Coordinating Person-Centered Planning. Person Centered Plan (PCP) is an ongoing process used to help individuals with disabilities plan for their future. In person driven planning, groups of interested people focus on an individual and that person's vision of what they would like to do in the future. The "person-centered" team meets to identify opportunities for the student to SC develop personal relationships, participate in their community, increase control over their own lives, secure and retain CIE and develop the skills and abilities needed to achieve these goals. Person Centered Planning depends on the commitment of a team of individuals who care about the individual. These individuals take action to make sure that the strategies discussed in planning meetings are implemented.
Coordinating Person-Centered Planning. 4.2.1. LEAs. Individualize Education Program (IEP). Each IEP is individualized and takes into consideration the needs of the student first. The IEP, IPE, and IPP are not connected. IEP meeting is held and the IEP is written. The IEP team gathers to talk about the child's needs and write the student's IEP. Parents and the student (when appropriate) are part of the team. If the child's placement is decided by a different group, the parents must be part of that group as well. Before the school system may provide special education and related services to the child for the first time, the parents must give consent. The child begins to receive services as soon as possible after the meeting. If the parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. If they still disagree, parents can ask for mediation, or the school may offer mediation. Parents may file a complaint with the state education agency and may request a due process hearing, at which time mediation must be available.
Coordinating Person-Centered Planning. DOR An Individualized Plan for Employment (IPE) is developed jointly between the individual and the Vocational Rehabilitation (VR) counselor after the individual Has applied for services. Completed the assessment process. Is found eligible for services. The IPE is a written plan listing the job objective and the DOR services the individual will receive to reach an employment goal. The individual and the VR counselor will discuss unique strengths, resources, priorities, concerns, abilities, capabilities, interests, and informed choice to develop the IPE. The IPE includes the following information: Description of the employment goal. Timeline to reach the employment goal. Description of the services and service providers needed. Timelines for providing each of the included services. Description of the process to get services. Description of the criteria to measure progress. Responsibilities of the VR counselor, the individual, and others involved with your IPE. Information about participation in paying for part of the IPE, if applicable. Identification of comparable services and benefits. The development of the IPE includes the following options: Developing the IPE with a VR counselor. Receiving assistance from outside resources. Developing one’s own IPE. A member of the VR team will provide the following information: Explain the IPE components and DOR guidelines. Explain whether the individual may need to pay for a portion of services (financial participation). Explain the need to use services available from other sources (comparable services and benefits) and other related information. Help to complete DOR forms. Explain the Ticket to Work program. The VR counselor will review a draft of the IPE to ensure that your goals and necessary VR services meet DOR guidelines. Golden Gate Regional Center Individuals served by GGRC will receive services and supports that: Promote and advocate for the highest quality of life possible for the individual; Respect the dignity of each individual; Emphasize what is important to the person; Are truly individualized; Support the individual in making his/her own choices and decisions to the best of his/her ability; Are mindful of the person at all times; Reflect the person’s culture and take into account cultural considerations; and Are delivered using person-centered language as promoted by People First. GGRC Social Worker’s roles and responsibilities in the following categories: Students in secondary school Ages 16-17: Eval...
Coordinating Person-Centered Planning. The Core Partners have agreed that the IEP (Individualized Education Program) meeting at the student’s age of 16 offers an ideal opportunity to engage in collaborative planning for the student. With the consent of the student’s parents, an invitation for the DOR and FNRC representatives to attend this IEP meeting will allow each partner to join with the student, family and educational staff to mutually engage in the Person-Centered Planning Process. All referrals for the PIP will come through FNRC with a authorization of release of information FNRC Service Coordinator will coordinate and set up meetings with appropriate agencies. The meetings will address Work support Transportation Industry interest Hours availability Skill and aptitude Medical and Health How will duplication be reduced? Defining roles and reasonability for each agency in the FNRCLPC and streamlining service for the PIP will help reduced any duplication. How will collaborative efforts differ when serving the following groups? This section only seems to be about FNRC efforts. Where do we mention that DOR has committed PE staff time and resources to do outreach to SWD for example? Our section below just describes what is an IPE – so how is that answering how the collaborative efforts will differ? Students in secondary school Ages 16 to 17. Evaluate consumer progress and plan as identified in Individual Program Plan (IPP) on an ongoing basis. Assure Individual Transition Plan (ITP) is included in IEP. Service Coordinators familiarize themselves with consumer’s strengths, career goals regarding work or pursing college courses. Determine if consumer is on a diploma or certificate of completion track. Students in secondary school ages 18 to 21 Evaluate consumer progress and plan as identified in Individual Program Plan (IPP) on an ongoing basis. Determine if consumer is to remain in school until age 22, this is discussed in the IPP. Consumers leaving school with a certificate or diploma at age 18 are likely candidates for college or individual placement for work. Referrals can be made to DOR for work assessment for community integrated employment (CIE) or the Paid Internship Program (PIP) through FNRC for work experience. If they remain in school, work with family and consumer on career goals for their eventual competition of school at age 22. Individuals not in secondary school Ages 18 to 21 Refer to DOR or college courses, depends on their abilities and career goals outlined in current IPP. S...
Coordinating Person-Centered Planning. Person Centered Plan (PCP) is an ongoing process used to help individuals with disabilities plan for their future. In person driven planning, groups of interested people focus on an individual and that person's vision of what they would like to do in the future. The "person-centered" team meets to identify opportunities for the student to develop personal relationships, participate in their community, increase control over their own lives, secure and retain CIE and develop the skills and abilities needed to achieve these goals. Person Centered Planning depends on the commitment of a team of individuals who care about the individual. These individuals take action to make sure that the strategies discussed in planning meetings are implemented. DOR = IPE Process & Timeline The purpose of the assessment process is to allow the consumer and his/her Vocational Rehabilitation (VR) counselor to discuss the following: The disability and how it affects the consumer's ability to work. The types of DOR services the consumer may need to become employed. Once the DOR receives complete information about the consumer's disability, the DOR Counselor will notify the consumer in writing about eligibility determination. If the information received is delayed or incomplete, the DOR Counselor and consumer can work together to establish an extension date by which eligibility can be determined. To be eligible for services, an individual must: Have a physical or mental impairment that substantially impedes his or her ability to secure employment and VR services are required to prepare for, secure, retain, or regain employment consistent with the applicant's unique strengths, resources, priorities, concerns, abilities, capabilities, interests, and informed choice. Be able to benefit from DOR services in terms of an employment outcome in an integrated setting. In the Eligibility process the consumer and DOR Counselor will: Determine how DOR services can help the consumer establish and maintain employment. Obtain and review medical and other information to determine how the consumer's disability affects your ability to work. IPE will be developed, and services will be available. CVRC = IPP Process & Timeline The Individual Program Plan, or IPP, is created during a meeting with the Consumer and their Service Coordinator (SC). Depending on the Consumer’s age, their support team can also include family members, teachers, service providers, etc. It is important for all members of the tea...
