Independent Living Program - Florida's Center for Child Welfare

More documents

Recommendations

Info

Social Skills Activities for Children, Apologizing and Acceptingthe Blame, p. 308-309.Social Skills Activities for Children, Respecting Adults at Homeand in the Community, p. 318-319.Social Skills Activities for Children, Including Others, p. 338-339.Social Skills Activities for Children, Saying Thank You, p. 345-346.Social Skills Activities for Children, Excuse Me, p. 363-364.Social Skills Activities for Children, Impolite Noises, p. 360-362.Social Skills Activities for Children, Answering QuestionsAppropriately, p. 391-392.Social Skills Activities for Children, RSVP, p. 402-403.Social Skills Activities for Children, Golden Rule, p. 404-405.Social Skills for Secondary, Worksheet 46, Respecting Others asIndividuals, p. 222.Social Skills for 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 Programs.
PERSONAL DEVELOPMENTLearning Goals Expectations Activities4. Can describe everydayetiquette.a. Tell when it is good manners to open the doorfor another person.b. Tell when it is good manners to give up yourseat for another person.c. Give examples of appropriate words to showdispleasure or excitement as an alternative tocrude comments.d. Describe the difference between gossip andsharing information.e. Describe at least five situations in which youwould express thankfulness.Life Skills Activities for Children, Being Courteous, p. 328-329.Life Skills Activities for Children, 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 for Children, Opening Doors forOthers, p. 381-383.Social Skills Activities for Children, Giving Up Your Seat, p.384-386.f. Role play saying thank you with anotherperson.Social Skills Activities for Children, Public Phones, p. 387-388.g. Demonstrate manners for using a publicphone.Social Skills Activities for Children, Using Good Language, p.394-396.Social Skills Activities for Children, Gossip, p. 389-391.Social Skills Activities for Children, 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 for Children, Vandalism & Pranks, p.340-341.PAYA, Module 2, Safety Skills, p. 87-93.Social Skills Activities for Children, Laughing When SomeoneGets in Trouble, p. 182-184.Social Skills Activities for Children, Don’t Badmouth, p. 217-218.Social Skills Activities for Children, Not Hurting Feelings ofOthers, p. 260-261.Social Skills Activities for Children, Vandalism & Pranks, p.340-342.Social Skills for Secondary, Worksheet 61, Having Respect forthe Property of Others, p. 243.Social Skills for Secondary, Worksheet 63, RespectingCommunity Authority Figures, p. 243.Life Skills Guidebook 127©2004 by Casey Family Programs.
Page 1 and 2:
2010IndependentLiving ProgramA Guid
Page 3 and 4:
Chapter 11Florida Statutes
Page 5 and 6:
Statutes & Constitution :View Statu
Page 7 and 8:
FloridaChapter 12AdministrativeCode
Page 9 and 10:
anytime prior to the young adult’
Page 11 and 12:
until such time as HSn can capture
Page 13 and 14:
the day of the month recipient turn
Page 15 and 16:
unless the youth provides written p
Page 17 and 18:
d. At the end of each semester the
Page 19 and 20:
(g) Federal Income: The services wo
Page 21 and 22:
Pell Grant received. Calculate the
Page 23 and 24:
amount is deducted from the Living
Page 25 and 26:
notices shall provide the day prior
Page 27 and 28:
the young adult requests such a mee
Page 29 and 30:
arranged by the department or its c
Page 32 and 33:
As part of the Fair Hearing process
Page 34 and 35:
You are eligible to receive funds b
Page 36 and 37:
whose name is_____________________
Page 38 and 39:
shall be to provide as many service
Page 40 and 41:
FormsForms are available online at:
Page 42 and 43:
This page intentionally left blank
Page 44 and 45:
A Guide toImprove Educational Oppor
Page 46 and 47:
when the youth is removed from a ho
Page 48 and 49:
H. DCF and DOE: Share the Sunshine
Page 50 and 51:
D. DCF: Minimize absences for court
Page 52 and 53:
Goal 7: Youth have an adult who is
Page 54 and 55:
E. DCF and DOE: Examine as promisin
Page 56 and 57:
B. DCF and DOE: Share results of as
Page 58 and 59:
Confronting the Youth Demographic C
Page 60 and 61:
F610063. GeneralThe Parties acknowl
Page 62 and 63:
F61006j. The provisions of Section.
Page 64 and 65:
F61006a. DCF shall incorporate an e
Page 66 and 67:
F61006available at each Regional Wo
Page 68 and 69:
F61006l. DCF shall provide access t
Page 70 and 71:
F61006been so referred, the DCF per
Page 72 and 73:
F61006c. Provision of specially des
Page 74 and 75:
F61006d. APD designee shall be the
Page 76 and 77:
F61006j. Governing Law. This Agreem
Page 78 and 79:
F61006AGENCY FOR PERSONS WITH DISAB
Page 80 and 81:
Knowledge Base - traindcfpubCenter
Page 117 and 118:
Youth ResourceChapter 15Guides
Page 119 and 120:
Knowledge Base - HomeCenter Home Si
Page 121 and 122:
Florida RESOURCESwww.floridaschildr
Page 123 and 124:
Your Rightsin Shelter orFoster Care
Page 128 and 129:
Where do Your Rights Come From?Ther
Page 130 and 131:
You have a right to:• Know Your R
Page 132 and 133:
What you can expect from DCF:SERVIC
Page 134 and 135:
What you can expect from DCF:PERMAN
Page 136 and 137:
My Services Worker’s Name & Phone
Page 138 and 139:
Page 140 and 141:
Excerpts from Dependency Practice M
Page 142 and 143:
Child must be provided information
Page 144 and 145:
Behavior - no irresponsible behavio
Page 146 and 147:
ooAssist in developing a plan for f
Page 148 and 149:
ooooohigh school participation choi
Page 150 and 151:
o See educational guidelines and wo
Page 152 and 153:
Child shall be notified in writing
Page 154 and 155:
o Child’s school informationo Chi
Page 156 and 157:
Statutory References to Participati
Page 158 and 159:
including, when appropriate, the ch
Page 160 and 161:
Statutory References to Participati
Page 162 and 163:
FAQFrequently Asked QuestionsFor Fo
Page 164 and 165:
3FREQUENTLY ASKED QUESTIONSFOR FOST
Page 166 and 167:
Page 168 and 169:
Page 170 and 171:
Page 172 and 173:
11FREQUENTLY ASKED QUESTIONSFOR FOS
Page 174 and 175:
Page 176 and 177:
Page 178 and 179:
Page 180 and 181:
Page 182 and 183:
Setting the Context for the Academy
Page 184 and 185:
Race of All Children in Foster Care
Page 186 and 187:
Median age, age at removal, length
Page 188 and 189:
All Children in Out of Home Care: C
Page 190 and 191:
Permanency Goal(N=18,157)Number ofC
Page 192 and 193:
Comparison of Current Placements fo
Page 194 and 195:
Number of Placement Changes for Cur
Page 196 and 197:
Stabilizing Placements for Children
Page 198 and 199:
Florida’s Children• 29,312 tota
Page 200 and 201:
Additional Data CollectionShould In
Page 202 and 203:
Resource FamilyRefers to foster and
Page 204 and 205:
Engagement• How do we welcome res
Page 206 and 207:
Concurrent Planning• Kinship plac
Page 208 and 209:
Riding the EmotionalRoller Coaster
Page 210 and 211:
Foster Care Lessons LearnedChild-ce
Page 212 and 213:
Foster Care Lessons LearnedDevelopm
Page 214 and 215:
Diligent Search for Fathers & Kin
Page 216 and 217:
Family Team Meetings• Placement S
Page 218 and 219:
Lack ofPartnership/Relationship asE
Page 220 and 221:
DevelopingPartnerships• A simple
Page 222 and 223:
Involving Birth & ResourceParents i
Page 224 and 225:
Preparing Resource Parents for Pote
Page 226 and 227:
Page 228 and 229:
Page 230 and 231:
What Do Resource Parents WantBirth
Page 232 and 233:
Supporting Resource Parents-Respect
Page 234 and 235:
Supporting Resource Parents-Hot Lin
Page 236 and 237:
Supporting Resource FamiliesEmotion
Page 238 and 239:
Supporting Resource Parents as Faci
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
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
Page 281 and 282:
manner; however, few were highly su
Page 283 and 284:
‣ Reproductive Health: one out of
Page 285 and 286:
OUTCOME AREA NOT PROVEN TO WORK MIX
Page 287 and 288:
Page 289 and 290:
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
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
Page 333 and 334:
Social Skills Activities for Childr
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
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
Page 361 and 362:
HOME SAFETYLearning Goals Expectati
Page 363 and 364:
SAVINGLearning Goals Expectations A
Page 365 and 366: CONSUMINGLearning Goals Expectation
Page 369 and 370: LEGAL ISSUESLearning goals Expectat
Page 371 and 372: 3. Can care for clothingwith superv
Page 373 and 374: Housing and Money Management Domain
Page 375 and 376: HOUSINGLearning Goals Expectations
Page 377 and 378: HOUSINGLearning Goals Expectations
Page 379 and 380: TRANSPORTATIONLearning Goals Expect
Page 381 and 382: BELIEFS ABOUT MONEYLearning Goals E
Page 383 and 384: SAVINGLearning Goals Expectations A
Page 385 and 386: BANKING AND CREDITLearning Goals Ex
Page 391 and 392: BUDGETING/SPENDING PLANLearning Goa
Page 397 and 398: WORK GOALSLearning Goals Expectatio
Page 399 and 400: PERSONAL HYGIENELearning Goals Expe
Page 401 and 402: HEALTHLearning Goals Expectations A
Page 403 and 404: HEALTHLearning Goals Expectations A
Page 405 and 406: ALCOHOL, DRUGS, AND TOBACCOLearning
Page 407 and 408: SEXUALITYLearning Goals Expectation
Page 409 and 410: RELATIONSHIPSLearning Goals Expecta
Page 415: PERSONAL DEVELOPMENTLearning Goals
Page 419 and 420: CULTURAL AWARENESSLearning Goals Ex
Page 421 and 422: INTERPERSONAL COMMUNICATIONLearning
Page 431 and 432: WORK GOALSLearning Goals Expectatio
Page 433 and 434: EMPLOYMENTLearning Goals Expectatio
Page 435 and 436: DECISION MAKINGLearning Goals Expec
Page 437 and 438: STUDY SKILLSLearning Goals Expectat
Page 439 and 440: STUDY SKILLSLearning Goals Expectat
Page 441 and 442: Work Life DomainLearning Goals Expe
Page 443 and 444: Learning Goals Expectations Activit
Page 445 and 446: Learning Goals Expectations Activit
Page 447 and 448: ecome reality. Without questions ab
Page 449 and 450: A good method for developing master
Page 451 and 452: . Consistently uses “I messages
Page 453 and 454: Banking and Credita. Maintains a ba
Page 455 and 456: Savinga. Successfully uses a long-t
Page 457 and 458: Relationshipsa. Demonstrates the ab
Page 459 and 460: d. Consistently demonstrates behavi
Page 461 and 462: Appendix A: Descriptions of Resourc
Page 463 and 464: FreeI Can Do It! A Micropedia of Li
Page 465 and 466: Life Skills Activities for Secondar
Page 467 and 468:
The New Making It On Your OwnThis y
Page 469 and 470:
The Teenage Human Body: Operators M
Page 471 and 472:
Pasadena, CA 91107www.frostig.orgFr
Page 473 and 474:
YO! Activity and Skill Cards for Yo
Page 475 and 476:
Internal Revenue Service - Retrieve
Page 477 and 478:
Quintessential Careers- Finding job
Page 479 and 480:
Appendix B: Activity WorksheetActiv
Page 481 and 482:
Exhibit C.1. Life Skills Learning C
Page 483 and 484:
Appendix D. Running A GroupA succes
Page 485 and 486:
Life Skills Learning PlanCareer Pla
Page 487 and 488:
Life Skills Learning PlanActivity 4
Page 489 and 490:
2-1-1 Call Center Search2-1-1Inform
Page 491 and 492:
DevelopmentalChapter 20Disabilities
Page 493 and 494:
Master TrustFlorida Adminstrative C
Page 495 and 496:
Transition Planning for Youth With
Page 497 and 498:
C. Review & Planning1. Assessment r
Page 499 and 500:
5. (Job title) is responsible for m
Page 501 and 502:
The Passagefrom Youthto AdulthoodYo
Page 503 and 504:
To students withdisabilities andthe
Page 505 and 506:
All children - whether or notthey h
Page 507 and 508:
Work Related• career, trade or pr
Page 509 and 510:
A surrogate parent can be appointed
Page 511 and 512:
TIEPBy age 16 IDEA requires a stude
Page 513 and 514:
independent living skills as identi
Page 515 and 516:
TIEP, the Transition Plan -or the T
Page 517 and 518:
School Based Plans:The school has p
Page 519 and 520:
As you go through transition, it’
Page 521 and 522:
equest a speech assessment. Then, i
Page 523 and 524:
There is a legal presumption that a
Page 525 and 526:
Independent Living Benefits:Most fo
Page 527 and 528:
Guardian Advocate (Developmental Di
Page 529 and 530:
Living Expenses:Road To Independenc
Page 531 and 532:
Top 10 Transition Tips to Access an
Page 533 and 534:
Florida has two VR agencies, the Di
Page 535 and 536:
Will VR Help Build ACareer Or Just
Page 537 and 538:
How to Get the Most out of Adulthoo
Page 539 and 540:
A major source of financing for ass
Page 541 and 542:
What is a Social SecurityRepresenta
Page 543 and 544:
nature and severity of the disabili
Page 545 and 546:
Department of Children and Families
Page 547 and 548:
U.S. Rehabilitation Services Admini
Page 549 and 550:
NotesUse this page tonote important
Page 551 and 552:
show all

Independent Living Program - Florida's Center for Child Welfare

Create successful ePaper yourself

Delete template?

Save as template?