Service Delivery Model Sample Clauses
The Service Delivery Model clause defines the framework and methods by which services will be provided under the agreement. It typically outlines whether services are delivered on-site, remotely, or through a hybrid approach, and may specify roles, responsibilities, and communication protocols between the parties. By clearly establishing how and where services are rendered, this clause ensures mutual understanding and helps prevent disputes regarding service expectations and execution.
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Service Delivery Model. The service delivery model for the Children's Mental Health arm of the Collaborative, shall be the "wraparound process", defined as intervention that is developed by an interdisciplinary team and that is based on the child and family's strengths, and the resources of the child's community and that is cost-effective, needs-driven, unconditional, and culturally competent and that includes the delivery of highly individualized informal supports and formal services. The Family Services arm of the Collaborative shall adopt a multi-modal, flexible approach which will produce the most positive outcomes for prevention and early identification. The Interagency Early Identification Committee shall provide a comprehensive system of integrating services for children with special needs ages birth through 21 and their families in accordance with the Individual Family Service Plan (IFSP) for children under 3 years of age and the Individual Interagency Intervention Plan (IIIP) for children, ages 3 through21 years with disabilities, who receive services from more than one agency. In addition, all children under the age of three years, who are involved in a substantiated case of child abuse or neglect are referred to the Interagency Early Intervention System for screening and possible evaluation as required by the Keeping Children and Families Safe Act of 2003 (formally CAPTA). Employees of each agency will jointly develop a plan with, for and on behalf of the individual child and family. The ▇▇▇▇▇▇ County Community Transition Interagency Committee (CTIC) is a part of the Children’s Collaborative serving ▇▇▇▇▇▇ County. ▇▇▇▇▇▇ County Service Delivery Teams will develop Individualized Treatment Plans that are based on a wraparound model. Teams will be comprised of professionals from the member agencies who have or will have involvement with a particular child. The child and his or her family will serve a leading role in the planning and implementation process. Each team member will provide for the child’s needs from the point of view of his/her professional discipline and agency mission and will serve as a resource to the service delivery team. All members will have input into the development of the plan. Team meetings will be conducted in a way that supports open dialogue and participation of team members.
Service Delivery Model. The model is designed to emphasize a continuum of support services based upon student need. Students with special needs will have the opportunity to participate in special services courses, basic education courses or a combination of both. IEP students with very intense needs could participate in special services classes for the entire day. Most IEP students will receive instruction in a combination of regular classes and special services classes, although some may receive all of their instruction in the regular education class setting.
Service Delivery Model. The service-delivery model shall be the "wraparound process", defined as intervention that is developed by an interdisciplinary team and that is based on the child and family's strengths and the resources of the child's community that are cost-effective, needs-driven, unconditional, culturally competent and include the delivery of highly individualized informal supports and forma! services.
Service Delivery Model. The BVHP Behavioral Health Department provides outpatient services that are primarily either clinic- or community-based, or in a telehealth format; services can also be delivered (when clinically appropriate) in the field or at a client’s residence to improve access to care. The clinic will operate Monday through Friday from 8:00 am to 5:00 pm and clinicians/case managers may provide services up to 8:00 pm for patients unable to access the office or adjust to telehealth services to align with each client’s current situation and needs. For all clients, close monitoring and oversight will be conducted by the assigned clinician for the purpose of assessing the client’s needs at different stages of their change and recovery process. This ongoing evaluation guides decisions regarding the appropriate frequency of services. The BVHP Behavioral Health Department does not have set program time limits and instead relies on the ongoing establishment of medical necessity to determine a client’s length of treatment. The clinicians and trainees of BVHP Behavioral Health Department will use evidence-based practices for the treatment of clients, including but not limited to: Motivational Interviewing, Acceptance and Commitment Therapy (ACT), Cognitive Behavioral Therapy (CBT), Insight-Oriented Therapy, Family Systems Therapy, Dialectical Behavior Therapy (DBT), Brief Therapy, Psychoanalytic approaches, child- centered Play Therapy, Art Therapy, and trauma-focused approaches (ex.: Cognitive Processing Therapy (CPT)). These practices align with a commitment to evidence-based culturally-competent care, and clinicians and trainees may adapt or expand their repertoire over time based on emerging research and community needs. Treatment will be administered using the following modalities: -Assessment -Individual Therapy -Group Therapy -Rehabilitation services -Targeted case management -Crisis intervention CID#: 1000011308 2 Contractor Name Bayview Hunters Point Foundation Appendix A- 3 Program Name Children’s Outpatient Funding Term: 07/01/24 – 06/30/25 Funding Source All services will be provided in the client’s preferred language utilizing staff that can provide bi-/multi- lingual services and/or through the use of translation services provided by the Department of Public Health. The BVHP Behavioral Health Department participates in the BHS Advanced Access initiative, the timely measurement of data at the site, and reporting of data to CBHS. Initial risk assessments are comple...
Service Delivery Model. 6 CONTRACTOR shall provide Case Management Services, as defined in 7 Subparagraph 5.2 of this Exhibit A, directly, in accordance with all 8 CalWORKs/WTW regulations, California legislation, and COUNTY Policy.
Service Delivery Model. The model is designed to emphasize a continuum of support services based upon student need. Students with special needs will have the opportunity to participate in special services courses, basic education courses or a combination of both. IEP students with very intense needs could participate in special services classes for the entire day. Most IEP students will receive instruction in a combination of regular classes and special services classes, although some may receive all of their instruction in the regular education class setting. Funding Formula The following formula will be used to determine funding levels at each building. Initial funding levels will be based on end of year projections. The formula will disburse funds based on the December 1 attendance figures. Changes in funding will take place based on those numbers. Special Education Documentation, Portfolio Creation and Extended School Year Pay In order to provide the necessary time required for reviewing transfer records, documenting evaluation results and progress towards IEP goals, preparing special education documents, and scheduling meetings, special education teachers;school psychologists, SLPs, OT/PTs, vision specialists, will work an additional five (5) days per year. Compensation for these days shall be the per diem rate of the employee. If the employee exceeds five (5) work days in the above mentioned work, they may submit time slips for approval by administration to compensate for time beyond five (5) days. Attendance at IEP and/or Evaluation meetings that continue past contracted time will be time-slipped at per-diem. The Special Education staff member required to prepare state mandated portfolios will keep a log of their time spent outside the regular workday preparing such portfolio(s) and submit time slips for per diem pay to compensate for the extra time. Teachers providing extended school year services will be paid at their per diem rate. High School Special education teachers will teach (or act as a consultant to regular education teachers) up to five periods per day with one planning period. In addition to their responsibilities for managing the referral and assessment processes, Social Services Providers may act as consultants for students with special needs. Schedules of special education teachers and social services coordinators will reflect the student needs as identified by the individual IEPs and will be assigned by the building principal. The content of these classes ...
Service Delivery Model. The primary aim of the program is to help each child/youth reach their potential. Therefore, the programming is dependent upon each child’s/youth’s/family’s needs. This agreement addresses the general components in serving children. Specific staffing needs, curriculum, service provision locations etc. will be addressed within each agency. The major child/youth objectives of this program are to:
Service Delivery Model. The service will be a two year pilot to develop the support currently provided to women serving custodial sentences. The pilot would seek to bridge the gap in current service provision to meet the needs of women engaged in the Integrated Drug Treatment System. This would give continuity of care upon release to support access and engagement in community drugs services, reducing the number of women who do not engage post release and who have a greater likelihood of re-offending and returning to custody. Over a two year period we will develop support to women who are engaged in the Integrated Drug Treatment System within HMP’s Styal, ▇▇▇▇▇▇ ▇▇▇▇, ▇▇▇▇▇ ▇▇▇▇ and ▇▇▇▇▇▇▇▇ Park. Presently we support female prisoners in 3 prisons within the immediate locality to North Staffordshire. This involves prison in-reach supporting women to address their accommodation needs on release. We would develop in-reach within the four prisons with two Prison Link Support Workers that would engage with women who may be transferred within the female estate or are preparing for release. The focus of these roles would be to ensure the continuity of drug treatment throughout the transfer and release of prisoners. The staffing structure would consist of; xxxRedacted Textxxx xxxRedacted Textxxx xxxRedacted Textxxx xxxRedacted Textxxx We believe that being part of Chepstow House, our proposal to develop prison link is enhanced by our experience in supporting women across all nine offending pathways. We believe that our success in this area demonstrates our understanding of and our ability to deliver support to women with multiple and complex needs. We recognise the links between the re-offending and drug treatment agenda and seek to ensure our services both work within and support this. We have a clear set of casework standards and core competences, that together with a robust casework supervision system underpins this approach ensuring we monitor and maintain standards.
Service Delivery Model. The service-delivery model shall be the "systems-of-care", defined as a way of helping children and youth with complex mental health needs and their families by connecting and coordinating the work and resources between the partners of the collaborative, to meet the unique needs of the children, youth, and families living in Le Sueur County or attending schools in Le Sueur County.
Service Delivery Model. The service-delivery model shall be based on an interagency, interdisciplinary model that focuses on child and family strengths and the resources of the child’s community. The collaborative shall strive to develop and utilize services that are cost effective, needs-driven, and culturally competent and that includes individualized informal supports and formal services.