Fostering Connections
After 18
After 18 and Young Adults with Disabilities
Trainer’s Guide
Version 1.0 | December 6, 2012
After 18 and Young Adults with Disabilities v1.0, December 6, 2012
Trainer Guide
TRAINER’S GUIDE
Training Tips, Activities, & Transfer of Learning (TOL) Exercises
Table of Contents
Segment
Page
Introduction ....................................................................................................................... 3
Background ........................................................................................................................ 4
Learning Objectives .......................................................................................................... 10
Suggested Lesson Plan ..................................................................................................... 13
Welcome and Course Overview ....................................................................................... 15
Youth with Disabilities in Out of Home Care ................................................................... 16
Extended Care Partnerships ............................................................................................. 22
Working with Young Adults with Disabilities ..................................................................37
Transition for Young Adults with Disabilities ................................................................. 43
Planning Transition with Young Adults with Disabilities ............................................... 60
Bibliography ..................................................................................................................... 65
This curriculum was developed by Paul Gibson for the Bay Area Academy.
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Introduction
The purpose of this training is to provide theoretical and practical information about best
practices approaches to working with older adolescents and young adults transitioning from
congregate care in the context of the newly developed program of AB12 Extended Foster
Care.
These materials were developed by Paul Gibson for the Bay Area Academy. The information
included in this curriculum was reviewed and approved by the AB12 Youth Engagement,
Training and Informing Focus Area Team. The materials are intended for public use, to be
distributed widely and at no cost, providing that proper citation is noted. Sections of the
training may also be used and modified for specific audiences. Please note that any
modifications of the factual information within the curriculum may result in provision of
incorrect information to training participants. If you have questions or concerns about the
content, please contact Melissa Connelly (mconnelly@berkeley.edu).
The Trainer’s Guide includes segments and activities with descriptions so that trainers can
use the full curriculum as it is written or use individual segments and activities to best meet
the needs of their audiences. These learning points are covered in more detail in the
Trainer’s Guide.
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Background
In 2011, approximately 4,500 youth aged out of foster care in California, transitioning out of
care at age 18, and in some cases age 19. Unfortunately, foster youth are often ill-equipped
to handle the realities of adult life at such a young age. Foster youth who have aged out of
the system without permanency are more likely to be underemployed, experience poverty,
have unplanned pregnancies, and experience the adult criminal system.
The federal Fostering Connections to Success and Increasing Adoptions Act of 2008 made
extensive policy and program changes to improve the well‐being and outcomes for children
in the foster care system, including changes related to the extension of federal funding for
foster care services for non‐minors from ages 18‐21 -if they meet certain participation criteria.
Participation by states is optional.
California chose to participate in the optional federal program and enacted Assembly Bill 12
(“AB 12”) in 2010, taking a phased-in approach to extend care to ages 19 and 20, and
eventually 21 with additional legislation. AB 12 was authored by Assembly Member Jim Beall,
Jr. and Speaker‐Emeritus Karen Bass, and is also known as the California Fostering
Connections to Success Act. AB 12 was signed into law by former Governor Arnold
Schwarzenegger on September 30, 2010.
AB 12 was amended by Assembly Bill 212 in 2011, and further amended by AB 1712 in 2012 to
continue the extension of care. AB 212 was signed by Governor Jerry Brown on October 4,
2011 as an urgency measure (meaning its provisions took immediate effect). AB 1712 was
signed on September 30, 2012; its provisions take effect January 1, 2013 (aside from any
provisions requiring federal approval).
Beginning January 1, 2012, foster youth became eligible to participate in extended foster
care.
Now called After 18, the extended foster care program in California is already making a
difference for young adults.
Extension of Foster Care until age 21
On June 27, 2012, Governor Brown signed SB1013 Budget Trailer bill, which closed a gap for
those youth who would have had to exit foster care at age 19, and re-enroll, which some
youth did experience for the first six months of 2012. The bill authorizes aid to continue to
any youth who turns 19 in 2012, or age 20 in 2013. In addition, the trailer bill allows those
youth who exited foster care in 2012 solely because they turned 19 during this “gap” to reenter foster care after July 1, 2012. With the help of SB1013, foster care is extended to age 21
effective January 1, 2014.
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Extended Foster Care Participation Requirements
In order to be eligible for extended foster care benefits and services, a youth must have had
an order for foster care placement on his/her 18th birthday and also had an open
dependency/delinquency case on or after January 1, 2012 and continued to be a dependent
or Ward of the Juvenile Court (commonly referred to as WIC 300 Dependent or WIC 602
Ward). Youth whose cases closed to guardianship and those receiving Adoption Assistance
Program (AAP) support prior to age 18 are not eligible for the same services as the
aforementioned youth; they may be eligible to receive extension of Kin GAP, NRLG or AAP
benefits paid directly to the guardian or adoptive parent for the care of the young adult until
age 21 (if they meet program and eligibility requirements – see All County Letters 11-86 and
12-48 for further details). Kin GAP and AAP youth are not eligible for case management
services. NRLG non-minors are no longer dependents, but do have case management
services.
Eligible youth who participate in extended foster care are referred to as Non-minor
Dependents (NMD) by the statute. Non-minor dependent youth must agree to reside in an
approved or licensed placement, remain under juvenile court supervision, meet with the
social worker or probation officer monthly, participate in a Transitional Independent Living
Plan (TILP), and participate in one or more of the following:
1. Completing high school (secondary education) or an equivalent program (i.e. GED);
2. Enrolled in college, community college or a vocational education program;
3. Participating in a program or activity designed to remove barriers to employment;
4. Employed at least 80 hours a month;
5. Unable to do one of the above requirements because of a medical condition.
Participation in extended foster care is voluntary for foster care youth. Some youth may
choose to exit at 18, or any point after 18. In addition, eligible youth who opted out of
extended foster care have the option to re‐enter foster care at a later date prior to reaching
age 21. (Guardian youth and those receiving AAP are not eligible to re-enter foster care as
they are no longer court dependents). A youth can re-enter by signing a Voluntary Re-entry
Agreement with the county child welfare agency or by petitioning the juvenile court to have
the court resume dependency or transition jurisdiction.
Extended Foster Care Placement Options
Eligible youth in extended foster care must agree to reside in an approved or licensed
placement. The placements available to non-minor dependent youth include:
1. Home of a relative or NREFM (approved);
2. Foster family home (licensed) – including whole family foster homes and regional
center homes;
3. Foster Family Agency certified home (licensed);
4. Group home, (licensed) subject to new limitations;
5. THP‐Plus Foster Care (licensed);
6. Supervised Independent Living Placement (SILP) (approved).
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In general, a non-minor dependent youth may continue living in the same setting that he or
she was living in prior to turning 18 or the youth can live in another (approved or licensed)
placement. The goal is for the non-minor dependent youth to transition to the least
restrictive, most family-like setting in preparation for exiting foster care. As was true before
the youth turned 18, the setting where the youth lives must continue to be either an
approved or licensed foster care setting, depending on the type of placement or facility.
The THP+ Foster Care and SILP options are new placement options. THP+FC is a licensed
program that provides transitional housing in a single site or scattered site setting.
Additionally, intensive case management and support are provided by the THP+FC program.
The SILP is a setting in which the non-minor dependent youth can reside independently. This
setting must be approved by the social worker and can include a dorm, apartment or room
for rent. Additionally, the non-minor dependent youth must be assessed for their readiness
for the SILP (i.e. assessed to be ready to manage money, live independently, etc.). The SILP
is the only placement that allows the non-minor dependent youth to receive the foster care
benefit directly. An alternative payee may also be selected. In all other placements, the
state approved rate is paid to the caregiver for non-minor dependent youth in placement.
Implementation Partners
On January 26, 2011, the California Department of Social Services Department (CDSS)
sponsored an AB12 kick-off event for all stakeholders. Many attended the event which
provided an overview of the legislation and began a dialogue about the ways in which the
act would be implemented by CDSS and its co-sponsors (listed below).
CDSS has engaged its stakeholders in a collaborative process to develop the deliverables for
AB12. These stakeholders include the following co-sponsor agencies:
 Judicial Council of California
 California Alliance of Child and Family Services
 California Youth Connection (CYC)
 Children’s Law Center of Los Angeles
 County Welfare Directors Association of California (CWDA)
 John Burton Foundation
 Service Employees International Union
 The Alliance for Children’s Rights
 Youth Law Center
Together, CDSS, the co-sponsors, counties, regional training academies, CalSWEC, and
several foundations rolled up their sleeves and developed the following deliverables in 2011,
leading up to the 2012 implementation:
 All County Letters drafted by CDSS for review by stakeholders
 Survey of youth by co-sponsors regarding policies related to extension of foster care
 Community Stakeholders Meetings throughout California
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AB12 Communications plan County Implementation Plan and AB12 Organizational
Readiness Tool Supervisor’s Guide to Implementation
Youth, caregivers, and California Tribes engaged in process
Rules of Court published
CCL licensing regulations regarding the adult needs of youth living in supervised
placements
Anticipated Benefits
Extending foster care and services for youth ages 18-21 provides an opportunity for young
adults to transition to adulthood in a supportive environment. We expect young adults who
participate to benefit in several key ways:
 Permanency is promoted for foster youth.
 Youth have a safety net of support while experiencing increasing independence in a
secure supervised living environment.
 Youth will be better prepared for successful transition into adulthood
Values and Principles in Action
Moving forward, the success of After 18 depends on all involved (youth, caregivers, social
workers, probation officers, service providers, and families) having a shared understanding
of the values and principles that guide our work with young adults:
 Value permanency
 Help youth transition to lifelong connections
 Create a collaborative youth-centered process
 Work proactively with youth to develop and reach independent living goals
 Allow youth to gain real life experiences with independence and allow them to learn
from their mistakes
 Be a safety net for the most vulnerable youth so they can achieve success living as
independent adults
 Ensure that all youth establish and maintain permanent lifelong connections to caring
and committed adults
Model for the Future
This far reaching legislation has been analyzed and synthesized to create a newly emerging
Extended Foster Care system. Partnering to create this system has been innovative and a
model of achievement for others to emulate. With vision and leadership by CDSS, AB 12 cosponsors, CWDA, and foundations, this program is sure to be a true safety net for the most
vulnerable in our society!
Recommended Reading
It is recommended that trainers review the following reference materials in order to
familiarize themselves with the basics of AB 12.
Highly recommended reading:
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All County Letter 11-15, New Kinship Guardianship Assistance Payment Program
Requirements
All County Letter 11-15EII , New Kinship Guardianship Assistance Payment Program
Requirements
All County Letter 11-61, Extended Foster Care,
All County Letter 11-67, Case Plan and Kinship Guardianship Assistance Payment
Program
All County Letter 11-69, Extension of Foster Care Beyond Age 18: Part One
All County Letter 11-74, Adoption Assistance Program Rates
All County Letter 11-78, California Work Opportunity And Responsibility To
Kids: Extending Benefits To Non-minor Dependents
All County Information Notice I-40, Program Information Regarding Assembly Bill
(AB) 12 and the Extension of Foster Care to Age 20
All County Letter 11-85, Extension of Foster Care Beyond Age 18: Part Three
All County Letter 11-86, Extension Of Kinship Guardianship Assistance Payment
(KIN-GAP) Program Benefits And Adoption Assistance Payments (AAP) To Age 21
All County Letter 12-12, Re-Entry into Extended Foster Care (EFC)
All County Letter 12-13, Relative/NREFM Assessment/Approval; Revised and New
SOC forms for Non Minor Dependent Placement
All County Letter 12-27, CalWORKS: Extending benefits to Non-minor Dependents
– Questions and Answers (Part One)
All County Letter 12-32, Eligibility Aid Code Information for the Implementation of
Extended Foster Care beyond 18
All County Letter 12-37, Aid to Families with Dependent – Foster Care (AFDC-FC)
California Necessities (CNI) increases and other rate increases; Clarification of the
Continuation of AFDC benefits beyond age 19.
All County Letter 12-44, Transitional Housing Placement Plus Foster care and
Changes to Transitional Housing Placement Program and Transitional Housing
Program Plus
All County Letter 12-48, Extended Benefits for Non-minors Living with current or
Former Nonrelated Legal Guardians.
All current and future All County Letters and Notices can be accessed at the California
Department of Social Services Website:
http://www.dss.cahwnet.gov/lettersnotices/PG931.htm
Helpful reading:
 Assembly Bill Primer - October 2012
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http://www.cafosteringconnections.org/pdfs/AB12%20Primer_Updated%2010-1-12.pdf
THP+ Primer
http://www.cafosteringconnections.org/pdfs/THP-Plus%20Primer%2011-3-10.pdf
The entire text of AB12
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http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_00010050/ab_12_bill_20100930_chaptered.pdf
California’s Fostering Connections to Success Act and the Costs and Benefits of
Extending Foster Care to 21 (2009) Mark Courtney, et. al.
http://www.chapinhall.org/research/report/midwest-evaluation-adult-functioning-formerfoster-youth
Optional Video:
From Place to Place
http://fromplacetoplacemovie.com/about.html
From Place to Place (a movie that depicts the lives of young people in foster care)
evokes a range of emotions about how foster care affects youth who have
experienced abuse and neglect. The film sends a powerful message about the
challenges faced by youth in foster care and those who have left foster care and the
need for a better response for our nation’s most vulnerable children. By itself, From
Place to Place does not stimulate the kind of commitment to action and change that
is needed to make a difference for America’s next generation of foster youth. The
power of the film, in combination with a facilitated dialogue, confronts audiences
with the reality that although the young people in the film might be from
“somewhere else”, they exist in every community in America. There is a facilitator’s
guide that walks one through the steps to facilitating a dialogue about the film.
For more information and additional resources, including California-specific videos, training
resources and implementation tools visit the following websites:
National Fostering Connections resources and Information:
www.cafosteringconnections.org
California Fostering Connections resources and information:
www.fosteringconnections.org/california, also accessed at www.after18ca.org
Training and implementation resources:
http://calswec.berkeley.edu/toolkits/fostering-connections-after-18-ab-12
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Learning Objectives
RELEVANT CHILD WELFARE OUTCOMES
Permanency 1
Children have permanency and stability in their living arrangements.
Well Being 2
Children receive appropriate services to meet their education needs.
Well Being 3
Children receive adequate services to meet their physical and mental health needs.
CORE COMPETENCIES
The participant will demonstrate knowledge of the types of disabilities impacting youth and
young adults in foster care and the disability resources for working with them.
The participant will demonstrate the capacity to support young adults with disabilities in
making a successful transition to adulthood including developing appropriate Transition
Independent Living Plans and housing options for them.
LEARNING OBJECTIVES
Knowledge:
K1.
The participant will understand the incidence and types of disabilities impacting
youth and young adults in foster care.
a. Developmental disabilities
b. Physical and medical disabilities
c. Mental health and emotional disabilities
d. Learning disabilities
K2.
The participant will be able to describe the characteristics and service procedures for
three primary service systems in working with youth and young adults with
disabilities.
a. Special Education
b. The Regional Centers
c. Social Security Administration (SSI)
d. California Children’s Services
e. California Department of Rehabilitation
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K3.
The participant will be able to identify the responsibilities of the social worker /
probation officer and young adult with disabilities in extended care.
a. Engaging young adults
b. SW / PO responsibilities to young adult
c. Young adult responsibilities
d. TILCP and TILP for NMD with disabilities
K4.
The participant will be able to identify the key service components in working with
young adults with disabilities to achieve the goals of their TILP.
a. Case management and advocacy
b. High school completion and post-secondary education
c. Mental health treatment
d. Physical health services
e. Permanency support with wraparound services
f. Employment and vocational training
g. Independent living skill
K5.
The participant will be able to identify key elements in working effectively with
extended care placements to support young adults with disabilities including:
a. SW / PO responsibilities to placement
b. Placement responsibilities
c. Shared Living Agreements
d. Non Minor Dependents Personal Rights
e. Transition planning meetings
K6.
The participant will be familiar with the housing options available for young
adults in transitioning from congregate care.
a. THHP
b. THP Plus Foster Care
c. Family and Foster Care Options
d. SILP
e. Post-secondary Education
f. THP Plus
K7.
The participant will be able to identify community resources for young adults
transitioning from group home care in each of the five AB 12 participation conditions.
a. High school completion
b. Post-secondary enrollment
c. Barriers to employment
d. Work Experience
e. Mental health or medical condition
Skills:
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S1.
The participant will be able to develop a Transition Independent Living Plan for a
young adult with disabilities in extended care.
S2.
The participant will be able to identify a housing options and community resources
for a young adult with disabilities in extended care.
Values:
V1.
The participant will be able to value and support the role of young adults with
disabilities in participating in the development of their Transition Independent Living
Plan.
V2.
The participant will be able to value and support the role of extended care
placements in providing transition services and care for young adults with disabilities.
V3.
The participant will be able to value and work cooperatively with community
resources for young adults with disabilities to ensure their successful transitions to
adulthood.
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Suggested Lesson Plan
Segment
Methodology
Segment 1
10 min
Welcome
Activity 1A:
Welcome and review of learning objectives for the training.
Slides 1-2
Segment 2
30 min
Youth with Disabilities
in Out of Home Care
Activity 2A:
Brief lecture on definition and prevalence of youth with
disabilities.
Slides 3-5
Segment 3
30 min
Service Systems for
Young Adults with
Disabilities
Segment 4
30 min
Working with Young
Adults with Disabilities
Segment 5
50 min
Service Needs for
Young Adults with
Disabilities
Segment 6
Activity 2B:
Brief lecture on youth with disabilities in out of home care.
Slide 6-12
Activity 3A:
Brief lecture about primary service systems and providers for
adults with disabilities in out of home care and activity to think
about professional experience working with a youth with
disabilities.
Slides 13-28
Activity 4A:
Brief lecture on implementing AB 12 extended care with young
adults who have disabilities.
Slides 29-35
Activity 4B:
Activity to practice developing a Transition Independent Living
Plan for young adults with disabilities in extended care
Slide 36
Activity 5A:
Brief lecture on the service needs of special needs young adults
in extended care.
Slides 37-47
Activity 5B:
Brief lecture on housing options available in extended care for
young adults with disabilities.
Slides 49-62
Activity 6A:
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Segment
Methodology
30 minutes
Planning Transitions for
Young Adults with
Disabilities
Brief lecture on transition planning and community resources for
special needs young adults. Activity to identify housing and
community resources for a young adult with disabilities in
extended care. Brief lecture to recap the key elements of
successful transitions for young adults with disabilities from the
day.
Slides 61-68
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SEGMENT 1
Welcome and Course Overview
Total Segment Time: 10 min
TRAINING ACTIVITY 1A
ACTIVITY: Welcome and Course Objectives
Activity Time: 10 min
Materials:
• Trainee Content: Learning Objectives
• PowerPoint Slides 1-2
Training Tips and Discussion Points:
Step #1. Display slide 1 and welcome participants to the training on AB 12 and Young
Adults with Disabilities. Explain that the focus of the training is on helping child welfare and
juvenile justice youth with disabilities obtain the appropriate services and support needed to
make successful transitions to adulthood that maximize their independence and selfsufficiency. Briefly introduce yourself and your background. Have participants introduce
themselves, their position working in child welfare and juvenile probation, and how long
they have been working there.
Step #2. Display slide 2 and briefly review the Course Objectives including the following:
 To understand the definition and prevalence of disabilities among foster youth and
the challenges that they face.
 To understand the primary service systems impacting young adults with disabilities.
 To improve skills in working with young adults with disabilities in AB 12 extended care
including Transition Independent Living Plans.
 To review the service needs and program resources for young adults with disabilities
in extended care.
 To review placement options and transition planning for young adults with
disabilities in extended care.
End of Activity
PowerPoint Slide, Activity 1A: Slides 1-2
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SEGMENT 2
Youth with Disabilities in Out of Home Care
Total Segment Time: 30 min
TRAINING ACTIVITY 2A
ACTIVITY: Overview of Young Adults with Disabilities
Activity Time: 10 min
Materials:
• Supplemental handout: Three Major Education Laws: How They Related to Disabilities
• Trainee Content: IDEA (Individuals with Disabilities Education Act) Disability Categories
• Trainee Content: Special Education Enrollment by Age and Disability (California Department
of Education)
• PowerPoint Slides 3-5
Training Tips and Discussion Points:
Step#1. Display slide 3 and review the definitions of a disability according to the American
with Disabilities Act (ADA) as a foundation to understanding the types of disabilities
experienced by young adults in EFC. Highlight the following key aspects of the law:
 A person with a disability has a physical or mental impairment
 The person has a history of such impairments or is perceived as having them
 The impairment substantially limits major life activities
 Review the list of physical impairments meeting the definition of a disability
 Review the list of mental impairments meeting the definition of a disability
 Review the major life activity areas including walking, seeing, hearing, speaking,
breathing, learning, and working
 Emphasize that 31-47% of all foster youth meet the criteria for having a disability
Step#2. Display slide 4 and refer the trainees to the Trainee Content: IDEA Disability
Categories. Review the types of disabilities recognized by the Individual with Disabilities
Education Act (IDEA) that may qualify a child or youth for special education services.
Note that an education disability is an impairment that interferes with the child’s ability to
learn over time.
Review the 12 types of disabilities that qualify for special education under IDEA. Emphasize
that 30-40% of foster youth qualify for special education but only 15% may be receiving the
services that they need.
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Step# 3. Display slide 5 and refer trainees to the Trainee Content: Special Education
Enrollment by Age and Disability. Discuss the prevalence of disabilities as reflected in special
education statistics from the California Department of Education.
Note that there were 136,766 youth and young adults ages 16-22 in special education in
California as of 12/1/11 and 11% of all youth enrolled in school in California are in Special
Education.
The prevalence of disabilities displayed reflect the primary disability identify for each student
in special education and does not include other disabilities they may have that are
considered secondary. The prevalence of disabilities among older youth and young adults is
not always the same as it is for younger children and all youth with disabilities. Highlight the
following statistics:
 Learning Disabilities (54%) are by far the most frequent disability for youth and young
adults in special education.
 Mental Impairment or Mental Retardation (10.5%) is the second most frequent
disability.
 Other Health Impairments (10%) is the third most common disability with this
category including medical conditions and a substantial number of youth who have
Attention Deficit Hyperactive Disorder.
 Autism (7.5%) is the fourth most common disability in older youth and young adults.
 Emotional Disturbance (7.3%) is the fifth most frequent disability.
 Speech or Language Impairment (3%) is the sixth most common disability among
older youth and young adults. However, it is the second most common disability in all
ages with many speech and language impairments in younger children resolved by
the time they become older adolescents.
End of Activity
PowerPoint Slide, Activity 2A: Slides 3-5
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TRAINING ACTIVITY 2B
ACTIVITY: Youth with Disabilities in Child Welfare
Activity Time: 20 min
Materials:
• PowerPoint Slides 6-12
Bibliography References:
• The Risk and Prevention of Maltreatment of Children with Disabilities
• Forgotten Children: A Case for Action for Children and Youth with Disabilities in Foster
Care
Training Tips and Discussion Points:
Step #1. Display slide 6 and review with participants the risk factors for youth with
disabilities involved in the child welfare system including:
 They are at greater risk of birth conditions that result in disabilities due to premature
birth, Fetal Alcohol Syndrome, and being born with positive toxicity to other
substances
 When a child or youth has a disability, they are 1.5 to 3.4 times more likely to be
abused or neglected by their families then children without a disability
 Children and youth are more likely to develop a disability if they are abused and
neglected
 Children and youth with disabilities are more likely to be relinquished to the foster
care system by their families
 Youth with disabilities in foster care are more likely to experience placement
instability and be institutionalized or placed in more restrictive settings
 They have lower rates of achieving permanency with families and wait longer for
adoption
Step #2. Display slide 7 and review the four categories of disabilities:
 developmental
 physical or medical
 mental health and emotional
 learning disabilities
Step #3. Display slide 8 and review the information on developmental disabilities and
youth in foster care.
Explain that developmental disabilities as defined by special education include mental
disabilities (retardation), autism, developmental delays, and speech and communication
disabilities and provide the following statistics:
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21% of older youth in special education have development disabilities
30-60% of children in foster care have developmental delays compared to 10% of the
general population
Only 50% of foster youth with developmental delays are diagnosed before starting
school – they are less likely than other youth be assessed and receive services from
preschool programs and Head Start
60-65% of mental disabilities are cause by prenatal damage, pregnancy damage and
environmental influences including alcohol use and infections, fetal malnutrition, and
deprivation
Step#4. Display slide 9 and review information on physical and medical disabilities and
youth in foster care.
 Physical and medical disabilities include:
o orthopedic impairments
o visual impairments and blindness
o hearing impairments and deafness
o deaf-blindness
o traumatic brain injury
o other health impairments
 Other health impairments include:
o ADHD
o cancer
o cerebral palsy
o diabetes
o epilepsy
o heart disease
o muscular dystrophy
o other medical conditions
Provide the following statistics related to physical and medical disabilities:
 16% of older youth in special education have physical or medical disabilities
 8% of foster youth have some type of physical disability compared to 1-2% of the
general youth population
 Up to 80% of foster youth have at least one chronic medical condition and 25% have
had three or more medical problems
Step#5. Display slide 10 and review information on mental health and emotional
disabilities and youth in foster care.
Note that foster youth experience mental health disabilities at a rate 2 to 3 times higher than
other youth due to histories of trauma, neglect, abuse, depression, anxiety, and behavioral
issues and share the following statistics:
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80% of foster youth have received a mental health services and more than 50% of
foster youth are prescribed psychotropic medications
54% of foster youth have mental health problems as young adults including PTSD
(25%), Major Depression (20%), Social Phobia (17%) and Panic Disorder (15%)
Emotional disturbance is a disability in special education that includes poor social
skills, inappropriate behavior, and feelings of pervasive unhappiness and depression
7% older youth in special education have an emotional disability however youth in
foster care are 10-15 times more likely to have an emotional disturbance disability
than other youth
70% of juvenile justice youth have a mental health or substance use disability and 47%
have been identified as having emotional disturbance
Youth with emotional disturbance have poorer outcomes than other youth with
disabilities and 52% have been involved with the criminal justice system
Step#6. Display slide 11 and review information on learning disabilities and youth in foster
care.
 Specific learning disabilities include impairments in listening, reading, mathematics,
and oral and written comprehension
 54% of older youth in special education have a specific learning disability and it is the
most common disability in youth
 In one study, foster youth were twice as likely to have a learning disability as other
youth
 40% of juvenile justice youth have a learning disability and 50% of youth with learning
disabilities have been involved with the justice system
 Half of youth with learning disabilities have basic cognitive deficits including reading
signs, spelling, counting change and telling time
 These deficits negatively impact their ability to complete their education, obtain
employment, and succeed in their transition to adulthood
 Many young adults with learning disabilities try to hide their disability while working
to achieve post-secondary education and employment goals.
Step#7. Display slide 12 and review information relevant to understanding young adults in
extended care with disabilities. Emphasize that many special needs young adults:
 Are embarrassed about both being in foster care and having a disability and try to
hide their disability as young adults if they are able to do so
 Often do not understand what their disability is or know how to advocate for
themselves in special education or in seeking accommodations in employment
 Often have low self-esteem issues and poor social skills related to the impact of
having a disability that negatively impacts their ability to reach their goals
 Have fewer permanency connections and challenges in relationships with their
families related to their disability
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Have poorer outcomes than other youth in foster care including higher rates of
homelessness, substance abuse, unemployment, receiving public assistance, criminal
justice involvement, sexual assault, and mental health issues
Are often not connected with youth and adult disability resources and have
inadequate support in achieving the goals of their transition plan
End of Activity
PowerPoint Slide, Activity 2B: Slides 6-12
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SEGMENT 3
Extended Care Partnerships
Total Segment Time: 60 min
TRAINING ACTIVITY 3A
ACTIVITY: Working with Young Adults
Activity Time: 15 min
Materials:
• Trainee Content: AB 3632 to AB 114
• Trainee Content: Disability Service Systems Fact Sheet
• PowerPoint Slides 13-28
Bibliography References:
• Are We Ignoring Foster Youth with Disabilities?
• Transition Planning for Foster Youth with Disabilities
Training Tips and Discussion Points:
Step #1. Display slide 13 and introduce the section on the primary service systems
impacting young adults with disabilities including Special Education, College Disability
Services, The Regional Centers, Mental Health and Family Support, Social Security, California
Children’s Centers, and the California Department of Rehabilitation.
Step #2. Display slide 14 and review the special education rights of young adults.
 Young adults can remain in special education and work on completing high school
until age 22.
 Special education continues to provide them with Individualized Education Program
(IEP) and Individualized Transition Plan (ITP) services
 Young adults age 18 and over are responsible for making their own decisions
regarding their education and advocating for their education needs and services
 Young adults remain eligible for mental health support services through their school
under AB 114 which has replaced AB 3632
 AB 167 allows them to graduate under state requirements instead of local school
requirements if they change schools during their senior year
 Young adults will need a recent IEP in order to qualify for special education services
in college through Disabled Students Programs and Services
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Step #3. Display slide 15 and briefly review the components and services issues relevant to
the Individualized Education Programs (IEP) for special needs young adults in extended care.
Refer participants to the Casey Family Programs ‘A Guide to Special Education Advocacy for
Resource Families’.
 Emphasize the importance of social workers and probation officers having current
information on the IEP of young adult they are working with in extended care
 Encourage them to ensure that the interests of the young adult are represented at
IEP meeting and to attend the IEP meetings of their young adults when possible
 It is important for young adults holding their own education rights to understand
their disability, participate in their IEP meetings, and advocate on their own behalf
 IEP are reviewed annually and it is important to know what the current performance
is of your young adult and if they are receiving needed education services and
supports
 Placement decisions are critical as it is important to find the best education setting to
support young adults in completing high school
 Placement options may include remaining in special education classes, integration
into the mainstream education, or participating in GED classes
 It is critical to know the school graduation plan for young adults with disabilities
including how many credits they need to graduate and how to complete them
Step #4. Display slide 16 and discuss the importance of 504 Plans in obtaining educational
accommodations for youth with disabilities.
 504 plans are the result of Section 504 of the Rehabilitation Act of 1973 and the
American with Disabilities Act (ACT)
 A 504 plan is designed to assist students with special needs who are in a regular
classroom setting.
 Eligible students must have a physical or mental impairment that restricts one more
major life activities including learning.
 Youth with certain impairments (i.e. ADHD, diabetes) may not meet the special
education criteria but may still qualify for 504 plans.
 All youth assessed for special education should also be assessed for a 504 plan.
 It is estimated that 10-15% of foster youth meet criteria for 504 plans separate from
special education.
 The process for obtaining a 504 plan includes the following:
1. A referral by a teachers, parent, physician, or other adults
2. A meeting is held with the student, teachers, parent s, and support staff
3. A 504 Plan is developed
4. A review date is set
 Examples of accommodations in a 504 plan include:
o A youth may be given a seat assignment to accommodate a disability
o A diabetic youth may be permitted in and out of the classroom
o A youth may be able to go to the office for administration of medication
o A student’s assignment or testing conditions may be adjusted
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A sample 504 Plan includes the following information:
o Student Information and Disability
o Student Background
o Goals and Objectives of the Plan
o Academic Based Accommodations
504 plans do not include specific timelines for meeting the requirements and does
not provide as many procedural safeguards and support services as an IEP
Step #5. Display slide 17 and review the components and service issues relevant to the
Individual Transition Plans (ITP) for special needs young adults in extended care.
 Review the services that must be provided in an ITP including postsecondary
education and vocational training, community experiences, employment
development, post high school adult living, and the acquisition of daily living skills
 Emphasize that schools are required to provide the services in the ITP or arrange
where they can be provided for special needs young adults who remain in school
 Transition planning needs to be a primary focus of IEP meetings with special needs
young adults in extended care
 It is important for special education Individual Transition Plans to be coordinated
with the Transitional Independent Living Plans (TILP) for special needs young adults
in extended care
 Special needs young adults need to be empowered to advocate on their own behalf
for their transition service needs with their special education program
Step #6. Display slide 18 and review the following points related to foster youth in special
education. Refer participants to reports in the bibliography from the Fostering Futures
Project at Portland State University.
 Review the challenges for foster youth in special education identified in ‘Are We
Ignoring Foster Youth with Disabilities?’
 Point out the following challenges for foster youth in special education compared to
other youth in special education:
o Had lower grade point averages
o Changed schools more frequently
o Earned fewer credits toward graduation
o Had lower scores on state testing
o Were more likely to be in segregated special education classes
o Had more instability in foster care placement than other foster youth
 Review the challenges identified in foster youth Individual Transition Plans in
‘Transition Planning for Foster Youth with Disabilities: Are We Falling Short?’
 Point out the following differences in transition plans for foster youth in special
education compared to other youth in special education:
o Were less likely to include goals for post-secondary education
o Were less likely to include goals for developing independent living skills
o Had significantly fewer goals overall
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Often had no plan to reach goals
Revealed less advocate involvement
Indicated caseworkers were typically absent
Often listed student as responsible for their own transition support with little
or no support from others
o Did not focus on career development
o Revealed little or no understanding of foster care issues
Step #7. Display slide 19 and review information about AB 114. Refer participants to the
Trainee Content: AB 3632 to AB 114.
 Clarify that AB 114 has eliminated all regulations related to AB 3632 in authorizing
mental health services for special education students
 AB 114 transfers responsibility and funding for education related mental health
services from county mental health agencies to local education authorities
 This includes any mental health services agreed upon in the student’s IEP as
necessary to support their education
 Residential care is considered one of the related services that must be provided to
youth with disabilities at no cost
 The prescription and monitoring of psychotropic medications is considered a medical
service and may not be covered under AB 114
 Young adults in extended are able to access mental health services through the Early
Periodic Screening and Testing Program (EPSDT).
Step #8. Display Slide 20 and review Disabled Students Programs and Services (DSPS)
information for young adults with disabilities attending college. Young adults with
disabilities should be encouraged to utilize the services and supports available to them
through college DSPS. Share the following key points about DSPS:
 DSPS is available at most California Community Colleges and Universities
 DSPS provides support services, specialized instruction, and educational
accommodations
 A Student Educational Contract (SEC) is developed with each student to link their
goals, curriculum program, and academic accommodations to their disability related
educational limitation
 In order to be eligible for DSPS, the specific disability of each student must be verified
and there must be and educational limitation that requires specialized services
 DSPS services include test taking facilitation, assessment for learning disabilities,
specialized counseling, interpreter services, mobility assistance, note taker services,
reader services, speech services, transportation aid, specialized tutoring, job
development and placement, assistive technology, registration assistance, special
parking, and specialized instruction
 Each of the California State Universities has a program for disabled students but the
names of the programs vary slightly. The term Disabled Students Programs is often
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used. The website you can access State University services for young adults with
disabilities is:
o https://www.calstate.edu/sas/disabilities.shtml
Step #9. Display slide 21 and review the California Regional Center eligibility requirements
and services available for young adults with substantial developmental disabilities.
 The Regional Centers provide services and support for individuals with a substantial
developmental disability that begins prior to age 18 and continues indefinitely.
 Eligible disabilities include mental retardation, cerebral palsy, epilepsy, autism, and
conditions related to mental retardation.
 The condition must constitute a ‘substantial disability’ as determined by assessment
and evaluation
 The Regional Centers provide a broad range of services. Besides initial assessment
and diagnosis these include counseling, case management, lifelong individualized
program planning, and service coordination.
 An Individualized Program Plan (IPP) is developed with each client and the Regional
Center is responsible for ensuring that all of the services in this plan are received.
 Employment support includes the Work Services Program, Supported Employment,
and Work Activity Program.
 Supported services include in-home support services, respite services, day programs,
transportation, dental services, and educational services for children.
 Independent living and supported living services
 Planning, placements and monitoring of out of home care including Foster Home
Agencies, Foster Family Agencies, Community Care Facilities, Intermediate Facilities,
and Affordable Housing
 Advocacy for the protection of legal, civil, and service rights
Step #10. Display slide 22 and review the process for obtaining regional center services
and placement of young adults in extended care.
 In order to obtain services, youth must be assessed prior to age 18 to see if they
qualify for services with a substantial developmental disability.
 If the youth qualifies, the Regional Center case manager meets with the youth, social
worker or probation officer, school district, and family to develop and Individual
Program Plan (IPP) that includes all of the services needed by the youth
 Regional Centers must purchase or secure all of the services in the IPP
 The case manager coordinates provision of all services in the IPP with an annual
review of the plan required
 Regional Centers are limited in funding can only pay for services that not the legal
responsibility of the family and other providers including child welfare and juvenile
probation
 Regional Centers cannot pay for transition services for youth in special education (up
to age 22) including transportation, supported employment or independent living
skills.
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The Regional Centers and child welfare have a collaborative agreement to provide
youth with developmental disabilities foster care options through Foster Family
Agencies (FFA).
Foster youth who receive AFDC-FC or Kin-GAP benefits and are also Regional Center
clients have a ‘dual agency status’ and homes receive a higher level of benefits
Young adults can continue in these placements until up to age 22 based on having
Special Health Care Needs
The Regional Center must purchase or secure the services in the young adult’s IPP or
Individual Foster Services Plan (IFSP)
The FFA must provide supervision of the home and ongoing support
The social worker or probation officer must ensure the safety of the young adult and
appropriateness of the placement in meeting their needs
Step #11. Display slide 23 and provide an overview of mental health and family support
including Early Periodic Screening and Testing (EPSDT) mental health services, Therapeutic
Behavior Services (TBS), Transition Age Youth (TAY) Programs through County Mental
Health Agencies, and Wraparound Services.
 EPSDT (Early Periodic Screening Diagnosis and Testing) provides mental health
services to young adults with MEDI-Cal until age 21 including individual, group, and
family therapy; crisis counseling; case management; medications; and alcohol and
drug treatment
 TBS (Therapeutic Behavioral Services) provides mental health support services to
young adults with Medi-Cal until age 21 who are in group homes, at risk for a higher
level of care, or had a recent psychiatric hospitalization
 Services include behavioral interventions, communication skills and enhanced
community functioning
 TAY (Transition Age Youth) Programs are provided through County Mental and
Behavioral Services. Comprehensive mental health services for youth and young
adults ages 16-25 with severe mental health and substance use disabilities include
individual therapy, medication, dual diagnosis treatment, case management, and
community functioning
 Wraparound Services. Special needs young adults in group homes, foster homes, and
Transitional Housing programs are eligible to receive wraparound services.
o Wraparound services use intensive, strengths based, and team
approach in bringing together family members and other important
people in the young adult’s life to assist them in developing
permanency options
o The services target transition planning; increasing supports; and
improving functioning including social, communication and living skills
Step #12. Display slide 24 on the Supplemental Security Income (SSI) as a safety net for
young adults with disabilities who meet the eligibility criteria from the U.S. Social Security
Administration (SSA). Include the following key points:
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SSI is a need-based program that provides monthly cash aid; Medicaid; and assistance
with housing, education, and employment to persons with a qualifying disability
An estimated 15-20% of all special needs young adults in foster care are eligible to
receive SSI benefits
SSI benefits are an important safety net for young adults with serious disabilities that
provides them with important aid and resources while they are participating in
extended care and after they leave foster care
The eligibility criteria include being disabled, having little or no income, and being a
citizen or qualified non-citizen
The Adult Disability Standard means that persons age 18 and over must have a
disability that makes them unable to engage in gainful employment for at least 12
months or that results in death
The Social Security Administration completes a Continuing Disability Review (CDR) to
determine if the youth meets the Adult Disability Standard. They generally begin the
process on the youth’s 18th birthday (or shortly thereafter). The process may take
many months (or even years) to complete as there is a backlog. SSI benefits continue
based on the child eligibility determination until the SSA has completed the CDR.
The Youth Disability Standard means that persons under age 18 (or age 22 if in high
school) must have a disability that result in marked and severe functional limitations
for at least 12 months or that results in death
AB 1331 requires all youth in out of home care to be screened for SSI eligibility
between age 16.5 and 17.5 with the goal to have SSI in place by age 18 for eligible
youth.
Step #13. Display slide 25 and review the process for obtaining SSI.
 A Continuing Disability Review (CDR) must be conducted for youth prior to age 18
receiving SSI to determine if they meet the adult criteria with benefits continuing
until the CDR is complete
 The Benefits Continuation Rule allows benefits to continue after the Social Security
Administration conducts the CDR and determines the individual does not meet the
adult standard if they participate in an approved vocational rehabilitation program or
continue in special education
 The payee for SSI benefits can be the young adult, legal guardian or caregiver, or the
county as a last resort when no other appropriate party is available
 State Supplemental Payments (SSP) may be available for young adults for NonMedical Out of Home Care they receive to support them in daily living activities
 Non-Medical Out of Home Care includes assistance with dressing, hygiene, taking
medications, obtaining medical and dental care, supervising activities, and food diet
 Form SSP 22 must be completed and approved by the state to get the full benefit
 Young adults with disabilities can receive SSI and AFDC benefits concurrently
regardless of their dependency or probation status
 If the young adult is eligible for federal AFDC-FC, SSI is offset on a dollar for dollar
basis
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If young adult is eligible for state only AFDC-FC, the AFDC-FC is reduced by the
amount of the SSI benefit
If the youth is approved for SSI but receives foster care payment in excess of SSI, the
county must maintain SSI eligibility by using a workaround that transfers benefits to
SSI for one month each year
Step #14. Outline the following SSI benefits available to young adults:
 Youth who are disabled can receive a higher cash benefit (up to $761.40 per month)
and young adults with disabilities can receive up to $854.40 per month. Young adults
can receive an additional $1,100 per month in Non-Medical Out of Home Care through
SSP
 Young adults with SSI can receive federal health insurance (Medicaid) indefinitely as
long as they maintain eligibility.
 SSI provides young adult with access to Ticket to Work, an employment network that
offers employment services, vocational rehabilitation, and other support services
 SSI provides recipients with a written Plan to Achieve Self-Sufficiency that allows
them to achieve independent living goals (education, training, transportation, child
care, assistive technology) that is not counted against their SSI payments
 The Student Earned Income Exclusion benefit allows young adults with disabilities
attending school to exclude their earnings from calculations of SSI benefits
 SSI recipients receive priority consideration for affordable housing through Section 8,
public housing, and nonprofit housing development corporations
Step #15. Display slide 26 and review with participants the services available to young
adults with severe physical and medical disabilities through California Children’s Services.
 California Children’s Services (CCS) provides comprehensive medical services to
children and young adults under age 21 who have qualifying serve physical disabilities.
 The services are available in all California counties and to foster youth and young
adults in out of home care
 The young adult must meet both of the following conditions.
o They must be diagnosed with an eligible medical condition that includes but is
not limited to the following: cystic fibrosis, cerebral palsy, hemophilia, cancer,
heart disease, traumatic injuries, and orthopedic disorders.
o They must either have Medi-Cal, Healthy Families, or a family or individual
income (Age 18 and over) less than $40,000 annually
 The CCS services available include diagnosis and treatment, medical case
management, financial assistance, and physical and occupational therapy.
 CCS authorizes payment for medical care related to eligible conditions including
doctor visits, hospitalizations, surgery, laboratory tests, and orthopedic appliances
and equipment
 Medical case management provides access to specialized physicians and health care
services
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The Medical Therapy Program is housed in the public schools and provides physical
and occupational therapy for eligible youth and young adults
In order to receive CCS services, any agency involved with the young adult’s care
including social workers, probation officers, doctors, hospitals, nurses, school
districts, Regional Centers, families or the client directly may make a referral to CCS
A referral must include medical reports to confirm the medical condition, A Service
Authorization Request that specifies the services wanted, and a signed CCS program
application
Medi-Cal fee for service is no longer available with the young adult required to enroll
in an HMO for services
It is important for social workers, probation officers, and other providers to
understand the paperwork requirements involved
Young adults with physical disabilities need support in making and keeping medical
appointments as well as how to navigate the medical system
Step # 16. Display slide 27 and review the vocational and employment services available to
young adults with disabilities via the California Department of Rehabilitation.
 The California Department of Rehabilitation (DOR) assists persons with disabilities to
develop employment and maximize their ability to live independently.
 In order to be eligible an individual must have a physical or mental impairment that
substantially impairs their ability to sustain and maintain employment
 A person with type of disability can apply for DOR services
 Individuals who are most significantly disabled are prioritized for services
 A vocational rehabilitation team works with each individual to develop the best plan
of services to prepare for, find, and retain employment
 Vocational rehabilitation services are consistent with the individual’s strengths,
resources, priorities, concerns, abilities, interest and informed choice
 DOR Services include individualized vocational planning; career/vocational
assessment and counseling; job counseling, job preparation, job search, and
interview skills; independent living skills support; career education and access to
vocational and technical training; assistive technology support
 DOR Programs include Services for the Blind, Business Enterprise Program, Client
Assistance Program Deaf and Hard or Hearing Services, Disability Access Services,
Independent Living Centers, Mental Health Cooperative, Supported Employment,
Transition Partnerships, Traumatic Brain Injury, and Workforce Development
 DOR has programs and services that are specifically for young adults with disabilities.
 Transitional Partnership Program (TPP) is a partnership with local school districts for
youth and young adults in special education between the ages of 16 and 22.
 TPP provides career link programs, transportation, travel training, and access to
community colleges including placement testing and on line applications
 TPP provides college support for young adults with disabilities if the individual plan
includes vocational goals that require attending college and the individual applies for
financial aid.
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TPP can pay for college tuition, books, and supplies not covered by financial aid
Transportation assistance and help purchasing assistive technology devices is also
available.
Step #17. Display slide 28 and review the services provided by the California Independent
Living Centers (ILC).
 ILCs are non-profit organizations run by and for persons with disabilities.
 ILC operate in collaboration with the California Department of Rehabilitation
 Persons with disabilities can receive help with daily living issues and learn skills they
need to take initiative in and take control of their own lives
 All independent living Centers provide six core services:
1. Housing Assistance – ILC offers individual assistance to qualified clients in
locating affordable and accessible housing as well as access to housing
programs
2. Information and Referral – ILC provides help in answering disability related
questions and identifying resources for service needs
3. Peer Counseling and Support – ILC provides support and role models for
people who want to live more independently and allows people to learn or
share how they live independently in their communities
4. Personal Assistance Services – Many people with disabilities require personal
assistants (Pas) in order to live independently. Pas can assist in a variety of
ways including personal care, shopping, housework and cooking.
5. Independent Living Skills – This includes gaining training and mastery in the
following areas: health and safety, community resources, meal planning and
nutrition, self-advocacy, sexual awareness, Personal Assistant management,
household management, recreation and leisure, and money management
6. Systems and Personal Advocacy – Systems advocacy attempts to change laws
and attitudes surrounding disabilities. Personal advocacy is designed to
protect personal and legal rights and ensure a dignified life.
 Centers may also provide benefits counseling work readiness training, legal aid, and
assistive technology services
Step #18. Ask participants to identify a youth with disabilities they have worked with and
share the type of disability and their disability service providers.
End of Activity
PowerPoint Slide, Activity 3A: Slides 13-28
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TRAINING ACTIVITY 3B
ACTIVITY: Developing a Transitional Independent Living Plan
Activity Time: 30 min
Materials:
• Handout: Blank Transitional Independent Living Plan
• PowerPoint Slide 21
Training Tips and Discussion Points:
Step #1. Display slide 21 and ask participants to think of a youth or young adult they know
who is or was living in a group home. Provide the Blank Transitional Independent Living Plan
handout and ask the participants to develop a TILP focusing on that youth. Emphasize that
in practice, they would develop this plan WITH the young person, but for the activity today
they will work alone. Be sure to include the following information with your instructions:
 Consider what the young adult would want to include as their goals for the TILP;
 Include at least one goal related to working with the young adult to increase
permanency options;
 Include at least one goal related to moving to a less restrictive placement;
 Include at least one goal related to an extended foster care participation condition
and a second participation goal recommended; for example
 High school or GED completion (Participation Condition 1) is one of the
requirements for youth to stay in group homes in extended care
 Participation in ILP fulfills Participation Condition 3 (Removing Barriers to
Work)
 Employment experience (Participant Condition 4) supports youth in saving
the money needed to step down to a Supported Independent Living Plan
 Many youth in group homes meet Participation Condition 5 (Mental Health or
Medical Condition) with possible goals related to receiving mental health
services and applying for SSI
Step #2. Ask participants for feedback on what it was like developing their TILP for a
young adult in a group home. Ask what seemed realistic in the plan and what seemed like it
would be challenging for the young adult to achieve.
End of Activity
PowerPoint Slide, Activity 3B: Slide 21
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TRAINING ACTIVITY 3C
ACTIVITY: Working with Group Homes
Activity Time: 15 min
Materials:
• Trainee Content: Shared Living Agreement
• Trainee Content: Personal Rights for Non-Minor Dependent Youth in Group Homes
• Handout: All County Letter 11-77
• Handout: SOC 154B Group Home Agreement
• PowerPoint Slides 22-29
Pre-training Preparation:
Download and copy the SOC 154B available via
http://www.cdss.ca.gov/cdssweb/PG168.htm#soc and ACL 11-77 available via
http://www.dss.cahwnet.gov/lettersnotices/PG2438.htm.
Training Tips and Discussion Points:
Step #1. Display slide 22 and review the responsibilities of the case manager, group home
and young adult in extended foster care. Provide copies of ACL 11-77 and note that case
plans for youth placed in group homes while in extended foster care must include the
following information as specified in the ACL:
 Why the group home is the best placement to meet the needs of the non-minor
dependent youth;
 How the placement will assist the young adult’s transition to independent living;
 Treatment strategies the group home will use to prepare the young adult to
discharge to a less restrictive or family like setting;
 A target date for group home discharge; and
 Periodic review of the placement to ensure it is the best option and review progress
towards independent living goals.
Step #2. Display slide 23 and provide the SOC 154B handout. Explain that the SW or DPO
will complete the SOC 154 B Group Home Agreement with the group home for new
placements involving non-minor dependent youth. A new agreement is not needed for nonminor dependent youth who remain in the same placement after turning 18.
Other SW and DPO responsibilities include:
 Providing the group home with knowledge of the background and needs of the
youth during the six month extended care agreement including their TILP;
 Working with the youth and the group home in developing a transition plan
consistent with the TILP and the services needed to achieve the TILP goals;
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Working with the youth and the group home to develop permanent connections with
the youth’s family members, siblings and significant adults in their lives; and
Maintaining ongoing contact and including the group home in transition planning
meetings and discharge planning to a lower level of care and adult services.
Step #3. Display slide 24 and review the responsibilities of group home staff. Group home
responsibilities include working with the SW or DPO and young adult to develop and
implement a transition plan consistent with the TILP. This needs to be done within 30 days
of new placements. Other responsibilities include:
 Providing the youth with care, supervision, treatment arrangements and other life
skills and experiences based on the TILP;
 Notifying the placement agency within 24 hours of significant changes in the young
adult’s health or behavior, prolonged absence, placement issues, changes in school
or work, and other matters as appropriate;
 Completing a Shared Living Agreement with the youth (this is a Community Care
Licensing regulation);
 Working with the SW or DPO and young adult to implement the activities in the
transition plan including education, mental health and medical needs;
 Working with the SW or DPO and young adult to identify, develop, and maintain
permanent connections with family members, siblings and significant adults;
 Providing periodic updates of transition plan progress; and
 Participate in Transition Planning Meetings and discharge planning with the SW or
DPO and the non-minor dependent youth.
Step #4. Display slide 25 and describe the following responsibilities of the non-minor
dependent young adult in the process of transitioning from congregate care:
 Meeting with the SW or DPO monthly to give an update on progress towards the
TILP and permanency goals;
 Working on completing the activities and goals of the TILP and the identified
participation conditions for being in extended care;
 Complying with the terms of the Shared Living Agreement with the group home and
the program requirements;
 Informing the SW or PO and group home of any problems in placement and working
with the SW and DPO to find solutions; and
 Notifying the SW or PO within 24 hours of moving out of the current placement for
any reason.
Step #5. Display slides 26-27 and review the basic elements of a Shared Living Agreement
as outlined in Appendix A to All County Letter 11-77. Refer trainees to the Trainee Content:
Shared Living Agreement. This example of a Shared Living Agreement form was developed
by the San Francisco Human Services Agency. Emphasize the following key content for
Shared Living Agreements:
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Group homes should review potential issues in housing young adults and minors
together and develop specific policies to address them.
Shared Living Agreements (SLAs) between the youth and the group home are
required by Community Care Licensing.
SLAs should respect the adult status of non-minor dependent youth in areas that
include personal time, health care decisions, food shopping or preparation, and
computer access.
SLAs should respect the group home policies for minors in the program in areas that
include medication storage, smoking, and quiet after bedtime.
SLA components include skills the youth wants to build, resources needed by the
youth, health and safety concerns, household agreements (such as household chores
and responsibilities, school/work attendance and performance, financial issues, drugs
and alcohol, and conflict resolution).
Step #6. Display slide 28 and review the following regulatory requirements for group
homes:
 Complete a Pre-Placement Appraisal to ensure the safety of all residents, review
health history, identify special needs and confirm the program can meet the needs of
the youth;
 Ensure the youth receives needed health care services and assist them in developing
skills needed to being self-sufficient in obtaining health care;
 Ensure the youth has access to three meals per day and is involved in planning meals
and food shopping with kitchen access for preparing meals;
 Assist the youth in developing independent living skills and assist them in obtaining
information on employment, career options, and attending college.
Note that the youth can share a bedroom with a minor who is a sibling or who they were
roommates with prior to turning age 18 or with another non-minor dependent youth.
Step #7. Display slide 29 and review the following personal rights of non-minor
dependent youth in group homes:
 Have personal items including furnishings, supplies for their living space, and an
automobile
 Select, obtain or decline health care and related services
 Have a personal telephone or computer for internet access
 Leave or depart the program at any time
 Participate in activities of their own choosing
 Provide their own releases for confidential information
Refer participants to the Trainee Content: Personal Rights for Non-Minor Dependent Youth in
Group Homes and remind participants that non-minor dependent youth have the same
personal rights as minors in addition to the rights of non-minor dependent adults as legal
adults.
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End of Activity
PowerPoint Slide, Activity 3C: Slides 22-29
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SEGMENT 4
Working with Young Adults with Disabilities
Total Segment Time: 40 min
TRAINING ACTIVITY 4A
ACTIVITY: Implementing After 18 with Special Needs Young Adults
Activity Time: 20 min
Materials:
• Supplemental handout: SOC 161 Certification for Extended Care
• Supplemental handout: SOC162 Mutual Agreement for Extended Care
• PowerPoint Slides 29-35
Pre-training Preparation:
Download the SOC 161 and 162 from http://www.cdss.ca.gov/cdssweb/PG168.htm and make
enough copies for all the participants.
Training Tips and Discussion Points:
Step #1. Display slide 29 and review the following positive impacts of AB 12/212 extended
foster care for young adults with disabilities. Extended care provides young adults with
disabilities with housing and additional time to:
 Complete their high school diploma or GED
 Strengthen family and permanency support
 Develop work readiness skills and gain work experience
 Complete the SSI process and receive benefits
 Participate in post-secondary education and vocational training
 Connect with adult disability services and resources
 Develop long term housing options
Step #2. Display slide 30 and discuss the following important elements related to
engaging young adults with disabilities in extended care.
 Extended care is a collaborative process that involves a change in our role from an
authority figure and decision maker to a support person in helping young adults to
make their own decision
 It is important for us to recognize and respect the adult status of our foster youth in
making their own decisions about their education, health, mental health, and
disability services
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We need to include young adults with disabilities in developing their Transition
Independent Living Plans (TILP) and a road map for their future
It will be necessary to provide young adults with information about their disability
and disability resources including how to advocate for their service needs
The TILP should reflect all of the goals and service needs of these young adults have
including service needs relevant to their disabilities in making a positive transition to
adulthood
It is especially important to use a strengths based approach with young adults who
have disabilities that emphasizes their positive traits and assets
In working with young adults, we should reframe disabilities in terms of differences
and opportunities to reduce the stigma involved and promote a positive self esteem
We can assist young adults with disabilities in creating a supportive environments
that allows them to develop life skills, address their special needs, and experience
positive outcomes
Step #3. Display slide 31 and review the responsibilities of social workers and probation
officers in working with young adults with disabilities in extended care
 Identify youth you are working with who have disabilities, understand the disabilities,
and know the disability resources available to meet their needs
 Discuss with youth prior to age 18 the available placements options for them in
extended care and address the appropriateness of placements in meeting their
service needs including disability services
 Complete SOC 161 (Certification for Extended Care) and SOC 162 (Mutual Agreement
for Extended Care) *Note: Probation involved youth (WIC 602) do not complete
these forms
 Complete updated Transition Independent Living Plan and Agreement (TILP) with
each young adult to reflect their service needs and goals including those related to
their disability
 Young adults with severe disabilities may need assistance in understanding
placement options and completing the necessary forms and may need a guardian ad
litum to provide consent for them
 Coordinate TILP services with other disability providers including Special Education,
Disability Students Programs and Services, Regional Centers, EPSDT, SSI, California
Children’s Center, etc.
 Monitor extended care placements for young adults with disabilities and ensure they
are effectively meeting their overall and disability service needs
Step #4. Display slide 32 and review the responsibilities for young adults with disabilities
in extended care.
 Young adults need to understand their disability and learn how to advocate for
themselves and receiving services and accommodations that maximize their
opportunities for a successful transition to adulthood
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Young adults need to keep their social worker and probation officer informed about
their disability and services needs including developing goals related to their disability
in their TILP
All young adults in extended care need to work on completing the goals of their TILP
and meeting the participation conditions required for remaining in extended care
It is important for young adults to also comply with the Shared Living Agreements
they make with their placements as appropriate
The young adult needs to inform the social worker or probation officer of any
problems they are having in placement and work with their case manager and
placement to resolve them
Social workers and probation officers need to be informed with 24 hours if the young
adult changes their placement or living situation
Step #5. Display slide 33 and summarize the important components of a Transition
Independent Living Plan and Agreement (TILP) with young adults with disabilities.
 The purpose of the TILP with special needs young adults is to facilitate their
developing permanence and increased independence and self-sufficiency
 The TILP should be a team responsibility that is developed with the young adult, their
placement, and the social worker or probation officer with goals, activities,
responsible parties, and timelines for achieving goals identified
 Having young adults with disabilities involved in developing their TILP helps them to
develop increased awareness of their disability services needs and develop advocacy
skills they will need after leaving extended care
 The TILP should include a goal to develop permanency connections with committed
family members and caring adults
 The TILP should include at least two goals that address the five participation of
extended care including a primary goal and secondary goal
 Include high expectations for young adults with disabilities in their TILP – there is a
risk that there will be lower expectation for them with a focus on Participation
Condition 5 that exempts persons with medical and mental health conditions who
have challenges in meeting goals for the other conditions
 It is important for the TILP to include participation condition goals related to
education, employment, and independent living skills
Step #6. Display slides 34 and 35 as you review suggested goals and activities for a
sample TILP for young adults with disabilities that include potential goals and activities.
 Permanency Goal - Develop permanency connections for the young adult with
family members and supportive adults.
o Identify with the young adult family members and other adults in their
lives who can provide permanency
o Meet with permanency connections and the young adult to identify the
types of permanency they can provide and address any concerns
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o Support the young adult in addressing any concerns related to their
disability with permanency connections
Condition 1 Goal - Graduate from high school or obtain a GED.
o Meet with the Special Education Department for the young adult to
coordinate their Individual Transition Plan (ITP) with their TILP and to
clarify the current status of their graduation plan
o Contact Foster Youth Services to explore resources that can support the
young adult in completing high school
o Discuss with Special Education the GED preparation course that are
available to the young adult and how they can receive accommodations
for taking the GED
Condition 2 Goal - Enroll in post-secondary education or vocational training
program.
o Explore community college Career and Technical Education Programs and
support available from Disabled Students Program and Services (DSPS) at
the colleges
o Enroll in a community college program (at least two classes) and identify
supports that will be utilized including DSPS, mental health, medical
services, etc.
Condition 3 Goal - Participate in activities that reduce barriers to employment and
prepare the young adult for work.
o Learn information about your disability, how to advocate for themselves,
and accommodations available for employment.
o Participate in a work readiness class at the Independent Living Program
(ILP)
Condition 4 Goal - Obtain part time employment.
o Apply for supported employment opportunities that prioritize serving with
young adults with disabilities (i.e. Workability, WIA Youth Programs)
o Apply for Department of Rehabilitation program services.
o Participate in employment counseling with ILP.
Condition 5 Goal - Participate in medical and mental health services.
o Participate in ongoing medical services related to your physical or medical
disability.
o Participate in mental health services related to your emotional or mental
health disability.
o Initiate or continue with application to obtain SSI related to disability.
End of Activity
PowerPoint Slide, Activity 4A: Slides 29-35
TRAINING ACTIVITY 4B
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ACTIVITY: Developing a TILP with a Young Adult with Disabilities
Activity Time: 10 min
Materials:
• Supplemental handout: TILP Form
• PowerPoint Slide 36
Pre-training Preparation:
Download the TILP from http://www.cdss.ca.gov/cdssweb/entres/forms/English/TILP1.pdf
and make enough copies for all the participants
Training Tips and Discussion Points:
Step #1. Display slide 36 and ask participants to think of a youth or young adult who they
have worked with who has a disability. Tell them to imagine this young person is currently in
placed in a group home or foster home and has opted for extended care. Have them
develop a Transitional Independent Living Plan and Agreement with this young adult using
the form in their packet. Include the following information with your instructions, including
making a list of goals they think the young adult would want to include as TILP goals. Ask
the trainees to consider the following:
 At least one of the goals has to involve working with the young adult to increase
permanency options. It is more challenging for young adults with disabilities to
develop permanent connections and challenges related to their disability frequently
need to be addressed.
 It is recommended to have two goals related to the AB 12 participation condition
including a primary goal and a secondary goal.
 High school or GED completion (Participation Condition 1) is one of the requirements
for remaining in group homes in extended care. Young adults with disabilities can
remain in special education until age 22 to graduate from high school and can also
participate in GED programs.
 Participation Condition 3 (Removing Barriers to Work) is appropriate for many young
adults with disabilities with support needed in preparing for employment and
developing independent living skills. Participate in ILP fulfills the requirements for
this condition.
 Part time employment (Participant Condition 4) supports young adults with
disabilities in gaining work experience, managing money, and increases their selfesteem with supported employment programs available for them.
 Most young adults with disabilities meet Participation Condition 5 (Medical or Mental
Health Condition) with goals related to receiving medical care, mental health services
and applying for SSI.
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Step #2. Ask participants to share what it was like developing the TILP. Ask them to
identify what seemed realistic in the plan and what seemed like it would be challenging for a
young adult with disabilities to achieve. Emphasize that in the field the TILP would be
developed with the young adult and other support people.
End of Activity
PowerPoint Slide, Activity 4B: Slide 36
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SEGMENT 5
Transition for Young Adults with Disabilities
Total Segment Time: 45 min
TRAINING ACTIVITY 5A
ACTIVITY: Service Needs for Young Adults with Disabilities
Activity Time: 15 min
Materials:
• Trainee Content: Post-Secondary and Career Education Resources
• Trainee Content: Employment and Vocational Training Resources
• Trainee Content: Information and Advocacy Resources
• PowerPoint Slides 37-47
Training Tips and Discussion Points:
Step #1. Display slide 37 and review the transition service components that will support
young adults with disabilities to make a successful transition to adulthood. They include:
 Case Management
 Education Support
 Mental Health Services
 Medical Services
 Permanency Support
 Employment and Vocational Training
 Independent Living Skills
 Advocacy Support
Step #2. Display slide 38 and discuss the importance of case management support for
young adults with disabilities. Identify case management resources for each primary
disability.
It is important for each young adult with disabilities in extended care to have a case
manager in addition to their social worker or probation officer to assist them in meeting
their service needs, develop resources for them, and coordinate their service activities.
There are a number of programs that provide case management services for young adults
with disabilities including the following:
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Independent Living Programs, Transitional Housing Programs, and Foster Family
Agencies usually provide case management support for all foster young adults
including young adults with disabilities.
Disabled Student Program Services provide education case management in colleges
for young adults with disabilities.
California Department of Rehabilitation provides employment and career case
management for young adults with substantial disabilities
For developmental disabilities the California Regional Centers provide case
management for young adults with qualifying developmental disabilities and medical
conditions.
For physical and medical disabilities EPSDT (Early Periodic Screening Diagnosis and
Testing) provides medical care and case management services for all young adults
with disabilities. The California Children’s Center provides medical case management
for young adult with qualifying medical conditions and physical disabilities.
For mental health disabilities EPSDT (Early Periodic Screening Diagnosis and
Treatment) services and Intensive Treatment Foster Care includes case management
for young adults with mental health disabilities. Some TAY (Transition Age Youth)
programs also provide case management support.
Note that there are no programs that specifically provide case management to young adults
with learning disabilities. However, they can receive case management through Transitional
Housing Programs, Independent Living Programs, and Foster Family Agencies. They are also
eligible for college education support through Disabled Students Programs and Services.
Step #3. Display slide 39 and review the key elements of support for high school
completion available to young adults with disabilities.
Note that the most important factor in any youth making a successful transition to
adulthood is completing their education and it is critical for young adults with disabilities to
graduate from high school or obtain their GED. Social workers and probation officers need
to be actively involved in special education with young adults including participating in IEP
meetings, staying informed of their graduation plan and progress, and coordinating their
Individual Transition Plan (ITP) in special education with their TILP
Foster Youth Services can continue to work with young adults with disabilities in extended
care to provide education advocacy and support services
Young adults should be encouraged to remain in special education until they graduate or
obtain their GED. Special needs young adults may benefit more from taking adult education
classes to complete their GED if it is not viable for them to remain in high school.
Step # 4. Display slide 40 and review the key points for providing post-secondary
education support to young adults with disabilities.
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Refer trainees to the Trainee Content: Post-Secondary and Career Education Resources.
Many young adults with disabilities can complete post-secondary education and vocational
training and it is important for us to have high expectations for their education and
vocational achievement. Young adults with disabilities should be encouraged to explore
community colleges, universities, vocational training, and career and technical education.
There are several college resource programs that provide young adults in foster care with
financial and practical support:
 the Foster Youth Success Initiative (FYSI),
 Extended Opportunity Programs and Services (EOPS), and
 Guardian or Renaissance Scholars
Young adults with disabilities often need support from their case managers and placements
in completing college and financial aid applications, college enrollment and orientation,
course planning, and payment of fees.
Disabled Students Program and Services (DSPS) provides community college students with
disabilities with support services, specialized instruction, education accommodations, and an
individualized Student Educational Contract (SEC) that links their goals and curriculum
program to their specific disability educational limitation. Young adults with disabilities
should be encouraged to utilize the services and supports available to them through college
DSPS.
 DSPS is available at most California Community Colleges and Universities
 DSPS provides support services, specialized instruction, and educational
accommodations
 A Student Educational Contract (SEC) is developed with each student to link their
goals, curriculum program, and academic accommodations to their disability related
educational limitation
 In order to eligible for DSPS the specific disability of each student must be verified
and there must be and educational limitation that requires specialized services
 DSPS includes test taking facilitation, assessment for learning disabilities, specialized
counseling, interpreter services, mobility assistance, note taker services, reader
services, speech services, transportation aid, specialized tutoring, job development
and placement, assistive technology, registration assistance, special parking, and
specialized instruction
Note that services for students with disabilities are available for California State University
students with disabilities and provide many of the same support services as DSPS programs.
Step #5. Display slide 41 and review the important of young adults with emotional and
mental health disabilities having access to mental health services.
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Note that young adults with disabilities in extended care will need to make their own
decisions about mental health services and the court can no longer order them to take
psychotropic medications. Many young adults with disabilities need or can benefit from
mental health services in addressing unresolved trauma, anxiety and depression, emotional
and behavioral issues, psychotic and bipolar disorders, or alcohol and substance use issues.
Mental health service needs should be included in the TILP, Needs and Services Plan, and
Shared Living Agreement for young adults in extended care. Young adults need to be
educated about their mental health diagnosis, treatment, and medications. Young adults
also need to learn how to advocate for services to meet their mental health needs.
Review the following services:
 EPSDT (Early Periodic Screening Diagnosis and Testing) provides mental health
services to young adults with MEDI-Cal until age 21 including individual, group, and
family therapy; crisis counseling; case management; medications; and alcohol and
drug treatment
 TBS (Therapeutic Behavioral Services) provides mental health support services to
young adults with Medi-Cal until age 21 who are in group homes, at risk for a higher
level of care, or had a recent psychiatric hospitalization
 Services include behavioral interventions, communication skills and enhanced
community functioning
 TAY (Transition Age Youth) Programs provide comprehensive mental health services
for youth and young adults ages 16-25 with severe mental health and substance use
disabilities including individual therapy, medication, dual diagnosis treatment, case
management, and community functioning
 After extended foster care young adults with mental health disabilities transitioning
from extended care will need to have continuity of mental health treatment and
access to adult community behavioral health service providers
Step #6. Display slide 42 and review the important service components for young adults
who have physical or medical disabilities.
Young adults with physical and medical disabilities need to have a home that meets their
medical needs. It is important for these young adults to have a placement that allows them
the maximum opportunity for developing independence and self-sufficiency. Young adults
with physical disabilities may also need to access medical equipment and assistive
technologies. The case manager needs to identify both who is going to coordinate services
for them and who is going provide them with care. Special rates are available for providing
In Home Support Services and to care for young adults designated with Special Health Care
Needs. Social workers and probation officers need to assess and monitor youth with
physical and medical disabilities living with relative placements to ensure their needs are
getting met. Review the following supports:
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Early Periodic Screening Diagnosis and Testing (EPSDT) - EPSDT provides funding for
medical services to young adults in extended care and providers who can serve as
medical case managers with special needs young adults
California Children’s Center (CCS) – CCS provides case management for qualifying
young adults with physical and medical disabilities
The Department of Rehabilitation – The Department of rehabilitation helps young
adults with physical disabilities access college and employment services
SSI and Permanent Housing - Young adults with physical disabilities often qualify for
SSI and have ADA protections with regards to finding permanent housing
Step #7. Display slide 43 and review special programs and services for young adults with
physical health and medical needs.
 Health Care Program for Children in Foster Care (HCPCFC) – HCPCFC is part of county
child welfare agencies and provides public health nursing expertise in meeting
medical, dental, mental health and development needs of children in foster care. The
public health nurse consults with the foster care team to promote access to
preventive and specialty health care services
o Access - Young adults with disabilities in extended care will continue to have
access to these services
o Eligibility – Eligibility includes being age 22 or younger; having a medical
condition that can rapidly deteriorate or needs specialized home health care;
and is a dependent of the court, in custody of child welfare, or a regional
center client
 Placement for young adults with Special Health Care Needs allows them to remain in
a foster home if residing there prior to age 18
 There must be agreement by the young adult, foster parent, social worker or
probation officer, and legal guardian if appropriate
 The regional center must agree to continue to monitor the placement
 Group Homes can only be used as a placement in limited circumstances
 The case worker must document that the group home can meet the special needs of
the young adult
 The group home is a short term placement of no more than 120 days
Step # 8. Display slide 44 and discuss key elements of developing family and permanency
connections for young adults with disabilities in extended care.
 Young adults with special needs frequently have fewer permanency options than
other young adults in extended care due to increased rejection by their birth families
and challenges for caregivers in meeting their needs
 While there is no longer a focus on family reunification in extended care, the
importance of social workers, probation officers, and placements in helping young
adults develop permanency support is still emphasized in extended care policy
guidelines and their Transition Independent Living Plans.
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It is especially important for young adults with disabilities to develop increased
permanency supports to assist them in transitioning to adulthood and finding stable
home environments.
Permanency supports for these young adults can include family members, young
adult friends, important adults in their lives, adult mentors, and advocates including
Court Appoint Special Advocates (CASA).
Help young adults with disabilities develop and maintain permanent connections by
identifying and strengthening relationships with family members and adult allies that
may have been disrupted.
Ask young adults who they consider their allies, friends, and permanency supports to
be with many identifying the parents and relatives of their friends and partners in
addition to their own family members.
Help them to make relationship connections as this can be difficult for these young
adults if their social skills are impacted by their disability including initiating contact
and showing reciprocity in relationships
Advocate with family members and adult allies to help them understand the disability
of the young adult and including them in their lives
Help young adults understand, accept and manage relationships with their family
Special needs young adults in group homes, foster homes, and Transitional Housing
programs are eligible to receive wraparound services.
Wraparound services use intensive, strengths based, and team approach in bringing
together family members and other important people in the young adult’s life to
assist them in developing permanency options
The services target transition planning; increasing supports; and improving
functioning including social, communication and living skills
Step #9. Display slide 45 and review the importance of employment and vocational
training in preparing young adults with disabilities for a successful transition to adulthood.
Refer trainees to the Trainee Content: Employment and Vocational Training Resources and
point out that exit and outcomes studies consistently show that more than half of former
foster youth are unemployed with those working making an average of less than $10 an
hour. Young adults with disabilities with disabilities have even less work experience than
other youth. Employment is critical to supporting young adults in earning an income,
increasing their self-confidence and self-esteem, reducing their dependence on public
assistance, and improving their transition outcomes.
Young adults with disabilities want to work and we have not had a strong emphasis on
employment with foster youth. There has been a system bias that encourages foster youth
to pursue post-secondary education goals rather than vocational training or work
experience. Note that the longer a young person waits to start employment, the more
difficult it becomes for them. Review the following employment programs for young adults
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with disabilities that prioritize foster youth and young adults with disabilities for
employment opportunities:
 WIA (Workforce Investment Act) Youth Programs provide work readiness training,
supported work experience, and case management support for low income young
adults ages 16-21 with foster youth and special needs youth included in their target
population.
 Workability provides work readiness and supported employment for youth and
young adults with disabilities ages 14-22 through Special Education in high school and
DSPS (Disabled Students Programs and Services) in college
 The Department of Rehabilitation has a Young Adult Program and provides
vocational training and employment development services for young adults with
disabilities that impact employment
 Ticket to Work provides employment services for young adults who are receiving SSI
(Supplemental Security Income)
 Independent Living Programs (ILP) provide employment services for foster youth up
to age 21 with a need for these programs to be supported in having an expanded role
in providing employment services for young adults with disabilities
Step #10. Display slide 46 and review the key points in supporting young adults with
disabilities develop independent living skills.
One of the most important goals for young adults with disabilities in extended care is to
increase their independence towards achieving their maximum potential for self-sufficiency.
It is critical for them to receive education and learn about their disability and to develop
advocacy skills for obtaining adult disability services and obtaining accommodations in
employment, housing, and other areas of life.
Social workers, probation officers, and placements need to support special needs young
adults in developing daily living skills, self-care, problem solving, social skills, behavior
management, and transportation skills. Young adults can also learn budgeting and financial
management skills through being engaged in employment or collecting SSI as their own
payee.
Independent Living Programs (ILP) provide a wide range of services for young adults in
extended care including case management, access to housing, employment workshops and
counseling, life skills workshops, post-secondary education support, and assistance with
transportation. Make the following points about ILP:
 ILP services are underutilized by young adults with disabilities
 ILP needs to be more involved in providing services to special needs young adults and
they should be encouraged to participate in ILP
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Independent Living Centers (ILC) are another support service for youth with disabilities.
ILCs are non-profit organizations run by and for persons with disabilities. They operate in
collaboration with the California Department of Rehabilitation and provide the following:
 Persons with disabilities can receive help with daily living issues and learn skills they
need to take initiative in and take control of their own lives
 All independent living Centers provide six core services:
o Housing assistance,
o information and referral,
o peer counseling and support,
o personal assistance services,
o independent living skills,
o systems and personal advocacy,
o personal assistant services,
o independent living skills, and
o systems and personal advocacy.
 Centers may also provide benefits counseling work readiness training, legal aid, and
assistive technology services
Step #11. Display slide 47 and review the importance of advocacy support for young adults
with disabilities and primary resources available to them.
Refer trainees to the Trainee Content: Information and Advocacy Resources and note that
special needs young adults need to have education about their disability and to develop
advocacy skills for obtaining adult disability services and accommodations from
employment, housing, and daily living. It is important for young adults with disabilities to
have adult and peer advocates that will take an active role in advocating on their behalf for
services and support them in advocating for themselves. Case managers will spend more
time advocating for services for young adults with disabilities than for other foster youth.
Young adults with disabilities will need to develop identify additional resources and develop
advocacy support that will follow their transition into adulthood. Review the supports
below:
 Court Appointed Special Advocates (CASA) - One of the roles of a CASA assigned to
youth in out of home care is to advocate on their behalf for their service needs.
CASAs are continuing to work with young adults who are opting for extended care
and should be prioritized to work with special needs young adults.
 Youth Organizing Disabled and Proud (YO) - YO is a statewide initiative for youth and
young adults with disabilities ages 14-26. Their programs include free workshops and
conferences, leadership development, social activities, a transition support hotline,
professional development for agencies, and an online directory of disability agencies.
 Disability Rights California (DRC) - This organization provides protection and
advocacy services for persons with disabilities including technical, training, advocacy
support, legislative advocacy, peer self-advocacy, patient’s rights, investigation of
complaints, and representing persons in litigation on select disability-related cases.
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Disability Rights Education and Defense Fund (DREDF) - DREDF is a national civil
rights law and policy center directed by persons with disabilities that provides legal
advocacy, public policy and legislation, children and family advocacy, training and
education, and research on behalf of children, families and adults with disabilities.
Disability Benefits 101 - This is a website that provides tools and information on health
coverage, benefits, employment and other topics. It is intended to assist persons
with disabilities can plan their lives and maximize their use of available resources.
End of Activity
PowerPoint Slide, Activity 5A: Slides 37-47
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TRAINING ACTIVITY 5B
ACTIVITY: Housing for Young Adults with Disabilities
Activity Time: 20 min
Materials:
• Trainee Content: Shared Living Agreement
• Supplemental handout: SOC 157A - Supervised Independent Living Plan (SILP) Placement
and Agreement
• Supplemental handout: SOC 157B – SILP Inspection: Checklist of Facility Health and
Safety Standards
• PowerPoint Slides 48-60
Pre-training Preparation:
Download the SOC 157A and 157B forms from http://www.cdss.ca.gov/cdssweb/PG168.htm
and make enough copies for all the participants.
Bibliography References:
• California Dynamic Reporting System – Out of Home Care Special Education Placements
• All County Letter 12-05 Extended Foster Care Forms Matrix
Tips and Discussion Points:
Step #1. Display slide 48 and review the placements options available for young adults
with disabilities in extended care.
 Group Homes
 Transitional Housing Programs
 Family and Foster Care Options
 Postsecondary Education Housing
 Supervised Independent Living Plans
 Post Extended Care Housing
Step #2. Display slide 49 and show the current placements for youth and young adults
ages 16-18 in out of home care who have been in special education and have a disability.
 18% of all foster youth ages 16-18 in out of home care have been in special education.
This most likely is under represents the numbers of special needs youth in foster care
but is the closest estimate available given the current data.
 29% of older youth with disabilities live in group homes compared to only 21% of older
youth without disabilities living in group homes
 23% live in Foster Family Agency homes
 21% live in kinship placements
 12% live with legal guardians
 10% live in foster homes
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1% live in transitional housing programs
1% live in pre-adoption homes
Step #3. Display slide 50 and discuss the case manager responsibilities with approved
living arrangement (placements) for young adults with disabilities in extended care.
Note that social workers will complete the appropriate agreement with the caregiver and
the young adult for every new living situation after they turn age 18. Refer participants to
the following placement forms (as described in the Extended Foster Care Forms Matrix
attachment in All County Letter 12-05). A new placement agreement is not necessary if the
young adult remains in the same living situation they were in prior to age 18.
 SOC 152 - THP Plus Foster Care Agreement
 SOC 153 – Foster Family Agency Placement Agreement
 SOC 154 B – Group Home Agreement
 SOC 156 A – Foster Parents Placement Agreement
 SOC 157 A – SILP Approval and Placement Agreement
 SOC 157 B – SILP Inspection of Facility Health and Safety Standards
The social worker will work with the young adult to provide the caregiver with background
information on the young adult’s disability and service needs. Note that the youth’s medical
information cannot be shared without the young adult’s permission.
With the young adult’s permission, the social worker can share the Transitional Independent
Living Plan and Agreement if already completed. It is best practice to complete the TILP
with the placement and the young adult together if possible and to include goals and
activities that reflect both the overall and disability services needs of the young adult.
It is also important to support the caregiver and young adult in working together to develop
a Needs and Services Plan and Shared Living Agreement that reflects the services and
accommodation needs of special needs young adults including medical and mental health
services, medications, assistive technology, transportation, and other areas.
Emphasize that young adults with disabilities are responsible for making their own decisions
about medical and mental health care and may want to discontinue them. The TILP, Needs
and Services Plan and Shared Living Agreements should reflect the case manager and
placement priorities regarding the need for the young adult to continue with disability
related services while they are in extended care.
The social worker will need to do the following:
 Monitor the progress of the young adult and ensure that the living arrangement is
meeting the service and disability needs of the young adult in achieving their goals.
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Assist the caregiver in identifying and developing permanency connections for
special needs young adults who can potentially serve as relationship and living
situation resources for them.
Include the caregiver in transition planning with the young adult and assist the
placement in connecting the young adult with adult disability and community
resources.
Step #4. Display slide 51 and review the following placement responsibilities of the placing
agency and the young adult with disabilities in extended care:
 Develop a Needs and Services Plan and an initial transition plan with the young adult
that is consistent with their TILP goals and activities
 Develop a Shared Living Agreement with the young adult that both respects the
adult status of the individual while stating the guidelines the program or home has
for having the young live their
Emphasize that young adults with disabilities are responsible for making their own decisions
about medical and mental health care and may want to discontinue them. The Needs and
Services Plan and Shared Living Agreements should reflect the agreements between the
caregiver, social worker and young adult regarding the need for the young adult to continue
with disability related services while they are in placement. These may include:
 Work with the young adult to understand their disability, educate them about their
disability, and develop appropriate resources to meet their service needs
 Ensure that special needs young adults receive the education, employment,
independent living skills, and advocacy support that they need to achieve their goals
 Participate in transition planning with the young adult, case manager, permanency
connections, and disability and community service providers
 Provide periodic updates on the Needs and Services plan every six months
Step #5. Display slide 52 and refer trainees to Trainee Content: Shared Living Agreement.
Review with participants the basic elements of a Shared Living Agreement (as outlined in
Appendix A to All County Letter 11-77). Make the following key points:
 Group homes should review potential issues in housing young adults and minors
together and develop specific policies to address them.
 Shared Living Agreements between the NMD and the group home are required by
Community Care Licensing.
 SLAs should respect the adult status of NMD in areas that include personal time,
health care decisions, food shopping or preparation, and computer access.
 SLAs should respect the group home policies for minors in the program in areas that
include medication storage, smoking, and quiet after bedtime.
 SLA Components include skills and resources needed, health and safety concerns,
household agreements, household chores and responsibilities, school/work
attendance and performance, financial issues, drugs and alcohol, and conflict
resolution.
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SLA Household Agreements include schedules/curfew, noise, language, cigarette
smoking, guests, shared space, TV/computer/video games, furnishings/decorations
Step #6. Display slide 53 and review the following non-minor dependent personal rights
developed by California Community Care Licensing for young adults in out of home care:
 Have personal items including furnishing and supplies for their living space
 Have their own automobile
 Select, obtain or decline health care and related services
 Have a personal telephone or computer for internet use
 Leave or depart the program at any time
 Participate in activities of their own choosing
 Provide their own release for confidential information
Emphasize that these same rights apply to young adults with disabilities in extended care in
addition to the rights afforded to minors in out of home care (Foster Youth Bill of Rights).
Step #7. Display slide 54 and review information on group home placements for young
adults with disabilities including current data, placement limitations in extended care, group
home services.
Note that group home placements comprise 25% of all placements for out of home youth
and young adults ages 16-20. This includes 16% of dependent youth and 52% of probation
youth ages 16-20. Older youth and young adults with disabilities are 1.5 times more likely to
be placed in group homes than other foster youth and have fewer permanency options.
Young adults with mental health, emotional, behavioral and substance use issues are
frequently placed in group homes with reduced residential treatment options
Review the following group home limitations included in AB12. Under AB12, young adults can
remain in group homes until they turn age 19 or complete their high school diploma or their
GED, whichever comes first unless the following conditions are met:
 The young adult has a medical or mental health condition (Participation Condition 5)
that consistently prevents them from achieving the goals of the other conditions
 Continuing in the group home functions as a short term placement and
 Treatment strategies should prepare the young adult for discharge to a less
restrictive or more family like placement
Young adults with disabilities are more likely than other young adults in extended care to
meet the conditions for an extension in group home care. It is important for group home
placements and case managers to be working with special needs young adults to increase
their self-sufficiency and support them in transitioning to living situations that provide them
with greater independence. Group home services can also provide young adults with
disabilities with important support for achieving greater independence.
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Education support can be critical in helping them to graduate from high school, obtain their
GED, or prepare for post-secondary education. Behavioral interventions can help improve
coping skills while treatment services can address trauma, mental health and substance use
issues. Life skills development can improve self-care, social skills, and daily living skills. Work
readiness and employment support can assist youth in gaining work experience, saving
money, and learning budgeting skills.
Step #8. Display slide 55 and review the Transition Housing Program Plus Foster Care (THP
Plus Foster Care) model for young adults with disabilities.
THP Plus Foster Care is currently being developed under AB 1712 to provide young adults in
extended foster care with transitional housing that allows them to have increased
independence while retaining support services. Review the following key information about
THP + FC:
 Eligibility is for young adults ages 18 until they age out of foster care
 THP Plus Foster Care placements will be supervised by social workers and probations
officers, a placement agency, and Community Care Licensing
 Housing options will include both site based apartments and host family options
 This is an appropriate placement for many young adults with mild to moderate
disabilities in transitioning from group homes and foster homes
THP Plus Foster Care Services provides additional case management, wraparound, and
mental health services that may be very helpful to young adults with disabilities. These
programs can provide young adults with the opportunity to gain experience in living
independently including attending school, working, budgeting and money management for
those earning wages or collecting SSI. Case managers can provide education support,
advocacy and assistance with post-secondary education and vocational training. Sponsoring
agencies can also provide life skills and support groups to assist young adults in independent
daily living and developing social and relationships skills.
Step #9. Display slide 56 and discuss the following family and foster care options for
young adults with disabilities.
 Family and Foster Care Homes
 Approved Family and NREFM (Non Relative Extended Family) Homes
 Kin-Gap Placements
 Foster Family Agency (FFA) Homes including Intensive Treatment Foster Care
 Nonrelated Legal Guardian Homes
 Adoption Assistance Program (AAP) Homes
Note that young adults with disabilities in approved family, NREFM, and foster homes have
access to the same benefits and AFDC rates they received prior to age 18. Family and foster
care options can also be a way for young adults with disabilities to transition from group
home care towards greater self-sufficiency and independence.
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Shared Living Agreements can support the young adult and their family or foster care
provider in having a successful placement. It is important for the social worker or probation
officer to ensure that the family or foster home setting is capable of meeting the special
needs of the young adults.
Review the following regulations related to young adults in Kin-GAP, Non-Related Legal
Guardian (NRLG), and Adoptive Assistance Program Homes.
 Young adults with disabilities in Kin-Gap, NRLG, and AAP homes are eligible for
extended care regardless of when their placement was initiated
 Young adults with disabilities are eligible to remain in Kin-GAP, NRLG, and AAP homes
in extended care until age 21.
 Special needs young adults in these homes are eligible to remain in extended care no
matter what age the placement was initiated at
 The legal guardian or parent must request the extension of payment and payments
can be made only to them
 The legal guardian or parent must document the young adult participation in one of
the five extended care conditions
 Qualifying young adults with disabilities will meet eligibility requirements through
Condition 5 (Medical or Mental Health Condition)
 Kin-Gap placement benefits include a clothing allowance, Medi-Cal, ILP services, and
education and training vouchers
 Adoption Assistance Program placements include access to Wraparound Services in
needed
 Young adults receiving benefits through these placements are not eligible for THP
Plus Foster Care or a SILP as they are not in foster care
 Young adults in these homes can live in college dorms or other living situations as
long as the parent or guardian remains legally responsible for their support
Step #10. Display slide 57 with and review the special payment rates for young adults with
disabilities in extended care placement.
 Specialized Care Increment
o County supplements to the basic AFDC-FC rates are provided for the
specialized care of children with medical, emotional and behavioral needs
o Specialized Care Increments are available to Foster Family Homes, Relative
Caregivers, Non-Related Legal Guardians, and to NREFMs
o Individual county policies and rates vary by county and three (3) counties
do not have a specialized care increment
 Intensive Treatment Foster Care (ITFC)Foster Family Agencies provide ITFC homes for
youth with serious emotional disturbance or other mental health issues as an
alternative to higher level group home care.
o Foster parents receive a higher rate and specialized training for providing
this service.
 Dual Agency Rate
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o Special payment rates are provided to homes for Regional Center clients
who are also AFDC eligible.
Step #12. Display slide 58 and review information regarding Supervised Independent
Living Plans (SILP) for young adults with disabilities in extended care.
A SILP is the least restrictive placement in extended care with no program supervision or
case management services other than the Social Worker or Probation Officer.
Eligible placements include an apartment rental, room rental (either alone or with another
person or former caregiver), or single room occupancy hotel (SRO), or university/college
approved housing. Young adults approved for a SILP receive $799 a month either directly or
in payment to a designated payee (i.e. care provider, landlord). Special needs young adults
can receive a SILP stipend in addition to their SSI payment. A SILP is an appropriate
placement for young adults with disabilities who have the capability of living independently.
A SILP may not be appropriate for young adults with disabilities who still need program or
care provider support to meet their medical and/or mental health service needs including
additional case management support.
Review the following key social work activities required prior to a SILP placement:
 SILP Readiness Assessment. Social Workers and probation officers need to carefully
evaluate the Readiness Assessment with special needs young adults to ensure that
their living situation is able to meet their service needs
 SILP Facility Inspection. Social workers and probation officers need to ensure that the
proposed living space addresses the physical needs for accommodations for young
adults with disabilities
Step #13. Display slide 59 and discuss post-secondary education housing for young adults
with disabilities with participants.
Many young adults with disabilities are capable of living in college dormitories or housing
while obtaining their post-secondary education. Note that post-secondary education
opportunities for special needs young adults include community colleges and state
universities. Career and technical education programs are beneficial for many of young
adults with disabilities who want to learn a specific vocation or trade without completing a
four year degree
 Supervised Independent Living Plans (SILP) can include living in college dormitories,
university housing or off site housing
 Young adults must a SILP Readiness Assessment with the Physical Inspection waived
for dormitory and university housing
 Young adults with disabilities need to be capable of living independently and have
support for addressing their special needs
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Special needs young adults can receive a SILP stipend in addition to their SSI
payments and financial aid
Disability Students Programs and Services provides young adults attending college
with extensive support services
Step #14. Display slide 60 and review the two existing post-extended care transitional
housing options for young adults with disabilities:
 Transitional Housing Program Plus
o This is housing program funded through the county child welfare and juvenile
probation departments for young adults who have exited foster care.
o THP Plus provides housing and support services for young adults ages 18-24
who have exited care for up to 24 months.
o Services include case management, help with rent and food, medical and
mental health services, and access to employment and education
o Most housing is in two bedroom apartments however placement with a
permanent, caring adult is also possible
 Transitional Living Programs
o This housing program is funded by the Youth Services Bureau of the U.S.
Department of Health and Human Services.
o TLP provides housing and support services for homeless youth ages 16-21 who
are not in foster care for up to 18 months (24 months if they are under age 18)
o Services include life and interpersonal skills, education support, job
preparation and placement, and medical and mental health services
o Housing and services are provided in residential programs
End of Activity
PowerPoint Slide, Activity 5B: Slides 48-60
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SEGMENT 6
Planning Transition with Young Adults with Disabilities
Total Segment Time: 15 min
TRAINING ACTIVITY 6A
ACTIVITY: Transition Resources
Activity Time: 15 min
Materials:
• Trainee Content: Young Adult Disability Resources Guide
• Trainee Content: Housing and Community Resources Plan
• PowerPoint Slides 61-68
Training Tips and Discussion Points:
Step #1. Display slide 61 with overview of transition planning with special needs young
adults topics.
 Extended Care Partnerships
 Transition Planning Meetings
 Engaging Adults Disability Providers
 Community and Disability Resources
 Housing and Resources Worksheet
 The Keys to Successful Transitions
Step #2. Display slide 62 and discuss the importance of extended care partnerships in
helping young adults with disabilities make a successful transition to adulthood.
Young adults with disabilities need extensive support during their time in extended care in
order to achieve positive transition outcomes. Extended care requires all of us to work
together as partners including the SW or PO, young adult, placement, community resources,
and disability providers. The SW or PO needs to maintain frequent contact with the young
adult to monitor their progress that will often be more than once a month for special needs
young adults. The placement and the SW or PO need to work more closely together with
young adults who have disabilities to ensure that their transition goals and disability needs
are being met. There should to be an active effort to develop adult permanency resources
with special needs young adults needing more support than other youth in extended care to
achieve greater independence and stability
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The SW or PO also works closely with adult community and disability resources. Adult
community resources are a new area of services that we need to be familiar and
comfortable working with to support young adults in extended care
Step #3. Display slide 63 and review transition planning meetings with participants.
Note that the coordination of services is critical to the success of young adults with
disabilities in extended care. Transition planning meetings may include the young adult, SW
or PO, placement, permanency connections, and adult disability service providers. Ideally,
goal planning meetings happen at the beginning of a six month placement with the
caregiver and service providers to review the TILP and clarify the responsibilities of all
parties. Planning meetings at the midpoint of a six month placement can review progress by
the young adult in obtaining the services needed to reach the goals in their TILP. Midpoint
meetings can also ensure that young adults are on waiting lists for transitional housing and
connecting with community resources needed for the next placement
Step #4. Display slide 64 and discuss engaging adult disability providers in transition
planning with young adults with disabilities.
It is important to include adult disability providers in transition planning for special needs
young adults. Adult disability providers can ensure that the young adult is receiving
independent case management and counseling support and that their disability service
needs are being met. Disability providers involved in planning may include (among others):
 Special Education
 Regional Centers
 Mental health providers (EPSDT and Wraparound)
 Medical providers (California Children’s Services)
 Department of Rehabilitation
Adult disability providers can assist young adults in obtaining education, financial assistance,
employment, individual therapy and medications, health care, assistive technology, housing,
and college support services
Step #5. Display slide 65 and reference the community resources available to young adults
with disabilities in extended care including the following.
 General Resources
o Youth Transition Toolkit: A Guide for Young People with Disabilities
Transitioning to Adulthood
o Child Welfare Dynamic Reporting System
o Community Care Licensing Non Minor Dependent Regulations
 High School Completion
o California High School Guide
o Special Education Departments
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o Foster Youth Service Coordinators
o Career Ladder / College Bridge Programs
o GED Adult Education Classes
o Regional Occupational Centers and Programs (ROCP)
Post-Secondary Education and Training
o California Community Colleges
o California Universities
o Disability Students Programs and Services (DSPS) – California Community
Colleges
o Services to Students with Disabilities – California State Universities
o EOPS (Extended Opportunity Programs and Services)
o FYSI (Foster Youth Success Initiative)
o FAFSA (Free Application for Federal Student Aid)
o The California Chaffee Grant Program
o Renaissance and Guardian Scholars Program
o Adult Education Programs
o ROCP (Regional Occupational Centers and Programs)
o Vocational / Career and Technical Education Programs
Employment
o WIA (Workforce Investment Act) Youth Programs
o U.S. Department of Labor – Youth Services
o Job Corps
o Workability I
o California Employment Development Department (EDD) – Youth Services
o One Stop Career Centers
o Independent Living Program Coordinators
o California Conservation Corp
o California Department of Rehabilitation
o U.S. Social Security Administration (SSI) - Ticket to Work
o New Ways to Work
o National Collaborative on Workforce and Disability
Independent Living Skills
o Youth Transition Toolkit: A Guide for Young People with Disabilities
Transitioning to Adulthood
o Independent Living Programs – Foster Youth
o Independent Living Skills Centers
o California Department of Rehabilitation
Medical Care and Physical Health
o California Hospital and Medical Centers
o Medi-Cal
o EPSDT (Early Periodic Screening Diagnosis and Testing)
o California Children’s Services
o U.S. Social Security Administration - Supplemental Security Income (SSI)
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o California Centers for Independent Living
Mental Health
o EPSDT (Early Periodic Screening, Diagnosis and Treatment)
o California Therapeutic Behavioral Service (TBS) Providers
o California County Behavioral and Mental Health Services
o Transition Age Youth – County Mental Health Services
o U.S. Social Security Administration (SSI)
Developmental Disabilities
o California Department of Developmental Services (DDS)
o California Regional Centers
o California Centers for Independent Living
Housing
o California Registry – Residential Care Homes (Board and Care)
o U.S. Department of Housing and Urban Development (HUD)
o Housing Choice Voucher Program – Section 8 Housing
Information and Advocacy
o Youth Transition Toolkit: A Guide for Young People with Disabilities
Transitioning to Adulthood
o Disability.gov
o Court Appointed Special Advocates (CASA)
o Youth Organizing Disabled and Proud (YO)
o Youth Leadership Forum (YLF)
o Disability Rights California (DRC)
o Disability Rights Education and Defense Fund (DREDF)
o Disability Benefits 101
o Support for Families of Children with Disabilities
o Disability Legal Rights Center (DLRC)
o The Alliance for Children’s Rights
Step #6. Display slide 66 and introduce the housing and resources plan activity. Refer
participants to the Trainee Content: Housing and Resources Worksheet and ask them to think
of the youth or young adults they had considered in the Transitional Independent Living Plan
activity earlier in the course. Ask them to answer the following three questions.
1. What is viable housing option for this special needs young adult in their next six
month extension in extended care?
2. What two participation conditions do you think this young adult would be working on
in his or her TILP in the next six months?
3. Which community and disability resources would be helpful to this young adult based
on their service needs?
Step #7. Display slides 67-68 and review the following keys to successful transitions with
young adults who have disabilities.
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Understanding the disability of young adults in extended care and the resources
available to them
Ensuring youth with disabilities receive appropriate special needs assessments prior
to age 18
Ensuring that all young adults with disabilities have case management support
independent from child welfare and juvenile probation
Supporting young adult in understanding their disabilities and learning how to
advocate for themselves
Ensuring young adults with disabilities have adult advocates and permanency
connections to support them in their transition to adulthood
Ensuring special needs young adults are connected with education support and adult
disability resources (Special Education, DSPS, Regional Centers, Community Mental
Health, Department of Rehabilitation)
Supporting young adults with disabilities in gaining work experience prior to age 22
(Workability, WIA Youth Programs, Department of Rehabilitation)
Participate in transition planning with the young adult, permanency connections,
community resources, and adults disability providers to support them in achieving
maximum outcomes and independence
Ensure continuity of adult disability services to meet development, medical, and
mental health needs beyond extended care.
End of Activity
PowerPoint Slide, Activity 6A: Slides 61-68
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APPENDIX
Bibliography
American Bar Association Center on Children and the Law, Educational Law Center,
and Juvenile Law Center (May 2012). How the I.D.E.A. and The Fostering Connections
Act Can Work Together to Ensure School Stability and Seamless Transitions for Children
with Disabilities in the Child Welfare System. Foster Care & Education Issue Brief. Legal
Center on Foster Care & Education. The American Bar Association.
Blum, R., White P.H., and Galley, L. (July 2005). Moving into Adulthood for Youth with
Disabilities and Serious Health Concerns. Network on Transitions to Adulthood Policy
Brief. Philadelphia, PA: MacArthur Foundation Research Network on Transition to
Adulthood and Public Policy.
California Alliance of Child and Family Services (2011). AB 3632 to AB 114: Transition of
Educationally Related Mental Health Services. Sacramento, CA.
California Department of Education, Special Education Division (December 2011).
Special Education Enrollment by Age and Disability: Statewide Report.
Sacramento, California
Casey Family Programs, National Center for Resource Family Support (2001). A Guide
to Special Education Advocacy for Resources Families. Washington, D.C.
Child Welfare Dynamic Reporting System. cssr.berkeley.edu/cwscmsreports/
California Department of Social Services / University of California at Berkeley.
Berkeley, CA.
Child Welfare Information Gateway (March 2012). The Risk and Prevention of
Maltreatment of Children with Disabilities. Children’s Bureau, U.S. Department
of Health and Human Services, Administration on Children, Youth and
Families. Washington, DC
Chung, H.L., Little, M., Steinberg, L., and Altschuler, D. (February 2006). Juvenile Justice
Youth and the Transition to Adulthood. Network on Transitions to Adulthood Policy
Brief. Philadelphia, PA: MacArthur Foundation Research Network on Transition to
Adulthood and Public Policy.
Courtney, M., Dworsky, A., Brown, A., Cary, C., Love, K., and Vorhies, V. (2011) Midwest
Evaluation of the Adult Functioning of Former Foster Youth: Outcomes at Age 26.
Chicago, Illinois: Chapin Hall at the University of Chicago.
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Geenen, S. and Powers, L. (2006). Are We Ignoring Foster Youth with Disabilities?
Portland State University, Regional Research Center.
Geenen, S., and Powers, L. (2006). Transition Planning for Foster Youth with
Disabilities: Are We Falling Short? Portland State University, Regional Research
Center.
Hill, K. and Stenhjem. ( ). Youth with Disabilities Aging Out of Foster Care: Issues and
Support Strategies. Impact Newsletter.
Institute of Education Sciences, National Center for Special Education Research
(August 2006). An Overview of Findings from Wave 2 of the National Longitudinal
Transition Study – 2 (NLTS2). U.S. Department of Education. Washington, D.C.
Lenz-Rashid, S. (January 2006). Emancipating From Foster Care in the Bay Area: What Types of
Program and Services are Available for Youth Aging Out of the Foster Care System? San
Francisco, CA: Bay Area Social Services Consortium.
National Council on Disability (February 26, 2008). Youth with Disabilities in the Foster
Care System: Barriers to Success and Proposed Policy Solutions. Washington,
D.C.
National Working Group on Foster Care and Education. (September 2007). Fact Sheet:
Educational Outcomes for Children and Youth in Foster and Out-of-Home Care.
Osgood, D.W., Foster, E.M., Flanagan, C. and Ruth, G.R. Editors. (2005). On Your Own
Without a Net: The Transition to Adulthood for Vulnerable Populations. Chicago and
London: The University of Chicago Press.
Schwartz, A. and Blalock, B., The Alliance for Children’s Rights. (August 2011). California
Fostering Connections to Success Act: Focus on Youth with Disabilities. Powerpoint
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The National Collaborative on Workforce and Disability for Youth (2012). Guideposts for
Success.
United Cerebral Palsy (2006). Forgotten Children: A Case for Action for Children and Youth
with Disabilities in Foster Care. A Project of United Cerebral Palsy and Children’s
Rights.
Wilde, J.W. (2004). The Disability Journey: A Bridge from Awareness to Action. iUniverse, Inc.
Lincoln, Nebraska
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Individual Interviews
Acacio, Martha Borja. Program Director, Transition Age Youth. Community Behavioral Health
Services. SF Department of Public Health. San Francisco, CA.
Bachman, Judy. Rehabilitation Coordinator, Medical Therapy Program. California Children’s
Services. San Francisco, CA.
Doane, Judy. Senior Vocational Rehabilitation Counselor. California Department of
Rehabilitation. San Francisco, CA.
Duenas, Juno. Executive Director, Support for Families of Children with Disabilities. San
Francisco, CA.
Rocene, Lisa. Chief, Regional Center Services. Golden Gate Regional Center, San Francisco,
CA.
Schwartz, Angie. Policy Director. The Alliance for Children Rights. San Francisco, CA.
Theis, Cheryl. Education Advocate. Disability Education Rights and Defense Fund. Berkeley,
Ca.
Trippe, Steve. Executive Director, New Ways to Work. Sebastopol, CA.
Wong, Jacqueline. Foster Youth Services Director. California Department of Education.
Sacramento, CA.
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