Family <strong>Program</strong>s.
INTERPERSONAL COMMUNICATIONLearning Goals Expectations Activities18. Knows how to use angermanagement techniques.a. Describe situations that may produce feelingsof anger within oneself and others.b. Identify a positive message of anger.c. Describe the signs and feelings of angerwithin oneself and others.d. Explain one anger management technique(e.g., walking away).e. Demonstrate two anger managementtechniques that could be used at home, school,or work.Care and Keeping of You! Your Feelings, p. 100-103.Ready, Set, Fly! Communication #17.Ready, Set, Fly! Communication #21.Social Skills <strong>for</strong> Secondary, Skill 8, Controlling YourEmotions, p. 58-64.Teenage Human Body, Anger, p. 66.Kids Health, Anger –http://www.kidshealth.org/kid/feeling/RELATIONSHIPSLearning Goals Expectations Activities19. Knows and understandsthe differences betweenvarious types ofrelationships.a. Describe different types of relationships (e.g.,family, friends, business, professional,marital, and dating).b. Recognize the value of maintaining more thanone type of relationship.c. Explain the rules, boundaries, self-disclosure,privacy, and codes of behavior that relate toeach type of relationship.d. Describe the different roles that people play invarious relationships.Creative Life Skills Activities, Activity 29, Finding the RightRelationship.PAYA, Module 2, Social Skills, Love, p. 152-157.Ready, Set, Fly! Relationships #1.4 Girls, Relationships –http://www.4girls.govKids Health, Relationships –http://www.kidshealth.org/teen/your_mind/Life Skills Guidebook 135©2004 by Casey Family <strong>Program</strong>s.
RELATIONSHIPSLearning Goals Expectations Activities20. Knows how todevelop andmaintain healthyrelationships.a. Identify three characteristics of healthy andunhealthy relationships.b. Describe two ways to manage an unhealthyrelationship (e.g. clarify boundaries, seekcounseling, seek legal help, end relationship).c. Describe how relationships change over time.d. Describe two ways to develop and/or enhancea new relationship with family, friends,mentors, co-workers, and romantic interests.e. Identify two ways to maintain relationshipsover time and distance.f. Explain the roles and responsibilities that bothparties play in maintaining relationships.g. Describe three ways to show care <strong>for</strong> others.h. Demonstrate showing appreciation <strong>for</strong> thingspeople do <strong>for</strong> you.i. Demonstrate how to encourage others to talkabout themselves.j. Name at least one person you can confide in.k. Describe how to avoid relationships that hurtor are dangerous.21. Knows how todevelop andmaintain friendships.a. Define what a friend is.b. Identify several techniques <strong>for</strong> showinginterest in others.c. Role play “being interested” techniques.d. Tell a polite way to invite someone else tojoin a group.e. Describe several ways friends spend timetogether.f. Invite a friend to spend time together in apositive activity.g. Name one friend with whom you can talkabout your problems.h. Name one adult you feel close to.Creative Life Skills Activities, Activity 29, Finding the RightRelationship.Life Skills Activities <strong>for</strong> Secondary, I-21- I-31, Being Part of a Family,p. 51-71.PAYA, Module 2, Social Skills, p. 87-93.Ready, Set, Fly! Relationships #2.SEALS II, Relationships and You, p. 35.SEALS II, Savvy Socializing, p. 37.SEALS II, Deepening Relationships, p. 38.SEALS II, Developing Boundaries, p. 39.SEALS II, Supportive Relationships, p. 40.SEALS II, Breaking Down Our Walls, p. 41.SEALS II, Healthy Relationships, p. 42.Social Skills <strong>for</strong> Secondary, Problems or Unusual Situations, p. 168.4 Girls, Relationships –http://www.4girls.govKids Health, Friends –http://www.kidshealth.org/kid/feeling/The Alcohol and Drug In<strong>for</strong>mation Clearinghouse –http://www.nebraskaprevlink.ne.gov/therightstuff/youth/express.htmlLife Skills Activities <strong>for</strong> <strong>Child</strong>ren, Helping Each Other Live, p. 298-299.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, What is a Friend, p. 306-307.Oops! At a Friends, p. 38-39.Oops! Sleepovers, p. 40-43.Oops! Giving and Receiving Gifts, p. 54-61.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Being Interested in Others, p. 185-186.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Spending Time with Others, p. 189-190.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Inviting Others into Your Group, p.191-193.4 Girls, Relationships -http://www.4girls.govLife Skills Guidebook 136©2004 by Casey Family <strong>Program</strong>s.
RELATIONSHIPSLearning Goals Expectations Activities22. Knows how to talk toothers about decisionsthat affect relationships.a. Explain how to talk to a partner about dating,sexual activity, prevention of STDs andpregnancy, marriage, and/or parenting).b. Practice talking with a partner about theseissues in a mock situation.c. Explain how to talk to family and friendsabout dating, sexual activity, prevention ofSTDs and pregnancy, marriage, and parenting.d. Practice talking with family and friends aboutthese issues in a mock situation.PAYA, Module 2, Social Skills, Sexuality, p. 158-165.PAYA, Module 2, Sexuality, p. 187-188.PAYA, Module 5a, Sexuality, STDs, and Pregnancy, p. 8.Ready, Set, Fly! Relationships #3.Ready, Set, Fly! Relationships #4.Kids Health, Relationships –http://www.kidshealth.org/teen/your_mind/23. Knows how to developand use a personalsupport system.a. Define personal support system.b. Describe the benefit of having more than oneperson to help with problems.c. Assess the strengths and needs of one’spersonal support system.d. Identify three strategies to expand one’ssupport system.e. Name two or more people who providesupport to you.f. Describe two situations where support isnecessary (e.g., work related problem, familycrisis) and identify the appropriate supportperson.g. Develop a list of resource people includingaddresses and phone numbers.h. Demonstrate asking <strong>for</strong> help with a personalproblem.FUTURE/PATH, p. 56.I Can Do It, Building a Support Network, p. 51-56.Making It on Your Own, Friends, p. 75.Ready, Set, Fly! Relationships #11.Social Skills <strong>for</strong> Secondary, Making and Keeping Friends, p.89.Life Skills Guidebook 137©2004 by Casey Family <strong>Program</strong>s.
RELATIONSHIPSLearning Goals Expectations Activities24. Knows and understandsthe concept of“community.”a. Define and give examples of differentcommunities (e.g., faith-based, culturalgroups, neighborhoods, school, civic).b. Identify three things that make one a part of acommunity (e.g., age, culture, interest, needs).c. Describe the responsibilities associated withbeing part of a community.d. Explain the benefits of participating indiverse/different communities.e. Describe how to take physical care of thecommunity (e.g., don’t litter).Oops! Neighborhoods, p. 82-83.Oops! The Great Outdoors, p. 92-93.Ready, Set, Fly! Relationships #12SSASSN, Worksheet 71, Volunteering at Agencies, p. 257.25. Knows and understandsthe importance ofcooperation.a. Name three advantages of cooperation.b. Describe activities or skills that can be learnedfrom one another.c. Describe three situations where you’ve helpedothers.d. Describe how the family structure helps thegroup to meet basic survival needs.e. Explain how workers of different occupationshelp each other meet their needs.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Helping Each Other Live,p. 298-299.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Working Together, p. 300-301.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Learning from Each Other,p. 304-305.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Helping Others, p. 334-335.Life Skills Guidebook 138©2004 by Casey Family <strong>Program</strong>s.
RELATIONSHIPSLearning Goals Expectations Activities26. Knows and understands aprocess <strong>for</strong> makingthoughtful decisions.a. Recognize the difference between impulsiveand thoughtful decisions.b. Describe and explain the steps used in athoughtful decision making process (e.g.,identify the goals and values involved,identify the options, evaluate the pros andcons, narrow unacceptable choices and selectan option).c. Describe why it is important to gatherin<strong>for</strong>mation when not sure about a decision,like from friends or family.Making It on Your Own, Making Decisions, p. 16.PAYA, Module 2, Social Skills, How Can I Make a GoodDecision? p. 117-123.Ready, Set, Fly! Decision Making #1.Ready, Set, Fly! Decision Making #2.Ready, Set, Fly! Decision Making #4.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Having ClearExpectations, p. 252-254.Social Skills <strong>for</strong> Secondary, Making Good Decisions, p. 134.Decision Education Foundation, Making Good Choices –http://www.decisioneducation.org/The Alcohol and Drug In<strong>for</strong>mation Clearinghouse –http://www.nebraskaprevlink.ne.gov/therightstuff/youth/goals.htmlhttp://www.nebraskaprevlink.ne.gov/therightstuff/youth/decisions.html.The Ohio State University, Steps to Decision Making –http://ohioline.osu.edu/hyg-fact/5000/5301.html27. Can use a thoughtfuldecision making processin a life skills situation.a. Describe a life skills situation that requires adecision (e.g., selecting a career, changingjobs, making a large purchase).b. Apply a thoughtful decision making process tothe life skill situation (e.g., making apurchase).c. Tell why some choices are good and some arebad.d. Tell what the consequences of the choicesmight be <strong>for</strong> yourself and others.e. Evaluate the outcome of the decision (e.g.,how my choices affect others).Making It on Your Own, Making Decisions, p. 16.PAYA, Module 2, Social Skills, Decision Making Activity, p.124-126.Ready, Set, Fly! Decision Making #3.Ready, Set, Fly! Decision Making #4.Healthy Oakland Teens Project, Real Decision Activity –http://www.caps.ucsf.edu/curricula/peer5.htmlThe Alcohol and Drug In<strong>for</strong>mation Clearinghousehttp://www.nebraskaprevlink.ne.gov/therightstuff/youth/goals.htmlhttp://www.nebraskaprevlink.ne.gov/therightstuff/youth/decisions.html.Life Skills Guidebook 139©2004 by Casey Family <strong>Program</strong>s.
Work & Study DomainWORK GOALSLearning Goals Expectations Activities1. Is able to identify careersof interest.a. Explain what people in different jobs do.b. Explain the difference between a job and acareer.c. Identify personal skills, abilities, likes, anddislikes related to work.d. Find career fields that match skills, abilities,likes, and dislikes.Creative Life Skills Activities, Activity 27, Name That Job.Creative Life Skills Activities, Activity 79, “Who Am I”Collage.Developing Your Vision, Book 1.FUTURE/PATH, p. 79, 80, 81.I Know Where I am Going, Part II, C. 3, Do I Get a Job orBank on the Lottery? p. 26-41.I’m Getting Ready, I Need a Job to Support Myself, M-6.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Different Jobs, p. 288-289.Life Skills Activities <strong>for</strong> Secondary, V, Skills and Interests, p.308-316.Money Pals, Part II, C. 4, Dare to Dream, p. 36-44.PAYA, Module 3, Education, Career Interests, p. 11-19.PAYA, Module 3, Education, Skills Survey, p. 54-64.PAYA, Module 5, Education, Career Planning, p. 245.Ready, Set, Fly! Career Planning #4.Ready, Set, Fly! Career Planning #6.Young Person’s Guide, C. 12.4 Girls, Looking Ahead –http://www.4girls.govMapping Your Future, Skills and Interest –http://mapping-your-future.org/planning/skillsan.htmThe Alcohol and Drug In<strong>for</strong>mation Clearinghouse –http://www.nebraskaprevlink.ne.gov/therightstuff/youth/jobs.htmlLife Skills Guidebook 140©2004 by Casey Family <strong>Program</strong>s.
WORK GOALSLearning Goals Expectations Activities2. Is able to develop acareer plan.a. Recognize how one’s current employment,volunteer experiences, education, and jobtraining affect reaching a career goal.b. Determine the resources needed to obtain theeducation, training, and apprenticeshiprequired.c. Develop a written career plan with actionsteps, resources, and time frames.d. Identify scholarships, grants, and financial aidavailable.e. Explain the difference between an educationalgrant and loan.Developing Your Vision, Chapters 1, 2, 4.I Know Where I am Going, Part II, C. 3, Do I Get a Job orBank on the Lottery? p. 26-41.PAYA, Module 3, Education, How Will I Pay <strong>for</strong> School? p.26-31.PAYA, Module 5, Education and Career Planning, p. 247-250.Ready, Set, Fly! Career Planning #9.Minnesota Careers, Financial Aid –http://www.mncareers.org/future_planning.asp?pageid=fn01Public Broadcasting System, Paying <strong>for</strong> College –http://www.pbs.org/newshour/on2/money/college.htmlThe Alcohol and Drug In<strong>for</strong>mation Clearinghouse –f. Explain how, when, and where to apply <strong>for</strong>financial aid.http://www.nebraskaprevlink.ne.gov/therightstuff/youth/jobs.htmlg. Apply <strong>for</strong> financial aid to pay <strong>for</strong> training, ifapplicable.EMPLOYMENTLearning Goals Expectations Activities3. Understands theimportance ofemployment.a. Identify two reasons why people work (e.g.,stability, to earn money, independence).b. Explain two ways in which work affects one’slifestyle.c. Describe how needs and wants relate toemployment.d. Describe different types of work experiences.e. List three ways an adult can earn money andthree ways a youth can earn money.Creative Life Skills Activities, Activity 34, It’s In the Bag.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Earning Money, p. 60-61.Ready, Set, Fly! Employment #1.Ready, Set, Fly! Employment #2.Ready, Set, Fly! Employment #3.Life Skills Guidebook 141©2004 by Casey Family <strong>Program</strong>s.
EMPLOYMENTLearning Goals Expectations Activities4. Knows how to findpart-time temporaryjobs in thecommunity.a. Identify three types of part-time,temporary jobs in the community (e.g.,baby sitting, paper route, mowing lawns).b. Describe one or more ways to obtain apart-time, temporary job (e.g., bulletinboards, advertise in communitynewsletter, create a flyer, and talk toneighbors).c. Select a strategy to obtain one’s preferredpart-time temporary job.d. Identify two jobs <strong>for</strong> which to apply.e. Apply <strong>for</strong> a job, if applicable.5. Can complete a jobapplication.6. Can develop aresume and coverletter.a. Define the terms commonly used on jobapplications.b. Develop a personal fact sheet to usewhen completing job applications.c. Interpret application questions andprovide appropriate responses.d. Complete two job applications.e. Tell the importance of good jobreferences.a. Define the term “resume.”b. Describe different resume <strong>for</strong>mats (e.g.,functional, chronological).c. Develop a resume using one of these<strong>for</strong>mats with supervision.d. Explain what a cover letter is and what itshould contain.e. Develop a cover letter to accompany aresume or application with supervision.Developing Your Vision, Book 4.I Know Where I Am Going, Part II, C. 3, Do I Get a Job or Bank on theLottery?PAYA, Module 3, Employment, Job Hunting, p. 41-47.Ready, Set, Fly! Employment #5.Young Person’s Guide, C. 7 and 8.Quintessential Careers, How to find a summer or part-time job–http://www.quintcareers.com/finding_summer_jobs.htmlCreative Life Skills Activities, Activity 73, Assume an Identity.FUTURE/PATH, p. 30.Life Skills Activities <strong>for</strong> Secondary, V-22, A Job Application, p. 364-367.Making It on Your Own, Getting Your Facts Together, p. 8.PAYA, Module 3, Employment, Personal Fact Sheet, p. 65-70.PAYA, Module 3, Employment, Application p. 71; 83-85.Pocket Guide Instructions, Applications, p. 27-39.Ready, Set, Fly! Employment #7.Ready, Set, Fly! Employment #8.SEALS II, Starting Your Job Search, p. 25.Young Person’s Guide, C. 10.Life Skills Activities <strong>for</strong> Secondary, V-13, A Resume, p. 341-342.Making It on Your Own, The Resume, p. 9-10.Making It on Your Own, Applying by Letter, p. 11-12.PAYA, Module 3, Employment, p. 36-41.PAYA, Module 3, Employment, How to Write a Resume, p. 101-109.Ready, Set, Fly! Employment #8.Ready, Set, Fly! Employment #9.Young Person’s Guide, C. 3, 4, 5, 8, and 9.Mapping Your Future, Conducting the Job Search –http://mapping-your-future.org/planning/resume.htmLife Skills Guidebook 142©2004 by Casey Family <strong>Program</strong>s.
EMPLOYMENTLearning Goals Expectations Activitiesa. Explain two ways to follow-up, (e.g., phonecall, thank-you letter, e-mail).b. Describe what to say in follow-up contact.7. Knows and understandsthe importance offollowing up after a jobinterview.Making It on Your Own, Follow-up, p. 15.PAYA, Module 3, Employment, Follow-Up Letters, p. 97-100.Ready, Set, Fly! Employment #13.Young Person’s Guide, C. 11.8. Knows how to usecommon workplacetechnology.9. Knows and understandsemployee wagedeductions, benefits, andrights.a. Identify common workplace equipmentincluding computers and other workplacetechnologies.b. Demonstrate using technology to completeworkplace tasks (e.g., fax, computers, copier,printers).a. Explain the wage deduction in<strong>for</strong>mationcontained on the pay stub.b. Identify company resources that describeemployee rights and benefits (e.g., personnelpolicies, company Intranet site).c. Identify employee benefits (e.g., healthinsurance, educational leave, vacation,disability, and pension plans).d. Describe how to get employee benefits.e. Describe one’s rights regarding sexualharassment.f. Explain what a grievance is and how to usethe grievance procedures to resolve disputes.g. Explain child labor laws (e.g., number of workhours, equipment operation).Journal of Industrial Teacher Education, Impact of Technologyon the Work Place –http://scholar.lib.vt.edu/ejournals/JITE/v33n3/lewis.htmlDeveloping Your Vision, Book 4.I Know Where I Am Going, Part II, C. 3, Do I Get a Job orBank on the Lottery?Making It on Your Own, Your Paycheck, p. 80.PAYA, Module 3, Employment, p. 36-41.PAYA, Module 3, Job Maintenance, p. 115-121.Ready, Set, Fly! Employment #14.Ready, Set, Fly! Employment #15.What Are My Rights, You and Your Job, p. 55-67.Young Person’s Guide, C. 1 and 14.<strong>Center</strong> <strong>for</strong> Disease Control, Safety and Health on the Job –http://www.cdc.gov/niosh/adoldoc.htmlYouth Rules, Labor Department Youth Guidelines –http://youthrules.dol.gov/teens/default.htmLife Skills Guidebook 143©2004 by Casey Family <strong>Program</strong>s.
EMPLOYMENTLearning Goals Expectations Activities10. Knows how to maintainemployment.a. Identify the behaviors and attitudes (e.g.,being on time, following directions, assumingresponsibility) that affect job retention andadvancement.b. Describe proper workplace attire.c. Explain what the “chain of command” is andhow it works.d. Describe the importance of supervision andaccept supervision.e. Demonstrate the ability to organize andmanage time to complete work place tasks.Creative Life Skills Activities, Activity 14, Choose to Keep It.FUTURE/PATH, p. 32.Life Skills Activities <strong>for</strong> Secondary, V-15, Having a GoodAttitude, p. 346-348.Life Skills Activities <strong>for</strong> Secondary, V-16, Being a GoodEmployee, p. 349-350.Life Skills Activities <strong>for</strong> Secondary, V-17, Getting Along withthe Boss, p. 351-353.Life Skills Activities <strong>for</strong> Secondary, V-18, You Are the Boss,p. 354-356.PAYA, Module 3, Job Maintenance, p. 122-124.f. Demonstrate two ways <strong>for</strong> dealing withcriticism.Pocket Guide, Keeping a Job, p. 20.Pocket Guide Instructions, Keeping a Job, p. 47-79.g. Demonstrate negotiation skills in resolvingworkplace differences.h. Demonstrate working cooperatively withothers as a member of a team.Ready, Set, Fly! Employment #16.Ready, Set, Fly! Employment #17.Ready, Set, Fly! Employment #18.SEALS II, Ask Wendy, p. 23.i. Demonstrate asking <strong>for</strong> help with a workrelated question.Young Person’s Guide, C. 14.j. Read to improve your work skills orknowledge in a certain area.k. Identify ways to advance on the job (e.g.employment training programs, highereducation).11. Knows how to changejobs.a. Recognize how job endings can impact futurejob opportunities.b. Explain why it is important to give adequatenotice to the employer.c. Demonstrate a positive exit interview with acompany.Life Skills Activities <strong>for</strong> Secondary, V-20, Changing Jobs:Why? p. 359-360.Life Skills Activities <strong>for</strong> Secondary, V-21, Changing Jobs:How? p. 361-363.Pocket Guide, Changing Jobs, p. 21.Pocket Guide Instructions, Changing Jobs, p. 80-84.Ready, Set, Fly! Employment #19.Life Skills Guidebook 144©2004 by Casey Family <strong>Program</strong>s.
DECISION MAKINGLearning Goals Expectations Activities12. Knows and understands aprocess <strong>for</strong> makingthoughtful decisions.a. Recognize the difference between impulsiveand thoughtful decisions.b. Describe and explain the steps used in athoughtful decision making process (e.g.,identify the goals and values involved,identify the options, evaluate the pros andcons, narrow unacceptable choices and selectan option).c. Describe why it is important to gatherin<strong>for</strong>mation when not sure about a decision,like from friends or family.Making It on Your Own, Making Decisions, p. 16.PAYA, Module 2, Social Skills, How Can I Make a GoodDecision? p. 117-123.Ready, Set, Fly! Decision Making #1.Ready, Set, Fly! Decision Making #2.Ready, Set, Fly! Decision Making #4.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Having ClearExpectations, p. 252-254.Social Skills <strong>for</strong> Secondary, Making Good Decisions, p. 134.Decision Education Foundation, Making Good Choices –http://www.decisioneducation.org/The Alcohol and Drug In<strong>for</strong>mation Clearinghouse –http://www.nebraskaprevlink.ne.gov/therightstuff/youth/goals.htmlhttp://www.nebraskaprevlink.ne.gov/therightstuff/youth/decisions.html.The Ohio State University, Steps to Decision Making –http://ohioline.osu.edu/hyg-fact/5000/5301.html13. Can use a thoughtfuldecision making processin a life skills situation.a. Describe a life skills situation that requires adecision (e.g., selecting a career, changingjobs, making a large purchase).b. Apply a thoughtful decision making process tothe life skill situation (e.g., making apurchase).c. Tell why some choices are good and some arebad.d. Tell what the consequences of the choicesmight be <strong>for</strong> yourself and others.e. Evaluate the outcome of the decision (e.g.,how my choices affect others).Making It on Your Own, Making Decisions, p. 16.PAYA, Module 2, Social Skills, Decision Making Activity, p.124-126.Ready, Set, Fly! Decision Making #3.Ready, Set, Fly! Decision Making #4.Healthy Oakland Teens Project, Real Decision Activity –http://www.caps.ucsf.edu/curricula/peer5.htmlThe Alcohol and Drug In<strong>for</strong>mation Clearinghousehttp://www.nebraskaprevlink.ne.gov/therightstuff/youth/goals.htmlhttp://www.nebraskaprevlink.ne.gov/therightstuff/youth/decisions.html.Life Skills Guidebook 145©2004 by Casey Family <strong>Program</strong>s.
DECISION MAKINGLearning Goals Expectations Activities14. Knows how to setthoughtful goals.a. Describe a process <strong>for</strong> setting thoughtful goals.b. Describe how the establishment of one goal mayenhance or interfere with other goals you set ormay set.c. Set two, measurable, time-specific goals.d. Describe the possible negative side-effects of aspecific goal.e. Describe the positive side-effects of a specific goal.SEALS II, Stepping Up to Your Goals, p. 81.f. Break down goals one or more down into steps.g. Accurately describe who in your life will supportand who will sabotage the achievement of yourgoals.h. Describe strategies to avoid being sabotaged byothers in achieving goals.i. Recruit at least two others to help with his/her goalachievement.j. Evaluate progress towards goals and change goalsas needed to insure the goal achieves the intendedresult.k. Describe a strategy <strong>for</strong> transitioning from theachievement of one goal to the creation of relatednew goals.l. Demonstrate using a problem solving technique to15. Can use athoughtfulproblem solvingprocess in a lifeskills situation.solve a problem related to a goal.a. Identify a life skills situation with a problem.b. Identify multiple solutions to the problem.c. Describe the criteria <strong>for</strong> selecting the best solution.d. Select a solution and tell why you selected it.e. Evaluate the solution after you implemented it.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Thinking Harder, p. 120-122.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Problem Solvers, p. 135-136.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, What are My Choices, p.283-285.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, What is the Right Thingto Do, p. 286-288.Life Skills Guidebook 146©2004 by Casey Family <strong>Program</strong>s.
STUDY SKILLSLearning Goals Expectations Activities16. Knows and understandswhat influences one’sability to study.a. Identify two things that influence one’s abilityto study (e.g., place, space, time, distractions).b. Determine the conditions under which onestudies best.Life Skills Activities <strong>for</strong> Secondary, III-23, Study Smarter, p.174-175.Life Skills Activities <strong>for</strong> Secondary, III-21, Getting Organized,p. 168-170.Ready, Set, Fly! Study Skills #1.Ready, Set, Fly! Study Skills #3.Ready, Set, Fly! Study Skills #4.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Homework at Home, p.348-350.Girl Power, Girl Power Assignment Book -http://www.girlpower.gov/girlarea/ordering/Index.htmHow to Study, Preparing to study –17. Is able to use one ormore study techniques toachieve a study goal.a. Describe the importance of checking work.b. Describe the importance of getting work doneon time.c. Identify one’s learning style (e.g., visual,auditory, kinesthetic).d. Describe two or more study techniques thatwork best <strong>for</strong> each learning style (e.g., flashcards, outlining, note taking).e. List three time management techniques (e.g.,make lists, prioritize tasks).f. Select a study and/or time managementtechnique and demonstrate using it.http://www.howtostudy.org/resources_skill.php?id=2Life Skills Activities <strong>for</strong> Secondary, III-22, Taking Notes, p.171-173.Life Skills Activities <strong>for</strong> Secondary, III-22, Doing Homework,p. 179-180.Life Skills Activities <strong>for</strong> Secondary, III-22, ManagingAssignments, p. 181-188.Life Skills Activities <strong>for</strong> Secondary, III-22, CompletingAssignments, p. 189-191.PAYA, Module 3, Education, Learning Styles, p. 5.Ready, Set, Fly! Study Skills #3.Ready, Set, Fly! Study Skills #5.Ready, Set, Fly! Study Skills #6.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Everyone Learns inDifferent Ways, p. 24-25.How to Learn, Learning Styles –http://www.howtolearn.comFamily Fun, Learning Styles –http://familyfun.go.com/raisingkids/learn/assess/feature/dony107multintel/dony107multintel2.htmlLD Pride, Learning style assessment and explanation –http://www.ldpride.net/learningstyles.MI.htmLife Skills Guidebook 147©2004 by Casey Family <strong>Program</strong>s.
STUDY SKILLSLearning Goals Expectations Activities18. Knows and understandsthe why and how to dohomework.a. Tell why homework is helpful.b. Tell at least 2 reasons why to bring completedhomework to school.c. Demonstrate how to write down anassignment.d. Outline a plan or list of ideas <strong>for</strong>accomplishing a given task.e. Tell what happens when you don’t dosomething right the first time.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Thinking AboutConsequences, p. 74-75.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Doing it Right the FirstTime, p. 76-78.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Bringing Homework toSchool, p. 81-82.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Assignment Notebook, p.128-129.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Homework, p. 130-131.f. Describe the importance of checking work. Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Being Organized, p. 310-g. Describe the importance of getting work doneon time.312.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Managing Your Jobs, p.313-315.Kids Health, School –http://www.kidshealth.org/kid/feeling/19. Knows how to accessresources to improveeducational outcomes.a. Name at least two resources in the communitythat provide tutoring, after school programs,test preparation courses, and the costsassociated with them.b. Name at least three resources in educationalsettings (e.g., guidance counselors, advisors,student assistance, mentors, tutors).c. Explain how to access these communityresources.Creative Life Skills Activities, Activity 30, Where In theWorld Do I Find…?Ready, Set, Fly! Study Skills #8.Life Skills Guidebook 148©2004 by Casey Family <strong>Program</strong>s.
STUDY SKILLSLearning Goals Expectations Activities20. Knows and understandsthe steps to achievementand advancement in theeducational system.a. Define at least four educational options (e.g.,GED, diploma, IEP, Voc-Tech, BOCES, JobCorps, alternative programs).b. Explain the requirements of each educationaloption.c. Compare and contrast each educationaloption.d. Name at least three post-secondaryeducational options (e.g., community college,public and private university or college,certificate programs, technical schools).e. Explain the requirements of each postsecondaryoption.Developing Your Vision, Books 1 and 3.FUTURE/PATH, p. 87.PAYA, Module 3, Education, Vocational Training, p. 20-25.PAYA, Module 5, Education and Career Planning, p. 245.Mapping Your Future, Types of Schools -http://mapping-your-future.org/selecting/schools.htmMinnesota Careers, Education Options –http://www.mncareers.org/future_planning.asp?pageid=eo01The High School Graduate, College Option –http://www.thehighschoolgraduate.com/editorial/USsearch.htmf. Compare and contrast each post-secondaryoption.g. Explain the importance of arriving toschool/training program on time.21. Understands theimportance of educationand its relationship toemployment.22. Knows how to give andfind in<strong>for</strong>mation.a. Identify your values related to education.b. Compare how individual needs and wantsrelate to education.c. Compare the level of education/vocationaltraining needed to achieve your employmentgoals.a. Given a <strong>for</strong>m requesting basic in<strong>for</strong>mation,clearly and accurately complete it.b. Address an envelope, apply a stamp, and mailit to the recipient.Developing Your Vision, Book 1.PAYA, Module 3, Education, Staying in School, p. 6-10.PAYA, Module 5, Education and Career Planning, p. 243.Minnesota Careers –http://www.mncareers.org/investigate_careers.asp?pageid=ic01Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Filling Out a Form, p. 101-102.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Mailing a Letter, p. 103-104.Life Skills Guidebook 149©2004 by Casey Family <strong>Program</strong>s.
STUDY SKILLSLearning Goals Expectations Activities23. Can use the newspaperand yellow pages to findin<strong>for</strong>mation.a. Describe sections of the newspaper andyellow pages.b. Use the newspaper directory to locatein<strong>for</strong>mation.c. Use resources to find a friend’s address andphone number.d. Use resources to find the location of a store orrestaurant.e. Find and list in<strong>for</strong>mation to help with jobsearch, apartment hunting, and locating healthcare.Creative Life Skills Activities, Phone Book Exercise, p. 28.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Using the TelephoneDirectory: White Pages, p. 44-45.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Using the TelephoneDirectory: Yellow Pages, p. 46-47.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Getting a Haircut, p. 240-241.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, All About the Newspaper,p. 278-279.Making It on Your Own, Reading Job Advertisements, p. 7.Making It on Your Own, Does the Advertisement Really Say?f. Find and list community organizations (e.g.,chamber of commerce, legislative offices,recreation and parks department).p. 19.Making It on Your Own, What’s Going On? p. 78.PAYA, Module 4, Community Resources, p. 70-72.g. Find and list in<strong>for</strong>mation about two or moreleisure activities available in the community.h. Develop a personal resource directory.Ready, Set, Fly! Community Resources #1.Ready, Set, Fly! Community Resources #2.Ready, Set, Fly! Community Resources #3.24. Knows how to use theInternet to locateresources.25. Knows & understandstime concepts.a. Locate resources that provide Internet access(e.g., library, community center, school).b. Describe the functions of a search engine(e.g., Yahoo, Infoseek).c. Use the search engine to find in<strong>for</strong>mation tohelp with job search, post secondaryeducation, financial aid, and leisure time.a. Identify the correct time.b. State present day, month, and year.c. State the days of the week and months of theyear in chronological order.d. Given a specific date, use a calendar to locatethe requested in<strong>for</strong>mation.e. Given a calendar and events, anticipate andplan them in a reasonable order.Ready, Set, Fly! Community Resources #1.The Alcohol and Drug In<strong>for</strong>mation Clearinghouse –http://www.prevlink.org/therightstuff/youth/webpage.htmlYahooligans, Teaching Internet Literacyhttp://www.yahooligans.comLife Skills Activities <strong>for</strong> <strong>Child</strong>ren, Days and Months, p. 66-67.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Today, p. 68-69.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Using a Calendar, p. 70-72.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Using a Clock, p. 73-74.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Planning Ahead, p. 79-80.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, What Happens When, p.81-82.Life Skills Guidebook 150©2004 by Casey Family <strong>Program</strong>s.
Work Life DomainLearning Goals Expectations Activitiesa. Read and interpret employment in<strong>for</strong>mation innewspaper ads and other print material.b. Use the Internet to locate job openings.c. Describe the importance of personal contactsin the employment search (e.g., the “hiddenjob market”).d. Explain what public and private job placementagencies do and the costs associated witheach.e. Describe services offered by and utilize thelocal department of employment training.f. Locate job openings using one or more searchmethod.g. Apply to at least one job.1. Knows how to search <strong>for</strong>employment.Developing Your Vision, Book 4.Life Skills Activities <strong>for</strong> Secondary, V-12, Searching <strong>for</strong> a Job,p. 338-340.Making It on Your Own, How Do I Find A Job? p. 3.Making It on Your Own, Learn More About Finding Jobs, p.3-6.Making It on Your Own, Reading Job Advertisements, p. 7.PAYA, Module 3, Employment, Job Hunting, p. 41-47.PAYA, Module 3, Employment, Newspaper Ads, p. 72-77;79-81.Pocket Guide, Employment, p. 20-21.Pocket Guide Instructions, Employment, p. 23-27.Ready, Set, Fly! Employment #5.Ready, Set, Fly! Employment #6.SEALS II, Ask Wendy, p. 23.SEALS II, Getting Ready <strong>for</strong> Work, p. 24.Young Person’s Guide, C. 6, 7, 8, and 13.Mapping Your Future, Conducting the Job Search –http://mapping-your-future.org/planning/thejobse.htm2. Can complete a jobapplication.a. Develop a personal fact sheet to use whencompleting job applications.b. Define terms commonly used on jobapplications.c. Interpret application questions and provideappropriate responses.d. Complete two job applications.e. Tell the importance of good job references.Creative Life Skills Activities, Activity 73, Assume anIdentity.FUTURE/PATH, p. 30.Life Skills Activities <strong>for</strong> Secondary, V-22, A Job Application,p. 364-367.Making It on Your Own, Getting Your Facts Together, p. 8.PAYA, Module 3, Employment, Personal Fact Sheet, p. 65-70.PAYA, Module 3, Employment, Application p. 71; 83-85.Pocket Guide Instructions, Applications, p. 27-39.Ready, Set, Fly! Employment #7.Ready, Set, Fly! Employment #8.SEALS II, Starting Your Job Search, p. 25.Young Person’s Guide, C. 10.Life Skills Guidebook 151©2004 by Casey Family <strong>Program</strong>s.
Learning Goals Expectations Activitiesa. Define the term “resume.”b. Describe different resume <strong>for</strong>mats (e.g.functional, chronological).c. Develop a resume using one of these <strong>for</strong>matswith supervision.d. Explain what a cover letter is and what itshould contain.e. Develop a cover letter to accompany a resumeor application with supervision.3. Can develop a resumeand cover letter.Life Skills Activities <strong>for</strong> Secondary, V-13, A Resume, p. 341-342.Making It on Your Own, The Resume, p. 9-10.Making It on Your Own, Applying by Letter, p. 11-12.PAYA, Module 3, Employment, p. 36-41.PAYA, Module 3, Employment, How to Write a Resume, p.101-109.Ready, Set, Fly! Employment #8.Ready, Set, Fly! Employment #9.Young Person’s Guide, C. 3, 4, 5, 8, and 9.Mapping Your Future, Conducting the Job Search –http://mapping-your-future.org/planning/resume.htm4. Can interview <strong>for</strong> a job.a. Describe the role of the interview in the jobsearch process.b. Research the company in preparation <strong>for</strong> theinterview.c. Model appropriate grooming, attire, andbehavior <strong>for</strong> a job interview.d. Identify possible interview questions anddevelop responses.e. Identify legal vs. illegal interview questions.f. Describe the verbal and non-verbalcommunication skills used in an interview.g. Identify at least three personal strengthsrelated to the employment opportunity.h. Practice a job interview with a friend or olderadult.i. Conduct a job interview and evaluate personalper<strong>for</strong>mance.Creative Life Skills Activities, Activity 31, The Right Look<strong>for</strong> a Job Interview.FUTURE/PATH, p. 31, 58.Life Skills Activities <strong>for</strong> Secondary, V-14, Interviewing, p.343-345.Making It on Your Own, Getting Ready For the Interview, p.13-14.PAYA, Module 3, Employment p. 85-96.Pocket Guide, Interviewing Tips, p. 19.Pocket Guide Instructions, Interviewing Tips, p. 40-47.Ready, Set, Fly! Employment #10.Ready, Set, Fly! Employment #11.Ready, Set, Fly! Employment #12.SEALS II, A Better View of Interviews, p. 26.Young Person’s Guide, C. 2, 3, and 11.Mapping Your Future, Conducting the Job Search –http://mapping-your-future.org/planning/thejob.htmLife Skills Guidebook 152©2004 by Casey Family <strong>Program</strong>s.
Learning Goals Expectations Activitiesa. Explain two ways to follow-up (e.g., phonecall, thank-you letter, e-mail).b. Describe what to say in follow-up contact.5. Knows and understandsthe importance offollowing up after a jobinterview.Making It on Your Own, Follow-up, p. 15.PAYA, Module 3, Employment, Follow-up Letters, p. 97-100.Ready, Set, Fly! Employment #13.Young Person’s Guide, C. 11.6. Knows how to usecommon workplacetechnology.7. Knows and understandsemployee wagedeductions, benefits, andrights.a. Identify common workplace equipmentincluding computers and other workplacetechnologies.b. Demonstrate using technology to completeworkplace tasks (e.g., fax, computers, copier,printers).a. Explain the wage deduction in<strong>for</strong>mationcontained on the pay stub.b. Identify employee benefits (e.g., healthinsurance, educational leave, vacation,disability, and pension plans).c. Describe how to get employee benefits.d. Describe one’s rights regarding sexualharassment.e. Explain what a grievance is and how to usethe grievance procedures to resolve disputes.f. Identify company resources that describeemployee rights and benefits (e.g., personnelpolicies, company Intranet site).g. Explain child labor laws (e.g., number of workhours, equipment operation).Journal of Industrial Teacher Education, Impact of Technologyon the Work Place –http://scholar.lib.vt.edu/ejournals/JITE/v33n3/lewis.htmlDeveloping Your Vision, Book 4.I Know Where I Am Going, Part II, C. 3, Do I Get a Job orBank on the Lottery?Making It on Your Own, Your Paycheck, p. 80.PAYA, Module 3, Employment, p. 36-41.PAYA, Module 3, Job Maintenance, p. 115-121.Ready, Set, Fly! Employment #14.Ready, Set, Fly! Employment #15.What Are My Rights, You and Your Job, p. 55-67.Young Person’s Guide, C. 1 and 14.<strong>Center</strong> <strong>for</strong> Disease Control, Safety and Health on the Job –http://www.cdc.gov/niosh/adoldoc.htmlYouth Rules, Labor Department Youth Guidelines –http://youthrules.dol.gov/teens/default.htmLife Skills Guidebook 153©2004 by Casey Family <strong>Program</strong>s.
Learning Goals Expectations Activitiesa. Identify the behaviors and attitudes (e.g.,being on time, following directions, assumingresponsibility) that affect job retention andadvancement.b. Describe proper workplace attire.c. Explain what the “chain of command” is andhow it works.d. Describe the importance of supervision andaccept supervision.e. Demonstrate the ability to organize andmanage time to complete work place tasks.f. Demonstrate two ways <strong>for</strong> dealing withcriticism.g. Demonstrate negotiation skills in resolvingworkplace differences.h. Demonstrate working cooperatively withothers as a member of a team.i. Demonstrate asking <strong>for</strong> help with a workrelated question.j. Identify ways to advance on the job (e.g.employment training programs, highereducation).k. Read to improve your work skills.8. Knows how to maintainemployment.Creative Life Skills Activities, Activity 14, Choose to Keep It.FUTURE/PATH, p. 32.Life Skills Activities <strong>for</strong> Secondary, V-15, Having a GoodAttitude, p. 346-348.Life Skills Activities <strong>for</strong> Secondary, V-16, Being a GoodEmployee, p. 349-350.Life Skills Activities <strong>for</strong> Secondary, V-17, Getting Along withthe Boss, p. 351-353.Life Skills Activities <strong>for</strong> Secondary, V-18, You Are the Boss,p. 354-356.PAYA, Module 3, Job Maintenance, p. 122-124.Pocket Guide, Keeping a Job, p. 20.Pocket Guide Instructions, Keeping a Job, p. 47-79.Ready, Set, Fly! Employment #16.Ready, Set, Fly! Employment #17.Ready, Set, Fly! Employment #18.SEALS II, Ask Wendy, p. 23.Young Person’s Guide, C. 14.9. Knows how to changejobs.a. Recognize how job endings can impact futurejob opportunities.b. Explain why it is important to give adequatenotice to the employer.c. Demonstrate a positive exit interview with acompany.Life Skills Activities <strong>for</strong> Secondary, V-20, Changing Jobs:Why? p. 359-360.Life Skills Activities <strong>for</strong> Secondary, V-21, Changing Jobs:How? p. 361-363.Pocket Guide, Changing Jobs, p. 21.Pocket Guide Instructions, Changing Jobs, p. 80-84.Ready, Set, Fly! Employment #19.Life Skills Guidebook 154©2004 by Casey Family <strong>Program</strong>s.
Learning Goals Expectations Activitiesa. Tell when it is good manners to open the door<strong>for</strong> another person.b. Tell when it is good manners to give up yourseat <strong>for</strong> another person.c. Explain manners <strong>for</strong> using a public phone.d. Give examples of appropriate words to showdispleasure or excitement as an alternative tocrude comments.e. Describe the difference between gossip andsharing in<strong>for</strong>mation.f. Describe at least five situations in which youwould express thankfulness.g. Role play saying thank you.10. Can describe everydayetiquette.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Being Courteous, p. 328-329.Life Skills Activities <strong>for</strong> <strong>Child</strong>ren, Saying “Thank You”, p.345-346.Oops! Magic Words, p. 8-11.Oops! After You! p. 16-17.Oops! The Golden Rule, p. 18-19.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Opening Doors <strong>for</strong>Others, p. 381-383.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Giving Up Your Seat, p.384-386.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Public Phones, p. 387-388.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Using Good Language, p.394-396.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Gossip, p. 389-391.Social Skills Activities <strong>for</strong> <strong>Child</strong>ren, Thank You Notes, p. 400-401.Life Skills Guidebook 155©2004 by Casey Family <strong>Program</strong>s.
Chapter 4. Application of Life SkillsAs mentioned in Chapter One, in the Life Skills Learning Cycle, instruction and learning are followed by “application.” Too often, wesucceed in teaching about things, but fall short in teaching the skills of consistently doing things. For example, we might coverbalancing a checkbook in a class, but fail to follow through with the student until he/she shows that he/she can and does balance thecheckbook monthly. This level of practice is necessary in order <strong>for</strong> us to know that a person can respond to a skill statement on theACLSA by marking “Very Much Like Me” or “Very Much Like The Youth.” There are three aspects of Application to be discussednext: Goal Setting, Repetition, and Measurement. Following, are directions on how to create Mastery Standards (statements whichindicate that a skill or competency is mastered and applied over time) and sample Mastery Standards.Aspects of Life Skill ApplicationGoal SettingAfter assessment comes goal setting, an important part of life skill application. Both short and long term achievement goals areimportant. Spending time establishing long-term achievement goals prior to application helps learners maintain their motivation tolearn. The Guidebook Learning Goals help with goal setting as described in Chapter 2. Some Learning Goals listed in the Guidebookmay be achievement goals <strong>for</strong> a learner. Others need to be created specifically <strong>for</strong> the learner. The learner and teacher (if applicable)need to review the existing learning goals to see if they need to be altered when mastery and application over time is the long-termgoal.Most people are not motivated to learn <strong>for</strong> the sake of learning. They are motivated to learn what they need to learn in orderto achieve what they want to achieve. For example, once someone decides he/she wants to live in an apartment, or own a home, itbecomes attractive to learn about leases, mortgages, saving <strong>for</strong> deposits and so on. Then, questions arise about how to make the dreamLife Skills Guidebook 156©2004 by Casey Family <strong>Program</strong>s.
ecome reality. Without questions about an issue, motivation to learn about it is low. This is especially true with people who are notmotivated in traditional academic settings. Methods like “Person-<strong>Center</strong>ed Planning” establish goals which the learner determines andowns. Motivation of learners to learn and practice what they learn is much higher when they determine their own goals. Establishinggoals also helps learners <strong>for</strong>m questions which maintains motivation.RepetitionRepetition is the next aspect of life skill application critical to competency development and mastery. Repeated application overtime indicates mastery of competencies. Competency/skill development takes time and consistent practice. For example, both sportsand music instruction include basic, regularly repeated skill drills to help students achieve competence. Negotiation with the learner toengage in enough repetitions to ensure skill mastery may be needed. This may be difficult if the learner does not understand therelationship between lessons and repetitions with long-term achievement of what they want in their lives. Thus, ensuring thisunderstanding is critical.MeasurementAnother aspect of life skill application is measurement. In addition to a general measure of life skills like the Ansell-Casey Life SkillsAssessment, it is important to measure each competency a learner is mastering. To measure application, use the Guidebook LearningGoals and Mastery Standards (listed next), as well as a rating scale, like the one below created by Dorothy Ansell and Joan Morse.a. Got it = Can demonstrate achievement of the per<strong>for</strong>mance indicator through time.b. Getting Close = Needs intermittent assistance, supervision or direction in competency area.c. Attempted = Needs monitoring and assistance throughout demonstration of competency.d. Needs Guidance = Unable or unwilling to demonstrate competency, requires additional instruction.Life Skills Guidebook 157©2004 by Casey Family <strong>Program</strong>s.
Establishing Mastery StandardsMastery Standards provide achievement standards <strong>for</strong> the Learning Goals in the Guidebook. While the highest Guidebook learninglevel usually ends with “can or is able to,” application statements, or “Mastery Standards” reflect that one “does” or “per<strong>for</strong>msconsistently.” Examples are listed later in this section.There are several advantages of Mastery Standards.• Without in-depth application, we are prone to <strong>for</strong>get what we learned. We learn well only with consistent successful practice.• If young people are to learn the skills of accurate self-assessment, they need the skills of both designing self-evaluationstandards and evaluating themselves according to those standards.• Portfolio development is a powerful strategy <strong>for</strong> <strong>Independent</strong> <strong>Living</strong> <strong>Program</strong>s. Mastery Standards ensure that the skills peopleclaim on their portfolios reflect evidence that any employer or other person who reviews the portfolio can accept as evidenceof competence.• While adults who work with youth are often satisfied once a learner met the adults’ evidence of competence, the mostimportant people who need to be satisfied are the learners themselves. Application and self-assessment via the MasteryStandards build the self-perception of capability and confidence to learn more competencies.• Mastery Standards are how we know that we know!With application, it is best if the following suggested Mastery Standards are combined with standards that learners help develop. Inthis way, they learn not only to self-assess, but to develop the standards by which they self-assess. Youth often break down thesestandards into “What I will know” and “What others will see.” We include example “Mastery Standards,” <strong>for</strong> each skill area, but knowthat developing these standards is often best done by the learner.Life Skills Guidebook 158©2004 by Casey Family <strong>Program</strong>s.
A good method <strong>for</strong> developing mastery standards <strong>for</strong> groups is to let youth walk around a room with questions posted on newsprint,write their answers, and then discuss them. Or, an individual can record answers to these questions <strong>for</strong> themselves. Example questionsinclude:1. What do you want to achieve, get, acquire? By when?2. What do you need to learn in order to achieve what you want?3. What is important to you about achieving the things you listed?4. What will it do <strong>for</strong> you to learn and achieve these goals?5. How will you know you are on your way to achieving what you want?6. How will you know you are learning what you need to learn?7. How will others know you are learning and achieving?8. What has stopped you from learning and achieving these goals in the past?9. What do you have going in your life, (friends, mentors, programs, intelligence) that can help you get past what has stoppedyou?10. Who do you need to ask <strong>for</strong> help in achieving what you want?11. What are the first three steps you need to take?These questions, or ones you develop, can be used in journaling assignments, interviews, and portfolio development. It is important,that questions help the learner move from the present to the future. While important to recognize the past, avoid detailed or lengthyanalysis of past failures.A very important side-effect of development and achievement of mastery standards is a healthy, accurate self-concept. When learnersare successful in repeating a skill/competency, they believe they not only can do it, but that they are good at it. Mastery StandardsLife Skills Guidebook 159©2004 by Casey Family <strong>Program</strong>s.
ecome more important as people begin to live on their own and end participation in an ongoing <strong>Independent</strong> <strong>Living</strong> program. Thetransition to living on one’s own is frightening. Developing appropriate confidence makes it easier to negotiate fears.The following section provides a list of the Life Skill domains followed by example Mastery Standards <strong>for</strong> each Domain. Theseexamples start you in developing your own mastery standards. They can be edited <strong>for</strong> individuals, communities, and culturalapplications. When “consistently” is used in a statement, it indicates that the behavior is demonstrated approximately 80% of the time,or 8 out of 10 times.Career PlanningWork Goalsa. Consistently acts in ways that accomplish an established work/career goal <strong>for</strong> six consecutive months.Employmenta. Makes decisions about employment changes which reflect long-term career, health care, budgeting and other goals.Work Place Communicationa. Demonstrates positive and effective strategies to deal with prejudice at home, work, school or the community <strong>for</strong> 12consecutive weeks.b. Consistently dialogues successfully with others who have different opinions.c. Consistently demonstrates assertive communication in three situations.CommunicationInterpersonal Communicationa. Consistently demonstrates the ability to listen to others without interruption.Life Skills Guidebook 160©2004 by Casey Family <strong>Program</strong>s.
. Consistently uses “I messages” when sharing his/her views, frustration, anger, etc. with others.c. Consistently demonstrates an ability to communicate appropriately, nonverbally and to respond to nonverbal communicationfrom others.d. Consistently receives compliments without embarrassment.Relationshipsa. Consistently negotiates conflict in healthy ways.Personal Developmenta. Establishes personal development goals and consistently demonstrates activity designed to achieve those goals.b. Consistently budgets <strong>for</strong> and pursues counseling/therapy when needed.c. Consistently demonstrates appropriate manners to communicate respect <strong>for</strong> others.d. Consistently shakes hands and greets others with eye contact.Daily <strong>Living</strong> SkillsNutritiona. Eats balanced meals at least 80% (4 out of every 5 meals) of the time <strong>for</strong> 6 consecutive weeks.Menu Planninga. Plans a weekly menu which meets the nutritional goals and is within budget <strong>for</strong> 12 consecutive weeks.b. Puts together a weekly shopping list of items needed <strong>for</strong> current week’s menu <strong>for</strong> 12 consecutive weeksGrocery Shoppinga. Uses a grocery list to get all items needed <strong>for</strong> current week’s menu <strong>for</strong> 12 consecutive weeks.b. Consistently follows strategies of grocery shopping within his/her budget <strong>for</strong> 12 consecutive weeks.c. Grocery purchases consistently support the goal of maintaining a nutritious diet <strong>for</strong> 12 consecutive weeks.Life Skills Guidebook 161©2004 by Casey Family <strong>Program</strong>s.
Meal Preparationa. Follows the standards of preparing nutritious and economical meals without supervision 80% (e.g., 4 out of every 5 days) ofthe time, <strong>for</strong> 12 consecutive weeks.Dininga. Demonstrates appropriate dining etiquette whether dining out, or with others in home settings a minimum of seven times.Kitchen Clean Up and Food Storagea. Maintains a clean kitchen, using a predetermined weekly checklist <strong>for</strong> 12 consecutive weeks.b. Leaves no food out as a risk <strong>for</strong> rodents and insects <strong>for</strong> 12 consecutive weeks.c. Stores food so it doesn’t spoil or present risk of illness <strong>for</strong> 12 consecutive weeks.Home Managementa. Maintains a clean living space, using a predetermined weekly checklist <strong>for</strong> 12 consecutive weeks.b. Completes laundry using the Guidebook guidelines at least weekly <strong>for</strong> three months. At the end of three months, all clothing isclean, there is minimal fading, and minor repairs are completed.Home Safetya. Consistently follows agreed upon safety procedures in his/her living environment <strong>for</strong> a period of 90 days.b. Checks batteries in smoke detectors monthly.Beliefs about Moneya. Consistently makes saving and spending decisions which support long-term goals.Savinga. Successfully uses a long-term savings strategy to reach a self-sufficiency goal, like paying next semester’s tuition.b. Saves 10% of income every pay period <strong>for</strong> long-term savings goals.Life Skills Guidebook 162©2004 by Casey Family <strong>Program</strong>s.
Banking and Credita. Maintains a balanced checkbook <strong>for</strong> six consecutive months.b. Maintains positive balance in checking account and has no overdrafts <strong>for</strong> six consecutive months.c. Obtains and successfully pays off one loan or credit card to establish credit.Budgeting/Spending Plana. Established a monthly budget/spending plan.b. Limits spending to pre-planned financial budget <strong>for</strong> six consecutive months.c. Pays all required bills on time <strong>for</strong> six consecutive months.Consuminga. Consistently demonstrates skills of comparison shopping.b. Demonstrates frugal shopping skills <strong>for</strong> three consecutive months, staying within budget.c. Uses product label in<strong>for</strong>mation to make purchasing decisions (e.g., food labels give nutritional in<strong>for</strong>mation, clothing labelsprovide washing instructions).d. Consistently chooses generic products when value is equal.e. Consistently chooses necessities and avoids “fads” when purchasing products.Leisure Timea. Participates in leisure activities which are legal <strong>for</strong> his/her age <strong>for</strong> 12 consecutive weeks.Legal Issuesa. Consistently remains within legal standards in his/her community <strong>for</strong> six consecutive months.b. Successfully adheres to legal commitments, such as leases, credit commitments, and other contractual arrangements <strong>for</strong> oneyear.Life Skills Guidebook 163©2004 by Casey Family <strong>Program</strong>s.
Home Lifea. Prepares two simple meals each week <strong>for</strong> 12 consecutive weeks following food preparation safety.b. Correctly uses appliances when preparing meals <strong>for</strong> 12 consecutive weeks.c. Completes at least one load of laundry using correct steps each week <strong>for</strong> 12 weeks.d. Consistently keeps all surfaces and one’s hands clean throughout the cooking process.Housing and Money ManagementHousinga. Follows terms of the lease agreement <strong>for</strong> the length of the lease.b. Meets all housing financial obligations in a timely manner <strong>for</strong> three months.c. Demonstrates behaviors of being a respectful neighbor, as agreed upon by those living in residence and the majority ofneighbors <strong>for</strong> 12 consecutive weeks.Transportationa. Successfully passes driver’s test and obtains drivers license.b. Maintains license successfully <strong>for</strong> one year.c. Purchases, successfully budgets <strong>for</strong> and maintains the costs of a car, including insurance <strong>for</strong> six consecutive months.d. Successfully uses available transportation to meet employment needs and other goals <strong>for</strong> 90 days.Community Resourcesa. Volunteers at a community organization <strong>for</strong> a minimum of 120 hours.Belief about Moneya. When shopping, can tell which items are needs and which are wants <strong>for</strong> 12 consecutive weeks.b. Contribute to others in needs in some way monthly <strong>for</strong> six consecutive months.Life Skills Guidebook 164©2004 by Casey Family <strong>Program</strong>s.
Savinga. Successfully uses a long-term savings strategy to reach a self-sufficiency goal, like paying next semester’s tuition.b. Saves 10% of income every pay period <strong>for</strong> long-term savings goals.Income Taxa. Chooses the number of individual deductions which allow him/her to pay majority of taxes through payroll withdrawals.b. Successfully completes income taxes without supervision.c. Completes first full year of employment with a tax refund due, or a tax obligation which can be paid easily out of his/herbudget.Banking and Credita. Maintains a balanced checkbook <strong>for</strong> six consecutive months.b. Maintains positive balance in checking account and has no overdrafts <strong>for</strong> six consecutive months.c. Obtains and successfully pays off one loan or credit card to establish credit.Budgeting/Spending Plana. Established a monthly budget/spending plan.b. Limits spending to pre-planned financial budget <strong>for</strong> six consecutive months.c. Pays all required bills on time <strong>for</strong> six consecutive months.Consuminga. Consistently demonstrates skills of comparison shopping.b. Demonstrates frugal shopping skills <strong>for</strong> three consecutive months, staying within budget.c. Uses product label in<strong>for</strong>mation to make purchasing decisions (e.g., food labels give nutritional in<strong>for</strong>mation, clothing labelsprovide washing instructions).d. Consistently chooses generic products when value is equal.Life Skills Guidebook 165©2004 by Casey Family <strong>Program</strong>s.
e. Consistently chooses necessities and avoids “fads” when purchasing products.Work Goalsa. Consistently follows established career plan action steps within time frames.Self CarePersonal Hygienea. Maintains good hygiene <strong>for</strong> six months.Healtha. Maintains health insurance either through an employer, government support or a personal health plan.b. Uses available health care services as needed to maintain a healthy life style <strong>for</strong> one year.c. Takes any needed medications as directed by a physician <strong>for</strong> six consecutive months.d. Uses needed aids, such as glasses, inhalers and hearing aids <strong>for</strong> six consecutive months.e. Consistently maintains any medical safety precautions, such as blood sugar monitors and bee sting kits <strong>for</strong> six consecutivemonths.Alcohol, Drugs, and Tobaccoa. Abstains from illegal drugs <strong>for</strong> six consecutive months.b. Demonstrates responsible drinking behaviors, if of legal drinking age, <strong>for</strong> six consecutive months (e.g., doesn’t drink anddrive, knows when to stop drinking).Sexualitya. Sexual partners, if any, consistently meet criteria developed <strong>for</strong> choosing safe, supportive relationships <strong>for</strong> six consecutivemonths.b. If sexuality active, practices safe sexual behaviors <strong>for</strong> six consecutive months.Life Skills Guidebook 166©2004 by Casey Family <strong>Program</strong>s.
Relationshipsa. Demonstrates the ability to develop and maintain mutually supportive relationships with peers and supportive adults <strong>for</strong> aminimum period of one year.b. Demonstrates consistent interpersonal respect in interactions with friends and family.Social RelationshipsPersonal Developmenta. Establishes personal development goals and consistently demonstrates activity designed to achieve those goals.b. Consistently budgets <strong>for</strong> and pursues counseling/therapy when needed.c. Consistently demonstrates appropriate manners to communicate respect <strong>for</strong> others.d. Consistently shakes hands and greets others with eye contact.Cultural Awarenessa. Develops and maintains relationships with at least two people of his/her own culture.b. Participates in at least two cultural events in his/her own culture each year.c. Develops and maintains relationships with at least two people of other cultures.Communicationa. Consistently demonstrates the ability to establish rapport by matching and pacing non-verbal behaviors with a diverse range ofother people.b. Consistently ends relationships with those who he/she finds do not meet standards <strong>for</strong> healthy support.Relationshipsa. Demonstrates the ability to develop and maintain mutually supportive relationships with peers and supportive adults <strong>for</strong> aminimum period of one year.Life Skills Guidebook 167©2004 by Casey Family <strong>Program</strong>s.
. Demonstrates consistent interpersonal respect in interactions with friends and family.Work & Study SkillsWork Goalsa. Maintains accurate, updated resume and current references.Employmenta. Maintains consistent employment and achieves positive evaluations <strong>for</strong> one year of employment.b. When changing employers, gives appropriate notice and positive exit interviews.Decision Makinga. Makes consistent decisions which help achieve his/her listed goals <strong>for</strong> six consecutive months.b. Reviews unsuccessful decisions, learns from results, and modifies/makes decisions that lead to desired results <strong>for</strong> threeconsecutive months.Study Skillsa. Completes assignments on time and thoroughly <strong>for</strong> three consecutive months.b. If employed, consistently balances work and educational demands on his/her time <strong>for</strong> three consecutive months, meeting thestandards of per<strong>for</strong>mance or work and completing assignments satisfactorily at school.Work LifeEmploymenta. Maintains consistent employment and achieves positive evaluations <strong>for</strong> one year of employment.b. When changing employers, gives appropriate notice and positive exit interviews.c. Makes decisions about employment changes which reflect long-term career, health care, budgeting and other goals.Life Skills Guidebook 168©2004 by Casey Family <strong>Program</strong>s.
d. Consistently demonstrates behaviors and attitudes (e.g., being on time, following directions, assuming responsibility) thataffect job retention and advancement.e. Consistently wears proper workplace attire <strong>for</strong> the specific place of employment.f. Consistently utilizes the “chain of command’ in the work place.g. Consistently accepts supervision.h. Consistently organizes work and manages time to complete work place tasks.i. Consistently demonstrates negotiation skills in resolving work place differences.Life Skills Guidebook 169©2004 by Casey Family <strong>Program</strong>s.
ReferencesHavighurst, R. J. (1951). Developmental tasks and education. New York: Longmans, Green.Kendrick, M. (March, 2004). Levels of Empowerment, Planet Advocacy, 7, p. 6-7.To download a word document, go to the Cornell University Person <strong>Center</strong>ed Planning website athttp://www.ilr.cornell.edu/ped/tsal/pcp/01reading.htmlNational Foster Care Awareness Project (February, 2000). Frequently Asked Questions About the Foster Care Independence Act of1999 and the John H. Chafee Foster Care Independence <strong>Program</strong>. Seattle, WA: Casey Family <strong>Program</strong>s.Meichenbaum, D. & Biemiller, A. (1987). Nurturing <strong>Independent</strong> Learners: Helping Students Take Charge of Their Learning. NewYork, NY: Plenum Publishing Corporation.Life Skills Guidebook 170©2004 by Casey Family <strong>Program</strong>s.
Appendix A: Descriptions of Resource Materials and How to Access ThemThe resources that have been selected <strong>for</strong> this edition of the Guidebook are listed below with ordering in<strong>for</strong>mation and web addresses.The abbreviation in the parentheses at the end of the title is the abbreviation used throughout the Guidebook. Currently there arenineteen core resources identified in the Life Skills Guidebook. These resources were selected because they address multiple LearningGoal (competency) areas and reach a wide range of developmental levels. There are many other resources available that may be usedto teach to the Learning Goals and Expectations in the Guidebook.We realize that Guidebook users have their own collection of resources that may be substituted <strong>for</strong> any of the items listed below. Wealso encourage Guidebook users to develop their own activities and share them with each other. An Activity Worksheet is included inAppendix B to serve as a guide <strong>for</strong> documenting new activities.When purchasing, consider the age of the youth/adults using these resources, their assessment scores, and program goals. Werecommend that the core resources all be selected. Recommended resources ought to be purchased depending on if they will be useful<strong>for</strong> your program. Additional resources are primarily listed if you want to focus on a specific area in depth.Core ResourcesA Future Near Me/ The Path Be<strong>for</strong>e Me (FUTURE/PATH)A Future Near Me contains questions to guide a young adult towards self-sufficiency. The Path Be<strong>for</strong>e Me is designed to helpAmerican Indian Youth learn tribal ways and skills that will enable them to move into their own place. It contains questions to guideAmerican Indian Youth towards responsible living. Both pocket guide resources, designed by Mark Kroner, can be used by the learneron their own or with an adult. The books can be used with families, schools, youth groups, life skills classes, sharing circles andelders. Self-teaching tool.Available From:National Resource <strong>Center</strong> <strong>for</strong> Youth Services1-800-274-2687 or order via the Web site: http://www.nrcys.ou.edu/catalog/shop.html$6.00 each plus shippingLife Skills Guidebook 171©2004 by Casey Family <strong>Program</strong>s.
Apartment HuntAn animated curriculum that takes the learner through the entire process of securing a place to live, from figuring out personal “needsand wants” to checking out apartments, and even coming up with a realistic budget. Interactive exercises give viewers valuable tools<strong>for</strong> real-life apartment hunting. It can be purchased as a CD-ROM or one can subscribe to Vstreet. Self-teaching tool.Available from:800.777.6636www.SocialLearning.comnwm@Northwestmedia.comInteractive CD, #741, $29.95Vstreet - www.vstreet.com. Vstreet teaches life skills and offers additional resources. It is a password community, so it is privateand can be individualized by school or agency groups to fit their needs. It includes Apartment Hunt and Car Dreams. Vstreetteaches teens valuable life skills and at the same time, gives them a place where they can feel at home. Kids with differentbackgrounds and abilities will find Vstreet a fun place, filled with animated stories, characters they can relate to, and plenty ofinteraction. They will connect with others, express themselves, and learn how to take the right steps towards being on their own. Itis available <strong>for</strong> $24/year.Creative Life Skills ActivitiesCreative Life Skill Activities is a collection of 100 group activities from the nation's life skill training programs. The activities in thiscollection are arranged in the same way a group session is organized: 1) opening activities, 2) group building activities, 3) individualactivities, and 4) closing activity. They are also indexed by skill area. A total of 22 skill areas are covered. Every activity from thispractical collection is ready to use right away and guaranteed to add pizzazz to your life skill groups. For adults to teach life skills toyouth. It was created <strong>for</strong> group work, but can be modified <strong>for</strong> work one on one.Available From:National Resource <strong>Center</strong> <strong>for</strong> Youth Services1-800-274-2687 or order via the Web site: http://www.nrcys.ou.edu/catalog/shop.html$25.00 plus shippingDeveloping your Vision while Attending CollegeThis four part series is designed to help American Indians develop vision <strong>for</strong> their lives and successfully complete college education.It covers decision-making, money management, financial aid, and planning <strong>for</strong> the future. For self-teaching or group teaching.Available from:American Indian College Fundhttp://www.collegefund.org/d86/basic.htmlLife Skills Guidebook 172©2004 by Casey Family <strong>Program</strong>s.
FreeI Can Do It! A Micropedia of <strong>Living</strong> on Your OwnThis engaging, easy to use resource can be used by older youth to guide them through most topics pertaining to living on their own,including budgeting, housing, daily living and relationships. For self-teaching or group teaching.Available from both:MICROLIFE1610 N. Briarcliff DriveAppleton WI 54915-2837888.357.7654Fax 1-920-735-9434$18.00National Resource <strong>Center</strong> <strong>for</strong> Youth Services1-800-274-2687 or order via the Web site: http://www.nrcys.ou.edu/catalog/shop.htmlI Know Where I'm Going (But Will My Cash Keep Up?)A two-part workbook <strong>for</strong> youth ages 12 and older focusing on all aspects of money management. Developed specifically <strong>for</strong> youth inout-of-home care, it is applicable to all. It includes a section on career development. Self-teaching tool, or use with adult supervision.Available from:The Annie E. Casey Foundation (AECF)410-223-2890 or order via the Web site: http://www.aecf.org/publications/#youthFreeI Know Where I'm Going (But Will My Cash Keep Up?) - A Caregiver's HandbookThis resource provides tips on how to use the "I Know Where I'm Going" workbook listed above. It includes supporting activities thatmay be completed with the youth as part of daily living.Available from:The Annie E. Casey Foundation (AECF)410-223-2890 or order via the Web site: http://www.aecf.org/publications/#youthFreeLife Skills Guidebook 173©2004 by Casey Family <strong>Program</strong>s.
I’m Getting Ready… I CAN DO IT!I’m Getting Ready is designed as an interactive workbook. Its activities are created to motivate learning. The “lessons” encourageinvolvement of friends, groups, family, community, and/or the individual. It can be used by the learner or with help of teachers,mentors, friends, parents, grandparents, foster parents, social workers etc…. It covers topics like apartment searches, legal issues,safety, nutrition, consuming, home management, money management and goal setting.Available from:MICROLIFE1610 N. Briarcliff DriveAppleton WI 54915-2837888.357.7654Fax 1-920-735-9434$18.00It’s Perfectly NormalThis book by Robie H. Harris, <strong>for</strong> preteens, teens, and parents provides comprehensive, contemporary and candid in<strong>for</strong>mation on themechanics and consequences of puberty, sexual activity, birth control, pregnancy, and sexually transmitted diseases. Self-teachingtool.Available at most book stores.$10.99Life Skills Activities <strong>for</strong> Special <strong>Child</strong>renA resource <strong>for</strong> teachers, counselors, parents and others helping youth in upper elementary (ages 8-12) learn life skills. This practicaleasy to use collection of 145 open ended lessons with reproducible worksheets helps children develop the basic skills necessary toexperience independence and success in everyday living. With each lesson, an objective, discussion ideas, and worksheet instructionsare included. Topics such as basic survival skills, personal independence, community independence, and getting along with others arecovered. For group or one-on-one instruction.Available from:Jossey-Bass1-877-762-2974 or order via the Web site at http://www.josseybass.com/ISBN#: 0-87628-547-7$29.95 plus shippingLife Skills Guidebook 174©2004 by Casey Family <strong>Program</strong>s.
Life Skills Activities <strong>for</strong> Secondary Students with Special NeedsA resource <strong>for</strong> teachers, counselors, parents, and others involved with teaching youth life skills. Contains activity sheets, discussionquestions, applied exercises, and evaluation suggestions. Divided into seven sections and covers over 190 activities. Skills coveredinclude: interpersonal skills, communication, academic and school skills, practical living skills, vocational skills, lifestyle choices, andproblem solving. Adult directed resource.Available from:Jossey-Bass1-877-762-2974 or order via the Web site at http://www.josseybass.com/ISBN#: 0-87628-541-8$29.95 plus shippingMoney Pals: Being Cool with CashA two-part workbook <strong>for</strong> youth ages 8-10 focusing on all aspects of money management. Developed specifically <strong>for</strong> youth in out-ofhomecare. Includes a section on career development. Self-teaching tool, or use with adult supervision.Available from:The Annie E. Casey Foundation (AECF)410-223-2890 or order via the Web site: http://www.aecf.org/publications/#youthFreePreparing Adolescents <strong>for</strong> Young Adulthood (PAYA)A workbook series created by Massachusetts Department of Social Services. There are five modules:Module 1: Money, Home, and Food ManagementModule 2: Personal Care, Health, Social Skills, and SafetyModule 3: Education, Job Seeking Skills, and Job Maintenance SkillsModule 4: Housing, Transportation, Community Resources, Understanding the Law, and RecreationModule 5a and 5b: Young Parents GuidePAYA can be used by the learner alone, or with an adult. Topic areas and brief assessments match the learning goals and expectationsof the Guidebook. The Activity/Resource Workbook contains in<strong>for</strong>mation and exercises by topic area to help develop or strengthenthe skills of the learner.Available in PDF from www.caseylifeskills.orgLife Skills Guidebook 175©2004 by Casey Family <strong>Program</strong>s.
Ready, Set, Fly! A Parent’s Guide to Teaching Life SkillsThis resource was developed by foster parents <strong>for</strong> other parents to use when teaching life skills. The Activity Book is designed to beused in conjunction with the Life Skills Guidebook. It contains a series of activities and suggestions that may be used in one-to-oneinstruction. For parents use with youth ages 8 and older.Available from:Casey Family <strong>Program</strong>shttp://www.caseylifeskills.orgFree on the webTo purchase hard copies of Ready, Set, Fly! call the National Resource <strong>Center</strong> at (918) 660-3700. For orders of 500 or more,contact G.A. Design Inc. at http://www.gadesign.com/readysetfly.Social Skills Activities <strong>for</strong> Secondary Students with Special NeedsA two-part curriculum <strong>for</strong> high school students who need to learn and practice social skills. The first part focuses on 20 basic socialskills. The second part focuses on the application of these skills in five different settings: home, school, work, among peers, and in thecommunity. Over 180 ready-to-use worksheets. Adults instruct youth.Available from:Jossey-Bass1-877-762-2974 or order via the Web site at http://www.josseybass.comISBN#: 0-13-042906-6$29.50 plus shippingSocial Skills Activities <strong>for</strong> Special <strong>Child</strong>renA three-part curriculum <strong>for</strong> late elementary students who need to learn and practice social skills. The first part focuses on acceptingrules and authority at school. The second part focuses on relating to peers, and the third part focuses on developing positive socialskills. Social Skills Activities <strong>for</strong> Special <strong>Child</strong>ren helps children become aware of acceptable social behavior and develop proficiencyin acquiring basic social skills. Skills are placed in the context of real life situations. Over 142 ready-to-use, reproducible activitysheets. Adults instruct youth.Available from:Jossey-Bass1-800-956-7739 or order via the Web site at http://www.josseybass.comISBN#: 0-87628-868-9$29.95 plus shippingLife Skills Guidebook 176©2004 by Casey Family <strong>Program</strong>s.
The New Making It On Your OwnThis youth workbook contains 92 pages of life skill exercises that will help youth make it on their own. The New Making It On YourOwn tests a youth's knowledge and challenges them to seek out new in<strong>for</strong>mation. The workbook covers employment, housing, homemanagement, health, leisure time, and money management. Designed <strong>for</strong> older youth working alone or with an adult.Available From:National Resource <strong>Center</strong> <strong>for</strong> Youth Services1-800-274-2687 or order via the Web site: http://www.nrcys.ou.edu$8.95 plus shippingQuantity discounts availableUnderstanding TaxesA collection of tax related resources hosted by the Internal Revenue Service to help teachers integrate lessons about taxes into avariety of classroom settings. This toolkit will continually grow and evolve to meet the needs of secondary school teachers.Available fromhttp://www.irs.gov/app/understandingTaxes/index.jspFreeWhat are My Rights? 95 Questions and Answers about Teens and the LawThis easy to read and understand resource helps people understand the important parts of the law they may encounter during their life.It covers responsibilities and rights. Each chapter orients the learner to certain issues, followed by questions and answer sections.Includes listings of toll free numbers and hotlines to call to get more in<strong>for</strong>mation. Self teaching tool.Available From:National Resource <strong>Center</strong> <strong>for</strong> Youth Services1-800-274-2687 or order via the Web site: http://www.nrcys.ou.edu$14.95 plus shippingRecommended ResourcesA Pocket Guide to <strong>Independent</strong> <strong>Living</strong> and Teacher’s/Leader’s Guide <strong>for</strong> A Pocket Guide to <strong>Independent</strong> <strong>Living</strong>A compilation of basic living instructions/in<strong>for</strong>mation contained in one source. Helps young people be prepared to participateresponsibly in the adult world. For group or individual use.Available from:<strong>Independent</strong> <strong>Living</strong> Resources, Inc.Life Skills Guidebook 177©2004 by Casey Family <strong>Program</strong>s.
800.820.0001www.ilrinc.com$6.95 learner guide; $49.95 <strong>for</strong> leader guideCar DreamsA fun interactive CD that teaches the learner how to buy a car.Available from:Northwest Media800.777.6636WWW.SocialLearning.comnwm@Northwestmedia.comInteractive CD, #717$29.95Oops! The Manners Guide <strong>for</strong> GirlsIllustrated, practical guide to learning manners <strong>for</strong> every day and tricky situations. Self-teaching tool.Available at most book stores.$7.95Self Esteem and Life Skills Too! (SEALS II)A collection of reproducible activities based on handouts catered <strong>for</strong> teachers and counselors <strong>for</strong> use with middle and high schoolstudents. For each activity, the purpose, general comments and possible activities are provided. Group or self-teaching tool.Available From:National Resource <strong>Center</strong> <strong>for</strong> Youth Services1-800-274-2687 or order via the Web site: http://www.nrcys.ou.edu/catalog/shop.html$54.95 plus shippingThe Care and Keeping of You: The Body Book <strong>for</strong> GirlsThis book by Valerie Lee from the American Girl Library provides head-to-toe advice on how to care <strong>for</strong> your body and prepare <strong>for</strong>body changes. Self-teaching tool.Available from most bookstores:$9.95Life Skills Guidebook 178©2004 by Casey Family <strong>Program</strong>s.
The Teenage Human Body: Operators ManualThis manual provides in<strong>for</strong>mation on how to maintain one’s body. There are eleven parts in the manual. Each part begins with a list oftopics so that one can tell if it contains the in<strong>for</strong>mation one is looking <strong>for</strong>. Related words are in the Index referencing specific pages.Designed <strong>for</strong> youth working alone or with an adult.Available From:Northwest Media, Inc.326 West 12 th AvenueEugene, OR 97401541-343-6636541-3430177 (fax)nwm@northwestmedia.com (email)http://www.northwestmedia.comYoung Person’s Guide to Getting and Keeping a Good JobProvides learners with a systematic method <strong>for</strong> learning the skills to find a good job. The Young Person’s Guide comprehensivelycovers finding and maintaining a job. The learner can self-instruct with the student workbook, or a teacher could use the instructor’sguide. The job search methods presented were thoroughly researched and proven to reduce the time required to find a job. Thematerial will improve the learner’s communication skills, increase self esteem, and increase the potential <strong>for</strong> career and job success.Available From:Northwest Media, Inc.326 West 12 th AvenueEugene, OR 97401541-343-6636541-3430177 (fax)nwm@northwestmedia.com (email)http://www.northwestmedia.com#2598, $9.95, Student Guide#2599, $19.95, Instructor’s GuideLife Skills Guidebook 179©2004 by Casey Family <strong>Program</strong>s.
Additional ResourcesCredit <strong>for</strong> College: Tools <strong>for</strong> Managing Your MoneyA workbook <strong>for</strong> high school aged youth focusing on money management (e.g., financial aid, budgeting, credit). Includes a section oncareer development. Self-teaching tool, or use with adult supervision.Available From:EdfundP.O. Box 419045Rancho Cordova, Cali<strong>for</strong>nia 95741-9045Toll-Free NumbersSchools/Lenders 888.223.3357https://www.edfund.org/pubs_order/schools.cfm?edfpage=/pubs_order/index.cfm#I%2D110If you are a student, please contact your school be<strong>for</strong>e ordering, or call EDFUND's customer service staff at 888.294.0105 to placeyour orderFreeHow To Survive Teaching HealthThis resource includes hundreds of ideas to make health classes come alive. It includes a comprehensive collection of over 200 highinteresthealth education activities organized <strong>for</strong> easy use. Designed <strong>for</strong> groups.Available from:Palos Sports1-800-233-5484 or order via the Web site: http://www.palossports.comISBN#: 38000$29.95 plus shippingLife SuccessA guide describing the attributes of successful youth with learning disabilities. It includes content on self-awareness, pro-activity,perseverance, goal-setting, presence and use of support systems, emotional coping strategies and suggestions on how to develop theseattributes. Designed <strong>for</strong> parents.Available from:www.ldsuccess.orgFrostig <strong>Center</strong>971 North Altadena DriveLife Skills Guidebook 180©2004 by Casey Family <strong>Program</strong>s.
Pasadena, CA 91107www.frostig.orgFreeMini Micropedias For Special Subjects.Mini-Micropedias are taken from chapters of “I Can Do It! A Micropedia of <strong>Living</strong> on your own.” They cover all the in<strong>for</strong>mationcovered in the corresponding section of “I Can Do It!” In addition, companion learning activities <strong>for</strong> teaching life skills are available.A more complete description of each resource follows.I Need a Place to Live! A Mini-Micropedia has 42 pages of quick, easy-to-read comprehensive in<strong>for</strong>mation to help find a placeto live and furnish it.I Need a Place to Live! Activities <strong>for</strong> Real Life Learning has 49 pages of creative, reproducible worksheets, teaching ideas &tests. Included are lease & rental applications; apartment check-lists; cost planning sheets; needs and wants analysis;furnishings inventory; and preplanning guides.Cleaning my Place: A Mini-Micropedia has 48 pages of comprehensive in<strong>for</strong>mation <strong>for</strong> cleaning a living area.Cleaning My Place Activities <strong>for</strong> Real Life Learning has over 40 pages of creative, reproducible teaching activities such as roleplaying examples; demonstration sheets; training videos; research; cleaning plans; family of roommate involvement;interviews; questions to analyze; group work; community visits; activities <strong>for</strong> washing dishes and vacuuming.Lookin’ Good! A Mini-Micropedia has comprehensive in<strong>for</strong>mation that covers ways to use line and design to “look good.”Lookin’ Good! Activities <strong>for</strong> Real Life Learning has over 40 pages of reproducible sheets. Includes clothing plans; line anddesign; grooming; color analysis; mending, chopping challenges; thrift shop style show; laundry & stain removal activities.Hungry? Eat Healthy! A Mini-Micropedia has in<strong>for</strong>mation on nutrition <strong>for</strong> everyday life.Hungry? Eat Healthy! Activities <strong>for</strong> Real Life Learning has over 40 pages of reproducible sheets which include meal analysisand plans; grocery store shopping; reading labels; scavenger hunts; time management sheets; cooking and restaurantexperiences; and community involvement.Money Matters: A Mini-Micropedia helps youth learn to make decisions <strong>for</strong> spending money wisely.Money Matters: Activities <strong>for</strong> Real Life Learning has 36 pages of reproducible sheets which include goal setting; visioning;needs and wants analysis; budgeting; banking; balancing check books; personal insurance and saving plans; consumerprotection; letters of complaint; credit; banking choice analysis; and envelope budgeting process.Available from:MICROLIFE1610 N. Briarcliff DriveAppleton WI 54915-2837888.357.7654Life Skills Guidebook 181©2004 by Casey Family <strong>Program</strong>s.
Fax 1-920-735-9434$6.00 <strong>for</strong> each Mini Micropedia$49.00 <strong>for</strong> each Learning Activities (reproducible)Putting Feet on My Dreams: A <strong>Program</strong> in Self-Determination <strong>for</strong> Adolescents and Young Adults.A program in self-determination <strong>for</strong> adolescents and young adults. Designed to help students know oneself and how to plan to achieveone’s goals and prepare <strong>for</strong> adult responsibilities.Available From:Portland State University503-725-4486$30Our PlaceThis box kit includes a VHS video and 16 activity guides covering the following topics: housing needs and wants, setting a budget,sharing an apartment, searching <strong>for</strong> an apartment, inspecting the apartment, reading and negotiating a lease, and identifying supportivecommunity resources. This instructional resource is designed <strong>for</strong> use in group settings. (A CD Rom version is also available.)Available from:<strong>Independent</strong> <strong>Living</strong> Resource <strong>Center</strong> at Hunter College School of Social Work212-452-7496$50.00 plus shippingPower Through Choices: Sexuality Education <strong>for</strong> Youth in Foster and Group CareThis resource provides ten sessions on adolescent pregnancy/HIV/STI (sexually transmitted infection) prevention curriculum <strong>for</strong> youthages 14-18 in out-of-home care. It offers opportunities <strong>for</strong> youth to learn about self-empowerment and decision-making. Curriculumled by adults.Available From:National Resource <strong>Center</strong> <strong>for</strong> youth Services1-800-274-2687$49.95 plus shippingLife Skills Guidebook 182©2004 by Casey Family <strong>Program</strong>s.
YO! Activity and Skill Cards <strong>for</strong> Young Teens.This collection of activity and skill cards is designed specifically <strong>for</strong> self-directed learning and decision making. A person may usethem with or without an adult. Developed originally <strong>for</strong> teens in group homes it covers daily living, kitchen, car, consuming,community, recreation. Each card presents a skill or activity designed to teach life skills. It is similar to Ready, Set, Fly!Available From:National Resource <strong>Center</strong> <strong>for</strong> Youth Services1-800-274-2687 or order via the Web site: http://www.nrcys.ou.edu/catalog/shop.html$16.95 plus shippingFREE WEB RESOURCES4 Girls - Covers body, fitness, nutrition, illness, disability, mind, relationships, safety, and your future. Retrieved September 29, 2004from - http://www.4girls.govAdvice from Dr. Dave and Dr. Dee - Table manners Q & A, older youth self teach. Retrieved September 29, 2004 from -http://www.drdaveanddee.com/elbows.htmlAmerican Bar Association – Consumer’s Guide to finding legal help on the internet. Retrieved September 29, 2004 from –http://www.abanet.org/legalservices/findlegalhelp/American Express - Retrieved September 29, 2004 fromhttp://home4.americanexpress.com/blue/student/blue_student_moneymgmt.asp?Budgeting - http://www10.americanexpress.com/sif/cda/page/0,1641,638,00.aspUsing Credit - http://www10.americanexpress.com/sif/cda/page/0,1641,639,00.aspStudent Budget Calculator - http://www10.americanexpress.com/sif/cda/page/0,1641,661,00.asp?Counting Expenses - http://www10.americanexpress.com/sif/cda/page/0,1641,663,00.asp?American Psychological Association - Questions About Sexual Orientation. Retrieved September 29, 2004 from –http://www.apa.org/pi/lgbc/publications/justthefacts.htmlBanking on Our Future – Savings self tutorial, 4 th and 5 th grade, 6 th -8 th grade, and young adult. Retrieved September 29, 2004 fromhttp://www.bankingonourfuture.org/default.htmBank Rate – Tax Forms. Retrieved September 29, 2004 from -http://www.bankrate.com/brm/itax/Edit/basics/filing_return/basic_4a.aspBusiness Netiquette – Covers email etiquette, using the Internet. Retrieved September 29, 2004 fromhttp://www.bspage.com/1netiq/Netiq.html<strong>Center</strong> <strong>for</strong> Disease Control – Employee rights. Retrieved September 29, 2004 from - http://www.cdc.gov/niosh/adoldoc.htmlLife Skills Guidebook 183©2004 by Casey Family <strong>Program</strong>s.
Cleaning 101 - Retrieved September 29, 2004 from http://www.cleaning101.com/welcome.html -Cleaning Products - http://www.cleaning101.com/house/dirt/choosing.htmlEnvironmental disposal of cleaning products - http://www.cleaning101.com/environment/whatcanido.htmlLaundry and clothing care - http://www.cleaning101.com/laundry/Dishwashing - http://www.cleaning101.com/dishwash/Congress - how to vote and register. Retrieved September 29, 2004 from – https://ssl.capwiz.com/congressorg/e4/nvra/Consumer Advice on Food Safety, Nutrition, and Cosmetics - Food storage Q & A, self teach, excellent. Retrieved September 29,2004 from - http://www.cfsan.fda.gov/~lrd/advice.html#storageCool Food Planet – Eating and health. Retrieved September 29, 2004 from - http://www.coolfoodplanet.org/gb/adoz/index.htmCPR/First Aid Instruction - Retrieved September 29, 2004 from - http://American-cpr-training.comCuisinenet, Diner’s Digest - Table setting, table manners, cultural diversity, <strong>for</strong> older youth, self teach. Retrieved September 29,2004 from - http://www.cuisinenet.com/digest/custom/etiquette/place_setting.shtmlDecision Education Foundation – Decision Making. Retrieved September 29, 2004 from - http://www.decisioneducation.orgEconEdLink – Taxes and consuming. Retrieved September 29, 2004 from -http://www.econedlink.org/lessons/index.cfm?lesson+EM69Family Fun – Retrieved September 29, 2004 from -Meal Planning - http://familyfun.go.com/recipes/Learning Styles - http://familyfun.go.com/raisingkids/learn/assess/feature/dony107multintel/dony107multintel2.htmlFood Link- Food storage, preparation and food safety. Retrieved September 29, 2004 from - http://www.foodlink.org.uk/Food Marketing Institute – Food storage. Retrieved September 29, 2004 from -http://www.fmi.org/consumer/foodkeeper/search.htmGirl Power - Retrieved September 29, 2004 from http://www.girlpower.gov/girlarea -Staying Healthy - http://www.girlpower.gov/girlarea/bodywise/Index.htmEmotional Health - http://www.girlpower.gov/girlarea/notalone/howtocope.htmImpact of Drugs and Alcohol - http://www.girlpower.gov/girlarea/bodyfx/index.htmBody Changes - http://www.girlpower.gov/girlarea/bodywise/yourbody/index.htmAssignment Book - http://www.girlpower.gov/girlarea/ordering/Index.htmGPO Access - Federal Library. Retrieved September 29, 2004 from – http://www.gpoaccess.gov/libraries.htmlHealthy Oakland Teens Project - Real decision activity. Retrieved September 29, 2004 from -http://www.caps.ucsf.edu/curricula/peer5.htmlHealthy School Meals Resource System – Food pyramid. Retrieved September 29, 2004 from – http://schoolmeals.nal.usda.gov/How to Learn – Learning Styles. Retrieved September 29, 2004 from - http://www.howtolearn.comHow To Study – Study Skills. Retrieved September 29, 2004 from - http://www.how-to-study.com/preparing%20to%20study.htmLife Skills Guidebook 184©2004 by Casey Family <strong>Program</strong>s.
Internal Revenue Service - Retrieved September 29, 2004 from -Taxes - http://www.irs.ustreas.gov/individuals/index.htmlTax Forms - http://www.irs.ustreas.gov/<strong>for</strong>mspubs/index.htmlInternal Revenue Service - Understanding Taxes, Retrieved October 5, 2004 from –http://www.irs.gov/app/understandingTaxes/index.jspInternet Safety - Retrieved September 29, 2004 from - http://kidsinternet.about.com/cs/internetsafety1/Journal of Industrial Teacher Education - Impact of Technology on the Work Place. Retrieved September 29, 2004 from -http://scholar.lib.vt.edu/ejournals/JITE/v33n3/lewis.htmlJust Ask Jane - Clothing care, detailed and a place <strong>for</strong> asking questions. Retrieved September 29, 2004 from -http://www.justaskjane.org/<strong>for</strong>ums/<strong>for</strong>umdisplay.php3?<strong>for</strong>umid=4Juvenile Offenders and Troubled Teens – Legal Terms. Retrieved September 29, 2004 from -http://faculty.ncwc.edu/toconnor/juvjusp.htmKids Health – Website offering in<strong>for</strong>mation about physical, mental and emotional health <strong>for</strong> children, teens, and adults. RetrievedSeptember 29, 2004 from –http://www.kidshealth.org/parent/medical/index.htmlhttp://www.kidshealth.org/parent/firstaid_safey/index.htmlhttp://www.kidshealth.org/parent/nutrition_fit/index.htmlhttp://www.kidshealth.org/parent/general/index.htmlhttp://www.kidshealth.org/parent/system/idnex.htmlhttp://www.kidshealth.org/parent/emotions/index.htmlhttp://www.kidshealth.org/teen/diseases_conditions/http://www.kidshealth.org/teen/infections/http://www.kidshealth.org/teen/your_mind/http://kidshealth.org/teen/drug_alcohol/http://www.kidshealth.org/teen/food_fitness/http://www.kidshealth.org/teen/recipes/index.html.http://www.kidshealth.org/kid/watch/index.htmlhttp://www.kidshealth.org/kid/feel_better/http://www.kidshealth.org/kid/feeling/http://www.kidshealth.org/kid/stay_healthy/index.htmlhttp://www.kidshealth.org/kid/recipes/index.html.Kids Space at the Internet Public Library - Retrieved September 29, 2004 from – www.ipl.org/div/kidspace/browse/cai0000Law Help.org – Helps people find legal assistance. Retrieved September 29, 2004 from - http://www.lawhelp.orgLife Skills Guidebook 185©2004 by Casey Family <strong>Program</strong>s.
LD Pride – Learning Styles. Retrieved September 29, 2004 from - http://www.ldpride.net/learningstyles.MI.htmLeaders of Waste Reduction – Retrieved November 1, 2004 from - http://www.environleader.org/kids.htmlLearn CPR - Hands on CPR/First Aid Training. Retrieved September 29, 2004 from -http://depts.washington.edu/learncpr/index.htmlLearning To Give – Teaching the importance of voluntary action <strong>for</strong> the common good in a democratic society. Retrieved September29, 2004 from - http://learningtogive.org/lessons/9-12/Fraser,Serena/Unit1/lesson4.htmlLIBWEB - Library Servers via WWW. Retrieved September 29, 2004 from – http://sunsite.berkeley.edu/Libweb/Mapping Your Future - Balancing checkbook. Retrieved September 29, 2004 from - http://mapping-yourfuture.org/features/incontrol.htmMinnesota Careers - Retrieved September 29, 2004 from –Financial Aid - http://www.mncareers.org/future_planning.asp?pageid=fn01Educational Options - http://www.mncareers.org/future_planning.asp?pageid=eo01Money Central - Credit Rating. Retrieved September 29, 2004 from -http://www.moneycentral.msn.com/content/collegeandfamily/moneyinyour20s/p36954.aspMoney Matters <strong>for</strong> Kids – Resources and definitions. Retrieved September 29, 2004 from -http://www.mm<strong>for</strong>kids.org/index_bak.htmlMy Meals – Menu Planning, Measurement conversion tables, older self teaching, more advertisements. Retrieved September 29, 2004from - http://www.my-meals.com/National <strong>Center</strong> <strong>for</strong> Youth Law – Rights while in foster care. Retrieved September 29, 2004 from -http://www.youthlaw.org/myrights.htmNutrition Café - For younger youth, in<strong>for</strong>mation about nutrition, Retrieved September 29, 2004 from -http://exhibits.pacsci.org/nutrition/Nutritional Analysis Tool - Web-based nutritional calculator. This resource assesses the nutritional content of foods and includesfoods that youth eat, including fast food. Retrieved September 29, 2004 from - http://www.nat.uiuc.eduParent Soup - Covers many parenting topics, advertisements. Retrieved September 29, 2004 from - http://www.parentsoup.com,Practical Money Skills – Banking, consuming, budgeting - http://www.practicalmoneyskills.comProduce Oasis – Source of in<strong>for</strong>mation about selecting, preparing and using fresh fruits and vegetables. Retrieved September 29,2004 from - http://www.produceoasis.com/Public Broadcast System – Paying <strong>for</strong> College. Retrieved September 29, 2004 from -http://www.pbs.org/newshour/on2/money/college.htmlQuicken Home - Homeowners/renters Insurance. Retrieved September 29, 2004 from -http://www.insuremarket.com/products/home/index.jspLife Skills Guidebook 186©2004 by Casey Family <strong>Program</strong>s.
Quintessential Careers- Finding jobs. Retrieved September 29, 2004 from - http://www.quintca.reers.com/finding_summer_jobs.htmlRecycling – Recycling games, facts and educational activities. Retrieved September 29, 2004 from - http://www.recycleroom.orgRoad Ready Teens – Site <strong>for</strong> parents and drivers, facts, legal, and other activities. Retrieved September 29, 2004 from -www.roadreadyteens.orgSafety In<strong>for</strong>mation - Cleaning products. Retrieved September 29, 2004 from -http://wellness.ucdavis.edu/safety_info/poison_prevention/poison_book/household_cleaners.htmlSelective Service Registration - Retrieved September 29, 2004 from – http://www.sss.gov/Table setting - Picture, self teach. Retrieved September 29, 2004 from - http://ryangrpinc.com/table_setting.aspThe Alcohol and Drug In<strong>for</strong>mation Clearinghouse - Retrieved September 29, 2004 from –How to build a web page - http://www.prevlink.org/therightstuff/youth/webpage.htmlFacts about Alcohol and Drug Addiction - http://www.prevlink.org/therightstuff/youth/straightfacts.htmlEating Disorders - http://www.prevlink.org/therightstuff/youth/eatingdisorders.htmlBody Image - http://www.prevlink.org/therightstuff/youth/positivebody.htmlCommunication and relationships - http://www.prevlink.org/therightstuff/youth/express.htmlCareer Planning - http://www.prevlink.org/therightstuff/youth/jobs.htmlDecision Making - http://www.prevlink.org/therightstuff/youth/decisions.htmlGoal Setting - http://www.prevlink.org/therightstuff/youth/goals.htmlThe American Academy of Pediatrics - Provides parenting and pregnancy in<strong>for</strong>mation by topic. Retrieved September 29, 2004 from- http://aap.orgThe Cook's Thesaurus - A cooking encyclopedia that covers thousands of ingredients and kitchen tools. Entries include pictures,descriptions, synonyms, pronunciations, and suggested substitutions. Retrieved September 29, 2004 from -http://www.switcheroo.com/The High School Graduate - Retrieved September 29, 2004 from -The Educational System - Advanced training, job corps, Americorps -http://www.thehighschoolgraduate.com/editorial/UScorps.htmEducational Options - http://www.thehighschoolgraduate.com/editorial/USsearch.htmThe National Mail Voter Registration Form - Retrieved September 29, 2004 from – http://www.fec.gov/votregis/vr.htmThe Ohio State University - Decision Making. Retrieved September 29, 2004 from - http://ohioline.osu.edu/hyg-fact/5000/5301.htmlThe Parent <strong>Center</strong>/Baby <strong>Center</strong> - Covers pregnancy and parenting in depth. Advertisements. Retrieved September 29, 2004 from -http://www.babycenter.com or http://www.parentcenter.com.University of Illinois Extension Thrifty <strong>Living</strong> - Food freshness. Retrieved September 29, 2004 from -http://www.urbanext.uiuc.edu/thriftyliving/tl-foodfreshness.htmlLife Skills Guidebook 187©2004 by Casey Family <strong>Program</strong>s.
University of Minnesota Extension – Taxes. Retrieved October 5, 2004 from -http://www.extension.umn.edu/distribution/resourcesandtourism/components/6080a.htmlWorld Wide Web Subject Catalogue - Retrieved October 5, 2004 from – http://www.uky.edu/Subject/libraries.htmlYahooligans - Teaching Internet Literacy. Retrieved October 5, 2004 from- http://www.yahooligans.comYouth Rules – Employee rights. Retrieved October 5, 2004 from - http://youthrules.dol.gov/teens/default.htmLife Skills Guidebook 188©2004 by Casey Family <strong>Program</strong>s.
Appendix B: Activity WorksheetActivity WorksheetActivity Title: _____________________________________________________________________________________________Learning Goal: ____________________________________________________________________________________________Expectations: ________________________________________________________________________________________________________________________________________________________________________________________________________Time Required: ____________________________________________________________________________________________Materials Needed:______________________________________________________________________________________________________________________________________________________________________________________________________Instructor’s Notes (Detailed instructions <strong>for</strong> completing the activity):Debrief Questions (Questions used to reflect on the activity and to summarize):Life Skills Guidebook 189©2004 by Casey Family <strong>Program</strong>s.
Appendix C: History and Development of the GuidebookHeightened attention to getting youth in out-of-home care ready <strong>for</strong> living on their own occurred with the 1999 passage of the FosterCare Independence Act (P. L. 106-169), and the John H. Chafee Independence <strong>Program</strong>. This act mandates evaluation of services isnow mandated <strong>for</strong> all states receiving federal independent living monies (see Foster Care Awareness Project, 2000). To help youthprepare <strong>for</strong> living on their own, Casey Family <strong>Program</strong>s (Casey) developed a set of tools to assess life skills and evaluate life skillsprograms.Readiness to live on one’s own is a life-long process, and thus, four levels of the ACLSA were created <strong>for</strong> youth ages 8-9 (I), 10-12(II), 13-15 (III) and 16 and older (Adult) (see www.caseylifeskills.org). The purpose of all 4 levels is to indicate life skill masteryacross several domains. The ACLSA is not an exhaustive list of all the skills one needs to live on one’s own. Rather, it provides anindication of skill level and readiness <strong>for</strong> living on one’s own. The assessments are designed to be the first step in preparation <strong>for</strong>living on one’s own. Other steps include goal setting, action planning, instruction, learning, and application, followed again byassessment to measure progress (see Exhibit C.1).Life Skills Guidebook 190©2004 by Casey Family <strong>Program</strong>s.
Exhibit C.1. Life Skills Learning CycleCasey Life Skills ToolsApplicationAnsell-Casey LifeSkills Assessment (ACLSA)ACLSA Score ReportInstructionLife SkillsGuidebook“TheConversation”In response to a growing number of requests <strong>for</strong> help in translating ACLSA results into practice, Casey developed the Life SkillsGuidebook (Guidebook). The Guidebook is used in the next step in teaching life skills. It is used <strong>for</strong> goal setting and action planning,as well as teaching, learning and application of skills. The Guidebook provides Learning Goals and Expectations that parents,teachers, social workers, or individuals can use to further explore youth and adult readiness to live on their own, set goals, andteaching. Activities linked to Learning Goals are included <strong>for</strong> both individual (e.g., parents) and group settings (e.g., life skills group).Life Skills Guidebook 191©2004 by Casey Family <strong>Program</strong>s.
The domains covered in the Guidebook match the domains of the ACLSA (Career Planning, Communication, Daily <strong>Living</strong>, HomeLife, Housing & Money Management, Self Care, Social Relationships, Work & Study, and Work Life) 3 . Each domain contains a listof Learning Goals, Expectations, and Activities. Focus groups of practitioners, policy makers, youth, caregivers, and independentliving researchers designed the Learning Goals (competencies). The focus groups represent a variety of geographic locationsthroughout the United States. After developing the Learning Goals, a panel of experts (researchers, gender, ethnic, and developmentalexperts, leaders of innovative independent living /transition programs, youth, alumni, and caregivers) reviewed the Guidebook <strong>for</strong>relevancy and accuracy. Resources, Learning Goals and Activities are regularly reviewed and updated. Guidebook Supplements to theCasey Life Skills Assessment Supplements are also created and reviewed.The Guidebook outlines the Learning Goals people need to master in order to live on their own. Some Learning Goals are consideredideal; some are targeted as important <strong>for</strong> becoming professionals in the work <strong>for</strong>ce. Other aspects like education (e.g., academicevaluations and preparation), employment (e.g., career selection and preparation), and social support are also vital to success. Weencourage comprehensive assessment in these areas as well using the tools developed by experts <strong>for</strong> these areas.3 The Life Skills Guidebook is focused on life skills. It is recognized that life skills are only one aspect of living independently, others include education andemployment.Life Skills Guidebook 192©2004 by Casey Family <strong>Program</strong>s.
Appendix D. Running A GroupA successful group session starts with an Opening Activity, moves on to include activities that build group cohesion (Group Activity),allows time <strong>for</strong> introspective thought (individual Activity), and ends with an activity that brings closure to the session (ClosingActivity). When designing a group session, facilitators may find this four-step design <strong>for</strong>mula helpful. A more complete description ofeach step is found in Exhibit D.1. Additional tips on running groups are in Exhibit D.2.Exhibit D. 1. Group Session Activity Element DescriptionOpening Activities- These activities help the group get acquainted or re-acquainted. They are sometimes called ice-breakers orwarm-ups. Even on-going groups need time at the beginning of the session to check-in. Opening activitiesmay also give focus to the group and assess the group’s knowledge. Activities such as “Bingo”, “Have YouEver…,” and “Group Juggle,” provide an excellent way to introduce a topic and generate involvement. Theseactivities are generic in nature and may be used to introduce many skill areas. *Group Building Activities - These activities require the group to work together, building group cohesion. These activities may bevery short in nature, requiring only 10-15 minutes or take up to 1-2 hours to complete.Individual Activities - These activities require group members to think about themselves and to share their insights with others.Individual activities help group members apply, to their own lives, the content that is being presented in thegroup. This can be done in the <strong>for</strong>m of worksheets, art projects, and writing assignments.Ending Activities - These activities bring closure to the group session. They may be used to summarize or rein<strong>for</strong>ce the contentthat was the focus of the session. They may also be used to strengthen group spirit and to celebrate thegroup’s work. The same ending activity may be used each time thus creating an important ritual <strong>for</strong> thegroup. Good examples of ending activities are “I learned that...,” “Appreciations,” and “PositiveAffirmations.”**Ansell, Dorothy I. and Morse, Joan M. Creative Life Skills Activities, Ansell & Associates, 1994.Life Skills Guidebook 193©2004 by Casey Family <strong>Program</strong>s.
Exhibit D.2. Tips on Running Groups1. Arrive early to greet participants.Tips on running groups2. Create an inviting atmosphere. Put up posters, play music, provide refreshments.3. Teach to various learning styles (e.g., auditory - lecture, visual - videos, kinesthetic- small group/moving exercises).4. Allow time to practice and discuss the skills. Don't over-pack a session. Allowtime <strong>for</strong> questions.5. Include peer modeling and coaching: have those who mastered a skill teach thosestill learning the skills.6. Create a group agreement in the early sessions which states codes on conduct,agency rules, etc. Post the agreement at all sessions.7. Discuss principles of confidentiality.8. Test out any equipment (e.g., VCR, tape/CD player) prior to the session.9. It you are using videos, remember to cue the tapes prior to the session. All VCR'sare different.10. Design group rituals <strong>for</strong> beginnings or endings.Life Skills Guidebook 194©2004 by Casey Family <strong>Program</strong>s.
Life Skills Learning PlanCareer PlanningSkill Area: Work GoalsLearning Goal 1: Is able to identify careers of interest.Expectations (Objectives):At the end of the session, the youth will be able to:a. Explain what different people in different jobs do.b. Explain the difference between a job and a career.c. Identify personal skills, abilities, likes, and dislikes related to work.d. Find career fields that match skills, abilities, likes, and dislikes.Action PlanThe actions you take to reach your goals should be clear so you know exactly what to do. Identifywho will do what to help reach the goals - yourself, staff, and others.What activities or services will be done?Name That JobCreative Life Skills ActivitiesActivity 27"Who Am I" CollageCreative Life Skills ActivitiesActivity 79Book OneDeveloping Your Visionp. 79, 80, 81FUTURE/PATHPart II, C. 3, Do I Get a Job or Bank on theLottery?I Know Where I'm Going (But Will My Cash KeepUp?)p. 26-41.Part II, C. 4, Dare to DreamI Know Where I'm Going (But Will My Cash KeepUp?)p. 36-44I Need a Job to Support MyselfI'm Getting ReadyM-6Different JobsLife Skill Activities <strong>for</strong> <strong>Child</strong>renp. 288-289V, Skills and InterestsLife Skills Activities <strong>for</strong> Secondary Students withSpecial Needsp. 308-316Who is responsible <strong>for</strong>doing it?When will it beaccomplished?http://www.caseylifeskills.org/pages/lp/output_ind.htm[8/5/2010 4:30:33 PM]
Life Skills Learning PlanModule 3, Education, Career InterestsPAYAp. 11-19Module 3, Education, Skills SurveyPAYAp. 54-64Module 5, Education, Career PlanningPAYAp. 245Career Planning #4Ready, Set, Fly! A Parents Guide to Teaching LifeSkillsCareer Planning #6Ready, Set, Fly! A Parents Guide to Teaching LifeSkillsC. 12Young Person's Guide4 Girls, Looking AheadWeb Resourcehttp://www.4girls.govMapping Your Future, Skills and InterestWeb Resourcehttp://mapping-yourfuture.org/planning/skillsan.htmThe Alcohol and Drug In<strong>for</strong>mation ClearinghouseWeb Resourcehttp://www.prevlink.org/therightstuff/youth/jobs.htmlLearning Goal 2: Is able to make an in<strong>for</strong>med career decision.Expectations (Objectives):At the end of the session, the youth will be able to:a. Collect in<strong>for</strong>mation about one or more career fields (e.g., employment outlook/trends, technology skills,potential wages, education, and training required).b. Describe the importance of volunteering, job shadowing, and paid internships to gain in<strong>for</strong>mation aboutcareer fields.c. Determine career options.d. Match career interest with personal skills, abilities, and career objective.e. Evaluate each career option and select a realistic career field that best meets one’s career goal.f. Identify resources that facilitate career choice (e.g., Department of Labor programs, job corps, militaryservices).Action PlanThe actions you take to reach your goals should be clear so you know exactly what to do. Identifywho will do what to help reach the goals - yourself, staff, and others.What activities or services will be done?A Window to the Future.Making It On Your OwnActivity 32What's My Line?Making It On Your OwnActivity 58What is My Career?Making It On Your OwnWho is responsible<strong>for</strong> doing it?When will it beaccomplished?http://www.caseylifeskills.org/pages/lp/output_ind.htm[8/5/2010 4:30:33 PM]
Life Skills Learning PlanActivity 40Community Interviews.Making It On Your OwnActivity 70Career Choices.Making It On Your OwnActivity 75Books One and ThreeDeveloping Your VisionDo I Get a Job or Bank on the Lottery?I Know Where I'm Going (But Will My Cash Keep Up?)p. 26-41.I Need a Job to Support MyselfI'm Getting ReadyM-6Module 3, Employment, Job Seeking SkillsPAYAp. 11-19Module 5, Education, Career PlanningPAYAp. 245-246Career Planning #4Ready, Set, Fly! A Parents Guide to Teaching Life SkillsCareer Planning #5Ready, Set, Fly! A Parents Guide to Teaching Life Skills4 Girls, Looking AheadWeb Resourcehttp://www.4girls.govMapping Your Future, Skills and InterestWeb Resourcehttp://mapping-your-future.org/planning/skillsan.htmMinnesota Careers, Financial AidWeb Resourcehttp://www.mncareers.org/future_planning.asp?pageid=fn01Public Broadcasting System, Paying <strong>for</strong> CollegeWeb Resourcehttp://www.pbs.org/newshour/on2/money/college.htmlThe Alcohol and Drug In<strong>for</strong>mation ClearinghouseWeb Resourcehttp://www.prevlink.org/therightstuff/youth/jobs.htmlLearning Goal 3: Is able to develop a career plan.Expectations (Objectives):At the end of the session, the youth will be able to:a. Recognize how one’s current employment, volunteer experiences, education, and job training affectreaching a career goal.b. Determine the resources needed to obtain the education, training, and apprenticeship required.c. Develop a written career plan with action steps, resources, and time frames.d. Explain the difference between an educational grant and loan.e. Identify scholarships, grants, and financial aid available.f. Explain how, when, and where to apply <strong>for</strong> financial aid.http://www.caseylifeskills.org/pages/lp/output_ind.htm[8/5/2010 4:30:33 PM]
Life Skills Learning Plang. Apply <strong>for</strong> financial aid to pay <strong>for</strong> training, if applicable.Action PlanThe actions you take to reach your goals should be clear so you know exactly what to do. Identifywho will do what to help reach the goals - yourself, staff, and others.What activities or services will be done?Chapters 1, 2, 4Developing Your VisionDo I Get a Job or Bank on the Lottery?I Know Where I'm Going (But Will My Cash Keep Up?)p. 26-41.Module 3, Education, How Will I Pay <strong>for</strong> SchoolPAYAp. 26-31Module 5, Education, Career PlanningPAYAp. 247-250Career Planning #9Ready, Set, Fly! A Parents Guide to Teaching Life SkillsMinnesota Careers, Financial AidWeb Resourcehttp://www.mncareers.org/future_planning.asp?pageid=fn01Public Broadcasting System, Paying <strong>for</strong> CollegeWeb Resourcehttp://www.pbs.org/newshour/on2/money/college.htmlThe Alcohol and Drug In<strong>for</strong>mation ClearinghouseWeb Resourcehttp://www.prevlink.org/therightstuff/youth/jobs.htmlWho is responsible<strong>for</strong> doing it?When will it beaccomplished?Optional SignaturesDateYouth:_______________________________Caregiver:_______________________________Life Skills Instructor:__________________________________________________________________________________http://www.caseylifeskills.org/pages/lp/output_ind.htm[8/5/2010 4:30:33 PM]
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1-800-FREE411 - About : How It WorksHome Search About Advertisers MyFREE411 Tell A FriendHome > AboutHow It WorksF.A.Q.Compare 411 RatesIn the NewsPress ReleasesThe CompanySite MapPrivacy PolicySearch by PhoneSimply dial 1-800-FREE411 and get the listing you need <strong>for</strong> free. It’s just like 411, onlybetter because it doesn’t cost anything. As America’s leading provider of freedirectory assistance, we offer complete residential and business listings. Who pays,you ask? Our advertisers do. And should you be interested in one of their great offers,we’ll connect you free of charge. So tell friends and family and put us on your speeddial today.Contact UsGot a question?Read our FrequentlyAsked Questions »FREE directory assistanceComplete business, residential and government listingsSave up to $2 or more per callSearch OnlineGet the most accurate residential and business listings online. That’s because we usethe same real-time data phone companies do. 1-800-FREE411 also lets you search <strong>for</strong>the best prices and deals online from our partners.A service of Home Search About Advertisers MyFREE411 Contact Us FAQ Terms of Use Privacy PolicyCategory Search: Massachusettshttp://www.free411.com/about/[10/6/2010 3:49:50 PM]
DevelopmentalChapter 20Disabilities/MasterTrust
Master Trust<strong>Center</strong> Home Sign In |Knowledge BaseMaster TrustAll SitesAdvanced Search<strong>Center</strong> HomeNews Knowledge Library Training Resources Florida Contacts Ask a FAQ FAQ Answers FSFN Web Event Setup Help<strong>Center</strong> Home > Knowledge Base > Master TrustView All Site ContentAdoption<strong>Child</strong> Protective InvestigationsIn-Home and Relative Care<strong>Independent</strong> <strong>Living</strong>Out of Home Licensed CarePreventionMaster Trust ResourcesAdministration and LeadershipAdministration and ManagementDisaster PlanningPublicationsSupervisor Training ResourcesCaregiver ResourcesAdoptive Parent ResourcesFoster Parent Resources<strong>Independent</strong> <strong>Living</strong> ResourcesParenting ResourcesRelative Caregiver ResourcesSafety and Prevention ResourcesYouth Space<strong>Child</strong> <strong>Welfare</strong> Practice ModelsCultural Competency andDiversity ResourcesDisproportionality in <strong>Child</strong> <strong>Welfare</strong>Evidence Based and BestPracticesFamily <strong>Center</strong>ed PracticeSystems of Care and ServicesTechnology Supports <strong>for</strong> <strong>Child</strong><strong>Welfare</strong>Other <strong>Child</strong> <strong>Welfare</strong> <strong>Program</strong>AreasCase ManagementChronic Neglect ResourcesDiligent SearchDomestic ViolenceFlorida Safe Families Network(FSFN)Human TraffickingIndian <strong>Child</strong> <strong>Welfare</strong> Act (ICWA)ICPCMental Health and SubstanceAbuseMissing <strong>Child</strong>renReunification ServicesSexual AbuseCircuit Resource PagesLaws, Rules & PoliciesCFOP 175-59 Master Trust <strong>for</strong> Benefit of Family Safety <strong>Program</strong> ClientsF.A.C 65C-17: Master TrustsMaster Trust and Fee Waiver Memo (8-10-07)Forms and ToolsMaster Trust Case Work Guidelines (2009)Master Trust Expenditure PlanMaster Trust Issues Checklist (2009)Notice of Fee Assessments & Rights of Foster <strong>Child</strong> Regarding Government Benefits(CF-285)Notarized Designation of Client Money & Property (CF-5222)Plan to Achieve Self-Support (PASS) (SSA-585)Suggestions <strong>for</strong> Uses of BenefitsMaster Trust Frequently Asked QuestionsGeneral In<strong>for</strong>mationDedicated Accounts <strong>for</strong> <strong>Child</strong>ren (SSI 2010)Handling Master Trusts in Dependency Court (FL Office of Court Improvement 2008)Master Trust Issues <strong>for</strong> <strong>Child</strong>ren and Youth in Foster Care (GAL <strong>Program</strong>)PASS-Plans <strong>for</strong> Achieving Self Support (In<strong>for</strong>mational Video)Plan to Achieve Self Support (SSI Resources)Training ResourcesFSFN Fiscal Training - Trust AccountsThe Master Trust <strong>for</strong> <strong>Child</strong>ren (Dep Court Improvement Summit-2007)Master Trust/Client Trust: Legal Fiduciary Obligations & Necessary Social Work (2008)Master Trust Declaration and Fee Waiver: Basic Principles & Procedure (DCF 2007)Public Benefits and Education: <strong>Program</strong>s to Help <strong>Child</strong>ren in Our CareFSFN FAQ (1)Is the intent to have the Master Trust funds managed by the CBCs? (1-27-09)FSFN FAQ (2)If multiple benefits are included in one general trust account (SSI, SSA, etc), which benefit is deducted <strong>for</strong> cost of care? (6-2-09)Fiscal FAQ (1)Can the CBC provider refuse to pay an allowance to a group home and instead require the child to use his master trust funds as a personal allowance? (6-10-09)Fiscal FAQ (2)Where is a sample Order <strong>for</strong> Release of Master Trust funds to a developmentally delayed child who is turning 18 but resides in a group home? (11-24-09)Copyright © 2010 by The <strong>Center</strong> <strong>for</strong> the Advancement of <strong>Child</strong> <strong>Welfare</strong> PracticePlease read our Privacy PolicyFlorida Contacts and LinksFrequently Asked QuestionsAdministration and ManagementAdoptionsCase ManagementFiscalFSFNLegalProtective InvestigationsRemote Data Capture (RDC)FSFNLaw, Rule, Policy, and CLS<strong>Child</strong>ren's Legal ServicesDCF Historical MemorandaDCF Interagency & OtherAgreementsDCF Policy MemorandaFamily Safety OperatingProceduresFederal Laws and Ruleshttp://center<strong>for</strong>childwelfare.fmhi.usf.edu/kb/mastertrust/Forms/AllItems.aspx[8/10/2010 10:10:38 AM]
Master TrustFlorida Adminstrative CodeFlorida StatutesOther DCF Operating ProceduresMultimedia and TrainingVideosDCF Family Safety TrainingVideosDOH'S CMS VideosFlorida Statewide Training VideosFlorida Conference VideosGeneral Workshops and TrainingsNational TeleconferencesPerspective SeriesNational ResourcesOther State AgenciesPer<strong>for</strong>mance and Data ReportsQuality Assurance andImprovementQuality Assurance ResourcesQuality Improvement ResourcesTrainer ResourcesTrainers CornerTraining BulletinsMultimedia Home PageOnline Traininghttp://center<strong>for</strong>childwelfare.fmhi.usf.edu/kb/mastertrust/Forms/AllItems.aspx[8/10/2010 10:10:38 AM]
Reprinting of Navigating Your IEPThe Florida Youth CouncilHomeReprinting of Navigating Your IEPThe Florida Youth Council is pleased to announce that our partners at The Advocacy <strong>Center</strong> <strong>for</strong>Persons with Disability have provided the resources <strong>for</strong> a second printing of our IEP guide book,Navigating Your IEP: Are You on the Right Track <strong>for</strong> Success? Navigating Your IEP is an IEPguide written <strong>for</strong> youth, by youth. It provides helpful advice on how a student can go from beinga passive observer in their IEP meeting, to leading the discussion and taking charge of theireducational and life planning in a meaningful way. We hope that you will take the time to readNavigating Your IEP and share it with others in your community. Hard copies are available uponrequest by contacting Alex Brown by e-mail at abrown@familycafe.net , or by phone at (850)224-4670.HomeAbout UsDisability NewsDisability Historyand AwarenessThe NoodleFYC BlogActivities and EventsPicturesContact UsPublications©2008 Florida Youth Council. All rights reserved.http://www.floridayouthcouncil.com/index.php?option=com_content&view=article&id=62:reprinting-of-navigating-your-iep&catid=9:publications[9/27/2010 3:53:16 PM]
Transition Planning <strong>for</strong> Youth With DisabilitiesNote: This outline is provided as a suggested <strong>for</strong>mat <strong>for</strong> your plan. You may organizeyour plan in another <strong>for</strong>mat. All plans must, however address each component of thissample plan with specificity. Any person working with a youth in your care should beable to look at this plan and the list of the staff assigned to that youth, determine exactlywho is responsible <strong>for</strong> handling each task <strong>for</strong> that youth.The person responsible <strong>for</strong> the task should be identified by job title, <strong>for</strong> example CaseManager, IL Coordinator. Outside resource organizations should be specifically named.7/24/07
(CBC Name)’s Plan <strong>for</strong> Transition Assessment &Planning <strong>for</strong> Youth With DisabilitiesI. Pre-<strong>Independent</strong> <strong>Living</strong> Assessment & Service Planning (Youth 13-15)A. Accountability1. (Job Title) is responsible <strong>for</strong> ensuring that a pre-independent livingassessment is conducted at the time specified by statute.2. (Job Title) is responsible <strong>for</strong> administering the pre-independent livingassessment to youth with disabilities.3. (Job title) is responsible <strong>for</strong> following up to ensure that allpersons/entities responsible <strong>for</strong> providing services to the youth fulfilltheir responsibilities.4. (Job title) is responsible <strong>for</strong> monitoring the per<strong>for</strong>mance of (the personidentified in number 3 above up).5. (Job title) is responsible <strong>for</strong> ensuring that documentation of assessmentsand services is incorporated into the judicial review.B. Physical & Mental/Behavioral Health Impairments1. Youth who have an impairment that precludes them from completing awritten instrument will be accommodated by (describe the alternatemodes <strong>for</strong> delivery of the assessment).2. (Job Title) is responsible <strong>for</strong> making sure that the assessment isdelivered in a mode that accommodates the youth’s disability.B. Cognitive Impairments1. Youth who do not have the cognitive capacity comprehend thewritten assessment instrument will be assessed by (specificallydescribe the alternate means of assessing youth with cognitiveimpairments – name the instrument that staff will employ orname the outside resource who will assess the youth).2. (Job Title) is responsible <strong>for</strong> making sure that the assessment isappropriate <strong>for</strong> the youth’s cognitive ability and accommodatesany co-occurring physical disability.3. The following instruments are used by the individual/agencylisted in 1. above to assess youth with cognitive disabilities:7/24/07
C. Review & Planning1. Assessment results are reviewed by (job titles) who (describeprotocol <strong>for</strong> review of assessments).2. (Job title) is responsible <strong>for</strong> contacting and coordinating withother agencies and providers that are or should be serving youth(school, APD, voc rehab, mental health providers) toincorporate them into planning.3. (Job title) is responsible <strong>for</strong> recording the obligations of eachperson /entity involved in the youth's plan.4. (Job title) is responsible <strong>for</strong> making sure a surrogate parent isappointed if no parent is involved in the youth’s education.5. (Job title) is responsible <strong>for</strong> making sure that the youth's caseplan is coordinated with the transition plan from public school?6. Transition plans (are /are not) incorporated in a youth’s caseplan.II. <strong>Independent</strong> <strong>Living</strong> Assessment & Service Planning (Youth 16-17)A. Overall Accountability1. (Job Title) is responsible <strong>for</strong> ensuring that independent livingassessments are conducted and updated at the times specified bystatute.2. (Job Title) is responsible <strong>for</strong> administering the independent livingassessment to youth with disabilities.3. (Job title) is responsible <strong>for</strong> following up to ensure that allpersons/entities responsible <strong>for</strong> providing services to the youth fulfilltheir responsibilities.4. (Job title) is responsible <strong>for</strong> monitoring the per<strong>for</strong>mance of (the personidentified in number 3 above).5. (Job title) is responsible <strong>for</strong> ensuring that documentation ofassessments and services is incorporated into the judicial review.B. Physical & Mental/Behavioral Health Impairments1. Youth who have an impairment that precludes them from completing awritten instrument will be accommodated by (describe the alternatemodes <strong>for</strong> delivery of the assessment).7/24/07
2. (Job Title) is responsible <strong>for</strong> making sure that the assessment isdelivered in a mode that accommodates the youth’s disability.C. Cognitive Impairments1. Youth who do not have the cognitive capacity comprehend thewritten assessment instrument will be assessed by (specificallydescribe the alternate means of assessing youth with cognitiveimpairments – name the instrument that staff will employ orname the outside resource who will assess the youth).2. (Job Title) is responsible <strong>for</strong> making sure that the assessment isappropriate <strong>for</strong> the youth’s cognitive ability and accommodatesany co-occurring physical disability.3. The following instruments are used by the individual/agencylisted in 1. above to assess youth with cognitive disabilities:D. Life Skills Education1. (Job title) is responsible <strong>for</strong> maintaining documentation on lifeskills class attendance.2. (Job title) is responsible <strong>for</strong> making sure that life skills classesare modified to serve youth with disabilities.3. (Job title) is responsible <strong>for</strong> making sure a specific youthattends life skills classes that accommodate his or her disability.4. We use the following community resources to provide life skillstraining to youth with disabilities:E. Review & Planning1. Assessment results are reviewed by (job titles) who (describeprotocol <strong>for</strong> review of assessments).2. (Job title) is responsible <strong>for</strong> contacting and coordinating withother agencies and providers that are or should be serving youth(school, APD, voc rehab, mental health providers) toincorporate them into planning.3. (Job title) is responsible <strong>for</strong> recording the obligations of eachperson /entity involved in the youth's plan.4. (Job title) is responsible <strong>for</strong> making sure a surrogate parent isappointed if no parent is involved in the youth’s education.7/24/07
5. (Job title) is responsible <strong>for</strong> making sure that the youth's caseplan is coordinated with the transition plan from public school?6. Transition plans (are /are not) incorporated in a youth’s caseplan.III.Youth In InstitutionsA. Applicability of Foregoing to Youth in Institutions. The above division ofresponsibilities applies to youth in (Check all that apply):__ RTCs__ SIPPs__ Therapeutic Group Homes__ Juvenile Justice Facilities and programsB. Responsibility <strong>for</strong> Youth in Institutions(To the extent that any of the <strong>for</strong>egoing in<strong>for</strong>mation does not apply to youth incertain institutional settings specify who is responsible <strong>for</strong> each item <strong>for</strong> those youth.)IV.Assessment of Capacity to Conduct Own Affairs as an Adult(Note: All youth are presumed to have full capacity to make decisions and handletheir own affairs upon reaching age 18. Youth with cognitive disabilities andserious mental illness may need assistance with some or all decision making afterthey become adults. Failure to properly assess and obtain services <strong>for</strong> these youthleaves them vulnerable to exploitation).A. Identification & Assessment:1. (Job title) is responsible <strong>for</strong> ascertaining whether a youth withdisabilities might have difficulty managing their own affairs.2. (Job title) is responsible <strong>for</strong> arranging <strong>for</strong> the assessment of suchyouth.3. (Job title or entity) will per<strong>for</strong>m a capacity assessment.B. Review & Planning1. (Job title(s)) will review the results of the assessment and consult withappropriate professionals in order to make a recommendation as towhether and what level of assistance a youth needs in managing his orher affairs after becoming an adult2. The recommendation will be reviewed by (Job title (s)).3. If the recommendation is:7/24/07
i. Plenary guardianship, then (Job title) is responsible <strong>for</strong> ensuringthat a guardianship proceeding takes place.ii. Partial guardianship, then (Job title) is responsible <strong>for</strong> ensuring thata guardianship proceeding takes place.iii. Designation of a representative payee (individual or institutional)then (Job title) is responsible <strong>for</strong> locating an appropriate personand ensuring that the person is so designated.iv. Delegation of authority by power of attorney then (Job title) isresponsible <strong>for</strong> locating an appropriate person and ensuring that theperson is appropriately designated.4. (Job title) is responsible <strong>for</strong> monitoring (the person identified in item 3above) to make sure that the youth receives the recommended services.7/24/07
The Passagefrom Youthto AdulthoodYour guide to the services andin<strong>for</strong>mation that can maketransition a success <strong>for</strong> youngpeople with disabilities who wentthrough the Foster Care SystemWhere, why, when and howto make the most of the yearsafter Foster CareThe Advocacy <strong>Center</strong> <strong>for</strong> Persons with Disabilities, Inc.Florida’s Protection and Advocacy <strong>Program</strong>sFlorida’s <strong>Child</strong>ren First, Inc.Fighting <strong>for</strong> <strong>Child</strong>ren’s Rights
This publication is available in alternate accessible <strong>for</strong>matsby calling the Advocacy <strong>Center</strong>, Inc., toll free 1-800-342-0823
To students withdisabilities andtheir families,friends, teachers,special educationteachers,guidancecounselors,vocationalrehabilitationcounselorsand transitioncoordinators.Letters From Sponsors ...Letters From Sponsors ...Federal law guarantees every student witha disability the right to assistance in movingfrom the school to post secondary activities.“Disability is a natural part of the humanexperience,” wrote the United StatesCongress in passing this legislation, “and inno way diminishes the right of individuals toparticipate in or contribute to society.”At the Advocacy <strong>Center</strong>, we work to advancethe dignity, equality, self-determination andexpressed choices of people with disabilities.Transition planning is intended to providepeople with disabilities the supports andservices they need to reach their dreams andthat will lead them to become independentadults. As with all good intentions, the realitycan sometimes fall short. Because transitionis so critical to a student’s future, knowingyour rights can save years of wasted time.Above all, knowing the law and having the highestexpectations <strong>for</strong> the rights it confers will spur allof us to achieve more than we ever imagined.This handbook is designed to give you a basicunderstanding of the rights of students withdisabilities and the obligations of the specialeducation system under the law. If, after readingit, you have further questions, please call theAdvocacy <strong>Center</strong> <strong>for</strong> Persons with Disabilitiestoll free at 1-800-342-0823. It is our mission toensure that Floridians with disabilities have thefree and appropriate public education that is theirright. And we believe there is no time to waste.Youth in the care and custody ofthe State of Florida have the rightto state assistance in becomingindependent and self-sufficientadults. Each year over 1,000youth in state care become legaladults without the support of apermanent family. Recognizingthat if it can’t give them afamily, it can at least provideinstitutional support, in the lastfew years the State of Floridahas made numerous advancesin law and policy to enhance itssupport to youth who becomeadults while in state care.<strong>Florida's</strong> <strong>Child</strong>ren First iscommitted to advocating <strong>for</strong> therights of youth in state care. Wethank the Advocacy <strong>Center</strong> <strong>for</strong>Persons with Disabilities <strong>for</strong>collaborating on this importantproject. The laws and programsare in place to provide aframework <strong>for</strong> successfultransition planning, but theyare not well known. We hopethat by using this publication,youth and the adults who workwith them will gain a betterunderstanding of how Florida andfederal law can be used togetherto provide <strong>for</strong> a successfultransition to adulthood.Sincerely,The Staff of the Advocacy <strong>Center</strong> <strong>for</strong>Persons with Disabilities, Inc.Sincerely,The Staff of <strong>Florida's</strong><strong>Child</strong>ren First, Inc.1
CONTENTSWh at Is Tr a n s it io n?-------------------------------------------------------------------------------------- 4Wh y Pl a n?-------------------------------------------------------------------------------------------------- 5Pa r e n ta l In v o lv e m e n t In Ed u c at io n Pl a n n in g-------------------------------------------------------- 6Sc h o o l Ba s e d Tr a n s it io n Pl a n s------------------------------------------------------------------------ 8Tr a n s it io n Pl a n s Fo r Yo u t h In Stat e Ca r e-------------------------------------------------------- 10Wh at Sh o u l d Th e Pl a n s Co v e r?----------------------------------------------------------------------11Ho w Is Tr a n s it io n Pl a n n e d?-------------------------------------------------------------------------- 14Wh o Pl a n s Th e Ed u c at io n Tr a n s it io n?------------------------------------------------------------- 16Ti p s Fo r Te a m Le a d e r s--------------------------------------------------------------------------------- 18Us e Fin a n c ia l Re s o u r c e s Wi s e ly--------------------------------------------------------------------- 20Wh at Ha p p e n s Wh e n A St u d e n t Wi t h A Di s a b i l i t y Tu r n s 18?----------------------------- 21-22Wh e r e Wi l l I Li v e? Ho w Wi l l I Pay Fo r It?------------------------------------------------------ 23Gu a r d ia n s h i p Op t io n s An d Alt e r n at i v e s------------------------------------------------------------ 24Ho w Lo n g Ca n St u d e n t s Wi t h Di s a b i l i t i e s Stay In Sc h o o l ?----------------------------------- 26Wh e n An d Ho w Do St u d e n t s Wi t h Di s a b i l i t i e s Go To Wo r k ?-------------------------------- 28Wh o Is El i g i b l e Fo r Vo c at io n a l Re h a b i l i tat i o n?-------------------------------------------------- 29Wh at Do e s t h e Fl o r id a Division o f Vo c at io n a l Re h a b i l i tat i o n Do?-------------------------- 32Wi l l Vo c at io n a l Re h a b i l i tat i o n He l p Me Bu il d A Ca r e e r, Or Ju s t Ge t A Jo b ?------------ 33Wh at El s e Sh o u l d Be In c l u d e d in A Tr a n s it io n Pl a n?------------------------------------------ 35Wh at Is As s i s t i v e Te c h n o l o g y An d Wh o Pay s Fo r It?------------------------------------------ 36Ar e Th e r e Sp e c i a l Co n s id e r at io n s Ab o u t So c ia l Se c u r it y Be n e f i t s?----------------------- 38Ac r o n y m s ------------------------------------------------------------------------------------------------- 39Gl o s s a r y-------------------------------------------------------------------------------------------------- 40Tr a n s it io n Re s o u r c e s---------------------------------------------------------------------------------- 42Ot h e r Re s o u r c e s a n d Or g a n iz at io n s --------------------------------------------------------------- 452
All children – whether or notthey have a disability —have rights, needs, talentsand dreams. For students withdisabilities, the key to a smoothtransition to adulthood lies inrecognizing the possibilities uniqueto their gifts and goals. Transition,which usually takes place betweenthe ages of 14 and 22, can bemuch more successful if a studenthas access to all the supports andservices that permit him or her tolive as fully and independently aspossible.Under the Individuals withDisabilities Education Act (IDEA)and the Rehabilitation Act,students with disabilities have theright to substantial assistance inmaking the most of their transitionyears. However, they don’t alwaysget the services to which they’reentitled. That can be becausethe laws and regulations are notwell understood, or becauseproviders are short on money ortime, or because the student’stransition team lacks an energetic,knowledgeable and determinedleader.If you are a young person movingtoward adulthood — or the parent,teacher or friend of one — thishandbook is designed to help youunderstand what services areavailable and how to gain access tothem.What Is This Booklet For?If you are a youngperson movingtoward adulthood —or the caseworker,independent livingcoordinator, parent,surrogate parent,foster parent, teacheror friend of one —this handbook isdesigned to help you.3
What Is Transition?It’s the processthat takesyoung peoplewith disabilitiesfrom childhoodto adulthoodand helps themmove frombeing dependentto beingindependentboth socially andfinancially.Transition is the process that takesyoung people with disabilities fromchildhood to adulthood.The transition process promotes movement fromschool to post-school activities as well as fromliving in state care to independent living. Youthin state care will have two types of transitionplans. One plan is school based, the secondplan is based in the youth’s case plan throughthe agency responsible <strong>for</strong> caring <strong>for</strong> the youth(the Community Based Care provider or DCF).Although they are separate, both plans shouldbe coordinated so that the goals are consistentand everyone working with the youth knows whois responsible <strong>for</strong> each activity. Planning shouldinclude everyone involved in the youth’s life: theyouth, his or her caseworkers, educators, serviceproviders, family, foster family and friends. Theparticipants should agree on the contributions theywill make and how they will work together. Theywill design a plan with timelines and measurableoutcomes and agree to follow up with support.The school based plan must be designed to producean outcome based on the individual youth’s needs,preferences and interests. The young person and hisor her team select goals <strong>for</strong> adulthood. The desiredoutcome can include any number of goals, suchas post-secondary education, vocational training,integrated employment, supported employment,continuing and adult education, adult services,independent living and community participation.The activities and services in the school basedplan are then designed to reach those goals. Theactivities in the process can include instruction,related services, community experiences, theidentification of an appropriate living arrangement,the development of employment and other postschool,adult-living objectives, functional vocationalevaluation, and, when needed, the acquisition ofdaily living skills.4The case plan <strong>for</strong> transition from foster care toindependent living should plan <strong>for</strong> the same outcomesas the school based plan. It will also have specificitems that have been identified in Florida law asbeing necessary to include <strong>for</strong> youth in state care.A well-managed transition gives young adults thechance to have the greatest possible independence,competence, enjoyment and mastery of life.For a transition plan to be effective, the combinedef<strong>for</strong>ts of everyone involved are necessary –the youth, caseworkers, foster family, familyand friends, educators, and professionalsfrom government and private agencies.With that team in high gear, the youth intransition will have more adult opportunitiesand a much better chance to succeed. Thetransition years can be a time to prepare <strong>for</strong>adulthood, make the living arrangements thatwill work and line up the services and technologythat can supply freedom and competence.All youth in state care are entitled to assistancewith the transition from state care to independentliving. As far as school-based transition plans, federallaws and regulations require that some people withdisabilities (those covered by IDEA, the Individualswith Disabilities Education Act) have assistance in theirtransitions. Others with disabilities (those coveredby Section 504 of the Rehabilitation Act, but not byIDEA) have a right to transition services if they requestthem. Much can be gained by requesting them.A few of the goals and services to beconsidered during transition are:Education Related• type of high school diploma to achieve• college (2 year or 4 year)• continuing and adult education• vocational or trade school
Work Related• career, trade or profession• integrated employment (alongsidenon-disabled colleagues)• vocational counseling• vocational rehabilitation• vocational training• self employment• supported employmentCommunity Integration Related• adult services• assistive technology• community participation (experiencessuch as attending church, taking publictransportation, using the library)• daily living skills• financial literacy• health care• housing• independent livingAll youth in state care are required by state lawto have a case plan that includes a descriptionof their needs and a description of how they aregoing to receive services to address their needs.Florida Statute §39.6012. As youth get older,the case plan must include “an educational andcareer path” component to help prepare them <strong>for</strong>independent living. Florida Statute §409.1451.Students in special education are requiredby federal law to have Individual EducationPlans (IEPs) and, as adulthood approaches,educational transition IEPs as well.Young people with disabilities who are covered by theRehabilitation Act but not by IDEA sometimes don’tchoose to take advantage of all the planning thatschools, caseworkers, parents, surrogate parents orgovernment officials can provide <strong>for</strong> them. However,there are benefits in exhausting every opportunity.Creative planning can open the door to assistivetechnology, additional services or expert advice thatmay give a student much more freedom and personalpower in adult life.The IEP spells out the kind of education a studentneeds, along with the support services required toachieve it. Later plans – both transition and vocational— deal with the student’s goals and needs <strong>for</strong>adulthood.Begin Planning Early!Florida law requires that transition planning begin<strong>for</strong> youth in state care at age 13 with the adoptionof an education or career plan. The Individualswith Disabilities Education Act (IDEA) requires thatschool-based transition planning begin at age 16.Youth with disabilities need caregivers, caseworkers,teachers and other supportive adults who understandhow they learn, how much theycan learn (often more thanteachers think), how they canprove what they’ve learnedand how they can use thatin<strong>for</strong>mation as adults. They alsoneed adults who understandwhat skills the youth needs toacquire to live in the community.The earlier the transition teamunderstands a youth’s needs, thelikelier they are to be fulfilled.5Why Plan?Anything worksbetter if it is planned.Besides, it’s the lawThere are manyideas, servicesand technologies<strong>for</strong> people withdisabilities andplanning can putthem within reach.
Parental Involvement InEducation PlanningWhat Role Do ParentsHave in PlanningWhen Their <strong>Child</strong>renAre in State Care?It is very important<strong>for</strong> youth withdisabilities whoreceive specialeducationalservices to have a“parent” involved ineducationaldecision making.Under Florida education law, the termparent includes parents, guardians, personsin a parental relationship to a studentor any person exercising supervisoryauthority over a student in the place ofa parent. Florida Statute §1000.21(5).Parental Rights NOT TerminatedParents of youth in the dependency systemretain their right to participate in educationaldecision- making <strong>for</strong> their children unless thatright was specifically taken away. That meansthat parents have the right to receive notice andparticipate in all meetings and decisions the sameas parents whose children are not in state care.Parental Rights Terminated orEducational Rights RemovedParents cannot participate in making decisions<strong>for</strong> their children after their parental rights areterminated. Parental rights are terminated througha court process called “TPR” – termination ofparental rights. Parents may also be prohibitedfrom making decisions, such as educationaldecisions, <strong>for</strong> their children if the court specificallyorders that they may not make such decisions. Ifthe parents are not available to participate in theyouth’s education, then someone else must – eithera relative, a foster parent or a surrogate parent.Youth <strong>Living</strong> with RelativesMany youth in state care live with grandparents,aunts, uncles or cousins. The adult relativesresponsible <strong>for</strong> caring <strong>for</strong> those youth are considered“parents” <strong>for</strong> education purposes and can makethe same educational decisions as parents.Foster ParentsFoster parents can be considered “parents” <strong>for</strong>education purposes. Fla. Stat. §1000.21(5). But inorder <strong>for</strong> a foster parent to serve as a surrogateparent, he or she must have an “on-going, longtermparental relationship” with the child. Fosterparents who have cared <strong>for</strong> a child <strong>for</strong> only ashort time, or are not interested in the child’seducation should not be considered as “parents”and a surrogate parent should be appointed.Surrogate ParentsA surrogate parent is an adult who has beenappointed to represent the educational interests ofan exceptional student who does not have a parentor guardian. A surrogate parent has all the rightsand responsibilities of a parent in the educationalprocess. 20 U.S.C. §1415(b)(2)(A) and Florida Statute39.00165. Surrogate parents can, <strong>for</strong> example:• Observe the student in school• Review the student’s records• Meet with teachers• Participate in IEP and othermeetings concerning the youth• Help make decisions aboutthe youth’s education• Develop a Transition Plan• Give or withhold consent <strong>for</strong>actions proposed by the school district• Ask the school to take actionsrelated to the student’s education• Sign permission slips <strong>for</strong> field trips,records and photograph releases• Invoke the procedural safeguards of the law(requesting due process hearing <strong>for</strong> example)6
A surrogate parent can be appointed either bythe School Board or the dependency court.Many students with disabilities in state carehave a surrogate appointed through the schoolsystem. Youth and their advocates shouldseek the appointment of a surrogate parentif there is no adult serving in that role.Who CAN be a Surrogate Parent?The basic requirement is that the person be overthe age of 18 and complete training that shows thatthey have the knowledge, skills, and experience todo the job. Guardians ad litem and some fosterparents are eligible to be surrogate parents.Who CANNOT be a Surrogate Parent?People who work <strong>for</strong> the state or local educationdepartment and people who work <strong>for</strong> any agencyresponsible <strong>for</strong> caring <strong>for</strong> the youth are not eligible.This includes employees of the Department of<strong>Child</strong>ren & Families, Juvenile Justice, the Agency<strong>for</strong> Persons With Disabilities, Community BasedCare providers and sub-contracted agencies.This means that case workers and counselors inthe school system cannot be surrogate parents.The exception is that foster parents who alsowork <strong>for</strong> the school system may serve as thesurrogate parent <strong>for</strong> the youth in their care.All youth in statecare should havea designatededucationaldecision maker.When youth are in state care there is often a great deal of confusion as towho is responsible <strong>for</strong> acting as the parent <strong>for</strong> educational purposes.For purposes of the Individuals With Disability Education Act, a caseworkeror group home employee can never be an educational decision maker. Afoster parent can be an educational decision maker only if he or she has anongoing parental relationship with the child.But a foster parent, caseworker or caregiver at a group home may act as aparent in the school setting by approving participation in school activities suchas sports, field trips and clubs; attending events, and providing excuses <strong>for</strong>absences.If there is any doubt, ask the court to designate an educational decisionmaker.7
School BasedTransition PlansWhat are they?Who has them?Basically, four planshave been createdunder federal law toprotect young peoplewith disabilitiesfrom discriminationin education andemployment.Depending on which laws cover them andwhat stage of transition they’re in, youngpeople with disabilities will have one ormore — probably at least two — of thesefour official types of school-based plans:The IEPIndividualized Education Plan — is a detailed, legaldocument that indicates the supports and servicesa student with a disability will receive in order to beprovided a free and appropriate public education.IDEA requires that all the students it covers — thatis, students in special education — have IEPs, whichare written by teams that vary in compositionaccording to the needs of each student. IEPsare updated at least every year. If you feelyour plan needs to be changed or clarifiedyou can request an interim review.Students who are covered by IDEA and requiredto have IEPs are between the ages of 3 and 22,are evaluated by the appropriate professionals,and are determined by a multidisciplinary team tobe eligible because of one or more of 13 specificcategories of disability. The categories are AutismSpectrum Disorder, Deaf or Hard-of-Hearing, DualSensory Impaired (deaf-blindness), CognitivelyImpaired, Physically Impaired, Other Health Impaired,Emotional/Behavioral Disability, Specific LearningDisabilities, Speech or Language Impairment,Traumatic Brain Injury, and Visually Impaired.Those who are covered by IDEA are also eligible <strong>for</strong>assistance under Section 504 of the RehabilitationAct, but during the person’s school years, therequirements of IDEA are more specific. To be sure8a child receives the services he or she needs, IDEAspells out a concrete and specific process. Thatprocess guarantees that useful steps will be takento give the child equal access to an education.504 PlansStudents with disabilities who are not covered byIDEA – that is, students who need accommodationsin education but do not need specially designedinstruction — have a plan similar in purpose to theIEP. Because it comes from Section 504 of theRehabilitation Act, it is most often called a“504 Plan.”A 504 plan, like an IEP, specifies the steps tobe taken to give the young person an equalchance to be educated. It describes the kindof education that is right <strong>for</strong> him or her andthe accommodations to make it possible.Section 504 of the Rehabilitation Act coverspeople who have a physical or mental disabilitythat substantially limits one of the legallydefined major life activities — walking, seeing,hearing, speaking, breathing, learning, working,caring <strong>for</strong> oneself or per<strong>for</strong>ming manual tasks— but do not need the special instruction andrelated services that are covered by IDEA.The 504 plan can and should be handled as carefullyand thoroughly as the law requires <strong>for</strong> an IEP.The person with a disability, his or her parents orsurrogate parent and an advocate has a right to insiston a thorough process and all necessary servicesand benefits <strong>for</strong> which the student is eligible.
TIEPBy age 16 IDEA requires a student’s IEP teamto address transition services the studentneeds to achieve their post school desiredoutcomes. When transition services areaddressed the IEP becomes a TIEP.Students who have 504 plans are not legally requiredto have separate transition plans, but they are entitledto transition planning as part of their 504 plans.IPEThe student who attends school with an IEP or a504 Plan is likely to leave school with a new kind ofplan — an Individualized Plan <strong>for</strong> Employment (IPE).The IPE is a blueprint <strong>for</strong> successful employment<strong>for</strong> the person who uses the services of theFlorida Division of Vocational Rehabilitation(DVR) or the Division of Blind Services (DBS).A student who is eligible <strong>for</strong> vocationalrehabilitation has a right to an IPEdeveloped by DVR or DBS be<strong>for</strong>ehe or she leaves school. Withoutthe plan, the student can’t gainaccess to services from DVR orDBS. It is a roadmap to reach hisor her desired and appropriateemployment goal in adult life.School BasedTransition Plans504 Plan Frequently Asked Questions:1. When is a 504 plan used?A child with a disability who does not need special education and services under theIndividuals with Disabilities Education Act (IDEA) may be eligible under Section 504 of theRehabilitation Act.2. Who is eligible <strong>for</strong> a 504 plan?A child must have a physical or mental impairment that substantially limits one major lifeactivity, such as walking, seeing, hearing, speaking, breathing, learning, reading, writing,per<strong>for</strong>ming math calculations, working, caring <strong>for</strong> oneself and per<strong>for</strong>ming manual tasks.9
Transition Plans ForYouth In State CareThe State of Floridarequires that theDepartment of<strong>Child</strong>ren and Familiesprovide youth andyoung adults withopportunities andservices that areappropriate <strong>for</strong> theirage and specialneeds in order tobuild life skillsand increasethe ability to liveindependentlyand becomeself sufficient.Florida Statute§409.1451(3)(a).Case PlansAll planning <strong>for</strong> youth in state care begins witha dependency case plan. A case plan includes adescription of the youth’s needs and a description ofhow the State is going to provide services to addresstheir needs. The case plan has a number of requiredcomponents. Once a child turns 13 the case planshould include a transition component. That is, itshould include a “written description of the programsand services that will help the child prepare <strong>for</strong> thetransition from foster care to independent living.” Fla.Stat. §39.6012(3)(c). Case plans must be approved bythe dependency court. Florida Statute §39.603(1).Normalcy Componentof the Case PlanFor many years youth in state care were not able toparticipate in the same types of activities as theirpeers. In order to fix that problem, the state isnow required to include a“normalcy” component inthe case plan. Fla. Admin.Code 65C-30.007(10). Youthshould be encouragedand supported in takingpart in extracurricularactivities, obtaining work,attending social events,learning how to drive anddoing all the other normalthings that youth do.10Transition Plan Componentof the Case PlanPre-<strong>Independent</strong> <strong>Living</strong> (ages 13-15)The state (via the Community Based Care provider)is required to conduct a “pre-independent livingassessment” <strong>for</strong> all youth between the ages of 13and 15. It should then identify services neededto meet the needs identified in the assessment.The state must then conduct a staffing once a yearto ensure that the youth receives the servicesand training necessary to develop independentliving skills. Florida Statute §409.1451(4)(a).Life Skills Services (ages 15-17)Beginning at age 15, the State is required toconduct an independent life skills assessment.It then must hold a staffing at least every sixmonths to make sure that the youth receivesthe training and services needed to develop
independent living skills as identified in theassessment. The type of services available include:banking, budgeting, interviewing, parenting, timemanagement, organizational skills, educationalsupport, employment training and counseling.Educational & Career PathComponent of the Case PlanBeginning at age 13, the youth’s case planmust include “an educational and career path”component based on the abilities and interestsof each child. Florida Statute §409.1451(3)(b)1. The youth, foster parents and a teacher aresupposed to be involved in developing the path.The path must be incorporated in the case planand must be reviewed at each judicial hearing.The youth, assisted by foster parents and DCF or theCBC, must chose one of these post-secondary goals:1. Obtaining a 4-year university degree.2. Obtaining a 2-year college degree.3. Obtaining a career/technical certificate.4. Beginning employment or apprenticeship aftercompleting high school or enlisting in the military.3. The grade point requirement and any additionalin<strong>for</strong>mation necessary to achieve the goal.4. A teacher, school staff member, employee of thedepartment, community-based care provider, orcommunity volunteer who will be willing to workwith the youth as an academic advocate or mentorif the foster parent is not sufficient or available.Transition Plan <strong>for</strong>“Transitional Support Services”In addition to the general transition planningrequirements in all case plans, the term “transitionplan” also has a specific meaning in relation to“Transitional Support Services.” Young adultswho were previously in foster care may be eligible<strong>for</strong> short-term funding and services if it will helpthem achieve self sufficiency. In order to receivethe funds, the young adult must work with DCF orthe CBC to develop a “joint transition plan.” Thistransition plan must have specific tasks to completeand the young adult must be accountable <strong>for</strong>completing or making progress toward completionof the tasks. Florida Statute §409.1451(5)(c).What ShouldThe Plans Cover?Even thoughthere are severaldifferent “plans,”<strong>for</strong> youth instate care, theyshould all beincorporated intothe case plan thatis approved by thecourt.The youth can change that goal while infoster care or after leaving foster care.The foster parents, caseworkers and otheradults must help the youth identify:1. The core courses necessary <strong>for</strong> a chosen goal.2. Any elective course that would provideadditional help in reaching a chosen goal.11
What Shouldthe Plans Cover?The plansare designedindividually,and reflect eachperson’s visionand values.All supports and services that ayoung person with a disabilityneeds to prepare <strong>for</strong> the fullestpossible life as an adult.If the dependency system, education system,vocational rehabilitation agencies and private andgovernment social services can provide a serviceor support, and the person covered by the planneeds it, the plan should show the way to get it.IEP and 504 -the Education PlansThe IEP and the 504 plan ideally begin in childhood,the earlier the better, and deal primarily withthe child’s education. Early planning is thebedrock of the transition plan. Even if the 504plan is developed later, it still provides thenecessary structure <strong>for</strong> the transition plan.12An IEP or a 504 Plan should be reviewed at leastannually — and can be reviewed anytime, uponrequest — to reflect the student’s progress andevolving situation, and to stimulate ideas aboutwhat will help him or her take advantage of newservices and technology as they become available.An IEP or 504 PlanShould Spell Out:• all the student’s educational needsrelated to his or her disabilities• the services to be provided and whenthey are expected to start and end• which agencies or individuals will providethe services and who will pay <strong>for</strong> them• measurable goals <strong>for</strong> the student, with datesto begin working toward them and to reach them(assessments conducted by professionals can be abasis <strong>for</strong> the goals, and new assessments periodicallycan measure the progress and inspire new goals)• program modifications and supports that willbe needed to help the student reach the goalsin the least restrictive environment. “Least restrictiveenvironment” means that, as much as possible, thestudent learns in the regular curriculum, learns alongside other students (those who have disabilities andthose who do not) and participates in extracurricularactivities with other students (those who havedisabilities and those who do not)• technology devices or other assistance that mightmake it possible <strong>for</strong> the student to participate fullyand equally in mainstream school life, and who, orwhat agency, will supply it
TIEP, the Transition Plan -or the TransitionPortion of a 504 PlanAdulthood brings new needs, rights andopportunities. As a student grows to adulthood,his or her IEP could change significantly, and thetransition plan should play an ever-larger role in thisprocess.The transition plan will cover not only schooling butalso vocational training and living skills – in short,whatever the young person will need to make asuccessful transition to adult life. The transitionplan — whether a TIEP or a portion of a 504 plan —should spell out:• the high-school program the student needs and thetype of diploma the student is working towards• the student’s desired post-school outcome• the kind of work the student wants to do and cando with the right training, supports and services,and how he or she will prepare <strong>for</strong> that work• any job training the student will need,whether it will be in a <strong>for</strong>mal classroom setting, inthe community, or both• post school adult living arrangements• functional vocational assessments, if needed• any life skills the student has yet to learn• services or assistive technology devices the studentwill need and which agencies can supply themIPE -the VocationalRehabilitationPlanThe IPE states the student’s employment goal and theservices the student will need to achieve it.It is important <strong>for</strong> a student with a disability and hisor her vocational rehabilitation counselor to choosean employment goal specific enough to make it clearwhich services are needed to reach it.The goal should not be, <strong>for</strong> example, health care.It should be a particular job in health care —nurse’s aide, records technician or surgeon. Insteadof business, the goal should be receptionist orcomptroller. Instead of law en<strong>for</strong>cement, it should besecurity guard, detective or prosecutor. The goal canalways be changed if it proves to be too much, toolittle or simply the wrong direction.With a specific goal, an IPE can then list in detailthe services that are needed and who will pay <strong>for</strong>them. The services can include further education,transportation, mental-health therapy, medicaltreatment, technology and anything else necessary<strong>for</strong> the student to reach his or her goal. The IPE canalso specify responsibilities of the young person, suchas reporting progress to the counselor or regularattendance at classes.The plans are designed individually, and reflect eachperson’s vision and values.What Is The Purpose OfEach Education PlanEducation plans shouldbe detailed strategies<strong>for</strong> achieving the bestpossible adult lifeA transition plan hasthe same purpose butlooks ahead to theneeds, changes andpossibilities of adulthoodAn IPE, or employmentplan, focuses onpreparing <strong>for</strong> workas an adultAn <strong>Independent</strong> <strong>Living</strong>Plan builds selfsufficiencyand theself-confidence neededto successfully enterthe adult world.13
How Is TransitionPlanned?The transitionteam meetsregularly tofigure outwhat will work<strong>for</strong> the youth,then commitsto executingits strategy.<strong>Independent</strong> <strong>Living</strong> Plans:Each Community Based Care provider will determinewho is responsible <strong>for</strong> transition planning <strong>for</strong> youthwith disabilities. Usually the caseworker andindependent living staff will work together withthe youth to create a transition component to theyouth’s case plan. The Florida Statutes specify whenstaffings must take place <strong>for</strong> youth in state care,who must be invited, and what must be covered.Frequency of <strong>Independent</strong> <strong>Living</strong> Staffings:Ages 13 and 14 – staffing must takeplace at least once a yearAges 15 to 18 – staffing must takeplace at least every six monthsWho Should Attend<strong>Independent</strong> <strong>Living</strong> Staffings?(All Must be Invited)• The Youth• The Services Worker & Supervisor• The Youth’s caregiver• The Youth’s guardian ad litem• The Youth’s attorney• The independent living service provider• Any other individuals significantto and familiar with the Youth• Family members likely to be involved withthe Youth after the Youth leaves foster care• The Youth shall be encouraged to invite anyadults who are important in the Youth’s life• The attorney <strong>for</strong> the StateWhatMust Be Discussed at<strong>Independent</strong> <strong>Living</strong> Staffings?• The Youth’s educational and work goals• Youth’s progress and any obstaclesthe Youth is facing• What life skills the Youth needs includingbudgeting, banking, and getting a driver’s license• Youth’s progress toward developing alreadyidentified skills• Permanency arrangements includingthe Youth’s wishes regarding adoption• In<strong>for</strong>mation on the Subsidized<strong>Independent</strong> <strong>Living</strong> program• In<strong>for</strong>mation on the Road to Independence <strong>Program</strong>• In<strong>for</strong>mation concerning tuition fee exemptionand the Bright Futures <strong>Program</strong>• Any other identified obstacles and needs theYouth has with regard to <strong>Independent</strong> <strong>Living</strong>In addition...For Youth Age 17• The Youth’s plans <strong>for</strong> livingarrangement after age 18• The life skills services that may needto be continued past age 1814
School Based Plans:The school has primary responsibility <strong>for</strong> creatingand maintaining the IEP or 504 plan and the TIEP,although many other institutions and agenciesshould help. The IPE is primarily the responsibilityof the vocational rehabilitation counselor. Thestudent with a disability and his or her vocationalrehabilitation counselor write the IPE together,generally with the advice and counsel of others.If educators do not begin transition planning byage 16 or younger, they can be prompted to doso. Family members, caseworkers, and otheradults close to the student’s family, along withthe student him-or herself, can make a requestto the school. The request should be written, andthe person making it should keep a dated copy.The first step in the planning process is acomprehensive evaluation of the student. It shouldbe done as soon as the youth enters school or assoon as the question of a disability arises. Either thecaregivers, case worker, parents or the school staffmay initiate it. If the school asks <strong>for</strong> an evaluation,the staffers must obtain prior consent from theparent, guardian, caseworker or surrogate parent.The evaluation will help determine whether thestudent has a disability, whether the disability iscovered by IDEA and State Board of EducationRules or the Rehabilitation Act, and what educationservices the student needs in order to succeed.When the student is determined to have adisability, the school staff calls a meeting to writean IEP or a 504 plan, depending on the nature ofthe disability. (Be<strong>for</strong>e the meeting, the parent oradult responsible <strong>for</strong> the youth’s education shouldreceive a copy of the assessment in time to studyit, and understand it.) If they don’t agree withthe findings of the assessment they can requestand independent educational evaluation (IEE).The meeting should include (and under IDEAis required to include) the parents, or personacting as the parent, teachers, counselors andanyone with special expertise and knowledgepertaining to the student. The same professionals,depending on the needs of the student, shouldhelp develop and maintain a 504 plan.Together, the members of the team decidewhat the student needs, what services will beprovided and what outcomes are anticipated.The meetings are repeated at least annuallythrough the school years. The written record ofthe decisions made at the meetings becomesthe current IEP (or 504 plan) document.The same process produces the TIEP.15How TransitionIs Planned.
Who PlansThe EducationTransition?Who plans thetransition? Thestudent’s team,composed of thestudent, his orher main advocate(a family memberor other determinedadvocate) andall professionalsnecessary to provideeducational andother services.The Student andhis or her TeamInclude the StudentFederal law requires a public agency (such as a school)that is planning <strong>for</strong> a student with a disability to invitehim or her to the IEP meeting if transition will bediscussed.If the student does not attend the meeting, the publicagency must take other steps to ensure that thestudent’s preferences and interests are considered.The IEP teamUnder IDEA, the IEP transition team should includethe student, parents (or persons acting as the parent),and school staff who know the student, as well asrepresentatives of every agency that might play a rolein meeting the student’s needs. These agencies caninclude:• developmental services agencies• alcohol, drug abuse and mental health programs• community colleges• the Florida Division of Blind Services (DBS)• the Florida Division of Vocational Rehabilitation(DVR)• deaf service centers• children’s medical services• children and family services• community mental health services• the <strong>Center</strong>s <strong>for</strong> <strong>Independent</strong> <strong>Living</strong> (CIL)• Social Security programs• speech-language programs• any other agency with services or programs thatmight contribute to the student’s successfultransition to adult life.16The 504 teamThe composition of the 504 team is less <strong>for</strong>mallydictated by law than the IDEA team, but it’s a good ideato have the same sort of mix, to cover all the servicesand opportunities the student might need and want.The student or anyone responsible <strong>for</strong> that person canrequest the participation of experts.The Transition TeamThe transition can be planned by the members of theIEP or 504 team, plus additional contributors such asprofessionals in the fields of higher education, adultliving arrangements and employment.IPE (an employment plan)The IPE plan is written by the student and his or hervocational rehabilitation counselor, who enters thepicture when the student is determined eligible <strong>for</strong>services from DVR or DBS.The counselor will be more valuable, however,if he or she has been involved in the student’seducation planning from early on.Any involved family members and other membersof the student’s IEP (or 504) team should contributeto drafting the plan, but it’s the student and VRcounselor who must agree on the final version.Preparing <strong>for</strong> your IEP MeetingIDEA states if the purpose of the IEP meeting is toconsider your post secondary goals and transitionservices you should be invited to the meeting. Sincethese meetings are so important to your future, themore you can be part of them, the better the teamwill work together. Everyone wants you to besuccessful.
As you go through transition, it’s important <strong>for</strong> youand your IEP team to communicate well. The IEPmaps out what you will learn in school and what youneed to learn it. It tells your teachers how they canbest help you learn and prepare <strong>for</strong> what you willdo when you leave school. Your IEP could includegoals such as balancing a checkbook, improvingyour reading skills, or socializing with groups ofpeople. Depending on your goals, your IEP teamwill plan, step by step, how to get you there.Be<strong>for</strong>e the Meeting:• Get a copy of your IEP and go over it with your,caregivers, teachers or other trusted adults untilyou understand it• Ask questions about the parts you don’t understand• Think about what you want to do. Write out yourideas ahead of time, and practice what you want totell your team about your goals• Do your homework by learning what classes ortraining you need to achieve your goals• Invite someone you trust to attend the meeting toencourage and support you. It could be a relative,friend, guardian ad litem, or attorney• Be sure you get enough sleep the night be<strong>for</strong>e andeat a good breakfast the day of your transition IEPmeetingDuring the Meeting:• Discuss with your team how your disability willaffect your goals and plans• Know your strengths and your weaknesses• Focus your abilities and possibilities, but berealistic• Know your rights. What will you do if your IEP teammakes a decision you don’t agree with? Remember:If you have concerns, the law guarantees youanother meeting, and you have a right to a hearingif you disagree• Believe in yourself and your successDiploma OptionsOne of the choices a student must make is whattype of diploma to work towards. In Florida thereare several options:• Standard Diploma• Special Diploma Option One• Special Diploma Option Two** Some small districts do not offer an OptionTwo Special DiplomaStudents should consider the choices carefully.Often youth in foster care have been moved somany times that they are behind in high schoolcredits. Finishing school with peers by obtaininga special diploma sounds like a good idea. But,many <strong>for</strong>mer foster youth have been unpleasantlysurprised to learn that they have to take the GED inorder to get into community college.Special diplomas may or may not be accepted byvocational school, community college, or militaryrecruiters. Certificates of completion are notaccepted by community college, military recruitersand are not recognized by employers.Learn more at:• High School Diploma Options <strong>for</strong> Studentswith Disabilities: Getting the Right Fit.” (FDOE2004) English: http://www.fldoe.org/ese/pdf/hs_options_ese.pdf. Spanish: http://www.fldoe.org/ese/pdf/hsoptspa.pdf• “Diploma Decisions <strong>for</strong> Students withDisabilities,” http://www.fldoe.org/ese/pdf/diploma.pdf.17Preparations
Tips For TeamLeadersHere are a few tips<strong>for</strong> the team leader,whether it is thestudent, a familymember, a friendor professionaladvocate ...Preparing <strong>for</strong> YourEducation PlanningMeeting• Read and get familiar with thelaws that cover the youth’s rights.Bring copies to the meetings• If an agency representative says, “It’snot our job,” research the issue and youmay be able to respond, “Yes, it is”• Know the agencies and organizationsthat are equipped to help. Somewill give you invaluable in<strong>for</strong>mation,some will provide services and somewill advocate to en<strong>for</strong>ce the law ifnecessary. Others may need prodding• Remember that any of the plans can beamended to add services whenever necessary.Should you learn of one that would help youattain your goal, get it written into the plan18• Make your requests in writing and getthe answers in writing. If the youth isdenied services, request in writing thatthe decision, its reason and the grounds<strong>for</strong> denial be provided in writing• Go up the chain of command. If an agencyrepresentative denies a service and youdisagree, go to that person’s supervisor,then to the agency head. Then follow theagency’s appeal procedures. If you don’tknow the rules and procedures, ask <strong>for</strong>them. They should be available in writing• In dealing with denial of servicesand other problems, you can obtainin<strong>for</strong>mation and referral, and possiblylegal representation from the Advocacy<strong>Center</strong> <strong>for</strong> Persons with Disabilities oryour local legal aid program• Make certain the plans contain measurablegoals. Without measurability, it is difficultto determine if the student is makingadequate progress toward his or her goal• Ask <strong>for</strong> an assessment to show theneed <strong>for</strong> services. For example, instead ofrequesting speech therapy <strong>for</strong> a child,
equest a speech assessment. Then, ifyou disagree with the assessment, in theschool setting, you have the right to anindependent evaluation at public expense• Ask <strong>for</strong> assessment reports preparedby professionals who can accuratelymeasure the student’s needs and abilities.Future assessments will measure his orher progress. Services should be providedbased on the assessment findings.Assessments are mandatory <strong>for</strong> studentscovered by IDEA, and are both desirableand available <strong>for</strong> 504 students. Youth instate care with a mental health diagnosisor severe behavioral problems, shouldhave a current Comprehensive BehavioralHealth Assessment (CBHA), if theydon’t, request that one be providedthe team stay on track. Your companions maynot need to speak at all, yet may nonethelessgive weight to your analysis of the situation• Don’t back down to please the professionalsworking with you. Back down only whenyou decide you’ve been wrong aboutthe youth’s needs and strengths• Generally, you’ll accomplish more ifyou show respect <strong>for</strong> the professionals,even if they become impatient with you— but respect does not mean you haveto agree with them. You may go onlineand read the Web sites of advocates andlawyers who have worked successfullywith people with disabilities. Many of theirtips are excellent and of no cost to youTips For TeamLeaders• Ask <strong>for</strong> a copy of all assessments be<strong>for</strong>eany meeting at which it will be discussed.Study the assessment and be ready toproceed with it or ask <strong>for</strong> another if itdoesn’t seem adequate and correct• Take other stakeholders to the planningmeetings. While advocating you’ll be moreeffective if you’re not alone. Take expertswho will back up your judgment, friends orcounselors who can speak knowledgeablyabout the situation, professionals who knowthe system and other advisers who can help• Remember that most decisions are notfinal. Stick with what works. Keep yourwritten records in order.Should you encounterresistance, call anothermeeting, ask <strong>for</strong> anotherassessment, be persistent,quote the laws again, pullout the regulations. If youhave tried to resolve theconflict yourself and havebeen unsuccessful contactthe Advocacy <strong>Center</strong> <strong>for</strong>advocacy and legal help19
Use Financial ResourcesWiselyMany youth instate care receivegovernment benefitseach month. Often,though, the moneyis not used to meetthe youth’s specificneeds.Youth with disabilities who are in state care oftenreceive funds from Social Security. Most of theseyoung beneficiaries receive Supplemental SecurityIncome (SSI) payments but others may receiveSocial Security Disability Insurance (SSDI). Stillother youth might receive Veterans benefits,private insurance benefits or child support.Money received <strong>for</strong> the youth is placed intoa “Master Trust” fund which is held eitherby the Department of <strong>Child</strong>ren and Familiesor the Community Based Care provider.Those funds belong to the youth andshould be used to benefit the youth.DCF/CBCs are legally allowed to reimbursethemselves <strong>for</strong> the cost of care (payment tofoster parents or group homes) out of thosefunds. But be<strong>for</strong>e they do that, they must:20• Notify the youth, the GAL and others of theintent to deduct cost of care.• Provide the youth with a <strong>for</strong>m to seek awaiver of cost of care or request to increasepersonal allowance.• Leave at least $15 a month in “personalallowance” in the fund.Youth and their advocates should make sure thatSSI/SSDI or other funds are used in part to supplyyouth with services and supports to amelioratetheir disability and promote “normalcy.”Examples of appropriate use of funding includes:Tutoring, sports, music/drama/dance lessons,scouts, camp, assistive technology. If the youthand case worker cannot identify the youth’s needs,a CBHA or other assessment should be used.The amount of a waiver sought by the youthshould relate to the specific need. Youth whoare supporting their own children shouldseek to waive the entire cost of care.Youth can also seek an increase in personalallowance to pay <strong>for</strong> monthly expense. Or theymay ask to waive all cost of care <strong>for</strong> severalmonths to save <strong>for</strong> a specific purpose (e.g. summercamp, or the deposit on an apartment).If the youth is receiving SSI, there is an assetlimitation of $2,000, but all youth who exit careshould seek a waiver so that they can have $2,000available <strong>for</strong> transition expenses when they turn 18.If the request <strong>for</strong> a waiver is denied, theyouth may seek a fair hearing with DCF. Manylegal aid programs are willing to representyouth who have been denied a waiver.
There is a legal presumption that adults havethe capacity to handle their own affairs. If itappears that a young person will be unableto make important decisions (such as thoseabout education, money management or healthcare) without assistance at the age of 18, alegal guardianship or other alternatives maybe appropriate to consider. (See pages 24 and25 <strong>for</strong> a discussion of these legal options).Turning 18: The person normally hasmore rights, more risks and more responsibilities.There are six things that change when youth in statecare turn 18:1 The state is no longerresponsible <strong>for</strong> providingfood, shelter and clothingto youth who wereadjudicated dependent.State assistance might beavailable, but is not guaranteed.2 When they turn 18, young people acquire therights and access to recordsthat their parents or thestate had exercised, including:• the right to be notifiedand consent to evaluations;• the right to invite additionalparticipants to IEPmeetings;• the right to be notifiedand consent to specializededucation and related services.Tips For Helping Youth Prepare For TransitionTalk to young people about their hopes and dreams <strong>for</strong> adulthood.Help the youth meet adults with disabilities whocan serve as mentors and role models.Work with the youth to learn about his or herdisability, the transition process and self-advocacy.Observe the youth’s skills at socializing, organizing,workplace behaviors and independent living.Assign the youth chores.Give the youth the opportunity to budget and spend money.Role-play situations that the youth might encounter.Help the youth learn to use public transportation.Discuss the youth’s medical and transition needs with his or herphysician.Call the youth’s teachers to request that transitionand financial planning begin as soon as possible.Help the youth plan <strong>for</strong> future living arrangements by budgetingwith real numbers. (example: build a budget using newspapersto research what jobs pay and the cost of apartments).Take field trips to find prices <strong>for</strong> the items needed <strong>for</strong> a home.21
What Happens WhenA Person With ADisability Turns 18?An 18-year-old isan adult andpresumed to be ableto handle his or herown affairs unlessa legal proceedinggives someor all theresponsibility<strong>for</strong> him orher to a parent orguardian.22Parents & surrogate parentsare still notified of meetingsregarding their child’seducation, even after he orshe turns 18.• Under the federal FamilyEducational Rights andPrivacy Act, an 18-yearoldcan give his or her parentsor other adults accessto educational records bysigning a release.3 Young people whoreceived Supplemental SecurityIncome (SSI) benefits <strong>for</strong> adisability may lose them asadults, depending on thenature of their disabilities.An 18-year-old receivingSSI benefits should expectto have his or her eligibilityre-determined — usinga different, adult disabilitystandard — in the monthbe<strong>for</strong>e the 18th birthday.See page 38 <strong>for</strong> more in<strong>for</strong>mation.4 The health insurance may change.Adults whose health insurancecovers youth should check their policiesto determine whether the coveragewill continue after the youth turns 18and if it does, <strong>for</strong> how long.Some policies, but not all, havecontinued coverage as longas the youth is in school.Most youth in state care haveMedicaid as their health insurance.Former foster youth are eligible tostay on Medicaid, until age 21,so long as they live in Florida.5 An 18-year-old is old enough to vote.Americans may vote at age 18unless declared incompetentby a court of law.To register in Florida, onemust turn 18 by Election Dayand be a U.S. citizenand a legal resident of thecounty in which one plansto vote. As of 2009, youth willbe able to register tovote at age 16, or anytimethereafter. Voter registration<strong>for</strong>ms are available at manygovernment offices,and from county supervisorsof elections. Voting is animportant way to have a sayabout the laws and policiesthat affect you.See Voting in Florida: A Guide <strong>for</strong> Citizenswith Disabilities <strong>for</strong> more in<strong>for</strong>mation aboutvoting rights at: http://www.advocacycenter.org/voting/Voting_in_Florida-A_Guide_<strong>for</strong>_Persons_with_Disabilities. PDF:http://www.advocacycenter.org/news/index.html6 Young men are required to register <strong>for</strong>military service.All males are required to register withthe Selective Service within 30 days of turning18 unless institutionalized or hospitalized.
<strong>Independent</strong> <strong>Living</strong> Benefits:Most <strong>for</strong>mer foster youth are eligible <strong>for</strong> financialassistance after they turn 18. In addition to theRoad to Independence <strong>Program</strong> (described onpage 27), there are aftercare and emergency fundsavailable. Talk to your Case Worker and <strong>Independent</strong><strong>Living</strong> Coordinator about how to obtain those funds.SSI & Medicaid Waivers:If you are eligible to receive SSI as an adult, it isexpected that you will use the SSI funds to pay <strong>for</strong>your living expenses. Adults who are on a Medicaidwaiver may have some of their living expenses paidby the waiver. Talk to your support coordinator aboutwhat will happen when you turn 18.Supported Housing:If you are not ready to live on your own, and don’thave a friend or family to help you, you may want toobtain “Supported Housing.” That means that peoplewill help make sure that things are ok at your homeand that you have the things you need. You will stillbe responsible <strong>for</strong> taking care of your home. Thereare many different organizations that providesupported housing. In some communities there aresupported housing programs <strong>for</strong> <strong>for</strong>mer foster youth.But even if that is not available, most communitieshave supported housing <strong>for</strong> adults with disabilities.Some resources include:• The Division of Blind Services• <strong>Center</strong>s <strong>for</strong> <strong>Independent</strong> <strong>Living</strong>• Florida Supportive Housing Coalition:http://www.flshc.net/• APD <strong>for</strong> persons with developmental disabilities,http://apd.myflorida.com/customers/living/Getting Your Own PlaceBeing on your own is exciting andchallenging. It’s also a lot of hard work. Asyou plan, ask yourself if you’re truly readyto shop, cook, clean and deal with repairs,bills, laundry and landlords. If the answeris no, talk to your caseworker about theindependent living skills you need to learn.If the Answer is Yes, it’s Timeto Develop a Plan:• Who will help you in an emergency?• Will your apartment need accommodations?• Who will handle your Social Security andhealth benefits?• Can you really af<strong>for</strong>d to live on your own?• Do you need to open a checking account?• Do you know how to cook, clean, do laundry,pay bills?• How will you get to work, school, the bank,the grocery store?• Which family members and friendswill be part of your support system?• How will you keep in touch with your familyand friends?Remember:Being on your own gets everyone down attimes.Having a network of people you love andtrust will smooth your path.Where Will I Live?How Will I Pay For It?There are manygovernmentprogramsthat may beable help you withliving expenses.Be sure to learnabout what helpyou can expect asan adult be<strong>for</strong>e youturn 18, and askDCF or your CBC<strong>for</strong> assistance toapply <strong>for</strong> allservicesand programsyou might beeligible <strong>for</strong>.23
Guardianship OptionsFor Adults Who CannotManageTheir Own AffairsWhat is Guardianship?For adults, guardianshiptakes away a person’s rightto make decisions abouthis or her life in thoseareas that a courthas decidedthe person is notcompetent to make theirown decisions. Any person<strong>for</strong> whom a guardian hasbeen appointed is called a“ward.”Remember that oneshould neverseek to take awayrights where aperson has thecapacity to maketheir own decisions.Types of Guardianship UnderFlorida LawFull (Plenary) Guardianship,Florida Statute 744.102 (8)(b)A person(s) is appointed by the court to exercise alldelegable legal rights and powers of the person whohas a disability. It requires that there be anadjudication of the person as incapable of handlingany personal decisions, money and property; i.e., whatthe Florida law once called incompetent and now callsincapacitated. Few people require this type ofguardianship.Guardian Advocate, Florida Statute 393.12or Limited Guardianship, Florida Statute 744.102(8)(a) are preferred as less restrictive alternatives to fullguardianship.Limited Guardianship, Florida Statute 744.102 (8)(a)A person(s) is appointed to exercise only specifiedrights and powers which are named by the court. Alimited guardianship occurs when the court has foundthat the individual is partially incapacitated and lacksthe capacity to make some, but not all, of thedecisions necessary to care <strong>for</strong> his/her person orproperty.Emergency Temporary Guardianship,Florida Statute 744.3031A temporary guardian may be appointed<strong>for</strong> the person or property, or both, <strong>for</strong> aperson who is alleged to be incapacitated,prior to the appointment of a full guardian.A temporary guardian may be appointedonly after a petition <strong>for</strong> incapacity has been filed. Inorder to appoint a temporary guardian, the court mustfind specifically that there appears to be imminentdanger that the physical or mental health or safetyof the person will be seriously impaired or that their24property is in danger of being wasted,misappropriated, or lost unless immediate action istaken.Permanent Guardianship of aDependent <strong>Child</strong>: F.S. 39.6221 - Thisis an additional type of guardianshipavailable to certain youth in statecare that allows the court to appointa relative or other adult to assumeresponsibility <strong>for</strong> the child until he orshe turns 18. It does not require afinding of incapacity. Youth in thesedependency guardianships assume allrights and responsibilities of adulthoodupon turning 18.Voluntary Guardianship, Florida Statute 744.341If the court determines that the individual is notincapacitated, and the individual files a voluntarypetition <strong>for</strong> guardianship, the court may appoint aguardian or co-guardians of the property of a personwho, though otherwise mentally competent, is unableto manage property. A voluntary guardianship may beterminated by the ward.Preneed Guardian, Florida Statute 744.3045An adult who is competent may designate a person toserve as his or her guardian in the event that he or shebecomes incapacitated in the future.Guardian Advocate (Mental Health)Florida Statute 394.4598The court may appoint a guardian advocate <strong>for</strong> apatient deemed incompetent to consent to mentalhealth treatment.
Guardian Advocate (Developmental Disabilities)Florida Statute 744.3085Guardian advocates assist persons with developmentaldisabilities. They may be appointed by the circuitcourt under this statute, or by the probate court underFlorida Statute 393.12.Guardian Advocate (Developmental Disabilities)Florida Statute 393.12A Probate court may appoint a guardian advocatewithout an adjunction of incapacity if the personlacks the capacity to make some, but not all, ofthe decsions necessary to care <strong>for</strong> his/her person,property or estate. Any interested person maypetition <strong>for</strong> the appointment of a guardian advocate.The ward may also voluntarily petition. Only thoserights the person cannot manage are removed.The four areas that some people with developmentaldisabilities may have difficulty handling, or <strong>for</strong> whichsociety insists they have a substitute decision makerare:• Giving in<strong>for</strong>med consent <strong>for</strong> medical, dentaland surgical procedures• Managing money and/or property• Applying <strong>for</strong> governmental benefits orentitlements• Deciding on residential choicesThere are important procedural differences betweena Limited Guardianship under Chapter 744 andGuardian Advocacy under Chapter 393. Chapter744 requires a three member examining committeeto make a recommendation that the personlacks certain capacities be<strong>for</strong>e a court can orderappointment of a guardian. Under Chapter 744, theexaminers may have little or no expertise in disability,and the process may be much more time consumingand expensive <strong>for</strong> the petitioner. On the other hand,the potential ward has due process protections thatdo not exist under Chapter 393. Under Chapter 393,there is no requirement <strong>for</strong> an examining committeeto be appointed, or <strong>for</strong> any court finding of incapacityof the ward be<strong>for</strong>e a guardian advocate is appointed.Instead, the Court may look at the individual’ssupport plan, their IEP or other documents todetermine the level of disability and need <strong>for</strong>assistance.Under either procedure, once a guardianshipis established, the bottom line is the same. Theindividual loses their right to make importantdecisions about key aspects of their own life.The statutes require that evenwhen a right has been takenfrom the individual and given toa guardian or guardian advocate,the guardian is still required, tothe extent possible, to considerthe ward’s wishes and to allowthe ward to participate indecisions affecting the ward’s life.Whether a person can giveconsent to a decision dependson the complexity and theseriousness of the decision to bemade. Those who can recognizetheir own need <strong>for</strong> help with decisionmakingmay not require guardianship,but only advice, in<strong>for</strong>mation, andassurance when evaluating otheroptions that may be available ratherthan pursuing guardianship. There areALTERNATIVES.25Alternatives to GuardianshipFAMILY AND FRIENDS - Sometimes attentive supportfrom family and friends can be enough to assist theperson to manage his own personal and financialaffairs.ADVANCE DIRECTIVES - This is a document thatexpresses a person’s desires concerning healthcare,or other affairs. As the term indicates, this option iswritten in advance of the need. The person must becompetent at the time he or she signs the directive andcapable of giving in<strong>for</strong>med consent. Examples of thesedirectives include:DURABLE POWER OF ATTORNEY –This legaldocument gives the designated person the legalauthority to make decisions of specific matters <strong>for</strong> theperson who created it. A DURABLE power of attorneycan be exercised until the death of the person whogave it, even if the person becomes incapacitated.LIVING WILL – A legal document that directs theproviding, withholding, or withdrawal of life-prolongingmedical procedures if you are unable to make yourown decisions and you have a terminal illness or are ina persistent vegetative state.HEALTH CARE SURROGATE – A written documentnaming another person as your representative tomake medical decisions <strong>for</strong> you if you are unable tomake them yourself. You can include instructionsabout any treatment you want or do not want, similarto a living will. You can also designate an alternativesurrogate. If you designate a health care surrogateand alternate be sure to ask them if they agree to takethis responsibility, discuss how you would like mattershandled, and give them a copy of the document.It is important that any advance directive be witnessedby at least two individuals. Laws on health careadvance directives are in Chapter 765 of the FloridaStatutes (available at your local library or at www.leg.state.fl.us ).
How long canstudents withdisabilities stayin school?High School:Students who are covered by IDEA may receivedifferent kinds of diplomas. If they do not receivea standard diploma, they are entitled to remain inschool until their 22nd birthday. However, manyschools often choose to continue services until theend of the semester or school year in which thestudent turns 22.A student who has earned a standard diploma orhas reached the age of 22 usually <strong>for</strong>feits the rightto a “free and appropriate public education” or toan IEP unless he or she is entitled to some <strong>for</strong>m ofcompensatory education.Courts sometimes order compensatory education <strong>for</strong>a student who did not receive appropriate educationservices at the appropriate time. When that happens,educational services may be delivered after thestudent turns 22 or receives a standard diploma.Unless compensatory education is ordered, publicschools are not responsible <strong>for</strong> determining andmeeting a student’s educational needs if he or shehas a standard diploma or is older than 22.Post-Secondary Education:(After High School)After high school, a student may seek a postsecondaryeducation at a college, university or tradeschool, but the school will be responsible only <strong>for</strong>education and any accommodations necessary toachieve equal access under the law.A post-secondary educational program will notusually conduct meetings or write plans, but willsupport students with disabilities via arrangements26such as a reduced course load, recording devices,sign-language interpreters, readers, extended time<strong>for</strong> testing, or adaptive software and hardware <strong>for</strong>computers.To receive accommodations, the student must notifythe school that he or she has a disability and requirescertain accommodations, services or technology.The post-secondary school is not required to lowerits academic standards <strong>for</strong> a student with a disability.The school may be required to allow more timeto take a test, <strong>for</strong> example, but is not required toalter the content of the test. Nor is it required tofundamentally alter the nature of its programs oraccept excessive financial burdens <strong>for</strong> students withdisabilities.Tuition Assistance:Florida offers a tuition exemption (free tuition) andfee waivers to state (public) post-secondary schoolsto <strong>for</strong>mer foster youth. [Fla. Stat. §1009.25(2)(c)].In order to be eligible the youth must be:• In foster care at age 18; OR• <strong>Living</strong> with a relative on their 18th birthdaybecause the youth was placed there by adependency court judge ; OR• Have spent at least 6 months in foster careafter their 16th birthday and were then placedin guardianship by the court; OR• Adopted from the Department of <strong>Child</strong>ren andFamilies after May 5, 1997
<strong>Living</strong> Expenses:Road To Independence <strong>Program</strong>(RTI):The Road to Independence <strong>Program</strong> provides <strong>for</strong>merfoster youth with funds and services to help themobtain the education and training needed to becomeindependent and self-supporting. The RTI program isavailable to youth who are still in high school as wellas those who are in post-secondary programs (2-yearcollege, 4-year college, or vocational program).In order to qualify, the youth must:• Apply after age 17 but be<strong>for</strong>e age 21 (theaward can be renewed until age 23)• Have been adjudicated dependent and spentat least 6 months in foster care prior to his orher 18th birthday (this includes time spent inshelter care)• Have been living in licensed foster care orsubsidized independent living on the 18thbirthday OR have been adopted or placed intoa dependency guardianship after the age of 16• Be a Florida resident• Be enrolled in school full-time (except a youthwho has a documented disability can enrollpart-time)Youth with documented educational, medical,mental, developmental or physical disabilities areeligible <strong>for</strong> the same opportunities and servicesas youth with no disabilities. The law requires theDepartment of <strong>Child</strong>ren and Families to providereasonable accommodations and services to ensureequal opportunities.Students with a disability may attend school parttime and still receive full RTI benefits. Youth musthowever, make satisfactory progress in order tocontinue receiving funds, whether they go full or parttime.Florida offersassistance to help<strong>for</strong>mer foster youthcontinue with theireducation after 18.27
When Do StudentsWith Disabilities GoTo Work? How?Their schools,communities and/or vocationalrehabilitationagency will teachthem to write aresume, prepare<strong>for</strong> an interview,look <strong>for</strong> work orbuild a career.They may choose to go directly to work when theyfinish high school, or to seek a wide variety of postsecondaryoutcomes: community college, university,vocational training, or some other aspect of adulteducation. If the transition planning has gone well,youths who finish school will move into the nextstage as planned — with employment, vocationalrehabilitation and/or a combination of services thatwill make it possible to per<strong>for</strong>m to their greatestpotential.Educators and vocational experts should worktogether to ensure that the transition from school towork is smooth and seamless.Two state agencies in Florida may help young peopleprepare <strong>for</strong> and find employment. The Division ofVocational Rehabilitation (DVR) serves people with“physical, mental, or emotional disabilities.” TheDivision of Blind Services (DBS) serves individualswith bilateral visual disabilities.DVR and DBS offer a broad range of services basedon the student’s vocational goals and barriers toemployment. To make the most of these services, thestudent needs a DVR or DBS representative on his orher IEP team long be<strong>for</strong>e leaving school.Client ChoicePeople with disabilities who are eligible <strong>for</strong> serviceshave the right to choose among many public andprivate providers. Services should be customized toeach person’s needs and include the full range ofavailable services.Vocational rehabilitation is a process that providesthe services needed to reach an employment goal,including transportation assistance, education andvocational training, tuition, books and fees, physicaland mental restoration services, assistive technology,vehicle and home modifications, equipment, tools,28uni<strong>for</strong>ms, durable medical equipment, familycare services, help to establish a small business,job placement services, job coaching/supportedemployment and more. People who are eligible <strong>for</strong>vocational rehabilitation services may choose toreceive these services from either a state agency or aprivate provider.The Florida Division of Vocational Rehabilitationand the Florida Division of Blind Services are stateagencies mandated to provide such services toeligible clients. Remember, you have the right tochoose. You can ask <strong>for</strong> a vendor list, which mayinclude doctors, medical professionals and manyother types of vendors who are approved to acceptDVR and DBS fees. You can also choose among manyprivate providers, including Employment Networks(EN), which are providers certified under the Ticketto Work <strong>Program</strong> to provide rehabilitation andemployment services to Social Security beneficiarieswith disabilities. The Social Security Administrationpays those ENs participating in the Ticket to Work<strong>Program</strong>. However, the ENs only receive paymentwhen their clients are able to work at a sustainedlevel. If you are not willing or able to work at thislevel, ENs may not be willing to be your provider. AllENs have the right to choose not to work with you,just as you have the right to choose not to work withthem.Other resources include the One-Stop centers, whichprovide job referrals and placement assistance,employment counseling, testing, job development,labor market in<strong>for</strong>mation, employment skillsworkshops, support services, and business services.Often the two state agencies will contract with oneor more of these organizations to provide services.In some cases, a client may be involved with one ormore service providers without being involved withthe state agencies.
Top 10 Transition Tips to Access and NegotiateServices with the two Vocational RehabilitationService Agencies in Florida1Fill out an application <strong>for</strong> VR services so that an officialdecision can be made on your eligibility. Make sure students andtheir parents complete the application well be<strong>for</strong>e the student leaveshigh school.2Obtain as much in<strong>for</strong>mation as possible about VR so you understandthe eligibility criteria and your ability to negotiate services asan eligible client. Be a wise consumer!3Youths with disabilities must be able to describe their disability andhow the disability may prevent them from working without VRservices. This is one of the questions that will be asked in order todetermine eligibility. Prepare to answer this question realistically.4The Rehabilitation Act requires that a student found eligible <strong>for</strong> VRservices must leave the school system with a completedIndividualized <strong>Program</strong> <strong>for</strong> Employment (IPE). It is in your interestto work with VR to establish eligibility while you are still in school sothat you will be approved to receive services under an IPE by thetime you leave school.If you are determined eligible, an Individualized <strong>Program</strong> <strong>for</strong>5 Employment (IPE) will be developed and you should be given“in<strong>for</strong>med choice” in selecting the services you require to becomeemployed. You should be allowed in<strong>for</strong>med choice when selectingservices, vendors, providers, and the job goal.6VR is an employment program. Establishing an employment goalthat you and VR can agree to is central to receiving services. Focuson establishing a job goal rather than only requesting training.Training will only be provided if it is necessary to achieve your jobgoal. Be ready to explain why any requested training will help youobtain your employment goal.7Plan <strong>for</strong> a meaningful career. Set a long-range goal other than entrylevelemployment. If you have the ability, capability and interests tosucceed in an occupation that requires advanced training, make sureto negotiate this from the beginning with your VR counselor.8Your IPE can be amended if there are additional services you requireto become employed. Make sure to stay in close communicationwith your VR counselor.9Know your rights and exercise them when necessary! Use the VRchain of command if you encounter problems that you cannotresolve with your counselor’s assistance.If you are verbally denied a service, always request the decision in1 0 writing with the reason and the policy that is being used to denyyou. Don’t take no <strong>for</strong> an answer if services will help you becomeemployed.According to the Rehabilitation Act of 1973, aperson who is determined by qualified personnelto require services because of a physical, mental, oremotional disability that interferes substantially withemployment is eligible <strong>for</strong> vocational rehabilitation.People with visual disabilities in both eyes are eligible<strong>for</strong> vocational rehabilitation via the Division of BlindServices, currently housed at the state Departmentof Education (DOE). Those with any other disabilitieswho are eligible <strong>for</strong> vocational rehabilitationreceive services from the Division of VocationalRehabilitation, also at DOE.Those who have Social Security benefits (SSI or SSDI)based on their own disabilities are presumed to beeligible <strong>for</strong> vocational rehabilitation, unless thereis clear and convincing evidence that they are toosignificantly disabled to benefit from VR services.Who is Eligible?Anybody with a disability who wants to work and can,with the right supports and services.29Who Is EligibleFor VocationalRehabilitation?In theory, anyonewho needs vocationalrehabilitation becauseof a disability thatcreates a barrierto employment.... a person whois determined byqualified personnelto require servicesbecause of aphysical, mental, oremotional disabilitythat interferessubstantiallywith employmentis eligible...
When Should A YoungPerson Apply ForVocational Rehabilitation?EarlyThe time to apply <strong>for</strong> vocational rehabilitation shouldbe specified in the student’s IEP or 504 plan, or astate VR counselor can recommend the best time.Either way, it’s better <strong>for</strong> a student not to wait untilhis or her senior year to apply.Being declared eligible often takes much longer thanthe official guidelines suggest. The student, parent, oradvocate should be in close touch with education andDVR or DBS officials to know when to apply.If the vocational rehabilitation agency is preparedto participate in the student’s transition process, anearly application can make an important differencein the outcome. (In Florida, the Division of BlindServices is ready with transition programs andeffective counseling when the student is 14; DVRservices generally start later.)In any case, preparation <strong>for</strong> vocational rehabilitationtakes time — to apply <strong>for</strong> services, undergoany evaluations that may be required, befound eligible and assigned a counselor,<strong>for</strong>mulate a strategy, and write and negotiatethe employment plan or IPE.30Some students have benefited from applyingas early as age 14. Others — especially thoseseeking services from DVR instead of DBS —have found that applying <strong>for</strong> VR services inthe junior year of high school leaves enoughtime to take advantage of the entire transitionprocess. That can change, so it’s a good ideato discuss the timing with counselors at schooland the state agencies.A student who does not apply <strong>for</strong> VR services whilehe or she is in school can still apply later and beapproved — there is no age limit <strong>for</strong> eligibility — butin most cases, the sooner the services begin, themore likely they are to succeed.When Should a Young Person Apply?Be<strong>for</strong>e the last year of high school, in some caseslong be<strong>for</strong>e.Ticket to WorkPeople with disabilities who are also beneficiariesof Social Security may receive employment-relatedservices and supports under the Ticket to Workand Work Incentives Improvement Act of 1999. TheTicket is a voucher <strong>for</strong> services that will help eligiblebeneficiaries with their transition to work.The Florida Division of Vocational Rehabilitation andthe Florida Division of Blind Services are providersto whom eligible clients may choose to assign theirTicket, but there are dozens of other providers inthe state of Florida. To learn more about otherproviders, please visit http://www.ssa.gov/work/ServiceProviders/providers.html or http://www.yourtickettowork.com.People with disabilities can lose their eligibility <strong>for</strong>Medicaid and Medicare if they go to work. If youare receiving benefits and thinking about working,it could affect your benefits. Please talk to yourbenefits planner. If you have problems, call theAdvocacy <strong>Center</strong> <strong>for</strong> Persons with Disabilities, Inc.which provides services under the PABSS (Protectionand Advocacy <strong>for</strong> Beneficiaries of Social Security)<strong>Program</strong>. Call toll free at 1-800-342-0823.To learn more, please contact the Work IncentivesPlanning and Assistance program serving your area.See Transition Resources section, page 46 <strong>for</strong> a list.
Florida has two VR agencies, the Division of VocationalRehabilitation and the Division of Blind Services. Both arepart of the Florida Department of Education. For morein<strong>for</strong>mation, please call or visit their websites:Division of Vocational RehabilitationDivision of Blind ServicesVR helpline – 1-866-515-3692 (toll free)1-800-342-1828 (toll free)http://rehabworks.orghttp://www.state.fl.us/dbsWho is eligible <strong>for</strong> vocational rehabilitation?You are eligible if you have a physical, mental or emotionaldisability that interferes substantially with employment.When can I apply?Work with your teachers and school administrators to makesure that applying <strong>for</strong> VR services is on your IEP or Section504 plan. Don’t wait until late in your senior year to apply.Make sure you fill out an application so that VR can make a<strong>for</strong>mal decision on your eligibility well be<strong>for</strong>e you leave theschool system.What is the advantage of having VR make a decision onmy eligibility <strong>for</strong> services be<strong>for</strong>e I leave high school?The law requires that if you are eligible, you must leave schoolwith an approved VR Individualized <strong>Program</strong> <strong>for</strong> Employment(IPE). With an IPE, you can begin receiving services fromVR as soon as you leave high school. Otherwise, you mayexperience unnecessary delays that can cost you years of yourlife.What help can I request from VR if I am determinedeligible?If you are found eligible, you and your counselor will developand agree to an IPE that will list your employment goaland the services you need to reach it. The services areindividualized and unique to your situation, so feel free todiscuss your specific needs with your counselor. You shouldbe able to explain why your requests will help you succeed inyour rehabilitation program.What services can VR provide me?Vocational exploration, career and interest assessments,trial-work experiences, on-the-job training, job coaching,supported employment, career planning, counseling andguidance, assistive technology (aids, devices and training),assistance with transportation to participate in yourrehabilitation program, vocational training programs, collegetraining, medical and psychological diagnosis and treatment,support services, rehabilitation engineering evaluations andservices, and job placement.Remember, services may be unique to you. Don’t hesitate todiscuss your needs with your counselor.Does VR only help me obtain entry-level employment?No. The Rehabilitation Act requires that individuals withdisabilities have an active voice in choosing employmentgoals and meaningful careers consistent with their interests,strengths, resources, priorities, concerns and capabilities. VRwill pay <strong>for</strong> an advanced degree if that is appropriate.If I have a problem with VR agency decisions on my case,whom can I contact to learn more about my rights?Your counselor and the counselor’s supervisor should helpyou understand your rights to challenge any decision youdisagree with. The Client Assistance <strong>Program</strong> (CAP) at theAdvocacy <strong>Center</strong> <strong>for</strong> Persons with Disabilities is also availableto provide in<strong>for</strong>mation, advice, negotiation or possiblerepresentation in disputes with VR agencies in Florida.Please call 1-800-342-0823 if you need additional assistanceor in<strong>for</strong>mation to resolve disputes with DVR or DBS.The Division of Vocational Rehabilitation isrequired to serve all eligible clients. If DVR can’tpay <strong>for</strong> everyone, the agency must — under federalsupervision — go to a process called an “orderof selection,” serving the most severely disabledclients first. Florida DVR has implemented a“Financial Needs Participation” Policy requiringsome clients to help pay <strong>for</strong> services. Florida DVRmay also implement an “order of selection.”If A Person IsEligible For VR, AreThe Services Available?Yes, if theyare agreedupon inadvance andindividualizedto thestudent’sneeds.31
What Does The FloridaDivision Of VocationalRehabilitation Do?DVR helpspeople withdisabilitieschoose thekind of workthey’d like todo, learn todo it and getthe chanceto do it.DVR Provides or ArrangesMany Services Including:• assistance with transition• vocational exploration• career and interest assessments• trial-work experiences• on-the-job training• job coaching• supported employment• career planning• counseling, guidance and referrals• technology (aids, devices and training)• assistance with transportation to rehabilitation• vocational training• college• medical and psychological diagnosis and treatment• physical and mental restoration services• help with additional costs during rehabilitation• interpreters <strong>for</strong> the hearing impaired and readers<strong>for</strong> the visually impaired• personal assistance (including training in directingpersonal assistance) during rehabilitation• support services (group homes, sheltered workshops, supported work programs, job coaches, <strong>for</strong>example)• assistive technology evaluations and services,• job placementThe choice of services in the plan should be reviewedat least annually. Amendments are possible wheneverthey are needed.32What Does DVR Do?It equips people withdisabilities <strong>for</strong> <strong>Independent</strong><strong>Living</strong>, Self-sufficiencyand with opportunities<strong>for</strong> a satisfying career.
Will VR Help Build ACareer Or Just Get A Job?It Should Do BothThe purpose of vocational rehabilitationis greater than landing a first job. TheRehabilitation Act requires that people withdisabilities have an active voice in choosingemployment goals in keeping with theirinterests and abilities.DVR sets no time limit on services and will helpas long as the person is progressing towardhis or her employment goal and participatingactively in that direction. Someone with thedesire and aptitude to be a lawyer, doctor,scientist, or minister should not settle <strong>for</strong> ajob as a receptionist in the firm where thoseprofessions are practiced, unless it is onlya step in a plan that goes further. Careergoals should be consistent with the student’sstrengths, resources, priorities, concerns,abilities, capabilities, interests, and in<strong>for</strong>medchoice.TheRehabilitationAct requiresthat people withdisabilities havean active voicein choosingemploymentgoals...33
Are There Ways ToMake VR Work Better?YesFor applicants who want to be approved as eligible— and then, when approved, <strong>for</strong> persons receivingvocational rehabilitation — there are ways to makeworking with DVR more successful.When Applying:DVR determines eligibility according to the person’sdisability and barriers to employment. Applicants,with help from their families and teams, are morelikely to succeed if they:• obtain as much in<strong>for</strong>mation as possible about VRservices and eligibility criteria (see ResourcesSection <strong>for</strong> contact in<strong>for</strong>mation)• prepare to describe their disabilities withoutexaggerating or minimizing the effects• are ready to explain how a disability prevents themfrom working34Being prepared will help not only withone’s eligibility determination but alsowith negotiating services after eligibilityis determined.Negotiating the services:A VR client is more likely to succeed if,with support from a counselor or otheradvocate, he or she:• establishes a job or career goal FIRST — trainingwill be provided only if it’s necessary to achieve thedesired outcome• explains why the training requested will helpachieve that goal• sets a career goal that is the most advanced andmeaningful work the participant hopes to do, notjust entry-level employment• targets that occupation from the start with the VRcounselor• stays in close communication with the counselor,since an IPE can be amended if additional servicesare neededThe Client Assistance <strong>Program</strong> at the Advocacy<strong>Center</strong> <strong>for</strong> Persons with Disabilities (toll free 1-800-342-0823) can provide in<strong>for</strong>mation and referral toDVR and DBS clients and those trying to enter theprograms. After investigating the facts of a case, CAPmay negotiate or advocate <strong>for</strong> a client, or representthat person in appealing a decision made by a VRagency.How can a person with adisability make the most ofvocational rehabilitation?By setting realistic butchallenging goals — andpreparing to negotiate <strong>for</strong>everything necessary toachieve them.
How to Get the Most out of Adulthood:Many students with disabilities hope to work, earnmoney and have more interesting, satisfying lives as aresult.Whether a young person with a disability will needsupported employment, accommodations to attendcollege, cash benefits, or any combination of thoseand other services, are all factors that person mustexplore. He or she should has the right to have helpdeciding on a plan or a vocational/trade school.Any student receiving Social Security benefits shouldcontact the Work Incentive Planning and Assistanceorganization (WIPA) serving their area. The WIPAorganizations provide in<strong>for</strong>mation to assist thestudent to learn about his or her benefits. They canalso provide critical in<strong>for</strong>mation on the impact thatwork activities might have on a person’s overallbenefits. To locate your local WIPA see the charton page 46. With a knowledgeable and energetictransition team, a student with a disability can havemany choices, possibly including:• Social Security benefits — Some students willbe eligible <strong>for</strong> cash benefits and the Ticket toWork program offered by the Social SecurityAdministration. Enacted by Congress in 1999,the “Ticket” is a voucher <strong>for</strong> employment-relatedservices and supports that help beneficiaries ofSocial Security return to the workplace. SocialSecurity also offers a wide array of work incentives,which can enable a beneficiary to work and stillreceive benefits. See the Social Security “RedBook” <strong>for</strong> more in<strong>for</strong>mation on benefits andwork incentives. http://www.socialsecurity.gov/redbook/eng/main.htm. For a student receivingSupplemental Security Income (SSI) or SocialSecurity Disability Insurance (SSDI), those optionsneed to be explored be<strong>for</strong>e the age of 18, when hisor her eligibility is re-determined.• Adult Support Services, long term or temporary,including supported living programs, group homes,sheltered workshops, supported employment andjob coaches.• <strong>Center</strong>s <strong>for</strong> <strong>Independent</strong> <strong>Living</strong> (CILs) — Thecenters, located throughout the state of Florida,train people with disabilities on the specifics ofliving independently, such as self-advocacy, findinghousing and using public transportation. Thecenters also advocate <strong>for</strong> services, seek physicalaccess and acquire adaptive equipment such asmotorized mobility devices, computers that talk,faucets with lever handles or electronic eyes.A <strong>Center</strong> <strong>for</strong> <strong>Independent</strong> <strong>Living</strong> can work with astudent who is still in school, then provide followupservices when he or she reaches adulthood. Thecenters can also assist with referrals to other adultservice agencies.35What Else — BesidesWork — Should A PersonInclude In A Transition Plan?... there ismore to lifethan work —social activities,recreation,athletics,spiritual andemotionalpursuits ...
What Is AssistiveTechnology?Who’ll Pay For It?It’s any device or system that can maintain orimprove the capabilities of a person with a disabilityand the training or other support to ensure itsavailability. There are several options <strong>for</strong> payment.Payment <strong>for</strong> assistive technology may come from anyof several sources — the special education system,the Division of Vocational Rehabilitation, the Divisionof Blind Services, Medicare, Medicaid, privateinsurance or the SSI program’s “Plan <strong>for</strong> AchievingSelf Support.”36Which agency will pay? The answerdepends on the disability, age and situationof the person who needs it. It also dependson how the technology is expected toimpact that person. If, <strong>for</strong> instance, thetechnology makes it possible <strong>for</strong> a studentto be educated in the least restrictiveenvironment, as the law requires,then it may be considered the school’sresponsibility.When school officials are deciding whetherto place a student with a disability in aregular classroom, be<strong>for</strong>e they look atother placements, they must considerhow assistive technology can help thestudent succeed in the least restrictiveenvironment.A student’s IEP or 504 Team can determine the need<strong>for</strong> assistive technology based on a professionalevaluation. If the student needs the technology<strong>for</strong> home study, or in the transition to adulthood,the school may pay <strong>for</strong> both the equipment andthe training to use it. A student with a disabilitymay also need — and has a right to — some <strong>for</strong>mof technology in order to participate fully in schoolactivities.In that case, Section 504 of the Rehabilitation Actmay require that the school provide the technology,as well as any training necessary to use it. DVR andDBS are required to equip an eligible person <strong>for</strong>employment.Assistive technologyservices include evaluation,maintenance, repair andtraining <strong>for</strong> students, theirfamilies and the professionalsworking with them.Examples of AT Devices or Aids:• Augmentative communication systems, includingtalking computers• Assistive listening devices, including hearing aids,personal FM units, closed-caption TVs and teletypemachines (TDDs)• Specially adapted learning games, toys andrecreation equipment• Computer-assisted instruction• Electronic tools (scanners with speech synthesizers,tape recorders, word processors)• Curriculum and textbook adaptations (audio <strong>for</strong>mat,large print <strong>for</strong>mat, Braille)• Copies of overheads, transparencies and notes• Adaption of the learning environment,such as special desks, modified learning stations,computer touch screens or different computerkeyboards• Durable medical equipment
A major source of financing <strong>for</strong> assistive technologyis Medicaid, which regularly pays <strong>for</strong> such items ascustom and power wheelchairs, augmentative andalternative communication devices, specialized beds,bath equipment, high and low-tech lifting devices,and other technology that helps overcome the effectsof disabling conditions.Sources of Medicaid funding vary based on whetherthe person with a disability is under or over age 21,which state he or she lives in, and which program orwaivers he or she qualifies <strong>for</strong>.Medicare helps pay <strong>for</strong> durable medical equipment,defined as equipment that:• can withstand repeated use• is primarily and customarily used to serve a medicalpurpose• generally would not be useful to a person who isn’till or injured• is appropriate <strong>for</strong> use in the homeIt’s any of dozens — maybehundreds — of devicesor systems that increasethe competence andindependence of the user.And there are almost asmany sources of fundsto pay <strong>for</strong> them. Theperson with a disabilitywho needs assistivetechnology should start byasking <strong>for</strong> an evaluation(or several), and whenthe need is established,the next step is to find afunding source <strong>for</strong> it — byasking the school, planningteam and state, federaland private agencies.What Is AssistiveTechnology?Who’ll Pay For It?37
Are There Any SpecialConsiderations AboutSocial Security Benefits?Yes, the SocialSecurity systemis very detailedand complex. Itis always bestto consult with aprofessional <strong>for</strong>in<strong>for</strong>mation andadvice about SocialSecurity benefits.Most minors who receive a benefit from the SocialSecurity Administration (SSA) receive SuplementalSecurity Income (SSI). SSI is a needs based programto provide <strong>for</strong> the disabled individual’s basic livingexpenses, such as food, shelter and clothing. A persondoes not need to have a work history to receive SSI.Unlike SSI, SSDI is an insurance program. When anindividual works, they pay into the system, and whenneeded, the individual and their dependents receivea benefit. Youth who receive a SSDI benefit usuallyreceive it based on the work record of a parent orgrandparent who paid into the system, and is nowdisabled, retired or deceased. A minor need not bedisabled to receive SSDI. Youth who are not disabledcan continue to receive benefits until 2 months afterage 19 if still enrolled in secondary or elementaryschool. Youth who are considered disabled under theadult definition can continue to receive SSDI paymentsafter they turn 18 <strong>for</strong> so long as they remain disabled.Disability Definition <strong>for</strong> a <strong>Child</strong>A minor is considered disabled <strong>for</strong> SSA purposesbased on how a physical or mental condition or illnessaffects development and functioning in typical dailyenvironments (i.e., school, home, community). At age18, a review is scheduled to determine whether or notthe condition or illness meets the SSA definition ofdisability <strong>for</strong> an adult.Disability Definition <strong>for</strong> an AdultThe Social Security Administration considers anadult to be disabled when the illness or conditionprevents substantial work activity <strong>for</strong> 12 months orlonger. There<strong>for</strong>e, the main issue <strong>for</strong> adults is how thecondition or illness affects the person’s ability to work.38If you work, whatever your age, it is important toreport your earnings to SSA. Earnings can affect theamount of an SSI benefit, and can even affect eligibility<strong>for</strong> SSI or SSDI. If SSA later finds that you were paidtoo much, or are no longer considered “disabled”because of work activity, you could be asked to repaythe amount that you were overpaid by SSA.Remember, if you are working, there are many SocialSecurity Work Incentives that can be used to offsetyour earnings. When reporting income, it is importantto also report any work incentives that you wouldlike <strong>for</strong> SSA to consider, to reduce a portion of yourcountable earnings. See the Social Security Red Book<strong>for</strong> in<strong>for</strong>mation on work incentives. http://www.socialsecurity.gov/redbook/eng/main.htm.If a finding is made that the person is considered nolonger disabled, SSA is required to send written noticeof the decision, including all appeal rights. In order tocontinue the SSI benefits during an appeals process,the appeal must be requested within 10 days of thenotice of discontinuance.If a finding is made that the person is considered nolonger disabled by their illness or condition, § 301Continued Payment Under a Vocational Rehabilitationor Similar <strong>Program</strong> may allow an SSI recipient tocontinue to receive SSI benefits. Benefits maycontinue if the person is participating in a vocationalrehabilitation program at the time the disabilityended, and the program will increase the likelihoodof eliminating the future need <strong>for</strong> disability benefits.Section 301 Continued Payment Under a VocationalRehabilitation or Similar <strong>Program</strong> also applies toBeneficiaries aged 18 through 21, participating in anindividualized education program developed underpolicies and procedures approved by the US Secretaryof Education <strong>for</strong> assistance to States <strong>for</strong> the educationof individuals with disabilities under the Individualswith Disabilities Education Act (IDEA).
What is a Social SecurityRepresentative Payee?AcronymsSSA’s Representative Payment <strong>Program</strong> providesfinancial management <strong>for</strong> the SSDI and SSIpayments to beneficiaries who are deemedincapable of managing their SSDI or SSI payments. Arepresentative payee will always be appointed <strong>for</strong> aminor receiving benefits. Adults who are deemedcapable of managing their own funds do not requirea payee.APDAWICBHAAgency <strong>for</strong> Persons with DisabilitiesAgency <strong>for</strong> Work<strong>for</strong>ce InnovationComprehensive Behavioral HealthAssessmentFSLFamily and Supported <strong>Living</strong> WaiverHCBS Home and Community Based ServicesWaiverIDAIndividual Development AccountGenerally, SSA will look <strong>for</strong> family or friends to serveas payee. When friends and family are not able toserve as payee, Social Security looks <strong>for</strong> qualifiedorganizations to be a representative payee. Thebeneficiary may appeal SSA’s decision to appoint arepresentative payee.DACDBSDCFDisabled Adult <strong>Child</strong>Division of Blind ServicesDepartment of <strong>Child</strong>ren & FamiliesIDEAIEPIPEIndividuals with Disabilities Education ActIndividual Education PlanIndividual Plan <strong>for</strong> EmploymentDNPDisability Navigator <strong>Program</strong>PASSPlan <strong>for</strong> Achieving Self SupportDJJDepartment of Juvenile JusticeSSASocial Security AdministrationDVR(VR)Division of Vocational RehabilitationSSDISocial Security Disability InsuranceEPSDTESEEarly Periodic Screening Diagnosis& Treatment (Medicaid)Exceptional Student EducationSSITIEPSupplemental Security IncomeTransition Individual Education PlanFACTSFlorida Academic Counseling andTracking <strong>for</strong> StudentsWIPADOEWork Incentives Planning and AssistanceDepartment of Education39
Glossary glossaryAmericans with Disabilities Act (ADA)Enacted in 1990, the ADA guarantees people with disabilities civil rightsprotections in employment, public accommodations, governmentservices and telecommunications. Title II of the ADA covers publicprograms, activities and services such as the Division of VocationalRehabilitation and the Division of Blind Services. Most requirementsof Title II are based on Section 504 of the Rehabilitation Act of 1973,which prohibits discrimination based on disability in federally assistedprograms and activities. The ADA then extended Section 504’s nondiscriminationrequirement to all activities of public entities – such asthe State of Florida – and not only those receiving federal funds.Agency <strong>for</strong> Persons With Disabilities (APD)APD is the Florida state agency that administers the state and federalfunds provided to individuals with developmental disabilities.Assistive technologyHigh-tech adaptive and accessibility aids <strong>for</strong> people with disabilities andspecial needs.Augmentative/Alternative Communication Systems (AAC)Systems of communication, such as communication boards, that canhelp with writing, spelling, typing, word selection, conversation, speechsynthesis, manual reading or other communication needs resultingfrom a disability.Department of <strong>Child</strong>ren & Families (DCF)DCF is the Florida state agency that administers the child welfaresystem, along with some mental health and substance abuse programs<strong>for</strong> children and youth. It also determines eligibility <strong>for</strong> welfareprograms such as Medicaid, food stamps and Temporary Assistance <strong>for</strong>Needy Families,Dependency<strong>Child</strong>ren and youth who have been abused, abandoned or neglectedare brought in to the state’s system of care through the “dependencyprocess.” That happens when a judge makes a determination of abuse,abandonment, or neglect and declares the child to be dependent onthe state <strong>for</strong> care. Youth may remain at home under the supervision ofthe Department of <strong>Child</strong>ren & Families, or they may be placed in outof-homecare.DisabilityA physical or mental impairment that substantially limits one or moremajor life activities.Due Process RightsRights that give youth, caregivers, school or agency personnel waysto solve problems and settle disagreements. In the education setting,they include the right to participation, the right to have notice, the rightto give consent and the right to a due process hearing. The hearing isa <strong>for</strong>mal meeting run by an impartial hearing officer, where parents,caregivers and school officials can resolve disagreements fairly.40Early and Periodic Screening, Diagnosis and Treatment (EPSDT).Comprehensive health services <strong>for</strong> Medicaid-eligible children – up toage 21. It includes routine medical check-ups, as well as treatment <strong>for</strong>illness, injury and chronic medical conditions. Almost all youth in thedependency system are eligible <strong>for</strong> Medicaid. Young adults who existthe foster care system at age 18 remain eligible <strong>for</strong> Medicaid up to age21. Florida also calls this “<strong>Child</strong> Health Check Up”Exceptional Student Education (ESE)In Florida, special education services and programs <strong>for</strong> students whohave a disability or who are gifted.Family Educational Rights and Privacy Act (FERPA)The Family Educational Rights and Privacy Act (20 U.S.C. § 1232g;34 CFR Part 99) is a Federal law that protects the privacy of studenteducation records. The law applies to all schools that receive fundsunder an applicable program of the U.S. Department of Education.504 PlanAn individualized plan <strong>for</strong> a student with a disability who may not meetthe eligibility criteria <strong>for</strong> Exceptional Student Education (ESE), but whorequires accommodations under Section 504 of the Rehabilitation Actof 1973.Free Appropriate Public Education (FAPE)A federal regulation (34 CFR 300.121) specifying that all children withdisabilities aged 3 through 21, including children with disabilities whohave been suspended or expelled from school, are entitled to a freeand appropriate public education. Districts must provide FAPE to allstudents with disabilities who have not reached age 22 and have notearned a regular high school diploma.<strong>Independent</strong> <strong>Living</strong> (IL)This term is used generally to describe services provided to youthwho will exit the foster care system at age 18. It is also used to referto specific programs available to young adults such as the Road toIndependence program.Individual Educational Plan (IEP)A written plan to identify the special education and related servicesdesigned to meet the individual needs of a student with a disability.The IEP is developed by the student and his or her teachers, parents,caregivers and others as appropriate. It is reviewed annually, but maybe revised at any time, upon request.Individualized Plan <strong>for</strong> Employment (IPE)A vocational rehabilitation plan that targets a specific job goal andservices that are necessary in order to reach the goal. The plan can beamended at any time and should be reviewed annually.Least Restrictive Environment (LRE)Placement of a student with disabilities in a regular class or in a specialprogram <strong>for</strong> the amount of time that is appropriate <strong>for</strong> the child. Takinga child out of a regular school setting should only be done when the
nature and severity of the disability is such that education in regularclasses with supplementary aids and services cannot be achievedsatisfactorily.MedicareMedicare is the federal program that provides health care coverageto Americans who are 65 or older, or who have a disability, no matterwhat their income. Adults with disabilities may be eligible <strong>for</strong> Medicareif they became disabled be<strong>for</strong>e age 18 and have a parent who paid intoSocial Security is either disabled or retired.MedicaidMedicaid is a jointly-funded, Federal-State health insurance program<strong>for</strong> certain low-income people. It covers children, the aged, people withdisabilities, and people who are eligible to receive federally assistedincome maintenance payments. Almost all youth in foster care areeligible <strong>for</strong> Medicaid and Florida now covers youth until age 21.Out of Home Care<strong>Child</strong>ren and youth who are under the jurisdiction of the dependencycourt and who are removed from the home of their parents orguardians are placed in Out of Home Care. Placement may be ina foster home, group home, shelter, with a relative caregiver or anon-relative caregiver. Youth over the age of 16 may participate inSubsidized <strong>Independent</strong> <strong>Living</strong>.Road to Independence <strong>Program</strong> (RTI)A federally supported state program that provides a monthly stipendto <strong>for</strong>mer foster youth who attend school full time (or part time ifdisabled) in order to help them pay their living expenses while inschool.Section 504 of the Rehabilitation Act of 1973The Rehabilitation Act of 1973, amended in 1998, prohibits anyrecipient of federal funds from discriminating against persons withdisabilities. Section 504 requires that all children with disabilitiesbe provided a free, appropriate public education (FAPE) in the leastrestrictive environment.Special Diploma, Option I (Florida)A type of diploma <strong>for</strong> students with a disability who are not able tomeet all requirements <strong>for</strong> a standard high school diploma. Studentsmust meet district credit requirements and master the Sunshine StateStandards <strong>for</strong> Special Diploma.Special Diploma, Option II (Florida)A type of diploma <strong>for</strong> certain students with a disability who are notable to meet all requirements <strong>for</strong> a standard high school diploma. Anindividual employment and training plan is developed by the IEP team.It lists specific competencies related to job preparation skills and adultliving skills <strong>for</strong> the individual student. The student must master allcompetencies included in the plan and be successfully employed <strong>for</strong> atleast one semester. Districts may offer Option 2, but are not required todo so.Special education servicesSpecially designed instruction <strong>for</strong> a student with a disability. Specialeducation adapts lesson delivery, content and instructional methods tothe student’s needs and provides services such as instruction in Braille,additional individualized practice or social skills training.Standard Diploma (Florida)The type of diploma earned by most Florida high school students. Thestate legislature and the local school district set the requirements.Other diploma options include a college-ready, vocational diploma andan international baccalaureate diploma. Students are required to earnat least 24 credits in a set of required and elective courses, have a 2.0Grade Point Average, and pass the high school graduation test.Supported EmploymentSupported employment includes sites where most co-workers do nothave disabilities and those who do have regular contact with those whodon’t.Surrogate ParentA surrogate parent makes education related decisions <strong>for</strong> childrenunder the age of 18 who do not have a parent, relative or legalguardian to make those decisions.System of CareWhen a judge determines that a child has been abused, abandoned orneglected that child is said to be in the state’s system of care. This termapplies to children who live at home under the supervision of DCF, livein out of home placements or in subsidized independent living.Ticket to WorkThe Ticket to Work and Self-Sufficiency <strong>Program</strong> is the centerpiece ofnew legislation enacted under the Ticket to Work and Work IncentivesImprovement Act of 1999. It is a nationwide initiative designed toassist people with the training and support they need to go to workby increasing their choices. SSA beneficiaries with disabilities can findemployment, vocational rehabilitation (VR) and other support servicesfrom public and private providers.Transition ServicesA set of coordinated activities designed to help a student move fromschool to post-school activities. These may include independent living,work or continued education after high school, instruction, relatedservices, community experiences, work toward post-school goals, and,if appropriate, daily living skills and functional vocational evaluation, allbased on the student’s needs and preferences.Transitional IEPAn IEP that addresses the student’s need <strong>for</strong> transition planning andservices. The student’s IEP must address these issues by the student’s16th birthday, or younger if deemed necessary by the student’s IEPteam. This IEP deals with issues related to making the transition toadult life after high school, including diploma decisions.41Glossary
Transition ResourcesFLORIDAStatewide Agencies and Organizations:ONLINE TRANSITIONSERVICES WEBSITESIf you don’t have a personal computer toreach these Internet sites, please take thislist to your local public library and ask alibrary staff member <strong>for</strong> help in using thecomputer.ADA Technical Assistance <strong>Program</strong>:http://www.adata.orgAssistive Technology Funding and SystemsChange Project:http://www.ucpa.org/<strong>Center</strong> <strong>for</strong> Mental Health Services:http://www.mentalhealth.orgCouncil <strong>for</strong> Exceptional <strong>Child</strong>ren:http://www.cec.sped.orgFederal Resource <strong>Center</strong> <strong>for</strong> SpecialEducation Network:http://www.rrfcnetwork.orgJob Accommodation Network:http://janweb.icdi.wvu.edu/english/National Collaborative on Work<strong>for</strong>ce &Disability/Youth (Dept. of Labor Office ofDisability Employment Policy):http://www.ncwd-youth.info/National Association of State Directors ofSpecial Education:http://www.nasdse.org/Advocacy <strong>Center</strong> <strong>for</strong> Persons with Disabilities, Inc.Florida’s Protection and Advocacy Agency2728 <strong>Center</strong>view Drive, Suite 102Tallahassee, FL 32301(850) 488-9071; (800) 346-4127 (TTY)(800) 342-0823; (800) 350-4566(Spanish and Creole Speaking Clients)Web: http://www.advocacycenter.orgFlorida’s <strong>Child</strong>ren First, Inc.1801 N University Dr., 3rd Floor, Suite CCoral Springs FL 33071(954) 796-0860Web: http”//www.floridaschildrenfirst.orgWork Incentives Planning and Assistance(Social Security beneficiaries only)Statewide Toll Free Number: 1-800-772-1213Web: www.socialsecurity.gov/work/ ServiceProviders/WIPADirectory.htmlBureau of Exceptional Education and Student ServicesFlorida Department of Education325 W. Gaines Street, Suite 614Tallahassee, FL 32399-0400(850) 245-0475Web: http://www.fldoe.org/ese/*The Bureau of Exceptional Education and StudentServices supports school districts and others in theiref<strong>for</strong>ts to provide exceptional student education programs<strong>for</strong> students ages 3 through 21 who have disabilities orwho are gifted.Florida Department of Education Publications Indexrelated to Exceptional Student Education, EarlyIntervention and School Readiness, Interventionand Prevention, Student Support Services, DropoutPrevention, Juvenile Justice Education.Web: http://www.fldoe.org/ese/pub-home.asp42State Education Agency Rural Representative (ISRD)Exceptional Student Education <strong>Program</strong> Developmentand ServicesBureau of Exceptional Education and Student ServicesFlorida Department of Education325 W. Gaines Street, Suite 601Tallahassee, FL 32399-0400(850) 245-0478State Vocational Rehabilitation AgencyFlorida Division of Vocational RehabilitationDepartment of Education2002 Old St. Augustine Road, Building ATallahassee, FL 32301-4862(850) 245-3399; (800) 451-4327Web: http://www.rehabworks.org/Office of State Coordinator of Vocational Education <strong>for</strong>Students with DisabilitiesDivision of Work<strong>for</strong>ce DevelopmentDepartment of Education, Turlington Building325 W. Gaines Street, Room 701Tallahassee, FL 32399-04001-800-406-5555Web: http://www.fldoe.org/work<strong>for</strong>ceFlorida Guardian Ad Litem <strong>Program</strong>Statewide Guardian ad Litem Office600 South Calhoun StreetSuite 273 BTallahassee, Florida 32399Phone: 850-922-7213Fax: 850-922-7211www.guardianadlitem.orgFlorida Legal Services2425 Torreya DriveTallahassee FL 32303(850) 385-7900www.floridalegal.org
Department of <strong>Child</strong>ren and FamiliesFamily Safety <strong>Program</strong> Office850--8762<strong>Program</strong>s <strong>for</strong> Youth who are Deaf or Hard of HearingDeaf and Hard of Hearing Services andSchool-to-Work TransitionDivision of Vocational RehabilitationDepartment of Education2002 Old St. Augustine Road, Building ATallahassee, FL 32301-4862(850) 245-3353 or (850) 245-3403 (V);(850) 245-3413 or (850) 245-3404 (TTY)<strong>Program</strong>s <strong>for</strong> Youth who are Blindor Visually ImpairedFlorida Division of Blind ServicesDepartment of Education2551 Executive <strong>Center</strong> Circle West, Suite 200Lafayette BuildingTallahassee, FL 32399(850) 245-03001-800-342-1828Web: http://dbs.myflorida.com/State of FloridaDivision of Administrative HearingsThe Desoto Building1230 Apalachee ParkwayTallahassee, Florida 32399-3060(850) 488-9675SUNCOM 278-9675Fax Filing (850) 921-6847Web: http://www.doah.state.fl.us/internet/Florida <strong>Independent</strong> <strong>Living</strong> Council, Inc.1018 Thomasville Road, Suite 100ATallahassee, FL 32303(850) 488-5624 voice/TTY(877) 822-1993 toll free(850) 488-5881 faxState Developmental ServicesAgency <strong>for</strong> Persons With Disabilities4030 Esplanade WaySuite 380Tallahassee, Florida 32399-0950(850) 488-4257toll free: 866-273-2273State Developmental Disabilities Planning CouncilFlorida Developmental Disabilities Council124 Marriott Drive, Suite 203Tallahassee, FL 32301-2981(850) 488-41801-800-580-7801Web: http://www.fddc.org/Mental HealthState Mental Health AgencyMental Health <strong>Program</strong>s OfficeDepartment of <strong>Child</strong>ren and Families1317 Winewood Boulevard, Building 6Tallahassee, FL 32399-0700(850) 488-8304State Mental Health Representative <strong>for</strong> <strong>Child</strong>ren andYouth<strong>Child</strong>ren’s Mental Health <strong>Program</strong>Mental Health <strong>Program</strong>s Office1317 Winewood Boulevard, Building 6, Room 290Tallahassee, FL 32399-0700(850) 488-8304Web: http://www.state.fl.us/cf_web/Assistive TechnologyFlorida Alliance <strong>for</strong> Assistive Services & Technology, Inc.FAAST, Inc.325 John Knox RoadBuilding 400, Suite 402Tallahassee, Florida 32303(850) 487-32781-888-788-9216Web: http://www.faast.org43Transition ResourcesONLINE TRANSITIONSERVICES WEBSITESNational <strong>Center</strong> on Secondary Educationand Transition:http://www.ncset.org/National Clearinghouse of RehabilitationTraining Materials:http://ncrtm.org/National In<strong>for</strong>mation <strong>Center</strong> <strong>for</strong> <strong>Child</strong>renand Youth with Disabilities:http://www.nichcy.orgNational Transition Alliance:http://www.dssc.org/nta/html/index_2.htmNational Transition Institute:www.ed.uiuc.edu/coe/sped/tri/institute.htmlNational Transition Network:http://ici2.umn.edu/ntn/Policy Partnership <strong>for</strong> Implementing IDEA:http://ideapolicy.org/home.htm
Transition ResourcesONLINE TRANSITIONSERVICES WEBSITESPresidential Task Force onEmployment of Adults with Disabilitieshttp://www.workworld.org/ptfead.htmlProject Tech Link-Linking Educatorsand Parents to Transition BestPrac¬tices through ComputerTechnology:http://www.vcu.edu/rrtcweb/techlink/indexSchool to Work Outreach Project:http://ici.umn.edu/schooltoworkSocial Security Red Book:http://www.ssa.gov/work/ResourcesToolkit/redbook.htmlTATRA (Technical Assistance aboutTransition and the Rehabilitation Act)Project:http://www.pacer.org/tatra/tatra.htmTechnical Assistance Alliance <strong>for</strong>Par¬ent <strong>Center</strong>s:http://www.taalliance.org/Ticket to Work:http://www.yourtickettowork.comFlorida Association of RehabilitationFacilities, Inc.2475 Apalachee Parkway, Suite 205Tallahassee, FL 32301-4946(850) 487-1471Web: http://www.respectofflorida.org/Organizations Especially <strong>for</strong> CaregiversParent Training and In<strong>for</strong>mation <strong>Center</strong> (PTI)Family Network on Disabilities of Florida, Inc.2735 Whitney RoadClearwater, FL 33760-1610(727) 523-1130; (800) 825-5736 (In FL only)Web: http://www.fndfl.org/Parent to Parent of FloridaFamily Network on Disabilities of Florida, Inc.2735 Whitney RoadClearwater, FL 33760-1610(727) 523-1130; (800) 825-5736 (In FL only)Web: http://www.fndfl.org/Community Parent Resource <strong>Center</strong>Parent to Parent of Miami, Inc.Community Parent Resource <strong>Center</strong>C/O Sunrise Community7990 SW 117 Ave, Suite 201Miami, FL 33173(305) 271-9797Web: http://www.ptopmiami.org/Parent Teacher Association (PTA)Florida Congress of Parents and Teachers, Inc.1747 Orlando Central ParkwayOrlando, FL 32809-5757(407) 855-7604Web: http://www.floridapta.org/NATIONALFederal Agencies and OrganizationsOffice of Special Education <strong>Program</strong>sOffice of Special Education and Rehabilitative ServicesU.S. Department of Education400 Maryland Ave., S.W.Washington, DC 20202Telephone: (202) 245-74681-800-USA-LEARNWeb: http://www.ed.gov/about/offices/list/osers/index.html?src=mrU.S. Department of EducationOffice <strong>for</strong> Civil RightsCustomer Service Team400 Maryland Avenue SWWashington, D.C. 20202Telephone: 1-800-421-3481FAX: 202-245-6840; TDD: 877-521-2172Email: OCR@ed.govWeb: http://www.ed.gov/about/offices/list/ocr/index.htmlOCR Complaint Process Website: www.ed.gov/about/offices/list/ocr/complaintintro.htmlFamily Policy Compliance OfficeU.S. Department of Education400 Maryland Avenue, SWWashington, D.C. 20202-4605complaints under FERPA or PPRAWeb: http://www.ed.gov/offices/OM/fpco/U.S. Department of JusticeAmericans with Disabilities Act Home Pagewww.usdoj.gov/crt/ada/adahom1.htmU.S. Department of LaborWeb: http://www.dol.gov44
U.S. Rehabilitation Services AdministrationRoom 3329-MES400 Maryland Avenue, S.W.Washington, DC 20202-2551Other Resources and Organizations<strong>Center</strong> <strong>for</strong> Psychiatric RehabilitationBoston University940 Commonwealth Avenue WestBoston, MA 02215p: 617/353-3549 f: 617/353-7700“Handling your Psychiatric Disability in Work and School”Web: http://www.bu.edu/cpr/jobschool/Virginia Commonwealth UniversityBenefits Assistance Resource <strong>Center</strong>1314 West Main StreetRichmond, Virginia 23284-9063Phone: 804-828-1851Fax: 804-828-2193Resources <strong>for</strong> Students, Caregivers, and FacultyWeb: http://www.worksupport.comInstitute on Community IntegrationUniversity of Minnesota102 Pattee Hall, 150 Pillsbury Drive SEMinneapolis MN 55455http://ici.umn.edu/National Transition Network (NTN) provides technicalassistance and evaluation services to strengthen thecapacity of individual states to improve school-to-worktransition policies, programs, and practicesWeb: http://ici2.umn.edu/ntn/Transition Research Institute at IllinoisTRI, at the University of Illinois, is a research andevaluation institute that identifies effective practices andprograms.Web: http://www.ed.uiuc.edu/sped/tri/institute.htmlNational In<strong>for</strong>mation <strong>Center</strong> <strong>for</strong> <strong>Child</strong>ren and Youth withDisabilities (NICHCY)P.O. Box 1492Washington, DC 20013(800) 695-0285 v/tty(202) 884-8441 faxWeb: http://www.nichcy.org/Transition ResourcesONLINE TRANSITIONSERVICES WEBSITESU.S. Administration on DevelopmentalDisabilities:http://www.acf.hhs.gov/programs/adaU.S. Department of Health and HumanServices: http://www.hhs.govU.S. Office of Disability <strong>Program</strong>s:http://www.ssa.gov/disabilityU.S. Office of Employment Support:http://www.ssa.gov/workU.S. Office of Special Education andRehabilitative Services:http://www.ed.gov/about/offices/list/osers/index.html?src=mrU.S. Office of Disability EmploymentPolicyhttp://www.dol.gov/odep/U.S. Rehabilitation Services Administration:http://www.ed.gov/about/offices/list/osers/rsa/index.htmlU.S. Social Security Administration:http://www.ssa.govYouth With Disabilities:http://www.ssa.gov/work/Youth/youth.html45
AcknowledgementsContent, Writing and EditingRobin Rosenberg, Barry Shalinsky,Andrea Moore, April Katine, Victor Panoff,Brian Johnson, Lee Clark andRebecca Travassos-WhiteGraphic Design and ProductionDawn RixTechnical/Production AssistanceKeith CasebonneThe Advocacy <strong>Center</strong> thanks Florida’s <strong>Child</strong>renFirst <strong>for</strong> its collaboration on this important project.Florida’s <strong>Child</strong>ren First thanks: Dawn Rix <strong>for</strong> hertalent and hard work in producing this publication,and Leslie Goller, Melissa Lader-Barnhardt andLinda Siemer <strong>for</strong> their review and editorial advice.This publication and all the work of Florida’s<strong>Child</strong>ren First is made possible by the generoussupport of The Florida Bar Foundation.This booklet was adapted from the Advocacy <strong>Center</strong>’soriginal Transition Publication whose contributors were:Gary Blumenthal, Corey Hinds, Steve Howells, Sheri SmithMargaret Leonard, Ricardo Jimenez, Marjorie Menzel,Victor Panoff, Ann Robinson, Barry Shalinsky, and Sylvia SmithIMPORTANT NOTICE:The Advocacy <strong>Center</strong>, Florida’s <strong>Child</strong>ren First and the Departmentof <strong>Child</strong>ren and Families have used their best ef<strong>for</strong>ts in collecting andpreparing material included in this publication, but do not warrant thatthe in<strong>for</strong>mation herein is complete or accurate, and do not assume,and hereby disclaim, any liability to any person <strong>for</strong> any loss ordamage caused by errors or omissions herein, whether such errors oromissions result from negligence, accident or any other cause.This publication is intended <strong>for</strong> use as a general reference source<strong>for</strong> persons with disabilities and their advocates, and is not meant toprovide legal opinions or advice, and is not a substitute <strong>for</strong> the adviceof counsel.Special Thanks to the Florida Department of<strong>Child</strong>ren and Families <strong>for</strong> underwriting thepublication of this booklet.Florida Work Incentive, Planning andAssistance Organizations (WIPAs):Abilities, Inc. of Florida2735 Whitney RoadClearwater, FL 33758727-538-7370 ext. 365Serving the counties of—Citrus, De Soto, Hardee,Hernando, Highlands, Hillsborough, Levy, Manatee,Pasco, Pinellas, Polk, Sarasota, and Sumter.Brevard Achievement <strong>Center</strong>, Inc.1845 Cogswell StreetRockledge, FL 32955321-632-8610800-467-4486 (Flagler & Volusia Co.)888-310-6525 (Brevard & Indian Co)321-632-8610 TTYWeb: http://www.bacbrevard.com/Serving the counties of—Brevard, Flagler, IndianRiver, Lake, Martin, Okeechobee, Orange, Osceola,Palm Beach, Putnam, Seminole, St. Lucie, and Volusia.<strong>Center</strong> <strong>for</strong> <strong>Independent</strong> <strong>Living</strong> in Central Florida720 N. Denning DriveWinter Park, FL 32789407-623-1070877-891-6448 (Toll Free)407-623-1185 TTY407-623-1390 FAXWeb: http://www.cilorlando.org/Serving the counties of—Broward, Charlotte, Collier,Glades, Hendry, Lee, Miami-Dade, and Monroe.46Goodwill Industries of North Florida, Inc.4527 Lenox AvenueJacksonville, FL 32205352-335-1311877-346-3349 (Toll Free)http://www.goodwilljax.org/Serving the counties of—Alachua, Bay, Brad<strong>for</strong>d, Calhoun,Columbia, Dixie, Escambia, Franklin, Gilchrist,Gulf, Holmes, Lafayette, Liberty, Marion, Okaloosa,Santa Rosa, Suwannee, Taylor, Union, Walton, andWashington.<strong>Independent</strong> <strong>Living</strong> Resource <strong>Center</strong> of NE FloridaOpportunity Development Inc.2709 Art Museum DriveJacksonville, FL 32207904-399-8484Serving the counties of—Baker, Clay, Duval, Gadsden,Hamilton, Jackson, Jefferson, Leon, Madison, Nassau,Wakulla, and St. John’s.
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This <strong>Independent</strong> <strong>Living</strong> Notebook was produced by Florida’s <strong>Center</strong> <strong>for</strong> theAdvancement of <strong>Child</strong> <strong>Welfare</strong> Practice at the University of South Florida <strong>for</strong>the Florida Department of <strong>Child</strong>ren and FamiliesDecember 2010
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