IPE’s for Younger
Students
Tracy Clark
Heather Lindsey
OVRS
1
Changes in the IDEA:
Transition Planning
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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.
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IDEA 04 has established one clear starting age
requirement for the beginning of transition planning.
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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.
2
Changes in the YTP ‘09-’11
Biennium
Encouraging
transition
specialists to
identify younger
students
3
Difficulties with Vocational Planning
for Younger Students
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At 14, few students- with or without disabilitieshave 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
YTP: Youth Transition Program
IPE: Individualized Plan for Employment
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What can be done to start the partnership between
OVRS, Schools, Students & Families
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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
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teacher
IEP vs. IPE

Individualized
Education Plan

In general, outlines
accommodations
necessary for
classroom success

Individualized
Plan for
Employment
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In general, outlines
services necessary to
reduce, eliminate, or
accommodate
barriers to
employment
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What does an IPE provide?
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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
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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
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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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Benefits of writing IPE’s for
Younger Students
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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
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Services that could be included in a
Younger Student’s IPE
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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
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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 “offcampus” 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
13
Another Case Example:
Alternative High School Identifies a Student who needs Transition
Services but school does not have a transition specialist on site
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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.
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Since Desmond is new to this alternative high school and requires transition
services case manager’s invited VRC to Desmond’s IEP meeting.
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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.
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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:
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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.
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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
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Use the Oregon Labor Market Information System, (OLMIS), to
complete Skill Explorer, Labor Market Survey & Employer Database
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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:
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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.
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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)
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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
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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
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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/Cashier
Planned 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 service
Planned service #2: Job Placement & Retention
Marsha will benefit from retention services helping her to balance her parttime 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 Advancement
Vocational 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 goals
Vocational 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 PostSecondary Education Goals
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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.
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Hannah has no idea what she might like to pursue and is interested in
career exploration.
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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.
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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
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Vocational Goal: All other professional,
paraprofessional, and technical workers
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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
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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.
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*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
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Michael is a 16 year old junior presenting with a learning disability in reading
comprehension, math calculation, and math reasoning.
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Michael was behind in his math credits and has not been able to pass prealgebra. He was interested in joining the Marine Corps after graduation.
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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.
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He has applied to VR in search of some assistance in enlisting and making
sure that he can pass the ASVAB exam.
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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
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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
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