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IPE’s for Younger Students

Tracy Clark

Heather Lindsey

OVRS

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Changes in the IDEA: Transition Planning Previous requirements regarding the age in which

transition planning should begin were somewhat ambiguous- some activities were to begin at 14, and others at age 16.

IDEA 04 has established one clear starting age requirement for the beginning of transition planning.

The IEP team must now include transition planning in the first IEP that will be in effect when the child turns 16 years of age.

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Changes in the YTP ‘09-’11 Biennium

Encouraging transition specialists to identify younger students

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Difficulties with Vocational Planning for Younger Students At 14, few students- with or without disabilities-

have much first hand experience with employment.

Often, they do not know what their preference and interests are in relation to work, much less have a clear singular vision of what they would like to do for a job after high school.

Have limited knowledge of career exploration tools and starting the process of vocational planning for the future.

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Partnership between Schools, YTP, and OVRS in Transition Planning

IEP: Individualized Education Plan

IPE: Individualized Plan for EmploymentYTP: Youth Transition Program

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What can be done to start the partnership between OVRS, Schools, Students & Families Transition staff and/or VRC’s could attend special ed teacher

meetings to discuss possible program services provided and provide education on the benefits of partnering to help students

Partnerships are successful when OVRS staff have a strong presence among students and school staff

More involvement in IEP meetings (ask to be invited if it seems appropriate). The case manager will have the parents sign a consent to attend. VRC’s can have students/parents sign a release of information to start the process of sharing information without having the student apply for VR services - the decision to apply for OVRS services can be made later down the road

Presenting to 9th and 10th grade learning strategy classes or special education classes about the YTP program or Vocational Rehabilitation Services

Offer to co-teach a transition lesson w/ special ed teacher

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IEP vs. IPE

Individualized Education Plan

In general, outlines accommodations necessary for classroom success

Individualized Plan for Employment

In general, outlines services necessary to reduce, eliminate, or accommodate barriers to employment

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What does an IPE provide? The IPE gives the student a plan for looking towards employment

and complements the transition portion of their IEP. The IPE can clearly define how schools and OVRS will partner

with the student and their parents. The IPE can outline steps and services identified in reaching a

goal. IPE formats are clear and concise and can be measured regularly or revised as goals or service needs change over time.

The IPE helps students build independence, self-esteem and awareness of accommodations – what they need and how to ask for it.

Helps students take ownership over their goals Helps students become better self advocates

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How the IPE can support the IEP under Transition Services The IPE can help determine an appropriate and

measurable post-secondary goal. An IPE for a younger student age 15 or 16 could be

written with a general job goal and services or steps to guide the student to a diploma.

Assessment services can be written into IPE’s to help identify training or education necessary for a student to reach their goal.

Helps schools meet the requirement of demonstrating coordination between service agencies involved in supporting the student in setting and reaching their goals.

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IPE Services for Younger Students vs. Older Students

9th and 10th graders Short term goals Career Exploration Obtaining Diploma or

GED Revision may be

needed each academic year to accommodate vocational goals

11th and 12th graders Long-term goals More refined vocational

goals Planning for services after

high school: FAFSA, college applications, training programs

Job development, specialized coaching & retention

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If VRC’s or transition specialist’s begin working with students at ages 14 or 15 the rapport that is established by the longer term relationship can help promote positive outcomes

So, even if the goal changes the knowledge regarding the students skills, abilities, and motivation is better developed with the counselor or transition specialist than if they were just meeting the student at age 18

Working with younger students brings opportunities for increased collaboration and added value to student outcomes when OVRS, YTP and other school staff, students & their parents work together

Benefits of writing IPE’s for Younger Students

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Services that could be included in a Younger Student’s IPE High School Diploma/GED Career Exploration Activities Work Specific Assessments or Evaluation of Skills Counseling and Guidance specific to setting and achieving

employment goals Increased opportunities to learn self advocacy & disability

awareness Job Club- if offered at the school Help conducting Job Shadows & Informational Interviewing Applying to College/ FAFSA School based training- shop, automotive tech. classes,

culinary arts, childhood development, ect.

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Case Example: Referral process to OVRS for younger student attending traditional high school IEP meeting is held for 15 year old sophomore who is working towards a modified

diploma. At the meeting the student’s mother requests “work training programs” be more available to her daughter, specifically “off-campus” work opportunities. Special ed teacher brings up OVRS program as a possible service to help her daughter and provides e-mail address of Voc. Rehab. Counselor

Mother e-mails VRC and VRC schedules intake meeting with student and mother Student and mother attend intake meeting VRC coordinates with case manager to obtain student records for OVRS

eligibility Once VR eligibility determination is complete, VRC schedules meeting with

student and mother to review eligibility for VR services and plan next steps VRC arranges with mother and school staff to be invited to future IEP meetings

for this student VRC will initiate contact with student periodically on campus to discuss career

interests/exploration and begin working towards the development of an IPE

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Another Case Example:Alternative High School Identifies a Student who needs Transition Services but school does not have a transition specialist on site Desmond, 17 years old, and has school attendance problems. Since his attendance has been

so poor his best option is to complete the GED. Currently lives with his mother who is on SSI and appears to have some cognitive limitations. Mom does not drive and primarily stays at home. Desmond is recently released from Children’s Farm Home, where he was sent when authorities removed him from his mother’s care as officials were fearful Desmond was going to physically hurt his mother.

Since Desmond is new to this alternative high school and requires transition services case manager’s invited VRC to Desmond’s IEP meeting.

A little bit more: Desmond has a marked difficulty with social interaction and anxiety around others. He is diagnosed with Aspergers, Oppositional Defiant Disorder, Social Phobia, and Insomnia. No work or volunteer history has been completed. Desmond states he wants to work on getting his GED and then get a job.

After attending the IEP meeting VRC scheduled a OVRS intake where Desmond signed an application with his mother’s consent

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Case Example: Pre IPE - Transition Activities written into Desmond’s IEP Activities to be completed during meetings with VRC:

Engage in discussion regarding motivation to work. Take time to consider what are potential obstacles to change. Desmond to consider his motivation to change from not working to working.

Work with VRC to understand what skills are necessary for Desmond to be a “motivated, reliable, & dependable” worker and then meeting with VRC through the development of a OVRS Individualized Plan for Employment

Use the Oregon Labor Market Information System, (OLMIS), to complete Skill Explorer, Labor Market Survey & Employer Database

Register with the Workforce Network/employment department: Complete I-Match and become familiar with their website, (

http://www.employment.oregon.gov/) also attend a free workshop such as how to write resume’s, build interview skills or tips for conducting a good job search

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Case Example: Desmond – what happens next: Desmond has completed the OVRS intake appointment with VRC. Signed an

application and VRC has completed Eligibility Determination. Desmond is eligible for VR services as a Priority 1: Most Significantly Disabled. Functional limitations include interpersonal skills, communication and work tolerance.

Under “Assessment Services” VRC will release funding directly to Desmond to cover the cost of his Oregon ID card which is necessary for Desmond to sit for his GED testing. (Desmond will provide proof of receipt to VRC for file)

VRC will be working with Desmond on the identified “transition activities” in his IEP. A plan for employment could also be written with one of the goals to be completion of the GED and/or VRC may wait to write the IPE after Desmond completes the identified activities. The writing of the IPE is often dictated by a students motivation and demonstration to follow through

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Case Example: Marsha Marsha was referred to VR as a sophomore from her special education

case manger. Marsha received IEP services due to a learning disability in reading, writing, written expression, and math calculation. She was 15 years old and a permanent resident, (not a citizen), having moved to the United States when she was seven.

Marsha had little social supports outside of school. She was living in a small apartment with her father, mother, and sister. She was the only person that spoke English in the home. Marsha’s family support was limited as her mother and father would often leave to return to their homeland and would be gone for months at a time.

As a result, Marsha’s attendance was very poor and she was struggling with planning for anything beyond finding part-time work to help with her own personal expenses. She was a risk for dropping out of school as she was behind on credits and did not feel that she would ever catch up.

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Case Example: Marsha After the initial intake appointment with OVRS, Marsha

was offered part-time employment at a small, family run, Thai restaurant. Marsha was hired to work as a waitress and also to help out with cashiering when necessary.

Marsha requested support to help her transition into her part-time job while still working towards improving her grades and school attendance. (Getting her HS Diploma)

VRC then worked with Marsha to write her IPE to address her functional limitations of self direction and work skills.

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10th grade – Marsha’s Individualized Plan for Employment Vocational Goal: Waitress/CashierPlanned service #1: Substantial Counseling & Guidance Marsha will benefit from assistance in her educational planning to ensure

she receives her high school diploma. This service will assist Marsha with requesting accommodations that are listed in her IEP, as well as, monitoring her school attendance. Marsha will meet with VRC and/or school staff at least one time per month to review/report progress and outcomes.

* No cost servicePlanned service #2: Job Placement & Retention Marsha will benefit from retention services helping her to balance her part-

time job while also attending high school. This service will assist her in managing her employment and school schedules. Marsha, VRC and/or school staff will review Marsha’s progress at work to ensure she is meeting employers expectations for continued job retention.

* No cost service

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11th grade – Plan Revision necessary to keep in line with Marsha’s

Vocational AdvancementVocational Goal: Waitress/Cashier Marsha can benefit from gaining elective credits for her employment. Marsha will submit copies of her

employment verification (pay stubs) to her special education case manager in order to receive school credits. VRC revises the IPE to reflect this change in planned service #1, as well as revising the plan to add transportation services.

Planned service #1: Job Placement & Retention (formerly substantial counseling and guidance) Marsha will benefit from assistance in her educational planning to ensure she receives her high school

diploma. This service will assist Marsha with requesting accommodations that are listed in her IEP, as well as monitoring attendance both at school and work so she is able to receive necessary credits for graduation.

* No cost service Planned service #2: Retention Services Marsha will benefit from retention services to help her balance part-time work with her studies. This

service will assist her in managing her hours worked, as well as provide monthly check-ins with VRC, her employer, and identified school staff for support and problem solving.

* No cost service

Planned service #3: Transportation Marsha will benefit from gaining her Oregon Driver’s License to commute to and from school and work.

She will benefit from taking a driver’s education class offered at the high school. *$320 class that was paid for by Marsha’s parents

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12th Grade – Marsha still working towards her goalsVocational Goal: Waitress/Cashier

Planned service #1: Job Placement & Retention Services Marsha will benefit from assistance in her educational planning to ensure that she

receives her high school diploma. This service will assist Marsha with requesting accommodations that are listed in her IEP and help her track the amount of credit she needs to reach her goal of a diploma. Services will also help monitor Marsha’s attendance and provide a platform for problem solving should she have difficulty.

*no cost service

Planned service #2: Job Placement & Retention Services Marsha will benefit from retention services to help her balance her part-time job with her

studies. This service will assist her in managing her hours worked as well as monthly check-ins with VRC, her employer and school staff for support (continued job maintenance) and problem solving.

*no cost service

Planned service #3: Transportation Marsha will benefit from gaining her Oregon Driver’s License to commute to and from

school and work. She will also benefit from taking a driver’s education class offered at the high school.

*$320 class that was paid for by Marsha’s parents

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12th grade: Marsha needs more plan revisions!

As Marsha gains experience and confidence her needs change: The IPE can be revised to reflect additional needs:

VRC revised Marsha’s plan to include the following:

Planned service #4: Information and Referral Marsha expresses interest in gaining her US Citizenship. She requests information

regarding the application process since she has turned 18. Marsha’s plans are to remain in the United States. VRC provides information on the application process for US Citizenship. VRC also locates citizenship classes that are offered in the community.

*this was a no cost service as there were citizenship classes offered for free

Planned service #5: Other Goods and Services Once Marsha completed her citizenship class and felt ready, she took the

examination *Total cost $675 – ($595 for examination and $80 for biometrics paid for by the

client and her parents).

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Case Example: Hannah a student with Post-Secondary Education Goals

Hannah is a 16 year old female presenting with aspergers and is entering her Junior year of high school. She has applied for VR services with her parents whom are very involved. Hannah is unsure of any vocational goals after high school. Her parents reported that all three of her older brothers have gone on to college and they hope she will also enter into post secondary education.

Hannah has no idea what she might like to pursue and is interested in career

exploration.

After meeting with the student for career exploration, she decided that she was interested in learning more about becoming an ASL interpreter. Hannah has taken 3 years of ASL and really enjoys this class and communicating in sign language.

VRC wrote an IPE to support this vocational goal as VRC feels that this might

be a good fit given her abilities, strengths, and limitations.

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11th Grade: Hannah’s IPE Vocational Goal: All other professional,

paraprofessional, and technical workers

Planned service #1: Substantial Counseling & Guidance Hannah will benefit from assistance in her educational planning to ensure

that she receives her high school diploma, as well as continuing to take ASL classes offered at the high school level. This service will assist Hannah with requesting accommodations that are listed in her IEP as well as monitoring her progress and any concerns that may arise. VRC will meet with Hannah on a monthly basis to discuss career planning and exploration.

* This was a no cost service.

Planned service #2: Training-Vocational Hannah will benefit from job shadowing another ASL interpreter during her

5th period. This service will help Hannah gain better insight into the job duties and expectations in this field of work.

* This was a no cost service.

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12th Grade - Hannah’s IPE needs revision

Planned Service #3: Training – Vocational Hannah will benefit from taking an entry level ASL college class to better help her

understand the rigors and expectations of college level classes. *This service was paid for by the client’s parents.

Planned Service #4: Other Goods & Services

Hannah will benefit from assistance with college applications, resume development, and completing the FAFSA. This service will help Hannah to locate appropriate college programs and have support to determine what accommodations she may qualify for at a college level and how those accommodations may differ from high school.

*This was a no cost service

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Case Example: Michael

Michael is a 16 year old junior presenting with a learning disability in reading comprehension, math calculation, and math reasoning.

Michael was behind in his math credits and has not been able to pass pre-algebra. He was interested in joining the Marine Corps after graduation.

Michael was living with his grandmother (his legal guardian) whom was elderly and is not able to offer a lot of support. Due to his learning disability, he was concerned that he might not have the ability to pass the ASVAB.

He has applied to VR in search of some assistance in enlisting and making sure that he can pass the ASVAB exam.

Michael hopes to enlist early so that he can complete basic training during the summer before his senior year.

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11th grade – Michael’s Individualized Plan for Employment Vocational Goal: All Other Service Worker

Planned service #1: Substantial Counseling and Guidance Michael will benefit from the assistance in his educational planning to

ensure that he receives his high school diploma. This service will assist him with requesting accommodations that are listed in his IEP. Michael will meet with VRC and/or school staff at least one time per month to review/report progress and outcomes.

* This was a no cost service.

Planned service #2: Training- Vocational or Occupational Michael will benefit from working with a tutor to work on basic math skills in

order to complete and pass the ASVAB. This service will include 10 sessions with a private tutor at $60 per hour.

* This service was paid for by VR.

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Continued:Case Example - Michael Planned service #3: Information and Referral

Michael will benefit from assistance in the referral process into the Marine Corps. This service will assist Michael in making an informed choice as well as initiating the process for entrance into the military.

* This was a no cost service.

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12th grade - Michael’s need for more plan revision Michael did complete the early enlistment and went to basic training over the

summer. After returning home for his senior year, his living situation changed as his grandmother lost her housing. Michael was then living with friends and struggling for stability. As a result, Michael decided he was more interested in gaining his GED and moving full time into the Marine Corps.

VRC made a plan revision to reflect Michael’s change and new service needs.

Planned service #3: Training- Vocational and Occupational Michael will benefit from tutoring assistance to ensure that he is able to pass

his GED. This service will ensure that he has the proper accommodations and supports needed to be successful in passing the examination.

* This was a no cost service