Independent Living Program - Florida's Center for Child Welfare

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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 Living•• 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 Programs 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 foradolescents 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 for 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 for low income youth and for youth targeted from younger ages, for example, those under age18. Furthermore, specific intervention strategies, such as mentoring, case management, and providingchild care for 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 for this age group.WHAT WORKSTo identify programs that work and identify the features of programs that contribute to success, we havesynthesized findings from the Child Trends database of experimental intent-to-treat evaluations of socialinterventions for 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. Therefore,few themes were pervasive within each of the outcome areas (i.e., education, career, substance use, and
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2010IndependentLiving ProgramA Guid
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Chapter 11Florida Statutes
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Statutes & Constitution :View Statu
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FloridaChapter 12AdministrativeCode
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anytime prior to the young adult’
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until such time as HSn can capture
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the day of the month recipient turn
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unless the youth provides written p
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d. At the end of each semester the
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(g) Federal Income: The services wo
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Pell Grant received. Calculate the
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amount is deducted from the Living
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notices shall provide the day prior
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the young adult requests such a mee
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arranged by the department or its c
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As part of the Fair Hearing process
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You are eligible to receive funds b
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whose name is_____________________
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shall be to provide as many service
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FormsForms are available online at:
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A Guide toImprove Educational Oppor
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when the youth is removed from a ho
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H. DCF and DOE: Share the Sunshine
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D. DCF: Minimize absences for court
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Goal 7: Youth have an adult who is
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E. DCF and DOE: Examine as promisin
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B. DCF and DOE: Share results of as
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Confronting the Youth Demographic C
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F610063. GeneralThe Parties acknowl
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F61006j. The provisions of Section.
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F61006a. DCF shall incorporate an e
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F61006available at each Regional Wo
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F61006l. DCF shall provide access t
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F61006been so referred, the DCF per
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F61006c. Provision of specially des
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F61006d. APD designee shall be the
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F61006j. Governing Law. This Agreem
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F61006AGENCY FOR PERSONS WITH DISAB
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Knowledge Base - traindcfpubCenter
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Youth ResourceChapter 15Guides
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Knowledge Base - HomeCenter Home Si
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Florida RESOURCESwww.floridaschildr
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Your Rightsin Shelter orFoster Care
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Where do Your Rights Come From?Ther
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You have a right to:• Know Your R
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What you can expect from DCF:SERVIC
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What you can expect from DCF:PERMAN
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My Services Worker’s Name & Phone
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Excerpts from Dependency Practice M
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Child must be provided information
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Behavior - no irresponsible behavio
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ooAssist in developing a plan for f
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ooooohigh school participation choi
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o See educational guidelines and wo
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Child shall be notified in writing
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o Child’s school informationo Chi
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Statutory References to Participati
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including, when appropriate, the ch
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Statutory References to Participati
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FAQFrequently Asked QuestionsFor Fo
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3FREQUENTLY ASKED QUESTIONSFOR FOST
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11FREQUENTLY ASKED QUESTIONSFOR FOS
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Setting the Context for the Academy
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Race of All Children in Foster Care
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Median age, age at removal, length
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All Children in Out of Home Care: C
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Permanency Goal(N=18,157)Number ofC
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Comparison of Current Placements fo
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Number of Placement Changes for Cur
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Stabilizing Placements for Children
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Florida’s Children• 29,312 tota
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Additional Data CollectionShould In
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Resource FamilyRefers to foster and
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Engagement• How do we welcome res
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Concurrent Planning• Kinship plac
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Riding the EmotionalRoller Coaster
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Foster Care Lessons LearnedChild-ce
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Foster Care Lessons LearnedDevelopm
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Diligent Search for Fathers & Kin
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Family Team Meetings• Placement S
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Lack ofPartnership/Relationship asE
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DevelopingPartnerships• A simple
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Involving Birth & ResourceParents i
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Preparing Resource Parents for Pote
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Page 230 and 231: What Do Resource Parents WantBirth
Page 232 and 233: Supporting Resource Parents-Respect
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Page 236 and 237: Supporting Resource FamiliesEmotion
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Page 240 and 241: Support & Prepare Resource Parents
Page 242 and 243: Additional services identified as n
Page 244 and 245: Outcomes From Circuit One• Improv
Page 247 and 248: Engaging Families in Achieving Perm
Page 249 and 250: Chapter 18Normalcy
Page 251: The Teen Plan must be specific, ind
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Page 279 and 280: For Education• Programs that were
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Page 291 and 292: Life Skills GuidebookContributors:D
Page 293 and 294: Many focus groups created and edite
Page 295 and 296: Table of ContentsIntroduction Page
Page 297 and 298: IntroductionThe Life Skills Guidebo
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Page 301 and 302: • Work & Study Skills addresses s
Page 303 and 304: Americans, authors Long, Gillette,
Page 305 and 306: multiple losses, such as the loss o
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Page 309 and 310: ExpectationsExpectations describe w
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Page 313 and 314: Chapter 2. Using the Life Skills Gu
Page 315 and 316: Step 3: Select and click on a skill
Page 317 and 318: Exhibit 5. Group Life Skills Learni
Page 319 and 320: Exhibit 6. Individual Life Skills L
Page 321 and 322: A Future Near Me/ The Path Before M
Page 323 and 324: Oops! The Manners Guide for Girls (
Page 325 and 326: 3. Is able to develop acareer plan.
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EMPLOYMENTLearning Goals Expectatio
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Communication DomainPERSONAL DEVELO
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Social Skills Activities for Childr
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h. Demonstrate how to effectively t
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INTERPERSONAL COMMUNCATIONLearning
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INTERPERSONAL COMMUNCATIONLearning
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RELATIONSHIPSLearning Goals Expecta
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NUTRITIONLearning Goals Expectation
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MENU PLANNINGLearning Goals Expecta
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GROCERY SHOPPINGLearning Goals Expe
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MEAL PREPARATIONLearning Goals Expe
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DININGLearning Goals Expectations A
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HOME MANAGEMENTLearning Goals Expec
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HOME MANAGEMENTLearning Goals Expec
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HOME SAFETYLearning Goals Expectati
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HOME SAFETYLearning Goals Expectati
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SAVINGLearning Goals Expectations A
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CONSUMINGLearning Goals Expectation
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LEGAL ISSUESLearning goals Expectat
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3. Can care for clothingwith superv
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Housing and Money Management Domain
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HOUSINGLearning Goals Expectations
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HOUSINGLearning Goals Expectations
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TRANSPORTATIONLearning Goals Expect
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BELIEFS ABOUT MONEYLearning Goals E
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SAVINGLearning Goals Expectations A
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BANKING AND CREDITLearning Goals Ex
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BUDGETING/SPENDING PLANLearning Goa
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WORK GOALSLearning Goals Expectatio
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PERSONAL HYGIENELearning Goals Expe
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HEALTHLearning Goals Expectations A
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HEALTHLearning Goals Expectations A
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ALCOHOL, DRUGS, AND TOBACCOLearning
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SEXUALITYLearning Goals Expectation
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PERSONAL DEVELOPMENTLearning Goals
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PERSONAL DEVELOPMENTLearning Goals
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CULTURAL AWARENESSLearning Goals Ex
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INTERPERSONAL COMMUNICATIONLearning
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WORK GOALSLearning Goals Expectatio
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DECISION MAKINGLearning Goals Expec
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STUDY SKILLSLearning Goals Expectat
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STUDY SKILLSLearning Goals Expectat
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Work Life DomainLearning Goals Expe
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Learning Goals Expectations Activit
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Learning Goals Expectations Activit
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ecome reality. Without questions ab
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A good method for developing master
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. Consistently uses “I messages
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Banking and Credita. Maintains a ba
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Savinga. Successfully uses a long-t
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Relationshipsa. Demonstrates the ab
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d. Consistently demonstrates behavi
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Appendix A: Descriptions of Resourc
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FreeI Can Do It! A Micropedia of Li
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Life Skills Activities for Secondar
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The New Making It On Your OwnThis y
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The Teenage Human Body: Operators M
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Pasadena, CA 91107www.frostig.orgFr
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YO! Activity and Skill Cards for Yo
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Internal Revenue Service - Retrieve
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Quintessential Careers- Finding job
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Appendix B: Activity WorksheetActiv
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Exhibit C.1. Life Skills Learning C
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Appendix D. Running A GroupA succes
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Life Skills Learning PlanCareer Pla
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Life Skills Learning PlanActivity 4
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2-1-1 Call Center Search2-1-1Inform
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DevelopmentalChapter 20Disabilities
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Master TrustFlorida Adminstrative C
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Transition Planning for Youth With
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C. Review & Planning1. Assessment r
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5. (Job title) is responsible for m
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The Passagefrom Youthto AdulthoodYo
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To students withdisabilities andthe
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All children - whether or notthey h
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Work Related• career, trade or pr
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A surrogate parent can be appointed
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TIEPBy age 16 IDEA requires a stude
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independent living skills as identi
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TIEP, the Transition Plan -or the T
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School Based Plans:The school has p
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As you go through transition, it’
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equest a speech assessment. Then, i
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There is a legal presumption that a
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Independent Living Benefits:Most fo
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Guardian Advocate (Developmental Di
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Living Expenses:Road To Independenc
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Top 10 Transition Tips to Access an
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Florida has two VR agencies, the Di
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Will VR Help Build ACareer Or Just
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How to Get the Most out of Adulthoo
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A major source of financing for ass
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What is a Social SecurityRepresenta
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nature and severity of the disabili
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Department of Children and Families
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U.S. Rehabilitation Services Admini
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NotesUse this page tonote important
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