Session Outline
We will cover the following topics today:
- Topic 1: Why we do check-ins and types of check-ins
- Topic 2: Who completes a check-in
- Topic 3: Resources
- Topic 4: The check-in case
- Topic 5: Transitioning existing participants plans from CRM to PACE
Learning Outcomes
In this session we will explore:
- Why we do check-ins with participants and the different types of check-ins.
- Who completes a check-in with a participant.
- The basics of the check-in process in PACE.
- Resources about participant check-ins.
- The transitioning participants plans from CRM to PACE process.
| Ol e a. LOG
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Topic 4: The check-in case
27
Scenario: Sally
- 24-year-old female
- Has a diagnosis of Moderate Intellectual Disability
- Lives with her parents and siblings
- Wants to get a job and be more independent
- Enjoys singing in choir and spending time with friends
- First plan was approved 3 months ago
- A new functional capacity assessment has been submitted
Functional Capacity Assessment key points
-
Sally can mobilise independently
-
Sally requires prompting to shower and dress and is dependent on her family for meal preparation and cleaning tasks
-
Sally has been accessing the community with her support worker and would like to build her skills to do this independently
-
Sally would also like to learn to catch the bus independently.
-
Sally has not previously engaged in skill building activities but wants to be as independent as possible in the future.
-
Sally requires increased therapy supports to develop her independent living skills
-
Recommendation: 1 hour per fortnight and an additional 6 hours for report writing of Occupational Therapy. 2 Hours per week of skill development.
Demonstration — Check-in PACE
We are going to go through a demonstration of a check-in meeting. You will be completing a Check-in case in the training environment as part of your self-directed learning using the information we know about Sally.
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Version Control
| Version | Amended by | Description | Status | Date |
|---|---|---|---|---|
| Vers 2.0 | MJK078 Maureen | Updating Links | Updated | 05/03/2024 |
| 2.1 | RWP064 | Content Update | Final | 2/05/24 |
| 2.2 | RWP064 | PACE Demonstrations added | DRAFT | 05/09/24 |
Changes to your plan -
Program Guide
The contents of this document are OFFICIAL.
Program guide to support the training for the Changes to your plan facilitated modules. This program guide provides additional information to the PowerPoint for facilitators. OFFICIAL
ndis.gov.au Page 335 of 438
Table of Contents
- Changes to your plan - Program Guide: 1
- Course Information: 4
- Session Outline: 5
- Welcome and Introduction: 8
- Acknowledgement of Country: 9
- Accessibility: 9
- Housekeeping: 10
- Session Outline: 12
- Learning Outcomes: 12
- Recap quiz: Check-ins: 13
- Recap quiz: Discretionary check-ins: 14
- Recap quiz: Frequent check-ins: 15
- Topic 1: Legislation relating to Plan Changes: 16
- The NDIS Act: 17
- The NDIS Act Part 2: 18
- Plan Changes in the NDIS Act: 18
- S47A- New Additions to Legislation: 20
- Topic 2: Who completes the Plan Change process: 21
- The NDIS Pathway: 21
- Who completes the Plan Change process?: 22
- Topic 3: Plan Changes: 24
- Who can request a Plan Change?: 24
- Plan Variation s47a Decision framework: 26
- Group Activity 1: Plan Variation scenario: 26
- Plan Reassessment: 28
- Group Activity 2: Angus: 28
- No Reassessment: 31
- Group Activity 3: Scenarios: 32
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- Group Activity 3: Scenarios Continued (33)
- Debrief Group 1 Scenario: Geoff (34)
- Debrief Group 2 Scenario: Bob (35)
- Debrief Group 3 Scenario: Alice (36)
- Debrief Group 4 Scenario: Ari (37)
Topic 4: Plan changes in PACE (38)
* Demonstration: Plan Change Request (38)Topic 5: Leaving the NDIS (41)
* Leaving the NDIS – Children (41)
* Leaving the NDIS – Adults (43)Topic 6: Eligibility Reassessment (45)
* Eligibility Reassessment Referral (46)
* Demonstration: Eligibility Reassessment (47)- Group Activity 4: Otis (49)
Topic 7: Internal Review of decisions (51)
* What Decisions can be Reviewed? (51)* Example of an Internal Review (52)
* Urgent Internal Reviews (53)
* What Internal Review Decisions can we make? (54)
* Learning Review (55)-
Recap quiz: Changes to your plan (56)
-
Recap quiz: Plan reassessments (56)
-
Recap quiz: Plan variation (58)
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Recap quiz: Eligibility reassessment (59)
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Self-Directed Learning (60)
Table 2 – Version Control (62)
National Disability Insurance Agency (63)
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Topic 4: Plan changes in PACE
Display slide 31
Demonstration: Plan Change Request
Display slide 32
State: You learned about a plan change request and a plan change case in these morning’s self-directed eLearn, we are now going to look into this a bit more.
State: I am going to demonstrate how to complete the plan change request case. It’s important to remember that these are just examples, and you should refer to guidance in the knowledge articles or consult with your team leader or buddy. You will just be observing me complete this however you will practice this in the training environment after todays session.
If you need support or have any questions after this session your Team Leader or Buddy will go through this with you.
In this example, we have received a request from our participant Sally to initiate a plan reassessment, due to new functional capacity assessment being supplied and stating the plan no longer meets the participant’s needs.
Initiate Request:
- From the Person Account, select the Cases tab.
- Select the plan change case from the list of open cases as we opened it during our check in case yesterday.
Plan change case:
- In the plan change case, Select the request tab
- Select Date (calendar) for Requested date. Leave it as the default date for the demonstration.
- In How is the request being initiated? Select Participant requested - S48
- In Who is requesting the plan change? Select Participant
Change in situation
- In Changes in situation Select Functional capacity
- In When did this change happen? Select a date in the last month State: We would enter this as the date of the report.
- In Provide details of the situation type New functional capacity assessment received with a request for additional supports
- If the new plan requires a change in fund management, select the checkbox next to Change to fund management required. For this example, leave unchecked
- Select Next
Document/Evidence:
Ask: What evidence that is related to the plan change case would we need to add to the evidence tab when we are prompted in this section?
Answer: The Functional Capacity Assessment Report
* Select next.Risk Matrix:
If you don’t identify any risks:
Ask: Have we identified any risks for Sally?
Answer: No
* Select No.
* Select Next to progress the case.Request Confirmation:
* Select confirm.
* Select submit.
* Plan change case is completed.Demonstrate: Show learners that the plan has now changed queue as the decision is awaiting approval.
Time: 15 minutes
Table 2 — Version Control
| Version | Amended by | Description | Status | Date |
|---|---|---|---|---|
| V1.0 | Amelia | First Issue | Final | 23/10/2023 |
| V1.1 | Kate | Edited slide numbers and links | Final | 24/10/2023 |
| V2.0 | RWP064 | Updated links | Final | 07/03/24 |
| V2.1 | RWP064 | Updated Content | Final | 03/05/24 |
| V2.2 | RWP064 | Added PACE demonstrations & Legislation changes | Draft | 06/09/24 |
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Frontline Essentials: Changes to your plan
Week 4 Day 3
Session outline
- Topic 1: Legislation relating to plan changes
- Topic 2: Who completes the plan change process
- Topic 3: Plan changes
- Topic 4: Plan changes in PACE
- Topic 5: Leaving the NDIS
- Topic 6: Eligibility reassessment
- Topic 7: Internal review of decisions
Learning outcomes
Through this session we will:
- Explore the NDIS legislation that relates to plan changes
- Discover who completes the plan change process
- Compare plan change types; variations and reassessments
- View plan changes in PACE simulations
- Explore leaving the NDIS
- Explain eligibility reassessment
- Understand internal review of decisions
Topic 4: Plan Changes in PACE
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Demonstration — Plan change request
We are going to go through a demonstration of a plan change request case. You will be completing a plan change request case in the training environment as part of your self-directed learning.
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Version control
| Version | Amended by | Description | Status | Date |
|---|---|---|---|---|
| V0.1 | SRP102 | New | Draft | 19/10/2023 |
| V1.0 | First Issue | Final | 23/10/2023 | |
| V2.0 | RWP064 | Updated | final | 07/03/24 |
| V2.1 | RWP064 | Updated | Final | 03/05/24 |
| V2.2 | RWP064 | Updated | Draft | 06/09/24 |
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Overview — Early childhood approach - Facilitator Guide
The contents of this document are OFFICIAL.
Facilitator guide to support the training for the Overview - Early childhood approach facilitated module.
This facilitator guide is for facilitators and supplements the PowerPoint.
ndis.gov.au OFFICIAL Page 348 of 438
Table of Contents
- Overview – Early childhood approach - Facilitator Guide
- Course Information: 6
- Session Outline: 7
- Welcome and Introduction:
- Overview – Early childhood approach: 9
- Acknowledgment of Country: 9
- Accessibility: 10
- Housekeeping: 10
- Session outline: 11
- Learning outcomes: 12
- Topic 1: Best practice in early childhood intervention
- Early childhood intervention: 14
- NDIS Code of Conduct, NDIS Practice Standards and Best Practice Guidelines: 15
- NDIS Code of Conduct: 16
- NDIS Practice Standards: 17
- Best practice in early childhood intervention and the early childhood approach: 18
- Best practice in early childhood intervention: 18
- Best practice in early childhood intervention continued: 19
- Best practice in early childhood intervention summary: 20
- National Guidelines for Best Practice in Early Childhood Intervention video: 21
- Collaborative teamwork practice – best practice model: 21
- Multidisciplinary model: 22
- Key worker approach: 23
- Activity: Explaining best practice: 24
- Topic 2: The early childhood approach
- Early childhood approach overview: 26
- Early childhood approach overview continued: 27
- Early childhood approach video: 27
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- Early connections video - 28
- Types of early connections - 29
- Example resources that can be used by early childhood partners in early connections - 30
- Ecomaps - 31
- Activity: Ecomap - 32
- Early supports - 33
- Examples of early supports activities - 34
- Activity: Suzy - 35
- Examples of early supports activities - 34
- Support for children who are participants of the NDIS - 36
- Early childhood supports - 36
Topic 3: Eligibility for the NDIS - 38
* Early intervention requirements (section 25) - 39* Disability requirements (section 24) - 40
* Developmental delay - 41
* Evidence of developmental delay form - 42
* Eligibility reassessment - 44
* Eligibility reassessment continued - 45
* Eligibility reassessment referral - 47
* Eligibility conversations - 47
* Eligibility conversations continued - 48
* Eligibility conversations continued 2 - 49
* Voluntarily leaving the NDIS - 49
* Activity Eligibility scenarios - 50
* Activity continued - 51
* Activity continued 2 - 52Topic 4: Functional assessment and screening - 53
* Developmental milestones - 53
* Paediatric Evaluation Disability Inventory Computer Adaptive Test (PEDI-CAT) - 54
* Ages and stages questionnaire (ASQ) - 55
* Activity: Developmental milestones discussion - 56FOI 24/25-0756 - DISCLOSURE LOG
OFFICIAL
Topic 5: Case scenarios (57)
* Declan case scenario (57)
* Declan case scenario continued 1 (58)
* Declan case scenario continued 2 (59)
* Declan case scenario continued 3 (59)
* Activity Declan case scenario (60)Topic 5: Case scenarios (61)
* Lucy case scenario (61)
* Lucy case scenario continued 1 (62)
* Lucy case scenario continued 2 (62)
* Lucy case scenario continued 3 (63)
* Lucy case scenario continued 4 (64)
* Lucy case scenario continued 5 (64)
* Lucy case scenario continued 6 (65)
* Activity Lucy case scenario (66)Topic 5: Case scenarios (67)
* Lin case scenario (67)
* Lin Case Scenario Continued 1 (68)
* Lin Case Scenario Continued 2 (68)
* Lin Case Scenario Continued 3 (69)
* Lin Case Scenario Continued 4 (70)
* Lin Case Scenario Continued 5 (70)Topic 6: A family perspective (75)
* Family perspectives videos (75)Topic 7: Quiz – True or false? (76)
* 1.True or false (76)
* 2.True or false (77)
* 3.True or false (78)
* 4.True of false (79)
* 5.True of false (80)
* Questions (81)Accessible version slides (81)
* Accessible version – the early childhood approach (82)FOI 24/25-0756 - DISCLOSURE LOG
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Accessible version – early connections 83 Accessible version – multidisciplinary model 84 Accessible version – collaborative teamwork practice model 85 Version Control 86
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Activity continued 2
Display Slide 51
State:
Question 6: A 4-year-old participant became eligible for the NDIS for developmental delay. They are fully participating in daily activities and socially and their family feel they no longer require support from the NDIS. What should happen next?
Answer: The early childhood partner should discuss voluntarily leaving the NDIS with the family and then support them with this.
Question 7: A participant who met eligibility under the early intervention requirements for developmental delay turns 6. Since becoming a participant, they have been diagnosed with autism, level 2. What should happen next?
Answer: They are referred for an eligibility reassessment and continue eligibility moving from meeting the early intervention requirements to disability requirements.
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Topic 4: Functional assessment and screening
Display Slide 52
[Image not converted to Markdown – check the source PDF page for the actual content]
State: In this topic we will explore the functional assessment and screening tools. We will identify tools which may be used when considering the developmental skills and functional capacity of a child younger than 9.
Developmental milestones
Display Slide 53
[Image not converted to Markdown – check the source PDF page for the actual content]
Facilitator Note:
Place the links to the resources into the chat if training is delivered virtually. The links will also be available in the learner workbook.
State:
The Developmental milestones and Early Years Framework and the National Quality Standards provide important information about developmental milestones for different age categories from birth to 5 years.
Whilst it is not a checklist of what all children should have reached by a particular age it provides examples of age-related milestones. This resource should be used as a source of information rather than a prescriptive checklist. You can use it to help in your understanding of child development when considering participant information. Additional information for children younger than 9 can be found on the Raising Children Network (external) website.
Paediatric Evaluation Disability Inventory Computer Adaptive Test (PEDI-CAT)
Display Slide 54
[Image not converted to Markdown – check the source PDF page for the actual content].png)
State:
The PEDI-CAT is a functional capacity assessment tool. There are two key applications of the PEDI-CAT:
-
To help determine functional capacity. The PEDI-CAT is used, together with other information to develop a picture of a child’s functional capacity compared to other children of a similar age across four domains: daily activities, mobility, social/cognitive and responsibility.
-
To help measure changes in functional capacity over time in response to early childhood intervention. A PEDI-CAT can be completed when an early childhood partner is gathering information to understand the developmental profile of a child.
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It must be administered by the early childhood partner before the commencement of, and at the completion of early supports. The PEDI-CAT is also administered when supporting a family of a child younger than 7 to apply for the NDIS using a Functional Capacity Assessment case in PACE. Also, for a participant younger than 7 at the check-in prior to the plan reassessment due date a PEDI-CAT will need to be completed.
However, if the results of a recent PEDI-CAT are available, these can be recorded in PACE instead of completing a new PEDI-CAT.
Ages and stages questionnaire (ASQ)
Display Slide 55
The ASQ is a developmental screening tool that is used to gather information about a child’s development. It is used for children between the ages of one month to 5 and a half years.
Early childhood partners use the ASQ, together with other information, to help form an understanding of a child’s development. This includes when an early childhood partner is determining if a child has developmental delay or developmental concerns. Gathering such information will help an early childhood partner recommend the best way a child and family are supported. For example, through community and mainstream/other government supports and services, early supports or applying to the NDIS.
State:
The ASQ is a developmental screening tool that is used to gather information about a child’s development. It is used for children between the ages of one month to 5 and a half years.
Early childhood partners use the ASQ, together with other information, to help form an understanding of a child’s development. This includes when an early childhood partner is determining if a child has developmental delay or developmental concerns. Gathering such information will help an early childhood partner recommend the best way a child and family are supported. For example, through community and mainstream/other government supports and services, early supports or applying to the NDIS.
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Activity: Developmental milestones discussion
Display Slide 56
State:
Work in pairs or small groups. Open the Developmental Milestones and the EYLF and NQS (external).
Discuss the differences in the examples of what you might observe in the behaviour of a typically developing 2- to 3-year-old compared with a 3- to 5-year-old.
Remember that the Developmental Milestones and EYLF/NQS list examples only and is not for use as a checklist.
Time: 10 minutes
Topic 5: Case scenarios
Display Slide 57
Topic 5: Case scenarios
State:
We are now going to work on some case scenarios.
Declan case scenario
Display Slide 58
Declan is 3 years old and lives with his mother Andrea. He goes to childcare 2 days each week.
Andrea also takes Declan to playgroup once a week where she catches up with friends and Declan plays with other children. When at playgroup Andrea notices that Declan’s communication skills are not as well developed as other children his age, and he doesn’t get along as well with peers.
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Declan case scenario continued
Display Slide 59
State:
Andrea and Declan meet with an early childhood partner, at their home. Andrea and the early childhood partner discuss Declan’s strengths and Andrea’s concerns about Declan’s development. They also complete an ecomap.
The early childhood partner observes Declan going about his usual activities at home and at childcare. She also talks to Declan’s educators and uses tools like the ASQ and PEDI-CAT. The information gathered helps the early childhood partner understand Declan’s development, strengths, and functional capacity.
The early childhood partner determines that Declan’s presentation is best described as developmental concerns and offers early supports, which Andrea accepts.
Declan case scenario continued 2
Display Slide 60
State:
The early childhood partner provides support through a range of activities during early supports.
For example, they:
- work with Andrea to develop and implement strategies at home and in the community to support Declan build his skills and increase his independence.
- visit Declan at childcare and talk about strategies with staff to ensure a consistent approach to supporting Declan.
- support Andrea to connect with community and mainstream supports such as a local community centre parent support group.
- deliver group workshops on social skills and communication skills.
Declan case scenario continued 3
Display Slide 61
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State:
After a few months Declan’s communication and social skills have improved. His speech is easier to understand and his interactions with other children have improved.
Andrea and childcare staff feel more confident in supporting Declan’s ongoing learning and development. Declan and Andrea no longer require early supports.
Early supports, delivered by the early childhood partner have sufficiently supported Declan and Andrea, without the need to apply to the NDIS.
Activity Declan case scenario
Display Slide 62
State:
What are some examples of resources the early childhood partner might have used when supporting Declan and Andrea during early support?
Time: 5 minutes
Debrief
Examples could include:
- Resources on the NDIA intranet Early connections (external) such as
- Booklet-Early childhood approach
- Tip Sheets. For example, on topics such as communication, play, behaviour, and best practice.
- The EC Applying best practice principles in early supports form.)
Lucy case scenario
Display Slide 63
State:
Lucy is four years old. She really enjoys spending time with her younger brother, and her parents, Samantha and John in the backyard and going to the playground.
Samantha notices that Lucy needs help doing some things other children her age can do. She needs a lot more help than other children her age with things at home like the mealtime routine and dressing. She also needs a lot more support than other children her age at childcare with things like staying seated for story time and playing and communicating with friends. Samantha and Lucy’s educator discuss the concerns. Lucy’s educator suggests that Samantha contacts an early childhood partner.
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Lucy case scenario continued 1
Display Slide 64
State:
The early childhood partner meets with Samantha, John and Lucy at their preferred location, their home. The early childhood partner gathers information from various sources. For example, by speaking with Samantha and John and Lucy’s educators and observing Lucy at home and childcare. They also use tools like the ASQ and ecomap.
After meeting with Samantha, John, and Lucy several times the early childhood partner suggests that Samantha and John apply to the NDIS on behalf of Lucy because it is likely she meets the NDIS early intervention requirements for developmental delay.
Lucy case scenario continued 2
Display Slide 65
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State:
The early childhood partner also suggests that community support might help Lucy’s family. They put the family in touch with a local peer support group so they can meet other families of young children.
Lucy becomes eligible for the NDIS under the early intervention requirements and a NDIS plan is developed. The plan includes the goals Samantha and John have for Lucy and funding to support progress towards goals. The family use funding to get early intervention through a key worker who provides strategies to help Lucy develop her social, self-care and communication skills and increase her participation in daily routines and the community.
Lucy case scenario continued 3
Display Slide 66
State:
Lucy turns 6. Since becoming a participant, she has made a lot of progress towards the goals in her NDIS plans.
She started school and Samantha is pleased with the additional support she is getting with learning. Her teacher says she has settled in, taking part in all activities, and getting along well with her new friends. She is much more independent in completing daily routines at home too.
The key worker has worked with Samantha and John to develop strategies they can continue using at home to support Lucy.
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Lucy case scenario continued 4
Display Slide 67
State:
The early childhood partner has had many conversations over the last two years with Samantha and John about the eligibility requirements of the NDIS.
They understand that Lucy no longer meets the early intervention requirements for developmental delay. They also understand that Lucy is unlikely to meet the early intervention requirements or disability requirements for any other reason. Lucy does not have an impairment that is likely to be permanent. However, they do not want Lucy to leave the NDIS.
Lucy case scenario continued 5
Display Slide 68
State:
The early childhood partner revisits the conversation about eligibility reassessments with Samantha and John and refers Lucy for an eligibility reassessment. They also
Lucy case scenario continued 6
Display Slide 69
State:
- Lucy became eligible for the NDIS because she met the early intervention requirements for developmental delay.
- Over time her support needs changed. She no longer requires support from the NDIS.
- Also, a participant can only access the NDIS for developmental delay until they are 6.
- Lucy leaves the NDIS and remains well supported by her family, school, and the community.
Activity Lucy case scenario
Display Slide 70
State:
Work in pairs or small groups. Discuss how you would explain to Samantha and John why Lucy is no longer eligible for the NDIS? To support your discussion, you can refer to:
- Our Guideline - Applying to the NDIS (external)
- EC: Guide – Eligibility conversations for children younger than 6 with developmental delay (external)
Time: 5 minutes
Debrief: Here are some examples of the things that you should include in the conversation with Samantha and John when explaining why Lucy is likely to no longer be eligible for the NDIS: • A participant can only meet the early intervention requirements of the NDIS for developmental delay until they are 6 years old. As Lucy had turned 6, she cannot continue as a participant of the NDIS for developmental delay. • Discuss Lucy’s progress towards goals in her NDIS plan and her current functional capacity. Explain that Lucy is no longer likely to meet the early intervention requirements for developmental delay for reasons other than that she has turned 6. This is because what she can do now in everyday activities is similar to, or not significantly lower than what her same age peers can do. You could use:
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Lin case scenario
Display Slide 71
State:
Lin is 3 and lives with her parents Simone and Thai. Lin becomes eligible for the NDIS under the early intervention requirements, for developmental delay.
Lin’s first plan is approved, and Simone and Thai speak with several early childhood intervention providers to choose one. They contact Nully Early Childhood Services (Nully). The early childhood partner and planner have provided Simone and Thai with information on best practice in early childhood intervention. Simone and Thai are pleased that the supports Nully offers is in line with best practice. They also feel that the early childhood professionals from this service understand Lin’s needs and are best able to support them.
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Lin Case Scenario Continued 1
Display Slide 72
Lin case scenario continued 1
State:
Simone and Thai use funding from Lin’s NDIS plan to pay for supports from Nully. This helps them work towards the goals in Lin’s NDIS plan. Simone and Thai work with the key worker to develop strategies to support Lin. Strategies are updated regularly as Lin’s skills develop and they are shared with her early childhood educators. Lin and her family are well supported by community and other government supports and services too. Lin is now 5, attends preschool and she is getting ready to go to school next year.
Lin Case Scenario Continued 2
Display Slide 73
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State:
Over the last two years, Lin has made good progress towards the goals in her NDIS plan. It appears her presentation no longer meets the developmental delay definition in the NDIS Act 2013 (External).
This is because her functional ability in most areas now appears to be like her peers. The remaining concern her family have is that Lin is sometimes fussy with her food choices.
Lin Case Scenario Continued 3
Display Slide 74
| Lin case scenario continued 3 | |||
| The early childhood partner meets with Simone and Thai and revisits the conversation about eligibility. Some examples of things the early childhood partner includes in the conversation are: | |||
| - Lin’s progress towards goals. | |||
| - Lin’s current functioning and support needs. They use this information when referring to the eligibility requirements to explain why she is likely not to continue to be eligible. | |||
| - Confirmation that sufficient mainstream and community supports are in place. They discuss the role of the health and education systems in providing ongoing support. | |||
| - Whether Lin’s family would like Lin to voluntarily leave the NDIS. |
State:
The early childhood partner checks-in with Simone and Thai and revisits the previous eligibility conversations. Some examples of things the early childhood partner includes are:
- Lin’s progress towards goals.
- Lin’s current functioning and support needs. They use this information when referring to the eligibility requirements to explain why she is likely not to continue to be eligible.
- Confirmation that sufficient mainstream and community supports are in place. They discuss the role of the health and education systems in providing ongoing support.
- Whether Lin’s family would like Lin to voluntarily leave the NDIS.
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Version Control
| Version | Created by | Status | Date |
|---|---|---|---|
| V0.1 | SRP102 | New | 11/12/2023 |
| V1.0 | SRP102 | Final | 01/02/2024 |
| V2.0 | SRP102 | Final | 01/03/24 |
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