Independent Living Program - Florida's Center for Child Welfare

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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 toolsfor 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 for $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 for group work, but can be modified for work one on one.Available From:National Resource Center for 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 for their lives and successfully complete college education.It covers decision-making, money management, financial aid, and planning for 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 Programs.
FreeI Can Do It! A Micropedia of Living 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 Center for 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 for youth ages 12 and older focusing on all aspects of money management. Developed specifically for 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 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
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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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Chapter 19Life Skills
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Publication #2010-05 4301 Connectic
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For Education• Programs that were
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manner; however, few were highly su
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‣ Reproductive Health: one out of
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OUTCOME AREA NOT PROVEN TO WORK MIX
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Life Skills GuidebookContributors:D
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Many focus groups created and edite
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Table of ContentsIntroduction Page
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IntroductionThe Life Skills Guidebo
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Care Independence Act of 1999 requi
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• Work & Study Skills addresses s
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Americans, authors Long, Gillette,
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multiple losses, such as the loss o
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are also listed together to encoura
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ExpectationsExpectations describe w
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small group discussions, music, and
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Chapter 2. Using the Life Skills Gu
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Step 3: Select and click on a skill
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Exhibit 5. Group Life Skills Learni
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Exhibit 6. Individual Life Skills L
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A Future Near Me/ The Path Before M
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Oops! The Manners Guide for Girls (
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3. Is able to develop acareer plan.
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EMPLOYMENTLearning Goals Expectatio
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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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Page 411 and 412: RELATIONSHIPSLearning Goals Expecta
Page 415 and 416: PERSONAL DEVELOPMENTLearning Goals
Page 417 and 418: 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
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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
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Page 461: Appendix A: Descriptions of Resourc
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
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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
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Page 507 and 508: Work Related• career, trade or pr
Page 509 and 510: A surrogate parent can be appointed
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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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