Coordinating the IEP and IPE

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Coordinating the IEP and IPE

• YTP Fall Summit
• February 21, 2008
• Clayton Rees, YTP Coordinator
• Barbara Garland, Madras HS SpEd Director

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CAPTURING YOUR ATTENTION

• Mary was as interested in Joey as she was in a
  two-day old tuna sandwich left on the kitchen
  table, hidden by a dishcloth. This perplexed
  Joey.
• We sincerely hope that what follows will be more
  interesting than Marys tuna sandwich and wont
  leave you perplexed.

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IEP-IPE Intent and Purpose

• IEP
• Developed by team of people (IEP Team)
• Student with a disability
• Defined by IDEA

• IPE
• Developed by team of people student and VR
  counselor
• Has an impediment to employment
• Defined by the Rehab Act

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The purpose of IDEA is

• to ensure that all children with disabilities
  have available to them a free appropriate public
  education that emphasizes special education and
  related services designed to meet their unique
  needs and prepare them for further education,
  employment, and independent living.

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Transition Services a coordinated set of
activities

• results-oriented process,
• Improve academic and functional achievement
• to facilitate movement to
• post-secondary education,
• vocational education,
• integrated employment,
• continuing and adult education,
• adult services,
• independent living, or
• community participation

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IEP Process

• Referral
• Evaluation
• Eligibility
• Meets minimum criteria?
• Needs special education?

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Age Transition Services Begin

• Beginning not later than the first IEP to be in
  effect when the student is 16, and updated
  annually thereafter.

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Transition Services (continued)

• Based on needs
• Consider strengths, preferences, and interests
• Includes
• instruction,
• related services,
• community experiences,
• development of employment
• post-school adult living objectives,
• acquisition of daily living skills
• functional vocational evaluation.

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Key changes in IDEA

• Beginning not later than the first IEP to be in
  effect when the student is 16, and updated
  annually thereafter.
• IEPs must contain
• Present Levels of Academic Achievement and
  Functional Performance
• annual goals,
• Agency participation
• Graduation Date (anticipated)
• Post Secondary Goals (training, education,
  employment, and possible independent living
  skills)
• Transition Services (including course of study)
• Transfer of Rights (age of majority)
• Summary of Performance

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Summary of Performance

• The district must provide the student with a
  summary of the students academic achievement and
  functional performance, which shall include
  recommendations on how to assist the student in
  meeting the students postsecondary goals. 

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FROM CHAOS COMES ORDER
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OVRS PROCESS DEFINED

• VR is an eligibility based program
• Application
• When can it occur?
• Who can submit an application?

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VR PROCESS

• VR is not an entitlement program
• The referral process
• Eligibility criteria Substantial impediment.
• What information is acceptable under the Rehab
  Act?
• Who can provide that information ?

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VR PROCESS CONT

• Individualized Plan for Employment (IPE)
  (should be developed early in the transition
  process.) It is expected that the IPE will be
  completed and signed before youth leaves school.
  (NOTE This does not say, before youth
  graduates.)
• Substantial Services-outlined in the IPE
• Positive outcome, i.e., employment

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OVERVIEW

• Youth with disabilities higher drop out rate
  lower graduation lower for competitive
  employment.
• Youth with disabilities report that the most
  significant barrier in adult living is social
  isolation.
• Solution Networking and setting up social
  contacts before the youth graduates.

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The Cost of Dropouts
Dropouts from the Class of 2007 alone will cost
the nation nearly 329 billion in lost wages,
taxes, and productivity over their lifetimes
(Alliance for Excellent Education 2007).
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Cost Savings

• If U.S. high schools and colleges raise the
  graduation rates of Hispanic, African American,
  and Native American students and youth with
  disabilities, to the levels of white students
  and students without disabilities by 2020, the
  potential increase in personal income would add
  more than 310 billion to the U.S. economy
  (Alliance for Excellent Education 2006a).

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ENGAGEMENT KEY TO SUCCESS

• Transition services can play a significant role
  in improving the probability of graduation and
  successful transition to post secondary education
  or employment.
• Collaboration and Engagement are the keys.

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OTHER KEYS TO SUCCESS

• Cooperation between agencies interagency
  agreements.
• Collaboration what does that mean?
• Working with other community partners
• Transition Team
• Family

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ELEMENTS OF INTERAGENCY AGREEMENT

• Scope and purpose Commitment of ODE and OVRS to
  cooperate in activities leading to successful
  transition.
• Responsibility of each party promote outreach to
  and ID of students with disabilities. ODE liaison
  to LEAs and OVRS. OVRS branch managers will
  assign specific counselor as contact with LEA.

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ITS ALL IN PERSPECTIVE
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SUMMARY

• Youth transition is a fact of life, but one we
  can all benefit from.
• Important that we all support the concept.
• Questions.

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WHERE TO GET MORE INFORMATION

• Office of Vocational Rehabilitation Services.
• http//www.dhs.state.or.us/vr/index.html
• Department of Education
• http//www.ode.state.or.us/
• National Information Center for Children and
  Youth with Disabilities
• http//www.nichcy.org
• http//www.idea.gov