Fostering Connections
After 18
After 18 and Young Adults with Disabilities
Trainee’s Guide
Version 1.0 | December 6, 2012
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
1
After 18 and Young Adults with Disabilities
TRAINEE CONTENT
Table of Contents
Segment
Page
Introduction ....................................................................................................................... 3
Learning Objectives ........................................................................................................... 7
Special Education Enrollment by Age and Disability....................................................... 10
Special Education Assessment and IEP Timeline .............................................................11
AB3632 to AB114................................................................................................................ 12
Disability Service Systems fact Sheet .............................................................................. 19
Employment and Vocational Training Resources .......................................................... 30
Information and Advocacy Resources ............................................................................ 34
Shared Living Agreement .................................................................................................37
Young Adults with Disabilities Resource Guide ............................................................. 43
Housing and Resources Worksheet ................................................................................ 49
This curriculum was developed by Paul Gibson for the Bay Area Academy.
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
2
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 in the context of
the newly developed program of AB12 Extended Foster Care.
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 reAfter 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
3
enter foster care after July 1, 2012. With the help of SB1013, foster care is extended to age 21
effective January 1, 2014.
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;
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
4
5. THP‐Plus Foster Care (licensed);
6. Supervised Independent Living Placement (SILP) (approved).
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
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
5





Community Stakeholders Meetings throughout California
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!
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
6
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
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
7
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:
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
8
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.
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
9
Special Education Enrollment by Age and Disability
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
10
Special Education Assessment and IEP Timeline
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
11
AB3632 to AB114
Q: What happened to AB 3632 mental health services?
A: AB 114, the 2011-12 education budget trailer bill, eliminated all statute and regulations
related to AB 3632 which had been the authority for providing mental health services to
students in special education whose handicapping condition is emotional disturbance
and who required mental health services in order to benefit from the free and
appropriate public education (FAPE) to which they are entitled.
The bill transferred responsibility and funding for educationally related mental health
services, including residential services, from county mental health and child welfare
departments to education.
Q: How much money did the state allocate to education to provide these services? Does it
have to be used for educationally related mental health services?
A: A total of $420.3 million in three pots was allocated to education for educationally
related mental health services in FY 2011-12. Of that, $386.3 million was additional money
categorically restricted to be used for educationally related mental health services:
 $218.7 million “shall be available only to provide educationally related mental health
services, including out-of-home residential services for emotionally disturbed
pupils…”
 Schools shall receive $69 million in federal IDEA funding “only for the purpose of
providing educationally related mental health services, including out-of-home
residential services…”
 Schools may access $98.6 million in MHSA funding specifically for mental health
services for special education students
The first pot is Proposition 98 dollars of which $218.7 million is “re-benched;” that is, it
represents a recalculation of the base amount used to determine the level of Proposition
98 funding provided to schools by the state each year. The recalculation results in a
Proposition 98 funding increase of nearly $220 million to schools in 2011-12, specifically
for mental health services.
An additional $34 million in continuing Proposition 98 funding is also targeted at mental
health services, $31 million of which previously was used to pay for Non Public School
(NPS) placements of children living in Licensed Children’s Institutions (LCI), and $3 million
of which constitutes an extraordinary cost pool for small SELPAs and LEAs. This is not
“new” money, but it is funding that could be used by schools for this purpose.
The second pot, IDEA, represents $69 million in federal funding to help states comply
with the Individuals with Disabilities Education Act (IDEA).
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
12
Both the first and second pots are distributed by the California Department of Education
to Special Education Local Planning Areas (SELPA) based on the Average Daily
Attendance (ADA) of all children in the SELPA, without regard for their special education
status. SELPAs, in turn, allocate the funds to the Local Education Agencies (LEAs) that
comprise the SELPAs (i.e., primarily school districts and charter schools with LEA status)
based on formula unique to each SELPA. This methodology mirrors the way in which
most special education funds are allocated.
Half of the appropriated funds will be distributed on October 1, 2011, 25% in spring 2012,
and the final 25% based on updated ADA in summer 2012.
The third pot reflects a one-time-only redirection of $98.6 million in Mental Health
Services Act (MHSA) funding to local mental health departments for educationally
related mental health services. Redirection of the MHSA funds was authorized by AB 100.
The funds have been allocated to counties based upon a formula agreed upon by the
California Mental Health Directors Association and the California Department of Mental
Health. The funds may only be accessed through an agreement between a SELPA or LEA
and its county mental health department. Responsibility for authorizing, contracting for
or providing, and paying for educationally related mental health services funded using
MHSA dollars, however, rests with LEAs.
According to the Brown Administration, the 2012-13 state budget will reflect a further
“re-benching” of Proposition 98 to cover the loss of MHSA funding when the current
budget year ends June 30, 2012. (See “Assembly Bill 114: Available Funding Sources and
Spending Parameters;” September 13, 2011)
Q: Do educationally related mental health services include residential care?
A: Yes.
Residential care is one of the “related services” to which children with disabilities
receiving special education services may be entitled under IDEA in order to benefit from
the free and appropriate public education (FAPE) to which they are entitled. Residential
care’s status as a “related service” is specified in federal regulations, 34 CFR 300.104:
 If placement in a public or private residential program is necessary to provide special
education and related services to a child with a disability, the program, including nonmedical care and room and board, must be at no cost to the parents of the child.
It is imperative that the child’s IEP state that residential care is a “related service”
needed for the student to take advantage of his/her FAPE. Parenthetically, the abolition
of AB 3632 makes it unnecessary for LEAs to obtain a county mental health department
assessment to qualify a student for placement in an RCL 13 or 14 residential program.
Inclusion in the IEP of residential care as a necessary “related service” is sufficient. (See
“Assembly Bill 114: Residential Care for Students with Disabilities;” September 13, 2011)
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
13
Q: Does the IDEA specify other educationally related mental health services to which special
education students are entitled?
A: The IDEA specifies a host of “related services” to which students with disabilities who
receive special education may be entitled (34 CFR 330.34). The list, however, is neither
exhaustive nor finite, according to the federal Office of Special Education Planning
(OSEP). Any service agreed upon by the student’s Individualized Educational Program
(IEP) team as necessary for the student to receive a FAPE may be considered a related
service.
That said, 34 CFR 330.34(a) defines related services as:
 …transportation and such developmental, corrective, and other supportive services
as are required to assist a child with a disability to benefit from special education, and
includes speech-language pathology and audiology services, interpreting services,
psychological services, physical and occupational therapy, recreation, including
therapeutic recreation, early identification and assessment of disabilities in children,
counseling services, including rehabilitation counseling, orientation and mobility
services, and medical services for diagnostic or evaluation purposes. Related services
also include school health services and school nurse services, social work services in
schools, and parent counseling and training.
OSEP, commenting on a number of requests to specify additional related services in
regulation, states, “It would be impractical to list every service that could be a related
service, and therefore, no additional language will be added to the regulations.”
OSEP, however, goes on to identify 2 critical requirements for a service to be considered
a related service:
1. The child’s IEP team must determine that the related service is required in order
for the child to benefit from special education (FAPE);
2. The IEP team’s determination of appropriate services must be written into the
child’s IEP.
With those two criteria met, the IEP’s “listed services must be provided in accordance
with the IEP at public expense and at no cost to the parents.”
In short, if a service is specified on a student’s IEP, and the IEP is agreed to by the
requisite members of an IEP team as indicated by their signatures on the IEP, it is a
related service. The IEP rules; it is the definitive legal document. (See “Related Services
Under the Individuals with Disabilities Education Act;” September 13, 2011.)
Q: Could wraparound be considered a related service?
A: Yes.
Again, any service that a child’s IEP team determines is required for the child to benefit
from his/her FAPE, and that is written into the IEP and signed by the parents or holder of
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
14
the child’s educational rights is a related service and must be provided to the child at
public expense.
Q: Is the prescription, monitoring and administration of psychiatric medication a related
service?
A: Maybe.
The California Department of Education (CDE) has advised SELPAs and LEAs that “in
general, medical services are required under the IDEA if they are necessary for the
purpose of diagnosis or evaluation. However, medical services provided by a licensed
physician for other purposes, such as treatment, may not be a related service required by
the IDEA.”
Since the prescription and monitoring of psychiatric medication is a “medical service”
provided by a licensed physician but not necessary for diagnosis or evaluation, and is in
fact a part of treatment, CDE contends it may not be required under IDEA, citing federal
regulation and the “medical exclusion” arising out of case law.
CDE clarifies, however, that services that can be provided in the school setting by a nurse
or qualified layperson are not subject to the medical exclusion and advises LEAs that to
the extent administration of medication is done by a school nurse or qualified lay person,
that service activity may fall under the IDEA.
CDE further advises LEAs to consider requests for medication monitoring on a case by
case basis to determine if they fall under IDEA.
Advocacy attorneys, however, have taken issue with CDE’s interpretation of federal
regulation and argue that IDEA does not create a blanket disqualification of the
prescription and monitoring of psychiatric medication as related services. Citing case law,
the attorneys state, “[C]ourts have held that psychiatric services are required [under
IDEA] if they are part of an integrated program of educational, emotional, behavioral,
and medical services designed for educational purposes.” The attorneys request that
CDE include the information in its advisory to LEAs, which, apparently, it has not. (See
“Assembly Bill 114: Medication Monitoring;” September 13, 2011 and “Memorandum”
from Public Counsel and Mental Health Advocacy Services; August 29, 2011.)
Q: Does my agency have to be a Non Public Agency or Non Public School in order to provide
educationally related mental health services?
A: CDE has advised SELPAs and LEAs that as long as a community-based mental health
organization is a certified contractor of a local mental health department and is
authorized by that department to provide the specific related services for which it seeks
to contract with the LEA, the organization may provide educationally related mental
health services under contract with the LEA.
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
15
If the community-based organization is not a mental health contractor or is not
authorized to provide the specific educationally related mental health service – whatever
it may be – the organization must become certified as a Nonpublic School or Agency
through CDE in order to become a contractor of the related services.
Although CDE has advised that it is not necessary for a mental health organization to be
a NPA or NPS to provide service, some SELPAs or LEAs may require it anyway. It is their
prerogative.
CDE also advises that “community-based mental health professionals must be supervised
in their school-based activities by an individual possessing a Pupil Personnel Services
(PPS) Credential.” The advisory clarifies that “supervised” in this context means has
oversight of the related services activities to ensure “these services are consistent with
the needs of students served and are coordinated with other student services.” (See
“Requirements for Securing the Services of Mental Health Professionals to Provide
Related Services to Special Education Students;” September 13, 2011.)
Q: Districts and SELPAs have said they want to pay less for mental health services and
related services such as residential placement than providers currently are being paid.
Under what circumstances may my agency accept lower payments?
A: There are two answers to that question: one for mental health services and one for
residential services.
Historically, private provider organizations were paid the same amount for both EPSDT
funded mental health services and for those funded through AB 3632, largely because
county mental health plans administered both programs, and because many children
receiving AB 3632 services were also EPSDT eligible allowing counties to draw down
federal matching dollars.
Similarly, residential programs were paid the RCL rate for AB 3632 placements, as the
rate payment mechanism was statutorily tied to county child welfare departments that
paid providers and to the state and federal foster care programs that govern the rates.
With the abolition of AB 3632 and responsibility for educationally related mental health
services shifting solely to schools, the historical and statutory ties between mental
health, foster care and educationally related mental health services has been broken.
Mental Health Services Rates
Under the state’s Medicaid plan, the county MHP is required to pay “the lowest of
published charges, Statewide Maximum Allowances (SMAs), negotiated rates, or actual
cost….”
California’s Medicaid plan specifies:
 The policy of the State Agency is that reimbursement for Short-Doyle/Medi-Cal
services shall be limited to the lowest of published charges, Statewide Maximum
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
16
Allowances (SMAs), negotiated rates, or actual cost if the provider does not contract
on a negotiated rate basis.
“Published charges” are usual and customary charges prevalent in the public mental
health sector that are used to bill the general public, insurers, and other non-Title XIX
payors.(42 CFR 447.271 and 405.503(a)).
So, if for example a contractor has a “published charge” it uses to bill a school district
and the charge is lower than the EPSDT reimbursed cost for the same service, the
Department of Health Care Services (DHCS, the State Agency) would expect the county
MHP to pay the contractor the published charge for the EPSDT services, not the actual
cost, since the published charge is the lower of the two.
DHCS would also likely recoup from the county MHP the difference between the amount
charged the school district and the amount reimbursed by the MHP, which in turn would
seek to recoup it from the contractor agency.
So, in short, a certified mental health services contractor of county mental health plans
(MHP) may charge a LEA less for a mental health service than it receives in EPSDT
reimbursement for the same service, but the MHP would then be obliged to reimburse
the contractor at the lower rate and would likely seek to recoup any amount it had paid
in excess of the published charge for the LEA from the time the contractor first
implemented the charge.
Conversely, if the contractor’s “published charge” used to bill a district is higher than the
EPSDT costs, the MHP would be obliged to reimburse the contractor the amount that
covers the actual cost to provide the EPSDT service, since it is the lower of the two.
Residential Placement Rates
Agencies may not charge an LEA an amount for residential placement that is lower than
the RCL rate, without risking an audit exception from the California Department of Social
Services on the amount paid for the care of children funded with foster care dollars.
In the cases of California Alliance v. Allenby and Ault and California Alliance v. Wagner and
Rose, the federal 9th Circuit Court of Appeals ruled that California could not institute two
foster care rates systems for group homes, one with higher rates for federally eligible
children and one with lower rates for those who are not federally eligible, since both
groups of children are placed in the same programs and receive the same services.
Since California’s Standard Schedule of Rates is designed to pay the average cost of care
for children in any given Rate Classification Level (RCL), for the state’s plan to pay less
for non-federally eligible children, the court reasoned, would necessarily dilute the
amount paid for the federally eligible children and deprive them the full benefit of the
rate increase that was the focus of the lawsuit.
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
17
Similarly, if a residential program that serves children placed through both the education
and foster care systems were to accept payments from LEAs lower than those for the
program’s RCL, it would necessarily be using the funds paid for the care of the foster
children to supplement the lower rate paid by the LEA and, therefore, would be
depriving foster children of the care and supervision to which they are entitled and for
which the RCL rate pays.
Residential programs would be at risk for an RCL audit exception, rate reduction, and
forfeiture of the difference between the new reduced rate and old rate.
Conclusion
Both EPSDT payments and RCL rates are essentially cost-based. For a provider
organization to charge an LEA less than the EPSDT reimbursement for the same mental
health services, or charge less than the RCL rate for residential placement, would imply
that the provider is either illegally using Medi-Cal or foster care funds to pay for
education services or, worse, is engaging in fraud.
Providers, however, may offer mental health or residential programs, with different
staffing, different staff qualifications and different service arrays at any rates they
choose, but in order to avoid EPSDT and RCL audit exceptions they would have to assure
programmatically, fiscally and administratively that the programs could not be
misconstrued as simply rebadged EPSDT or RCL programs offered at lower rates. (See
“Reimbursement for Short Doyle/Medi-Cal Outpatient, Rehabilitative, Case Management
and Other Services.”)
California Alliance of Child and Family Services (2011)
http://www.cacfs.org/materials/Q%20%20A%20v%202.pdf
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
18
Disability Service Systems fact Sheet
California Regional Centers
Regional Centers are nonprofit private corporations that contract with the Department of
Developmental Services to provide or coordinate services and supports for individuals with
developmental disabilities. They have offices throughout California to provide a local
resource to help find and access the many service available to individuals and their families.
Eligibility
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
Services
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
Process for Obtaining Services
A 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
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
19


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.
Placement for Young Adults in Extended Care
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
Mental Health and Family Support
Programs that provide special needs young adults with mental health and family support
include 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
EPSDT provides comprehensive and preventive health care services to all young adults in
extended care with MEDI-Cal until age 21.
 EPSDT provides critical medical and mental health care services for special needs
young adults until age 21 whether or not they elect to participate in extended care.
 EPSDT provides screening for physical health, mental health, developmental issues,
dental, hearing, vision, and other health related issues.
 When a screening examination indicates the need for further evaluation, diagnostic
services must be provided with necessary referrals to ensure needed services are
provided.
 Necessary health care services must be made available for treatment of all physical
and mental illnesses or conditions discovered by screening and diagnostic
procedures.
 EPSDT mental health services include individual, group, and family therapy; crisis
counseling; case management; medications; and alcohol and drug treatment
www.dhcs.ca.gov/services/Pages/EPSDT
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
20
TBS
TBS is a specialized mental health service provided under EPSDT that is available to young
adults with Medi-Cal until age 21 who are receiving other mental health services, in group
home (RCL 12 or above), at risk for a higher level of care, or had a recent psychiatric
hospitalization
 TBS is a short term individualized behavior intervention plan with youth and young
adults with emotional and behavioral issues to support engaging in appropriate
activities, minimizing impulsivity, and increasing social and community competencies
 The county Mental Health Plan develops a behavior intervention plan and assigns a
trained behavior aid who provides behavior modeling, structure and support, and
immediate, frequent, one-to-one behavior interventions
 The goal of TBS is to build or reinstate daily living skills that help the youth live
successfully in the community
 Most youth considered for TBS have received services form a psychiatrist, therapist,
residential treatment, day treatment or a county mental health clinic that have not
been successful
 TBS services include behavior and impulse control interventions, communication
skills interventions and enhanced community functioning
 A statewide roster of Therapeutic Behavior Services providers in given below
http://www.dhcs.ca.gov/services/MH/Documents/1-StatewideTBSProviderRoster.pdf
Statewide Mental Health Plan Contact List for Youth in Out-of-Home-Care
The California Department of Mental Health (DMH) works collaboratively with county
Mental Health Plans (MPH) to ensure effective and timely access of Medi-Cal mental health
services provided under the Early Periodic Screening, Diagnosis, and Treatment (EPSDT)
benefits including Therapeutic Behavioral Services. The link provided below includes mental
health contact information for each county in California including the mental health director,
children’s coordinator, out-of-county placement coordinator, TBS coordinator, county
contact for TBS authorization and county contact for county interagency agreements.
http://www.dhcs.ca.gov/services/MH/Pages/StatewideMHPContactList.aspx
TAY Programs
TAY Programs are provided through County Mental and Behavioral Services for youth and
young adults ages 16-25 with severe mental health and substance use disabilities as
mandated by Proposition 63.
 Services available include individual therapy, group therapy, family therapy, crisis
counseling, case management, special days programs, medications for mental health,
dual diagnosis treatment for alcohol and drug problems, and assistance with
community functioning.
 TAY county programs vary with some counties providing a specialized program of
services and other counties ensuring accessing to transition age youth of existing
mental health services.
 Contact the appropriate County Mental Health Director from the resource list
provided below to find out the services available in your county.
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
21
http://www.dhcs.ca.gov/services/MH/Pages/StatewideMHPContactList.aspx
Wraparound
Wraparound is a team based planning process that uses an intensive, individualized,
strengths based approach to support young adults in out of home care in identifying and
developing permanency options including family members and other caring adults in their
lives.
Eligibility
Wraparound is designed for youth and young adults with severe emotional, behavioral,
or mental health difficulties that impact their permanency options.
 The young adults are involved in multiple systems of care including mental health,
child welfare, juvenile justice, and special education.
 The young adults are also at risk of placement in a group home, institutional setting,
or more restrictive level of care
 Young adults in extended care, including those with disabilities, are eligible for
wraparound services if they are in their last three months of group home placement,
specialized foster homes (i.e. Intensive Treatment Foster Care), Transitional Housing
programs, or Adoptive Assistance Homes.
Services
Wraparound services include transition planning, strengthening permanency supports,
improving social functioning, and increasing communication and daily living skills.
 Wraparound requires family members, caring adults, providers, and other members
of the young adult’s social network collaborative to build a creative transition plan.
 The Wraparound process increases the natural support available to the young adult
by strengthening permanency relationships and utilizing other resources available in
the family network and the community.
Further information about wraparound and specific programs in California are provided in
the links below.
www.cebe4cw.org/program/wraparound/detailed
http://www.childsworld.ca.gov/pg1320.htm
Supplemental Security Income (SSI)
SSI is a safety net for young adults with disabilities who meet the eligibility criteria provided
through the U.S. Social Security Administration.
Supplemental Security Income Information
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
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
22






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 requires 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 Youth Disability Standard requires 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.
Obtaining SSI and SSI Benefits
 Continuing Disability Review (CDR). A 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
 Benefits Continuation Rule. This 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 Payment (SSP). Young adults are eligible to receive SSP for Non
Medical Out of Home Care they receive that 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
SSI and AFDC
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
 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
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
23
SSI Benefits for Young Adults
 Higher Cash Benefit. Youth who are disabled can receive 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
 Medicaid. Young adults with SSI can receive federal health insurance indefinitely as
long as they maintain eligibility.
 Ticket to Work. SSI provides young adult with access to an Employment Network that
offers employment services, vocational rehabilitation, and other support services
 Plan to Achieve Self Sufficiency. SSI provides recipients with a written plan that
allows them to achieve independent living goals (education, training, transportation,
child care, assistive technology) that is not counted against their SSI payments
 Student Earned Income Exclusion. This benefit allows young adults with disabilities
attending school to exclude their earnings from calculations of SSI benefits
 Access to Permanent Housing. SSI recipients receive priority consideration for
affordable housing through Section 8, public housing, and nonprofit housing
development corporations
California Children’s Services (CCS)
CSS provides comprehensive medical services to children and young adults under age 21 who
have qualifying severe physical and medical disabilities.
 The services are available in all California counties and to foster youth and young
adults in out of home care
Eligibility Requirements
The young adult must meet both of the following conditions.
 They must be diagnosed with an eligible medical condition that includes but is not
limited to the following:
o cystic fibrosis,
o cerebral palsy,
o hemophilia,
o cancer,
o heart disease,
o traumatic injuries, and
o orthopedic disorders.
 They must either have Medi-Cal, Healthy Families, or a family or individual income
(Age 18 and over) less than $40,000 annually
Services Provided
The CCS services available include diagnosis and treatment, medical case management,
financial assistance, and physical and occupational therapy.
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
24



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
The Medical Therapy Program is housed in the public schools and provides physical
and occupational therapy for eligible youth and young adults
Process for Obtaining Services.
Referrals can be made to 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
 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
The California Department of Rehabilitation (DOR)
The DOR assists persons with significant disabilities to develop employment and maximize
their ability to live independently. They provide vocational and employment goals to assist
individuals in achieving this goal.
Eligibility Criteria
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
Services and Programs
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
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
25

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
Young Adult Services
DOR has programs and services that are specifically for young adults with disabilities.
 Transitional Partnership Program (TPP). 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
 College Support Services. 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.
 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.
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
Core Services
All independent living Centers provide six core services.
 Housing Assistance – ILC offers individual assistance to qualified clients in locating
affordable and accessible housing as well as access to housing programs
 Information and Referral – ILC provides help in answering disability related questions
and identifying resources for service needs
 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
 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.
 Independent Living Skills – This includes gaining training and mastery in the following
areas: health and safety, community resources, meal planning and nutrition, selfadvocacy, sexual awareness, Personal Assistant management, household
management, recreation and leisure, and money management
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
26


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
Post-Secondary and Career Education Resources for Young Adults with Disabilities
California Chafee Grant Program
The California Chafee Grant is available to foster youth who have financial need
 Students may qualify for up to $5,000 each year for college or career and technical
education training
 You must have been eligible for foster care between your 16th and18th birthday
 The California Department of Social Services verifies foster youth eligibility
 Grants are used to pay for tuition, education expenses, transportation and child care
 To apply you fill out two forms: The Free Application for Federal Student Aid (FAFSA)
and California Chafee Grant Program Application
www.chafee.csac.ca.gov/
Free Application for Federal Student AID (FAFSA)
FAFSA is a State and Federal student aid program for students attending a community
college, university, or four year college that assists in paying for education expenses
including tuition, fees, and books
 This is free money that does not have to be paid back
 Federal Pell Grants assist eligible low and middle income students to attend a
community college, four year college or university of your choice
 Grants are awarded based on financial need and do not have to be repaid
 When you file for FAFSA you are automatically considered for a Pell Grant.
 The California Grant Program provides guaranteed financial aid to students meeting
eligibility requirements that includes vocational schools, community colleges, and
four year colleges and universities
www.fafsa.ed.gov/
Disabled Students Program and Services (DSPS)
DSPS is available at all California Community Colleges and provides support services,
specialized instruction, and educational accommodations to students with disabilities so
they can fully participate and benefit from college
 A Student Educational Contract (SEC) is developed with each student that links their
goals, curriculum program, and academic accommodations to their disability
 Services include assessment for learning disabilities, test taking assistance,
specialized counseling, interpreter services (hearing impaired), mobility assistance,
note taking, reader services, speech services, transportation, specialized tutoring, job
development/placement, assistive technology, registration assistance, special
parking, and specialized instruction
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
27
www.cccco.edu/Divisions/StudentServices/DSPS
Services to Students with Disabilities
 California State Universities (CSU) offer services to students with verifiable
disabilities to support them in their postsecondary education
 Services for disabled students are available on all CSU campuses
 Services include assessment for learning disabilities, coordination of specialized
services, disability related counseling and advising, assistive technologies, oral and
sign interpreters, note taking assistance, campus mobility assistance, readers,
registration assistance and priority enrollment, conversion of instructional materials,
disabled student parking, and specialized orientation
www.calstate.edu/sas/disabilities
Guardian and Renaissance Scholars Programs
Comprehensive programs supporting former foster youth in their efforts to gain a
community college, university, or trade school education
 Services include financial aid assistance including full financial aid packages to cover
tuition and living expenses
 Priority housing either on or off campus
 Academic advising and monitoring and help with class selection and registration
 Admissions assistance
 Career counseling and job placement
 Mentoring and leadership opportunities
 Individual counseling, personal guidance and tutoring
 Support services including child care, transportation, book and supply vouchers
http://www.calstate.edu/fosteryouth/programs-services/index.shtml
Regional Occupational Centers and Programs (ROCP)
ROCP is administered by the California Department of Education. ROCP provide high school
students age 16 and over, and also adult students, with career and technical education so
that students can 1) enter the workforce with skills and competencies to be successful, 2)
pursue advanced training in post-secondary education, and 3) upgrade existing skills and
knowledge.
 Students receive training at a variety of venues from regular high school classrooms
to business and industry facilities such as automotive dealerships and hospitals
 In addition to the specific skills and career education, ROCP offers employment
survival skills, placement assistance, counseling, and guidance services.
 Examples of programs include Certified Nurse Assistant/Home Health Care Aid
(CAN/HCA), Automotive Youth Education Systems Programs (AYES), California Work
Opportunity and Responsibility to Kids (CalWORKS), and Skills USA.
 ROCP works with local businesses and industries to design and provide programs
industry based certification programs based upon job market demand.
www.cde.ca.gov/ci/ct/rp/
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
28
Career and Technical Education Programs
California Community Colleges provide extensive career development, and vocational
education for career pathways that can benefit young adults with disabilities. These
programs are aligned with the Regional Occupation Centers and Programs (ROCP) to
increase the number and quality of career training programs available to young adults.
 Services provided included career planning and development, work based learning
experiences, and internships and apprenticeships
 Programs are designed to provide career training, degree certificates and
employment in a vocation within less time than a four year college degree
 Programs include Automotive Technology, Biological Sciences, Business Programs,
Child Development , Computer Science, Culinary Arts, Engineering, Fashion, Film,
Health and Health Science, Journalism, Photography, and Trade Skills
http://extranet.cccco.edu/Divisions/WorkforceandEconDev/CareerEducationPractices.aspx
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
29
Employment and Vocational Training Resources
Workforce Investment Act (WIA) Youth Programs
WIA programs are funded by the Employment and Training Administration by the U.S.
Department of Labor.
Purpose
The focus of the program is assisting low-income youth with one or more barriers to
employment to prepare for post-secondary education and employment opportunities, attain
educational and/or skills training credentials, and secure employment with
career/promotional opportunities.
Eligibility/Target Population
The target population is youth ages 14 through 21 who are low incomes and have one or
more of the following barriers: deficient in basic literacy skills, school dropout, homeless or
runaway youth, foster child, pregnant or parenting, criminal offender, or requires additional
assistance to complete an education or secure employment including youth with disabilities.
Services
Services include tutoring, alternative secondary school settings, summer employment linked
to academic and occupation learning, work readiness training, paid and unpaid work
experience, occupation skills training, leadership development, mentoring, comprehensive
support services including case management and counseling.
www.edd.ca.gov/jobs_and_training/Workforce_Investment_Act.htm
Workability I (WAI)
WAI provides comprehensive pre-employment training, employment placement and followup for high school students in special education ages 14-22 who are making the transition
from school to work, independent living and post-secondary education or training.
 The WAI program offers special education students the opportunity to complete
their secondary education while also obtaining marketable job skills
 The WAI program seeks employers in the business community who will give students
with special needs a chance to gain work experience
 A WAI served student must be provided career/vocational assessment, career
counseling and guidance, a connecting activity to link school and work based learning
opportunities, and a work-based learning experience.
 The Work Based Learning Component includes career preparation activities,
preparation for the work site, job search, job placement, paid employment, job
retention, a work site mentor and a job coach.
www.cde.ca.gov/sp/se/sr/wrkabltyI.
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
30
Employment Development Department (EDD)
The EDD provides access to several employment and education support services for youth.
EDD serves as a conduit to many of the other youth employment programs listed in this
section.
 Education and Training Programs. EDD provides information and referral to the WIA
Youth Programs described above in your community for youth ages 14 to 21 who are
low income and have disabilities.
 Youth Employment Opportunity Program (YEOP) Provides services for youth ages 15
through 25 who are at risk of not achieving their educational goals including youth
and young adults with disabilities. Services include peer advising, referrals to support
services (i.e. housing and survival needs), job referral and placement, employment
and occupational workshops, and referral to training providers.
 Career Information is available through Student and Career Advisors and the
California Career Zone, a career exploration and planning system for students.
 EDD provides Employment and Work Experience through CalJOBS, an online network
linking employers and job seekers; Job Corps, described below, AmeriCorps,
providing full time community services in residential programs for young adults ages
18 to 24; and Apprenticeship Programs in trades that provide a completion certificate
and recognized credential.
www.edd.ca.gov/Jobs_Training/Services_for_Youth
Job Corps
Job Corps is a no cost education and vocational training program administered by the U.S.
Department of Labor. Job Corp helps young people ages 16 through 24 improve the quality
of their lives through vocational and educational training. Job Corps mission is to teach
eligible young people the skills they need to become employable and independent, and
place them in meaningful jobs or further their education.
Eligibility
Applicant eligibility includes being able to meet low income criteria, have barriers to
employment (including special needs youth and young adult, be a foster youth or school
dropout or homeless, not exhibit serious behavioral problems, and not use drugs illegally
Program Approach
Job Corps employs a holistic career development approach which integrates the teaching of
academic, vocational, employability skills and social competencies through a combination of
classroom, practical and work based learning experiences to prepare youth for stable,
longer, high paying jobs.
www.jobcorps.com
California Conservation Corps
The California Conservation Corps is a State agency that puts together young people and
the environment. Young men and women between the ages of 18 and 25 sign up for a one
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
31
year commitment of working outdoors to improve California’s natural resources. They also
assist in emergency response in fighting fires, floods and earthquakes.
 Training - All CCC members receive basic orientation and training. Core training
includes instruction on Career Development, Conservation Awareness, , Work Ethic
Skills, and Community Service and Volunteerism.
 Education - The CCC wants its members to enter the workforce with the education
they need to be successful. Core members without a high school diploma are
enrolled in a High School Program to complete their secondary education. The CCC
also partners with colleges to develop a broad range of training and educational
resources to advance their members education.
 Career Pathways - CCC is working in partnership with the California Community
Colleges to develop career pathways that consist of project work, education and
training in specific career paths leading to occupational options.
www.ccc.ca.gov
The California Department of Rehabilitation (DOR)
The DOR assists persons with significant disabilities to develop employment and maximize
their ability to live independently. They provide vocational and employment goals to assist
individuals in achieving this goal.
 Eligibility Criteria - An individual must have a physical or mental impairment that
substantially impairs their ability to sustain and maintain employment.
 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
 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
 College Support Services - 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.
 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.
www.rehab.cahwnet.gov
Ticket to Work
Ticket to Work is a free and voluntary program of the U.S. Social Security Administration for
people ages 18 through 64 who receive Supplemental Security Income (SSI) benefits
because they are disabled. The beneficiary does not need a paper ticket.
 Goals - The program goals are to offer beneficiaries with disabilities increased choices
when seeking services to enter, re-enter or maintain employment; increase the
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
32
financial independence and self sufficiency of beneficiaries; and reduce or eliminate
their reliance on disability benefits when possible.
 Agency Providers - Under this program, beneficiaries with disabilities who are
receiving monthly payments are entitled to participate by signing up with an
approved provider of their choice. This can be an Employment Network (EN) or
Vocational Rehabilitation (VR) provider.
 Provider Services - If the agency accepts the Ticket assignment, they will coordinate
and provide services to the person with a disability to find and maintain employment
including training, career counseling, vocational rehabilitation, job placement, and
ongoing support.
 Participant Advantages - Beneficiaries in the program can 1) go to work without
losing their benefits, 2) return to benefits if they stop working, 3) continue to receive
health care benefits, 4)be protected from receiving a disability review while using the
Ticket and making progress with work or educational goals
 Employment Network (EN) is a private organization or public agency which entered
an agreement to provide employment services to beneficiaries with disabilities under
the Ticket to Work Program. Vocational Rehabilitation (VR) agencies can help
beneficiaries return to work but need more substantial services before they can start.
www.ssa.gov/work/overview
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
33
Information and Advocacy Resources
Youth Transition Toolkit: A Guide for Young People with Disabilities Transitioning to
Adulthood
This website provides special needs youth and young adults with comprehensive
information and resources on a wide range of topics. The Youth Transition Toolkit provides
information on choices available in the areas of education, independent living, employment,
finances, health care, social and recreational activities, and general resources.
www.tknlyouth.info
Disability.gov
Disability.gov is a website that provides current information on benefits, civil rights,
community life, education, employment, health, housing, technology, and transportation.
www.disability.gov
Court Appointed Special Advocates (CASA)
CASA volunteers are appointed by the court to advocate for youth in out of home care on
behalf of their service needs. CASAs are able to continue working with young adults who are
in extended care including special needs young adults as they transition to adulthood. Their
website includes a list of all California county CASA programs.
www.californiacasa.org
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. YO provides opportunities to connect with other youth with
disabilities, develop a sense of positive identity, develop leadership skills, organize and
mobilize around issues that affect their lives.
www.yodisabledproud.org
Youth Leadership Forum (YLF)
YLF is a dynamic five day leadership program for California high school juniors and seniors
that provides information on independent living, disability advocacy, employment,
technology, resources, and much more. Participants create a Personal Leadership Plan to
help special needs youth reach their future education and career goals. The forum is held
once a year at Sacramento State University.
www.CALYLF.org
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,
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
34
patient’s rights, investigation of complaints, and representing persons in litigation on select
disability-related cases.
www.disabilityrightsca.org
The Office of Client Rights Advocacy (OCRA) with Disability Client Rights provides advocacy
services to regional center consumers and their families. A complete list of Regional Center
Client Rights Advocates is provided at the website below
www.disabilityrightsca.org/ocra.ocrabios.html
Disability Rights Education and Defense Fund (DREDF)
DREDF is a national civil rights law and policy center directed by persons with disabilities.
DREDF provides legal advocacy, training, education, public policy and legislation, and
research on behalf of children, families and adults with disabilities. The vision of Disability
Rights Education and Defense Fund is a just world where all people, with and without
disabilities, lead full and independent lives free from discrimination.
www.dredf.org
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.
www.disabilitybenefits.com
Support for Families of Children with Disabilities
Support for Families of Children with Disabilities is a nonprofit organization that provides
support for families of children with any kind of disability or special health care need in the
challenges they face.
 Mission - The purpose of Support for Families is to ensure families of children with
any disability have the knowledge and support to make informed choices that
enhance their children’s development and well being.
 Services - Support for Families provides the following free services for families and
professional who work with them: Drop In Center with Phone Line and Resource
Library, Support Groups, Volunteer Parent Mentors, Educational Workshops and
Clinics, Family Links to Mental Health, Family Gatherings, Community Outreach, A
Quarterly Newsletter.
 For more information go to the website listed below.
www.supportforfamilies.org
Disability Rights Legal Center
The Disability Rights Legal Center champions the rights of people with disabilities through
education, advocacy and litigation. DRLC provides education about the disability rights to
persons with disabilities to educators, businesses, employers, governments, and others.
Advocacy services include litigation, administrative advocacy, legal information, and policy
making.
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
35

DRLC programs include the Cancer Legal Resource Center, Community Outreach
Program, Inland Empire Program, Civil Rights Litigation Program Education Advocacy
Program, Community Advocacy Program, Lawyer Referral Services, Pro Bono
Program, and Children’s Benefits Project
www.disabilityrightslegalcenter.org
The Alliance for Children’s Rights
The Alliance provides free legal, advocacy and education services to protect the rights of
abused children and youth so that they may have the safe and stable homes, health care,
and education needed to thrive. The Alliance has been active in many issues impacting youth
and young adults with disabilities including access to health care, Supplemental Security
Income (SSI), special education, and the transition to adulthood.
Programs
The Alliance programs include Foster Care Adoption, Legal Guardianship, Health Care, Public
Benefits, Special Education, NextSTEP: Transitioning Youth, Disabled Youth, and SystemWide Reform and Advocacy.
www.kids-alliance.org
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
36
Shared Living Agreement
The Shared Living Agreement (SLA) is not required, but considered best practice for young
adults residing with caregivers, former caregivers or other adult permanent connections.
SLAs can be useful both for traditional placements (foster family homes, relative caregiver
placement, etc.) and the Supervised Independent Living Placement (SILP).
The Shared Living Agreement should be individualized and reflect the specific values,
concerns and personalities of the caregiver and non-minor dependent. The agreement is
intended as an aid in the creation and maintenance of a successful placement, which
supports the young adult’s continued transition to independence. Since individuals and
circumstances change, the agreement should be periodically renegotiated and updated.
Note: If the young adult is a parent of a minor that will be residing in the home, the young adult
and caregiver should also complete a Shared Responsibility Plan.
The SLA maybe completed with or without the assistance of the Protective Services
Worker.
SECTION 1: MENTORING/SKILLS/INTEREST
List what skills and resources the young adult would like to gain.
How does the caregiver plan to assist the young adult? (may include referrals to other
resources)
SECTION 2: HEALTH AND SAFETY CONCERNS
Are there any concerns regarding health or medication(s) for the Young Adult that the
caregiver should know in case of an emergency? (include all allergies)
Are there any concerns regarding health or medication(s) for the Caregiver that the
young adult should know in case of an emergency? (include all allergies)
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
37
SECTION 3: HOUSEHOLD AGREEMENTS
A. Check-in/Curfew/Schedules
Does the young adult have a
curfew?
Yes
No
Yes
No
Yes
No
Is smoking allowed inside the
home?
Yes
No
Is smoking allowed near or
around the house?
Yes
No
Yes
No
What
Time?
Weekends?
How often does the young
adult and caregiver need to
check in?
How will communication take
place about schedules?
(include overnight stays
outside of the home for young
adult or caregiver)
Agreement:
B. Noise
Is there a noise curfew?
What is the appropriate
volume for music or television?
Agreement:
C. Language
Is swearing allowed?
Are certain forms of language
off-limits? (e.g. name calling)
Agreement:
D. Cigarette Smoking
Agreement:
E. Guests
Is the young adult allowed to
have small group gatherings
or parties?
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
38
Is the young adult allowed to
have daytime guests of either
gender?
During What Hours?
Is the young adult allowed to
have overnight guests of
either gender?
During What Hours?
Agreement:
F. Shared Items
Is the young adult allowed to use the
caregiver’s car? (if applicable) Rules?
Yes
No
Is there a curfew for using the
kitchen?
Yes
No
Will the young adult and caregiver
share a bathroom?
Yes
No
What are the rules about use of
kitchen appliances, laundry facilities,
etc.?
What are the consequences for
breaking or damaging items?
Shared Space
Shower
Schedule?
What level of cleanliness is
acceptable for shared space?
Shared Activities
Will young adult and caregiver
have meals together? How
often?
Will young adult and caregiver
spend holidays together?
Other joint activities
Agreement:
TV/Computer/Video Games
Are there rules about when
the young adult can watch TV?
Yes
No
Are there rules for use of a
shared computer?
Yes
No
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
39
Are there rules about playing
video games?
Yes
No
Yes
No
Yes
No
Furnishing/Decorating
Are there restrictions on
decorating of the young
adult’s bedroom?
Can the young adult add to
furnishing/decorations in
common areas? (e.g. painting
or hanging things on the wall
or waterbeds, etc).
Agreement:
Privacy
Privacy request from either
young adult or caregiver? (e.g.
“knock before entering room”
or “please do not enter while
I’m not home”).
Agreement:
Regular Communication
How will young adult and
caregiver regularly
communicate? House
meeting?
Agreement:
SECTION 4: Household Chores and Responsibilities
Household
chores/responsibility:
(e.g. doing dishes, cooking,
laundry, grocery shopping,
yard work, pet care)
Who is responsible:
(e.g. “young adult”,
“caregiver”, “we’ll switch off”,
“each responsible for own”)
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
When/how often:
(e.g. “monthly”,
“weekly”, “as
needed”)
40
SECTION 5: ATTENDANCE and PERFORMANCE − SCHOOL and/or WORK
Does the caregiver have expectations for the young adult’s school/work performance
and schedule?
Does the young adult need tutoring or any other assistance to meet school or work
goals?
Other Areas of Discussion:
SECTION 6: FINANCIAL
Who is directly receiving the foster care
payment?
Other
NMD
Caregiver
Is the young adult paying rent?
No
Yes
Is the young adult paying any or a portion of
Yes (list
the bills?
below)
List Bills
Approximate
Amount
Rent
amount:
$
No
Notes
$
$
$
$
$
If the payment is going directly to the NMD, how will the caregiver receive payment
for monthly rent and bills?
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
41
If the payment is going directly to the caregiver, how will the young adult receive a
monthly amount and how much?
SECTION 7: DRUGS AND ALCOHOL
What are caregiver’s expectations regarding alcohol and drug use (in and out of the
home)?
What are the consequences for violation of these expectations?
SECTION 8: CONFLICT RESOLUTION
If a disagreement occurs, what is the first step the caregiver and young adult would
like to take to resolve the conflict? (e.g. discussing the issues).
If the conflict cannot be resolved by discussing the issues, what will be the next step
taken to resolve the conflict? (e.g. both meet with Protective Services
Worker/Probation Officer/Outside Counselor, either individually or together).
How will violations of this agreement be addressed?
Notes:
Date when agreement will be reviewed and/or modified:
Non-Minor Dependent’s Name
Signature
Date
Caregiver’s Name
Signature
Date
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
42
Young Adults with Disabilities Resource Guide
General Resources
Youth Transition Toolkit: A Guide for Young People with Disabilities Transitioning to
Adulthood
www.tknlyouth.info
Child Welfare Dynamic Reporting System
http://cssr.berkeley.edu/ucb_childwelfare
Community Care Licensing Non Minor Dependent Regulations
http://www.ccld.ca.gov/res/pdf/AB12gh.pdf
Non Minor Dependent Personal Rights – Pages 23 and 24
High School Completion
California School Guide
Check individual high schools for support services available.
http://www.cde.ca.gov/re/sd/
Special Education Services – California Department of Education
Check individual high schools for special education services available.
http://www.cde.ca.gov/sp/se/
Foster Youth Services Program Coordinators
http://www.cde.ca.gov/ls/pf/fy/contacts.asp
Career Ladders Project (Includes College Bridge Programs)
http://www.careerladdersproject.org/about-us/
GED (General Educational Development) – Local Testing Centers
http://www.cde.ca.gov/ta/tg/gd/gedtestcntrs.asp
Regional Occupational Centers and Programs (ROCP) – California Department of Education
http://www.cde.ca.gov/ci/ct/rp/
Post-Secondary and Vocational Education
California Community Colleges
http://www.cccco.edu/
Find a Community College
http://californiacommunitycolleges.cccco.edu/maps/alphaList.asp
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
43
California State Universities
http://www.calstate.edu/
California State University Campuses
http://www.calstate.edu/search_find/campus.shtml?source=homepage
University of California
http://www.universityofcalifornia.edu/
University of California Campuses
http://www.universityofcalifornia.edu/campuses/welcome.html
Disability Students Programs and Services (DSPS) – California Community Colleges
http://www.californiacommunitycolleges.cccco.edu/Portals/0/Reports/DSPS_2010_Report.p
df
Services to Students with Disabilities – California State Universities
www.calstate.edu/sas/disabilities.shtml
Equal Opportunity Programs and Services (EOPS)
http://extranet.cccco.edu/Divisions/StudentServices/EOPS.aspx
Foster Youth Success Initiative (FYSI)
http://extranet.cccco.edu/Divisions/StudentServices/FosterYouthSuccessInitiatives.aspx
Free Application for Federal Student Aid (FAFSA)
http://www.fafsa.ed.gov/
The California Chafee Grant Program
https://www.chafee.csac.ca.gov/
Renaissance Scholars / Guardian Scholars
http://www.calstate.edu/fosteryouth/programs-services/index.shtml
Career and College Transition Division – California Department of Education
http://www.cde.ca.gov/re/di/or/scald.asp
Career Technical Education – California Department of Education
http://www.cde.ca.gov/ci/ct/
Adult Education Programs
http://www.cde.ca.gov/sp/ae/
Adult Education Directory of Schools
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
44
http://www.cde.ca.gov/sp/ae/ds/
Regional Occupational Centers and Programs (ROCP) – California Department of Education
http://www.cde.ca.gov/ci/ct/rp/
Vocational / Career and Technical Education Resources
http://www.khake.com/page50.html
Employment
Workforce Investment Act – WIA Youth Programs
http://www.edd.ca.gov/jobs_and_training/Workforce_Investment_Act.htm
United States Department of Labor, Employment and Training – Youth Services
http://www.doleta.gov/youth_services/
Job Corp
http://www.jobcorps.gov/home.aspx
Workability – California Department of Education
http://www.cde.ca.gov/sp/se/sr/wrkabltyI.asp
California Employment Development Department
http://www.edd.ca.gov/jobs_and_training/Services_for_Youth.htm/
One Stop Career Centers
http://www.edd.ca.gov/Jobs_and_Training/pubs/osfile.pdf
Independent Living Program Coordinators
http://www.childsworld.ca.gov/res/pdf/ilpcc03.pdf
California Conservation Corps
http://www.ccc.ca.gov/Pages/default.aspx
California Department of Rehabilitation
http://www.rehab.cahwnet.gov/
Social Security Administration Ticket to Work Program
http://www.choosework.net/
New Ways to Work
www.newwaystowork.org
National Collaborative on Workforce and Disability
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
45
www.ncwd-youth.info
Independent Living Skills
Youth Transition Toolkit: A Guide for Young People with Disabilities Transitioning to
Adulthood
www.tknlyouth.info
Independent Living Program Coordinators
http://www.childsworld.ca.gov/res/pdf/ilpcc03.pdf
California Centers for Independent Living
http://www.ilru.org/html/publications/directory/california.html
California Department of Rehabilitation
http://www.rehab.cahwnet.gov/
Medical Care and Physical Health
California Hospitals and Medical Centers
http://www.theagapecenter.com/Hospitals/California.htm
Medi-Cal
http://www.medi-cal.ca.gov/
Early Periodic Screening, Diagnosis and Treatment (EPSDT)
www.dhcs.ca.gov/services/Pages/EPSDT.aspx
California Children’s Services
http://www.dhcs.ca.gov/services/ccs/pages/default.aspx
California Children's Services – County Offices
http://www.dhcs.ca.gov/services/ccs/Pages/CountyOffices.aspx
Supplemental Security Income
http://www.ssa.gov/pgm/ssi.htm
California Centers for Independent Living
http://www.ilru.org/html/publications/directory/california.html
Mental Health
Early Periodic Screening, Diagnosis and Treatment (EPSDT)
http://www.dhcs.ca.gov/services/mh/Pages/EPSDT.aspx
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
46
California Therapeutic Behavioral Services Providers
http://www.dhcs.ca.gov/services/MH/Documents/1-StatewideTBSProviderRoster.pdf
California County Behavioral and Mental Health Services
http://www.dhcs.ca.gov/services/mh/Documents/CMHDA.pdf
Transition Age Youth – County Mental Health Services
http://www.cmhda.org/go/committees/childrenssystemofcarecommitteecsoc/transitionagey
outhtaysubcommittee/taycountyservices.aspx
United States Social Security Administration
The United States Social Security Administration
http://www.ssa.gov/
Supplemental Security Income
http://www.ssa.gov/pgm/ssi.htm
Developmental Disabilities
California Department of Developmental Services
https://dds.ca.gov/DDSHomePage.cfm
California Directory of Regional Centers
https://dds.ca.gov/RC/RCList.cfm
California Centers for Independent Living
http://www.ilru.org/html/publications/directory/california.html
California Department of Rehabilitation
http://www.rehab.cahwnet.gov/
Housing
California Registry - Residential Care Homes (Board and Care)
http://www.calregistry.com/housing/bce.htm
U.S. Housing and Urban Development
http://portal.hud.gov/hudportal/HUD
Housing Choice Voucher Program - Section 8 Housing
http://portal.hud.gov/hudportal/HUD?src=/topics/housing_choice_voucher_program_section
_8
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
47
Information and Advocacy
Youth Transition Toolkit: A Guide for Young People with Disabilities Transitioning to
Adulthood
www.tknlyouth.info
Disability.gov
www.disability.gov
California CASA
www.californiacasa.org
Includes list of all California county Court Appointed Special Advocate (CASA) programs.
Youth Organizing Disabled and Proud Leadership Forum
www.yodisabledproud.org
Youth Leadership Forum (YLF)
www.CAYLF.org
Disability Rights California
www.disabilityrightsca.org
Includes access to Client Advocates for all Regional Centers in California.
Disability Rights Education and Defense Fund
www.dredf.org
Disability Benefits 101
www.disabilitybenefits101.org
Support for Families of Children with Disabilities
www.supportforfamilies.org
Disability Rights Legal Center
www.disabilityrightslegalcenter.org
The Alliance for Children’s Rights
www.kids-alliance.org
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
48
Housing and Resources Worksheet
1. What is the best housing option for the special needs young adult that you are working
with?
2. Which two participant conditions do you think the special needs young adult would be
working on in his or her next six month TILP?
3. Which community resources would be helpful to this young adult with disabilities based
on the identified participation conditions?
After 18 and Youth with Disabilities, v1.0, 2012
Trainee Content
49