Are Your "P's" (and "Q's") Aligned?

1. Are Your "P's" (and "Q's") Aligned? Aligning the iep and the ipe Peter FitzGerald University of Oregon 2018 Oregon Statewide transition conference

2. What might we accomplish in this session? • Come to a common understanding and definition of terms while trying not to be too ACRONYM heavy! • Come to a common understanding as to who the key roles are in individualized planning and who “drives the bus”? • Dissect the components of the various individualized plans. • Introduce OTHER individualized plans • Present evidence to reinforce why plans can and should be aligned. • Practice some alignment scenarios • Identify barriers, challenges and possible solutions that get in the way of effective alignment.

3. Let’s get our definitions right first! Iep ipe Individual Plan for Employment Developed by a VRC and Client and outlines a vocational goal Describes “substantial services” necessary for an employment outcome. Can describe skills necessary to become employed. Generally the responsibility of the VRC • Individual Education Program • Developed by a team • Describes the specially designed instruction and related services the student will receive. • Describes accommodations, modifications, supports. • Progress in the “general curriculum”

4. What other plans are used with individuals who experience disability? • ISP: Individual Service Plan • PCP: Person Centered Plan • CDP: Career Development Plan • SOP: Summary of Performance • OTHER “P’S”? • We are going to focus on the IEP and IPE today

5. DO I NEED TO CONVINCE YOU WHY PLANS SHOULD BE ALIGNED? WHAT DOES THE RESEARCH SAY? A critical component of effective transition planning is for the student to have his or her needs met in a seamless manner. This is made possible through early efforts at coordinating services (Steere, Rose, & Cavaiuolo, 2007; Wehman, 2006).

6. WHAT DOES THE RESEARCH SAY?(CONTINUED) Interagency coordination of services is an essential ingredient in successful planning for the transition from school to adult hood for students with disabilities (Noonan, Morningstar, & Erickson, 2008; Wehman, 2006).

7. WHAT DOES THE RESEARCH SAY?(CONTINUED) A number of difficulties may arise in establishing a clear and seamless connection between the transition IEP and the IPE. It has been well established that successful transition from school to adult life requires close collaboration between school personnel and adult service professionals, including rehabilitation counselors (Gowdy, Carlson, & Rapp, 2003; Oertle & Trach, 2007). Evidence to date, however, suggests that such collaboration has too often been lacking. In a study of educators’ and rehabilitation counselors’ perceptions of the degree of collaboration, Agran, Cain, and Cavin (2002) found that rehabilitation counselors were rarely or never invited to participate in transition IEP meetings…

8. LEGISLATION • IDEA SAYS TRANSITION SERVICES: (A) is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; • In the case of transition IEPs, the child must be invited, and his or her preferences must be considered. Representatives of agencies providing transition services must also be invited.

9. LEGISLATION(continued) WIOA SAYS: Pre-employment transition coordination consists of: • Attending individualized education program meetings for students with disabilities, when invited; • Working with the local workforce development boards, one-stop centers, and employers to develop work opportunities for students with disabilities, including internships, summer employment and other employment opportunities available throughout the school year, and apprenticeships; • Working with schools, including those carrying out activities under section 614(d) of the IDEA, to coordinate and ensure the provision of pre-employment transition services; • When invited, attending person-centered planning meetings for individuals receiving services under title XIX of the Social Security Act (42 U.S.C. 1396 et seq.)

10. Legislation(Continued) WIOA also says: (a) IN GENERAL.- From the funds reserved under section 110(d), and any funds made available from State, local, or private funding sources, each State shall ensure that the designated State unit, in collaboration with the local educational agencies involved, shall provide, or arrange for the provision of, pre-employment transition services for all students with disabilities in need of such services who are eligible or potentially eligible for services under this title.

11. The practical case for alignment • IEPs are designed to teach skills (and IDEA says transition services can stand alone as Special Education). • IPEs are designed to identify substantial VR services that address disability created functional limitations, work around those barriers so that there is a higher likelihood that competitive, integrated employment is the outcome. • Pre-Employment Transition Services: job exploration counseling; work-based learning experiences, which may include in school or after school opportunities, or experience outside the traditional school setting (including internships), that is provided in an integrated environment to the maximum extent possible; counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs at institutions of higher education; workplace readiness training to develop social skills and independent living; and instruction in self-advocacy, which may include peer mentoring.

12. The practical case for alignment(CONTINUED) Everything in the previous slide suggests that TO BE EMPLOYABLE ONE MUST OBTAIN A CERTAIN LEVEL OF SKILLS AND APTITUDES!

13. THE PRACTICAL CASE FOR ALIGNMENT(CONTINUED) THEREFORE: • If Rehab and Schools “share” a client (in Transition IEPs, in YTP, etc.)…. • And Rehab and Schools both want employment as an outcome (e.g. Rehab Closures and Positive Post-School Outcomes)… • Schools can teach “employability skills”…. • And Rehab can facilitate or support competitive employment as a positive post-school outcome!

14. Let’s try it! Instructional Goal in an IEP: Johnny will articulate 2 reasons why someone would lose their job and 2 reasons/skills that would help someone keep their job. Substantial Service in an IPE: JOB RETENTION SUSTAINING EMPLOYMENT STABILITY

15. LET’S KEEP TRYING IT! Instructional Goal in and IEP: Given instruction and practice, Johnny will demonstrate 2 strategies to locate 3 job openings using strategies of preference and be able to explain why those strategies were chosen. Substantial Service in an IPE: JOB SEARCH LEARN SKILLS TO SEARCH FOR JOBS CREATE SAMPLE APPLICATION COMPLETE iMATCH REGISTRATION

16. Are we having fun yet? Instructional Goal in an IEP: Sally will invite her Vocational Rehabilitation Counselor to her IEP meeting in a timely and acceptable manner as rated by an observer. Substantial Service in an IPE: INFORMATION AND REFERRAL ACCESSING TARGETED AND NECESSARY ADULT SERVICES COMMUNITY PARTICIPATION INVITING OTHER AGENCIES TO PLANNING MEETINGS

17. NOW WE’RE HAVING FUN! Instructional Goal in an IEP: Given instruction and practice in the use of CIS or other web-based labor market information resources, Fred will identify 2 occupations, careers, or jobs of interest. Substantial Service in an IPE: VOCATIONAL EXPLORATION: USE CIS OR QUALITYINFO.ORG TO OBTAIN LABOR MARKET INFORMATION

18. Yippeee! This is fun! Instructional Goal in an IEP: Using a preferred communication style, Sam will build an activity schedule to gain insight about vocational interests using open-ended questions from a MEGI Curriculum. Substantial Service in an IPE: CAREER EXPLORATION MOTIVATIONAL INTERVIEW STRATEGIES

19. I can do this! Instructional Goal in an IEP: Given instruction and practice in doing informational interviewing, Jose will ask 4 open-ended and relevant questions about a job of interest. Substantial Service in an IPE: VOCATIONAL EXPLORATION CONDUCT AN INFORMATIONAL INTERVIEW

20. Challenges and solutions? barriers strategies ROIs Use Student and Families to request agency participation Information can be given at Parent Information Nights, Transition Fairs, Conferences. Being a VR client changes the dynamic Acknowledge the fact and work with it Transition Consortiums, YTP, TNFs, Educator Institutes, all help with this. • Sharing of Plans between agencies • Timely Invitations to Planning Meetings • Information Giving vs. Proactive Planning • Similar Goals but Different Languages • Medical Models vs. Developmental Models • Others?

21. Questions?Discussion?

22. Thank you!Peter FitzGeraldUniversity of OregonTechnical Assistance ProviderYouth Transition Programpetefitz@q.com(503) 522-6973www.ytp.uoregon.edu