Common use of Individualized Plans Clause in Contracts

Individualized Plans. Individualized Education Program (IEP): As defined by United States Code (20 USC Section 1414(d)(1)(A)(i)), “The term ‘individualized education program’…means a written statement for each child with a disability that is developed, reviewed, and revised” in any meeting by a representative of the LEA or an intermediate educational unit who shall be qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities, the teacher, the parents or guardian of such child. The IEP for each student, beginning not later than age 16 (and at a younger age, if determined appropriate), must include a statement of transition services as defined in the 34 CFR 300.321, including, if appropriate, a statement of each public agency’s and each participating agency’s responsibilities before the student leaves the school setting. When the purpose of the IEP meeting is the consideration of transition services for a student, the LEA shall invite the student and a representative of any other agency that is likely to be responsible for providing or paying for transition services. If the student does not attend, the LEA shall take other steps to ensure that the student’s preferences and interests are considered. (20 USC Section 1414(d)(1)(B); 34 CFR 300.321) Individualized Plan for Employment (IPE): Defined by the Rehabilitation Act of 1973, as amended by WIOA (Section 101(a)(9)(A)), an IPE will be developed for each individual with a disability eligible for VR services meeting the requirements under this Act. The IPE is designed to achieve the specific employment objective of the individual as well as addressing both intermediate and long-term goals and services to be provided to assist in meeting the specific objective. The IPE shall include a description of the specific employment outcome, that is chosen by the eligible individual, consistent with the unique strengths, resources, priorities, concerns, abilities, capabilities, interests, and informed choice of the eligible individual, consistent with the general goal of CIE4 (except that in the case of an eligible individual who is a student or youth, the description may be a description of the student’s projected post-school employment outcome (34 CFR 361.46(a)(2)(ii)) (The Rehabilitation Act, Section 102(b)(3)). Such VR services will be provided in accordance with the provision of the IPE. An IPE shall be agreed to, and signed by, such eligible individual or, as appropriate, the individual’s representative; and approved and signed by qualified VR counselor employed by the DOR, Section 102(b)(3)(C). An IPE must be completed for each eligible secondary student with a disability before the student leaves the school system or within 90 days of eligibility determination, whichever occurs first (Authority: Sections 12(c), 101(a)(11)(D), 101(c), and 511 of the Rehabilitation Act of 1973, as amended; 29 U.S.C. 709(c), 721(a)(11)(D), 721(c), and 794(g), 34 CFR 361.22 (a)(2)) Adult Education Adult education is a defined part of the California secondary school system. This State provides general fund support for a comprehensive adult education delivery system for the following program areas: Adult Literacy/High School Diploma, English as a Second Language/Citizenship, Adults with Disabilities, Career Technical Education/Apprenticeships, Parenting, Family, and Consumer Awareness, and Older Adults. Adult education provides lifelong educational opportunities and services to adult learners. These opportunities and services are to address the unique needs of individuals and communities by providing adults with the knowledge and skills necessary to participate effectively as citizens, workers, family members, and consumers of goods and services. Adult education recognizes the need for interagency coordination and support to strengthen its services to individuals throughout the state. As students transition to adult service agencies, Adult Education may be a resource for training for the exited high school youth. Assistive Technology Devices and Services Both IDEA and the Rehabilitation Act, as amended by WIOA, use the same definition for assistive technology device and service as that contained in the Technology-Related Assistance for Individuals with Disabilities Act of 1988 (29 U.S.C. 2202(2)). Assistive technology device and service are defined as follows (Assistive Technology Act of 2004, sections 3(a)(2) and (3)): Assistive technology device: any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capacities of individuals with disabilities. Assistive technology service: any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device. Related Laws While the focus of this interagency agreement between the CDE and DOR is to coordinate the provisions of transition services and DOR Student Services to secondary students with disabilities as prescribed by the Rehabilitation Act as amended by WIOA, other related pieces of legislation also require compliance by these two agencies in the provision of services to students with disabilities: 1) Individuals with Disabilities Education Act; 2) the Americans with Disabilities Act; and 3) the Xxxx X. Xxxxxxx Vocational and Applied Technology Education Act. A discussion of these laws is as follows: The Rehabilitation Act as Amended by the WIOA in 2014 On July 22, 2014, the WIOA was signed into law. The WIOA amended the Rehabilitation Act of 1973 and replaced the Workforce Investment Act of 1998. The greater goal of the WIOA is to improve job training collaborations and strengthen the workforce development system for the jobs of today as well as tomorrow. The purpose of the WIOA is to increase, particularly for those individuals with barriers to employment, access to and opportunities for the employment, education, training, and support services to succeed in the labor market. The WIOA emphasizes the provision of services to students and youth with disabilities to ensure that they have meaningful opportunities to receive the services, including training and other supports, they need to achieve employment outcomes in competitive integrated employment. Individuals with Disabilities Education Act In 2004, Congress reauthorized IDEA in P.L, 108-446. This federal law requires that a free appropriate public education be provided which emphasizes special education and related services designed to meet the individualized needs of each student with a disability between the ages of three and twenty-one, inclusive. (Refer to Section II.A.1. “Special Education Student” as described in the Disability Definitions) Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973, as amended by WIOA Both the CDE and the DOR are subject to the mandates of ADA (P.L. 101-336) and Section 504 (P.L. 93-112), which require the operation of programs accessible to and usable by individuals with disabilities. The ADA and Section 504 work in concert with other state and federal laws affecting the education of students with disabilities. In some instances, there will be duplicative coverage and an individual situation will be covered by more than one law. Career-Vocational Education and the Xxxx X. Xxxxxxx Vocational and Applied Technology Education Act Career-Vocational Education is funded, in part, by the federal Xxxx X. Xxxxxxx Vocational and Applied Technology Education Act Amendments of 1990 (P.L. 101-392). This Act sets forth requirements for vocational programs to be responsive to the needs of special populations (which includes individuals with disabilities) in the areas of information dissemination, recruitment, services, and transition. It further requires the full participation of individuals who are members of special populations. “Full participation” is defined to include the supplementary and other services necessary for individuals of special populations to succeed in vocational education (Section 403.111(a)(2)(i)).

Individualized Plans. ‌ Individualized Education Program (IEP): As defined by United States Code (20 USC Section 1414(d)(1)(A)(i)), “The term ‘individualized education program’…means a written statement for each child with a disability that is developed, reviewed, and revised” in any meeting by a representative of the LEA or an intermediate educational unit who shall be qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities, the teacher, the parents or guardian of such child. The IEP for each student, beginning not later than age 16 (and at a younger age, if determined appropriate), must include a statement of transition services as defined in the 34 CFR 300.321, including, if appropriate, a statement of each public agency’s and each participating agency’s responsibilities before the student leaves the school setting. When the purpose of the IEP meeting is the consideration of transition services for a student, the LEA shall invite the student and a representative of any other agency that is likely to be responsible for providing or paying for transition services. If the student does not attend, the LEA shall take other steps to ensure that the student’s preferences and interests are considered. (20 USC Section 1414(d)(1)(B); 34 CFR 300.321) Individualized Plan for Employment (IPE): Defined by the Rehabilitation Act of 1973, as amended by WIOA (Section 101(a)(9)(A)), an IPE will be developed for each individual with a disability eligible for VR services meeting the requirements under this Act. The IPE is designed to achieve the specific employment objective of the individual as well as addressing both intermediate and long-term goals and services to be provided to assist in meeting the specific objective. The IPE shall include a description of the specific employment outcome, that is chosen by the eligible individual, consistent with the unique strengths, resources, priorities, concerns, abilities, capabilities, interests, and informed choice of the eligible individual, consistent with the general goal of CIE4 (except that in the case of an eligible individual who 4 Competitive Integrated Employment (CIE) is a student or youth, the description may be a description of the student’s projected post-school employment outcome (34 CFR 361.46(a)(2)(ii)) (The Rehabilitation Act, Section 102(b)(3)). Such VR services will be provided in accordance with the provision of the IPE. An IPE shall be agreed to, and signed by, such eligible individual or, as appropriate, the individual’s representative; and approved and signed by qualified VR counselor employed by the DOR, Section 102(b)(3)(C). An IPE must be completed for each eligible secondary student with a disability before the student leaves the school system or within 90 days of eligibility determination, whichever occurs first (Authority: Sections 12(c), 101(a)(11)(D), 101(c), and 511 of the Rehabilitation Act of 1973, as amended; 29 U.S.C. 709(c), 721(a)(11)(D), 721(c), and 794(g), 34 CFR 361.22 (a)(2)) Adult Education Adult education is a defined part of the California secondary school system. This State provides general fund support for a comprehensive adult education delivery system for the following program areas: Adult Literacy/High School Diploma, English as a Second Language/Citizenship, Adults with Disabilities, Career Technical Education/Apprenticeships, Parenting, Family, and Consumer Awareness, and Older Adults. Adult education provides lifelong educational opportunities and services to adult learners. These opportunities and services are to address the unique needs of individuals and communities by providing adults with the knowledge and skills necessary to participate effectively as citizens, workers, family members, and consumers of goods and services. Adult education recognizes the need for interagency coordination and support to strengthen its services to individuals throughout the state. As students transition to adult service agencies, Adult Education may be a resource for training for the exited high school youth. Assistive Technology Devices and Services Both IDEA and the Rehabilitation Act, as amended by WIOA, use the same definition for assistive technology device and service as that contained in the Technology-Related Assistance for Individuals with Disabilities Act of 1988 (29 U.S.C. 2202(2)). Assistive technology device and service are defined as follows (Assistive Technology Act of 2004, sections 3(a)(2) and (3)): Assistive technology device: any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, work that is used to increase, maintain, performed on a full-time or improve functional capacities of individuals with disabilities. Assistive technology service: any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device. Related Laws While the focus of this interagency agreement between the CDE and DOR is to coordinate the provisions of transition services and DOR Student Services to secondary students with disabilities as prescribed by the Rehabilitation Act as amended by WIOA, other related pieces of legislation also require compliance by these two agencies in the provision of services to students with disabilities: 1part- time basis (including self-employment) Individuals with Disabilities Education Act; 2) the Americans with Disabilities Act; and 3) the Xxxx X. Xxxxxxx Vocational and Applied Technology Education Act. A discussion of these laws is as follows: The Rehabilitation Act as Amended by the WIOA in 2014 On July 22, 2014, the WIOA was signed into law. The WIOA amended the Rehabilitation Act of 1973 and replaced the Workforce Investment Act of 1998. The greater goal of the WIOA is to improve job training collaborations and strengthen the workforce development system for the jobs of today as well as tomorrow. The purpose of the WIOA is to increase, particularly for those individuals with barriers to employment, access to and opportunities for the employment, education, training, and support services to succeed in the labor market. The WIOA emphasizes the provision of services to students and youth with disabilities to ensure that they have meaningful opportunities to receive the services, including training and other supports, they need to achieve employment outcomes in competitive integrated employment. Individuals with Disabilities Education Act In 2004, Congress reauthorized IDEA in P.L, 108-446. This federal law requires that a free appropriate public education be provided which emphasizes special education and related services designed to meet the individualized needs of each student with a disability between the ages of three and twenty-one, inclusive. (Refer to Section II.A.1. “Special Education Student” as described in the Disability Definitions) Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973, as amended by WIOA Both the CDE and the DOR are subject to the mandates of ADA (P.L. 101-336) and Section 504 (P.L. 93-112), which require the operation of programs accessible to and usable by individuals with disabilities. The ADA and Section 504 work in concert with other state and federal laws affecting the education of students with disabilities. In some instances, there will be duplicative coverage and an individual situation will be covered by more than one law. Career-Vocational Education and the Xxxx X. Xxxxxxx Vocational and Applied Technology Education Act Career-Vocational Education is funded, in part, by the federal Xxxx X. Xxxxxxx Vocational and Applied Technology Education Act Amendments of 1990 (P.L. 101-392). This Act sets forth requirements for vocational programs to be responsive to the needs of special populations (which includes individuals with disabilities) in the areas of information dissemination, recruitment, services, and transition. It further requires the full participation of individuals who are members of special populations. “Full participation” is defined to include the supplementary and other services necessary for individuals of special populations to succeed in vocational education (Section 403.111(a)(2)(i)).–