Common use of Individualized Plan for Employment (IPE Clause in Contracts

Individualized Plan for Employment (IPE. A term used by the Department of Rehabilitation to refer to the contract between the client and the DOR. The IPE contains important information on the client’s employment goal, and what services and supports the CDOR has agreed provide to assist the client in meeting that goal. The IPE is a written plan listing consumer job objective and DOR services the individual will receive to reach his/her employment goal. The consumer and DOR counselor will discuss the individual’s unique strengths, resources, priorities, concerns, abilities, capabilities, interests, and informed choice. The IPE should be developed prior to consumer transitioning from Secondary Education, Alternative Schools, or Post-Secondary Education. The IPE will be developed within 90 days of eligibility determination. Individualized Plan for Employment (IPE) is developed in collaboration with the consumer, the Department of Rehabilitation (DOR) Counselor, and other stakeholders to assist in development of the employment goal when the following are met: Have applied for services Completed the assessment process Are found eligible for services Are placed in a disability priority category being served Local Education Agencies & Additional Education Agencies: Individualized Education Plan (IEP) – Required by IDEA and used in K-12 educational agencies for individual student planning. The IEP is developed by a team of people such as the student, parents or legal guardian, an administrator designee, general education teacher, special education teacher, psychologist and designated instructional service (DIS) as needed. The IEP describes the direction a student with special needs will be going in the future and how to get there. Individual Transition Plan (ITP) – The ITP is a section of an IEP that is developed before age 16 by a team of people as listed above in the IEP section that may include outside agencies as appropriate. The ITP is the template for mapping out post-secondary transition goals (education/training, employment and independent living skills as appropriate). The ITP must be based on the student’s needs, strengths, abilities, preferences and interests. Activities, timelines, and people responsible for meeting the goals should be written into the ITP. It is important to understand that transition planning and development of the ITP are part of the IEP process. The ITP must be in place by the time the student turns 16 years of age. Upon parent or legal guardian request, an ITP can be developed prior to the age of 16. Information Sharing and Documentation Processes With consent forms signed, core partners may share documentation with each other that may assist in helping offer resources or services to help the individual achieve CIE. LEA will include all three consent forms from each core partner at the same time to make sure that efficiency of communication can be facilitated. List of resources will be presented to each individual with suggestions on which may be most useful to the individual and their support team. All agencies utilize their own “Consent for Release of Information” to ensure legal requirements of the individual agencies. All training, assessment documentation may be shared among core and/or community partners to continue to ensure that resources utilized are the most up to date and utilized. Documents may include but are not limited to: Eligibility documentation such as: Medical evaluations and records Social evaluations and records Shared plans (IEP, IPE, and IPP) Other Assessment documentation such as: Interest Assessments/Surveys as part of transition planning (CDE) Situational Assessment (DOR) Client Diagnostic Evaluation Report (DDS) Other Individual’s Employment Portfolio (paper and/or virtual) Summary of Performance (CDE) Paid and non-paid work experience including volunteer work Positive Personal Profile Letters of reference Resume/Vitae CalWORKs and/or Talent Acquisition Portal (TAP) account Internship/apprenticeship documents Education and training history Transcripts Diplomas and/or certifications Other Consent forms such as: LEA Consent for Release of Information DR260 Release of information DDS DS1968 – Vocational Rehabilitation Referral SARC 19 Consent to Release Information Other Documentation for youth and adults related to limitations on subminimum wage employment Other documentation relevant to the collaboration of the local partners such as: Benefits planning documents WIPA

Individualized Plan for Employment (IPE. A term used by The IPE will be developed in collaboration with the consumer, the Department of Rehabilitation to refer to the contract between the client and the (DOR. The IPE contains important information on the client’s employment goal) Counselor, and what services and supports the CDOR has agreed provide other stake holders to assist in development of the client employment goal when the following are met: Have applied for services. Completed the assessment process. Are found eligible for services. Are placed in meeting that goala disability priority category being served. The IPE is a written plan listing consumer job objective and DOR services the individual will receive to reach his/her employment goal. The consumer and DOR counselor will discuss the individual’s unique strengths, resources, priorities, concerns, abilities, capabilities, interests, and informed choice. The IPE should be developed prior to consumer transitioning from Secondary Education, Alternative Schools, or Post-Secondary Education. The IPE will be developed within 90 days of eligibility determination. Individualized Plan for Employment (IPE) is developed in collaboration with the consumer, the Department of Rehabilitation (DOR) Counselor, and other stakeholders to assist in development of the employment goal when the following are met: Have applied for services Completed the assessment process Are found eligible for services Are placed in a disability priority category being served Local Education Agencies & Additional Education Agencies: Individualized Education Plan Program (IEP) – Required by IDEA IDEA, and used in K-12 K­12 educational agencies for individual student planning. The IEP is developed by a team of people such as the studentparents, parents or legal guardian, an administrator designee, general education teacher, special education teacher, psychologist teachers and designated instructional service (DIS) as neededpsychologists. The IEP describes the direction a student with special needs will be going in the future and how to get there. Individualized Education Program (IEP) The IEP will be developed in collaboration with the IEP team, the parents, teacher, student, and others as requested. When a purpose of the IEP meeting is the consideration of transition services for a student, the LEA shall invite the student and, to the extent appropriate and with the consent of the parent or adult student, a representative of any other agency that is likely to be responsible for providing or paying for the transition services. Individual Transition Plan (ITP) – The ITP is a section of an IEP that is developed before age 16 by a team of people as listed above in the IEP section that may include outside agencies as appropriate. –The ITP is the template for mapping out postlong-secondary transition term adult outcomes from which annual goals (education/training, employment and independent living skills as appropriate)objectives are defined. The ITP must be based on the student’s needs, strengths, abilities, preferences and interestsinterests and reflect the student’s own goals. ActivitiesObjectives, timelinestimeliness, and people responsible for meeting the goals objectives should be written into the ITPITP (and made part of the IEP). It is important to understand that transition planning and development of the ITP are part of the IEP process. The ITP must be in place by the time the student turns 16 years of age. Upon parent or legal guardian request, an ITP If the IEP Team Agrees transition planning can be developed begin prior to the age of 16. Information Sharing and Documentation Processes With consent forms signedCalifornia’s Career Technical Education/Preparing Students for the 21st Century A student’s ITP Plan would include a K-14 to Workforce Pathway. Students will be encouraged to take courses in high school within one of the 15 Industry Sectors. Examples include: Arts Media & Entertainment Hospitality, core partners may share documentation with each other that may assist Tourism & Recreation Marketing, Sales & Services Health Science & Medical Technology As students transition to their PSE experience they will be encouraged to continue taking courses in helping offer resources or services to help the individual achieve CIEa “Guided Career Pathway” at a community college. LEA will include all three consent forms from each core partner at Students completing 2 courses in the same time to make sure that efficiency of communication can be facilitatedCareer Tech Ed/Career Pathway who also earn an industry recognized certificate or acquire WBL competencies would achieve “Prepared” status through the College/Career Indicator Performance Levels. List of resources will be presented to each individual with suggestions on which may be most useful to the individual and their support team. All agencies utilize their own “Consent for Release of Information” to ensure legal requirements of the individual agencies. All training, assessment documentation may be shared among core and/or community partners to continue to ensure that resources utilized are the most up to date and utilized. Documents may include but are not limited to: Eligibility documentation such as: Medical evaluations and records Social evaluations and records Shared plans (IEP, IPE, and IPP) Other Assessment documentation such as: Interest Assessments/Surveys This measures post-secondary preparedness identified as part of transition planning the California School Accountability Dash Board. Community Colleges: Academic Accommodation Plan (CDEAAP) Situational Assessment – SECTION 56022. ACADEMIC ACCOMMODATION PLAN (DORAAP). Each college shall generate an Academic Accommodation Plan (AAP) Client Diagnostic Evaluation Report (DDS) Other Individual’s Employment Portfolio (paper and maintain a record of the interactive process between each DSPS student and a DSPS certificated staff member regarding the academic adjustments, auxiliary aids, services and/or virtual) Summary of Performance (CDE) Paid and non-paid work experience including volunteer work Positive Personal Profile Letters of reference Resume/Vitae CalWORKs and/or Talent Acquisition Portal (TAP) account Internship/apprenticeship documents Education and training history Transcripts Diplomas and/or certifications Other Consent forms such as: LEA Consent for Release of Information DR260 Release of information DDS DS1968 – Vocational Rehabilitation Referral SARC 19 Consent instruction necessary to Release Information Other Documentation for youth and adults related to limitations on subminimum wage employment Other documentation relevant provide the student equal access to the collaboration educational process, given the educational limitations resulting from the student's disabilities. In addition, when a student is enrolled in educational assistance classes the AAP shall define measurable progress toward the goals of each class. (5 C.C.R., § 56022) From the local partners such asimplementation guidelines: Benefits planning documents WIPACalifornia Community Colleges Chancellor’s Office. (2015). DSPS Implementing Guidelines for Title 5 Regulations. Retrieved on September 25, 2017 from xxxx://xxxxxxxx.xxxxx.xxx/Divisions/StudentServices/DSPS/StatutesRegulations.aspx

Individualized Plan for Employment (IPE. A term used by the Department of Rehabilitation (DOR) to refer to the contract between the client and the DOR. The IPE contains important information on the client’s employment goal, and what services and supports the CDOR DOR has agreed provide to assist the client in meeting that goal. The IPE is a written plan listing consumer job objective and DOR services the individual will receive to reach his/her employment goal. The consumer and DOR counselor will discuss the individual’s unique strengths, resources, priorities, concerns, abilities, capabilities, interests, and informed choice. The IPE should be developed prior to consumer transitioning from Secondary Education, Alternative Schools, or Post-Secondary Education. The IPE will be developed within 90 days of eligibility determination. Individualized Plan for Employment (IPE) is developed in collaboration with the consumer, the Department of Rehabilitation (DOR) Counselor, and other stakeholders to assist in development of the employment goal when the following are met: Have applied for services services. Completed the assessment process process. Are found eligible for services services. Are placed in a disability priority category being served served. Local Education Agencies & Additional Education Agencies: Individualized Education Plan Program (IEP) – Required by IDEA and used in K-12 K12 educational agencies for individual student planning. The IEP is developed by a team of people such as the student, parents or legal guardianparents, an administrator designee, general education teacher, special education teacher, psychologist teachers and designated instructional service (DIS) as neededpsychologists. The IEP describes the direction a student with special needs will be going in the future and how to get there. Individual Transition Plan (ITP) – The ITP When a purpose of the IEP meeting is the consideration of transition services for a section student, the LEA shall invite the student and, to the extent appropriate and with the consent of an IEP the parent or adult student, a representative of any other agency that is developed before age 16 by a team of people as listed above in likely to be responsible for providing or paying for the IEP section that may include outside agencies as appropriatetransition services. The ITP is the template for mapping out postlong-secondary transition term adult outcomes from which annual goals (education/training, employment and independent living skills as appropriate)objectives are defined. The ITP must be based on the student’s needs, strengths, abilities, preferences and interestsinterests and reflect the student’s own goals. ActivitiesObjectives, timelinestimeliness, and people responsible for meeting the goals objectives should be written into the ITPITP (and made part of the IEP). It is important to understand that transition planning and development of the ITP are part of the IEP process. The ITP must be in place by the time the student turns 16 years of age. Upon parent or legal guardian request, an ITP If the IEP Team Agrees transition planning can be developed begin prior to the age of 16. Information Sharing and Documentation Processes With consent forms signedAt the last IEP meeting prior to the student exiting from special education (either through earning a regular diploma or meeting the maximum age of eligibility), core partners may share documentation with each other that may the IEP team will consider whether to seek releases to exchange information for all agencies to assist in helping offer resources or services to help communication following the individual achieve CIE. LEA will include all three consent forms from each core partner at the same time to make sure that efficiency of communication can be facilitated. List of resources will be presented to each individual with suggestions on which may be most useful to the individual and their support team. All agencies utilize their own “Consent for Release of Information” to ensure legal requirements student's exit of the individual agencies. All training, assessment documentation may be shared among core and/or community partners to continue to ensure that resources utilized are the most up to date and utilized. Documents may include but are not limited to: Eligibility documentation such as: Medical evaluations and records Social evaluations and records Shared plans (IEP, IPE, and IPP) Other Assessment documentation such as: Interest Assessments/Surveys as part of transition planning (CDE) Situational Assessment (DOR) Client Diagnostic Evaluation Report (DDS) Other Individual’s Employment Portfolio (paper and/or virtual) Summary of Performance (CDE) Paid and non-paid work experience including volunteer work Positive Personal Profile Letters of reference Resume/Vitae CalWORKs and/or Talent Acquisition Portal (TAP) account Internship/apprenticeship documents Education and training history Transcripts Diplomas and/or certifications Other Consent forms such as: LEA Consent for Release of Information DR260 Release of information DDS DS1968 – Vocational Rehabilitation Referral SARC 19 Consent to Release Information Other Documentation for youth and adults related to limitations on subminimum wage employment Other documentation relevant to the collaboration of the local partners such as: Benefits planning documents WIPApublic school setting.

Individualized Plan for Employment (IPE. A term used by the Department of Rehabilitation (DOR) to refer to the contract between the client and the DOR. The IPE contains important information on the client’s employment goal, and what services and supports the CDOR DOR has agreed provide to assist the client in meeting that goal. The IPE is a written plan listing consumer job objective and DOR services the individual will receive to reach his/her employment goal. The consumer and DOR counselor will discuss the individual’s unique strengths, resources, priorities, concerns, abilities, capabilities, interests, and informed choice. The IPE should be developed prior to consumer transitioning from Secondary Education, Alternative Schools, or Post-Secondary Education. The IPE will be developed within 90 days of eligibility determination. Individualized Plan for Employment (IPE) is developed in collaboration with the consumer, the Department of Rehabilitation (DOR) Counselor, and other stakeholders to assist in development of the employment goal when the following are met: Have applied for services services. Completed the assessment process process. Are found eligible for services services. Are placed in a disability priority category being served served. Local Education Agencies & Additional Education Agencies: Individualized Education Plan Program (IEP) – Required by IDEA IDEA, and used in K-12 K12 educational agencies for individual student planning. The IEP is developed by a team of people such as the student, parents or legal guardianparents, an administrator designee, general education teacher, special education teacher, psychologist teachers and designated instructional service (DIS) as neededpsychologists. The IEP describes the direction a student with special needs will be going in the future and how to get there. Individual Transition Plan (ITP) – The ITP When a purpose of the IEP meeting is the consideration of transition services for a section student, the LEA shall invite the student and, to the extent appropriate and with the consent of an IEP the parent or adult student, a representative of any other agency that is developed before age 16 by a team of people as listed above in likely to be responsible for providing or paying for the IEP section that may include outside agencies as appropriatetransition services. The ITP is the template for mapping out postlong-secondary transition term adult outcomes from which annual goals (education/training, employment and independent living skills as appropriate)objectives are defined. The ITP must be based on the student’s needs, strengths, abilities, preferences and interestsinterests and reflect the student’s own goals. ActivitiesObjectives, timelinestimeliness, and people responsible for meeting the goals objectives should be written into the ITPITP (and made part of the IEP). It is important to understand that transition planning and development of the ITP are part of the IEP process. The ITP must be in place by the time the student turns 16 years of age. Upon parent or legal guardian request, an ITP If the IEP Team Agrees transition planning can be developed begin prior to the age of 16. Information Sharing and Documentation Processes With consent forms signedAt the last IEP meeting prior to the student exiting from special education (either through earning a regular diploma or meeting the maximum age of eligibility), core partners may share documentation with each other that may the IEP team will consider whether to seek releases to exchange information for all agencies to assist in helping offer resources or services to help communication following the individual achieve CIE. LEA will include all three consent forms from each core partner at the same time to make sure that efficiency of communication can be facilitated. List of resources will be presented to each individual with suggestions on which may be most useful to the individual and their support team. All agencies utilize their own “Consent for Release of Information” to ensure legal requirements student's exit of the individual agencies. All training, assessment documentation may be shared among core and/or community partners to continue to ensure that resources utilized are the most up to date and utilized. Documents may include but are not limited to: Eligibility documentation such as: Medical evaluations and records Social evaluations and records Shared plans (IEP, IPE, and IPP) Other Assessment documentation such as: Interest Assessments/Surveys as part of transition planning (CDE) Situational Assessment (DOR) Client Diagnostic Evaluation Report (DDS) Other Individual’s Employment Portfolio (paper and/or virtual) Summary of Performance (CDE) Paid and non-paid work experience including volunteer work Positive Personal Profile Letters of reference Resume/Vitae CalWORKs and/or Talent Acquisition Portal (TAP) account Internship/apprenticeship documents Education and training history Transcripts Diplomas and/or certifications Other Consent forms such as: LEA Consent for Release of Information DR260 Release of information DDS DS1968 – Vocational Rehabilitation Referral SARC 19 Consent to Release Information Other Documentation for youth and adults related to limitations on subminimum wage employment Other documentation relevant to the collaboration of the local partners such as: Benefits planning documents WIPApublic school setting.