Independent Living Program - Florida's Center for Child Welfare

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F61006l. DCF shall provide access to DOE to its Florida Safe FamiliesNetwork (FSFN) case management system to obtain information aboutchildren known to the department, consistent with the FamilyEducational Rights and Privacy Act (FERPA) as determined in thestate level protocol for DOE FSFN Access, under s. 39.0016 (2) (a),F.S.8. Educational Stabilization.In order to facilitate the school attendance necessary for academicachievement, the Parties will explore methods of encouraging promptenrollment, continuation of youth in the school of origin whenever safe andfeasible, and regular attendance within their respective systems. Specificallybut not exclusively, the Parties will discourage practices that remove youthfrom school to attend appointments and dependency court dates, and nonemergencychanges of placement during a school quarter or semester. DOEand DCF shall take the following steps to support school stability for youthwho experience a change in out-of-home placement:a. Promote program initiatives to facilitate the effective and efficientdelivery of education and related services to eligible youth placed inlicensed shelter care, foster care and other out-of-home settings;b. Promote the placement of youth in shelter care and foster carehomes within or closest to their home school boundaries to facilitatestabilization of school placements;c. Promote the continuity of school placement for youth who are in anout-of-home placement when they move to a placement in a newschool zone, including procedures that allow requests for schoolreassignment and transportation when appropriate;d. Promote the provision of transportation for youth living in an out-ofhomeplacement when it is in the best interest of the youth to attend aschool not within the approved school assigned boundaries of the outof-homeplacement location;e. Promote recognition of the authority of foster parents to enroll inschool the youth who are in their care; andf. Identify and recommend the removal of any statutory oradministrative rule, policy or practice that creates a barrier to promptand continuous enrollment in an appropriate school or program foryouth.7-13-09 10
F61006g. Promote the practice of changing schools during vacations or otherlogical breaks to minimize disruption of educational services.9. Transportation.The designated Parties below agree to promote the availability oftransportation resources for youth who are in out-of-home care to ensure thatthey can access education, job training and employment services, as follows:a. DCF and DOE will explore the use of funding provided by theMcKinneyVento Act for youth in emergency shelter care;b. DCF shall explore transportation options including the use of TitleIV E funding to support such options as the purchase of public bussystem passes;c. DCF and DOE shall explore the funding of transportation andassess the availability of federal, charitable, or grant funding for suchtransportation; andd. DCF or its Community Based Care providers shall retain theresponsibility to coordinate temporary transportation for youth to andfrom school during the time that transportation by the school system isbeing arranged.10. Dependency Case Planning.The Parties agree that all case plans relating to a youth should becoordinated.a. The Parties shall promote the involvement of school district, APDand DJJ, when appropriate, and Regional Workforce Board personnelin the DCF dependency case planning process, as necessary, toeffectively address educational, developmental or other disabilities, jobtraining and employment issues regarding the youth. DCF shall notifythe District School Board Liaison and the Regional APD FCE and DJJLiaisons, when appropriate, of DCF case planning for a youth, both atthe time of plan development and plan review. Within the plandevelopment or review process, the school district may be asked toprovide relevant educational information regarding the youth. DCFshall provide this notification to the Regional Workforce Board FCELiaison when there is documentation in the DCF case file of a youth’sinvolvement in Workforce services. DCF shall provide notice to APDwhen a youth has been deemed eligible for APD services, whether heor she is receiving services or is on a wait list. Further if there is reasonto believe the youth needs to be referred for APD services and has not7-13-09 11
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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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Page 19 and 20: (g) Federal Income: The services wo
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Page 23 and 24: amount is deducted from the Living
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Page 27 and 28: the young adult requests such a mee
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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:
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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
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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.
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Page 76 and 77: F61006j. Governing Law. This Agreem
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Page 80 and 81: Knowledge Base - traindcfpubCenter
Page 117 and 118: 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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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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Independent Living Program - Florida's Center for Child Welfare

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