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 1 Trainee Content 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 2 Trainee Content 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.

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 re-

After 18 and Youth with Disabilities, v1.0, 2012 3 Trainee Content 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 are only 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). 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 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);

After 18 and Youth with Disabilities, v1.0, 2012 4 Trainee Content 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 . Community Stakeholders Meetings throughout California

After 18 and Youth with Disabilities, v1.0, 2012 5 Trainee Content . 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 co- sponsors, 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 6 Trainee Content 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 7 Trainee Content 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 8 Trainee Content 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 9 Trainee Content Special Education Enrollment by Age and Disability

After 18 and Youth with Disabilities, v1.0, 2012 10 Trainee Content Special Education Assessment and IEP Timeline

After 18 and Youth with Disabilities, v1.0, 2012 11 Trainee Content 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 12 Trainee Content 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 non- medical 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 13 Trainee Content 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 14 Trainee Content 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 15 Trainee Content 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 16 Trainee Content 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 17 Trainee Content 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 18 Trainee Content 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 19 Trainee Content . 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 20 Trainee Content 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 21 Trainee Content 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 22 Trainee Content . 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 23 Trainee Content 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 24 Trainee Content . 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 25 Trainee Content . 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, self- advocacy, sexual awareness, Personal Assistant management, household management, recreation and leisure, and money management

After 18 and Youth with Disabilities, v1.0, 2012 26 Trainee Content . 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 27 Trainee Content 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 28 Trainee Content 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 29 Trainee Content 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 follow- up 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 30 Trainee Content 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 31 Trainee Content 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 32 Trainee Content 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 33 Trainee Content 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 34 Trainee Content 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 35 Trainee Content . 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 System- Wide Reform and Advocacy. www.kids-alliance.org

After 18 and Youth with Disabilities, v1.0, 2012 36 Trainee Content 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 37 Trainee Content SECTION 3: HOUSEHOLD AGREEMENTS A. Check-in/Curfew/Schedules

Does the young adult have a What Weekends? curfew? Yes No Time?

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? Yes No What is the appropriate volume for music or television? Agreement: C. Language Is swearing allowed? Yes No Are certain forms of language off-limits? (e.g. name calling) Agreement: D. Cigarette Smoking Is smoking allowed inside the home? Yes No Is smoking allowed near or around the house? Yes No Agreement: E. Guests Is the young adult allowed to have small group gatherings Yes No or parties?

After 18 and Youth with Disabilities, v1.0, 2012 38 Trainee Content Is the young adult allowed to During What Hours? have daytime guests of either gender? Is the young adult allowed to During What Hours? have overnight guests of either gender? Agreement: F. Shared Items Is the young adult allowed to use the caregiver’s car? (if applicable) Rules? 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 Is there a curfew for using the kitchen? Yes No Will the young adult and caregiver Shower share a bathroom? Yes No 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 Yes the young adult can watch TV? No Are there rules for use of a Yes shared computer? No

After 18 and Youth with Disabilities, v1.0, 2012 39 Trainee Content Are there rules about playing Yes No video games? Furnishing/Decorating Are there restrictions on Yes decorating of the young No adult’s bedroom? Can the young adult add to Yes furnishing/decorations in No 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 Who is responsible: When/how often: chores/responsibility: (e.g. “young adult”, (e.g. “monthly”, (e.g. doing dishes, cooking, “caregiver”, “we’ll switch off”, “weekly”, “as laundry, grocery shopping, “each responsible for own”) needed”) yard work, pet care)

After 18 and Youth with Disabilities, v1.0, 2012 40 Trainee Content 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 Other payment? NMD Caregiver Is the young adult paying rent? Yes No Rent $ amount: Is the young adult paying any or a portion of Yes (list No the bills? below) List Bills Approximate Notes Amount $ $ $ $ $ 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 41 Trainee Content 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 42 Trainee Content 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 43 Trainee Content 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 44 Trainee Content 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 45 Trainee Content 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 46 Trainee Content 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 47 Trainee Content 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 48 Trainee Content 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 49 Trainee Content