Referral and Intake. An additional objective of the RCDC shall be to streamline the referral process collectively established between the IRC, DOR, LEAs, and other community partner agencies which provide services to individuals with ID/DD. Additionally, this LPA is to serve as a framework which can be used by the DOR branch offices to develop and implement LPAs which address the specific operational needs of their respective catchment areas as these locations, in collaboration with community partners, work to support CIE outcomes. Local Education Agencies (LEA) - The Riverside County SELPA Local Education Agencies (LEAs) will with written consent from the parent or student who has reached the age of majority, invite a representative from the Inland Regional Center to an IEP meeting within the last 9 months of school. The classroom teacher will obtain written consent from the parent or student who has reached the age of majority to release the following documentation to the IRC representative by the end of the IEP Meeting: XXX Xxxxxxxx Form to Inland Regional Center Representative IEP – including the Individualized Transition Plan (ITP) Psychoeducation report Summary of Performance (SOP) Transition Assessments Portfolio Other supporting documents Department of Rehabilitation (DOR) and Inland Regional Center (IRC) Referral Process – A consumer 24 years of age and under, referrals for services will come directly from IRC Consumer Services Coordinators, (CSC) or LEA members at an IEP meeting with an IRC Consumer Services Coordinators present. The IRC CSC will finalize the referral packet and send it to the DOR Supported Employment Liaison/Point of contact for the designated unit. Referral Packet should include: DOR Referral form Consent to release information signed by a consumer Individual Program Plan (IPP) Social Assessment Psychological Assessment Medical Assessment CDER Annual Case Notes DS1968 signed by consumer and IRC CSC IEP/ITP Once the referral is received by the designated DOR Liaison, the consumer will be referred to the DOR for orientation A letter will be sent to the consumer with the orientation date, time and location. Orientations are held weekly at each of the local DOR offices. A copy of the orientation appointment letter will be emailed to the IRC CSC. Once the consumer has completed the orientation, a DOR intake session will be scheduled with the consumer. A letter will be sent to the consumer with the intake appointment date, time and location and the name ...
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.
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. Local Education Agencies (LEA) 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. DOR 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: xxx.xxx.xx.xxx 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 in...
Referral and Intake. The OCLPA Referral Process has been identified by DOR, RCOC and XXX’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. OCWBL #3: Regional Center/DOR/Adult Program Employment Rating Referral Summary Chart 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) OCWBL #6: Orange County Regional Center & Department of Rehabilitation, Transition to Adult Work Training & Competitive Integrate Employment Services Timeline 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...
Referral and Intake. 4.1.1. LEAs. Referral Process:
