Independent Living Program - Florida's Center for Child Welfare

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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 for 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 Programs.
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 for life skills instruction. They help with knowing, understanding,and applying life skills. The Learning Goals represent overall goals for instruction. Expectations describe what the person should beable to do after instruction takes place. Increases in ACLSA scores before and after instruction show the amount of learning forindividuals 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 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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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
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Outcomes From Circuit One• Improv
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Engaging Families in Achieving Perm
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Chapter 18Normalcy
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The Teen Plan must be specific, ind
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Page 291 and 292: Life Skills GuidebookContributors:D
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Page 295 and 296: Table of ContentsIntroduction Page
Page 297 and 298: IntroductionThe Life Skills Guidebo
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Page 309 and 310: ExpectationsExpectations describe w
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Page 327 and 328: EMPLOYMENTLearning Goals Expectatio
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Page 337 and 338: INTERPERSONAL COMMUNCATIONLearning
Page 339 and 340: INTERPERSONAL COMMUNCATIONLearning
Page 341 and 342: RELATIONSHIPSLearning Goals Expecta
Page 343 and 344: RELATIONSHIPSLearning Goals Expecta
Page 345 and 346: NUTRITIONLearning Goals Expectation
Page 347 and 348: MENU PLANNINGLearning Goals Expecta
Page 349 and 350: GROCERY SHOPPINGLearning Goals Expe
Page 351 and 352: MEAL PREPARATIONLearning Goals Expe
Page 353 and 354: DININGLearning Goals Expectations A
Page 355 and 356: HOME MANAGEMENTLearning Goals Expec
Page 357 and 358: HOME MANAGEMENTLearning Goals Expec
Page 359 and 360: 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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