Independent Living Program - Florida's Center for Child Welfare

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Philadelphia, Pennsylvania focus group participants: Cleopatra Anderson-Wright, Adolescent Initiative Program; Richard Bagley,Delaware County Children and Youth; Sherry Boddle, Foster Parent; David Derbes, Pennsylvania Department of Public Welfare;Tracey Eisenreich, Valley Youth House; Samuel Harrison, Adolescent Initiative Program; Christian Hobson, Tabor AIP/SIL;Charlene Howard, Temple University; Joe Iski, Tabor AIP/SIL; Cleo Jeanette Beaver, Learning Center; Annette Johns, CatholicSocial Services; Delores Smith, United States Department of Health and Human Services, Administration for Children and Families;Sylvia Webster, Mayor’s Office of Community Services.Life Skills Guidebook 4©2004 by Casey Family Programs.
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 Living 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 Programs.
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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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This page intentionally left blank
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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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What Do Resource Parents WantBirth
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Supporting Resource Parents-Respect
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Supporting Resource Parents-Hot Lin
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Supporting Resource FamiliesEmotion
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Supporting Resource Parents as Faci
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Support & Prepare Resource Parents
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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
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Page 275 and 276: Chapter 19Life Skills
Page 277 and 278: Publication #2010-05 4301 Connectic
Page 279 and 280: For Education• Programs that were
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Page 285 and 286: OUTCOME AREA NOT PROVEN TO WORK MIX
Page 291 and 292: Life Skills GuidebookContributors:D
Page 293: Many focus groups created and edite
Page 297 and 298: IntroductionThe Life Skills Guidebo
Page 299 and 300: Care Independence Act of 1999 requi
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
Page 307 and 308: are also listed together to encoura
Page 309 and 310: ExpectationsExpectations describe w
Page 311 and 312: small group discussions, music, and
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.
Page 327 and 328: EMPLOYMENTLearning Goals Expectatio
Page 329 and 330: EMPLOYMENTLearning Goals Expectatio
Page 331 and 332: Communication DomainPERSONAL DEVELO
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Page 335 and 336: h. Demonstrate how to effectively t
Page 337 and 338: INTERPERSONAL COMMUNCATIONLearning
Page 339 and 340: INTERPERSONAL COMMUNCATIONLearning
Page 341 and 342: 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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RELATIONSHIPSLearning Goals Expecta
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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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EMPLOYMENTLearning 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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Independent Living Program - Florida's Center for Child Welfare

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