Referral and Intake Sample Clauses

Referral and Intake. 1. Each Participating Agency, to the extent required by state or federal law, shall contribute to the development and implementation of a unified system of developmental screening and referral for infants and toddlers birth to three (3) years old. In order to facilitate referrals and developmental screenings, each Participating Agency, to the extent required by state or federal law, shall provide, training and technical assistance to Primary Referral Sources (hospitals-including prenatal and post-natal care facilities, physicians, parents, child care programs, LEAs, public health facilities, and other health care and social service providers) who are required to refer any infant or toddler they suspect is experiencing Developmental Delay(s) to their local TEIS Point of Entry within two (2) business days after examining or observing the infant or toddler. See 34 CFR §303.321. 2. DOE, in conjunction with TEIS, shall develop and disseminate Part C evaluation procedures and requirements to the Participating Agencies and potential providers and evaluators. DOE through TEIS will train or provide training to evaluators and providers to use the state’s eligibility criteria, as outlined in the State’s Early Intervention Plan. DOE through TEIS shall also implement uniform procedures for documenting results of the evaluations and Assessments for the Individual Family Service Plan (IFSP) Team. Supervision and monitoring activities conducted by DOE through TEIS will ensure timely evaluations and Assessments of potentially eligible infants and toddlers. 3. When a Participating Agency finds, suspects, or receives a referral from a Primary Referral Source, the Participating Agency or its agent shall forward that referral immediately to the local TEIS Point of Entry to begin a multidisciplinary evaluation process to determine the infant or toddler’s Part C eligibility. The multidisciplinary evaluation must include a minimum of two (2) disciplines. In every instance, the receiving agency will notify the TEIS district office of all infants and toddlers who are or potentially are Part C eligible. 4. The TEIS Eligibility Coordinator will assign a developmental specialist to complete the eligibility evaluation for TEIS eligibility. The developmental specialist will evaluate the infant or toddler in the following five (5) developmental areas: adaptive skills, physical (including vision and hearing) development, communication skills, social/emotional development, and cognition. T...

Referral and Intake. 4.1.1. LEAs. Referral Process: Step 1. Child is identified as possibly needing special education and related services. A school professional may ask that a child be evaluated to see if he or she has a disability. Parents may also contact the child's teacher or other school professional to ask that their child be evaluated. This request may be verbal or in writing. Parental consent is needed before the child may be evaluated. Evaluation needs to be completed within a reasonable time after the parent gives consent. Step 2. Child is evaluated. The evaluation must assess the child in all areas related to the child's suspected disability. The evaluation results will be used to decide the child's eligibility for special education and related services and to make decisions about an appropriate educational program for the child. If the parents disagree with the evaluation, they have the right to take their child for an Independent Educational Evaluation (IEE). They can ask that the school system pay for this IEE. Step 3. Eligibility is decided. A group of qualified professionals and the parents look at the child's evaluation results. Together, they decide if the child is a "child with a disability," as defined by IDEA. Parents may ask for a hearing to challenge the eligibility decision. Step 4. Child is found eligible for services. If the child is found to be a "child with a disability," as defined by IDEA, he or she is eligible for special education and related services. Within 30 calendar days after a child is determined eligible, the IEP team must meet to write an IEP for the child. Step 5. IEP meeting is scheduled. The school system schedules and conducts the IEP meeting. School staff must: contact the participants, including the parents; notify parents early enough to make sure they have an opportunity to attend; schedule the meeting at a time and place agreeable to parents and the school; tell the parents the purpose, time, and location of the meeting; tell the parents who will be attending; and tell the parents that they may invite people to the meeting who have knowledge or special expertise about the child. Reference: U.S. Department of Education, A Guide to the Individualized Education Program When to invite support agencies/community partners to a student’s IEP should be based on the individual student’s needs and choice.

Referral and Intake. An additional objective of the LPA shall be to streamline the referral process collectively established between the core partners and community partners which provide services to individual with ID/DD. Students must be an eligible person under Federal Individuals with Disabilities Education Act (IDEA) to receive special education. Special education eligibility is determined by the LEA based on individualized assessment, and includes plan development and provision of special education services. Students who are the appropriate age for transition planning may be eligible for community work experience based on their individual needs, LEA requirements and Individualized Education Program (IEP) documents. As part of the Individualized Transition Planning (ITP) process, students are queried about their desire to work. Students with disabilities communicate to school personnel they want to work as part of the IEP and ITP process. The school personnel review appropriate opportunities to gain work experience, including: Transition Partnership Programs, Workability I, We Can Work, and/or Regional Center Internship Program. School Personnel will ensure that students have the work verification documentation requirements to go to work. There are three requirements that comprise the application process. Request Vocational Rehabilitation (VR) services in one of the following ways: Contact the local DOR office in the area. Complete and sign form DR 222—Vocational Rehabilitation Services Application. Apply for Services online at the DOR website: ▇▇▇.▇▇▇.▇▇.▇▇▇ or print an application from the DOR website and mail the completed form DR 222—Vocational Rehabilitation Services Application to your local DOR office. Visit an America’s Job Center. Complete an intake application form requesting VR services. Provide the DOR with information necessary to begin an assessment to determine eligibility and priority for services. Be available to complete the assessment process. This includes activities such as attending the initial interview, watching an orientation video, participating in the evaluation of your skills and capabilities, and completing any actions agreed upon with the VR counselor. To determine eligibility within the time required by law, the date of application is the date when all three of the above requirements are met. After the application has been submitted or have requested services and provided basic information to the DOR, an interview appointment will be schedul...

Referral and Intake. The OCLPA Referral Process has been identified by DOR, RCOC and ▇▇▇’s as laid out in the following Orange County Work-Based Learning Tools (OCWBL #3 & #6). This on-going process has been worked on over the last 5 years and includes input from adult service providers, family members and individuals with disabilities. It is creating coordinated and well-sequenced service delivery for individuals with disabilities. This form is intended to provide summary information to agencies that will be providing employment related services to our participants before and after graduation. This includes summarizing employment related information to be provided to: Department of Rehabilitation Regional Center Adult Service Provider Agencies The 1-5 scale listed in the Score Description box is used to rate the employment skills development of the individual. This is the same point scale as used in form OCWBL#2. The total point values are different because only the major categories are scored, not the individual skills as in form OCWBL#2. The total points specific to the different programming recommendations are as follows: #1 Competitive Integrated Employment (CIE) Individual Placement (34-40) #2 Supported Employment Individual Placement in Integrated Setting (30-35) #3 Supported Employment Group in Integrated Setting (26-31) #4 Adult Day Services/Employment & Volunteer Work Individual/Group Integrated Setting (22-27) #5 Adult Day Services/Work Training &/or Volunteer Work Group Integrated Setting (23 & Below) This chart below was developed to provide an approximate time line for DOR, RCOC, school district staff, consumers/students and family members in facilitating a smooth move from school to the adult service provider system. It lays out the action timeline that should be used to promote identification of appropriate adult programming for students/Regional Center of Orange County (RCOC) Consumers/Department of Rehabilitation (DOR) Consumers leaving Local Education Agencies (LEA) with a Certificate of Completion or Diploma. All students should be encouraged to complete transition activities related to education, employment and independent living identified on their Individualized Transition Plan (ITP) prior to exit from their school district up to and including the age of 22. Competitive Integrated Employment (CIE) is encouraged prior to & after school exit. The exit date is determined by the LEA using date of birth. As we continue to expand partnerships through the OC LP...