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PDF Version of the Student Portfolio for use in Job Readiness Workshops

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USOR 166 is available as a fillable PDF.

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Identifying Current Barriers and Challenges to Employment

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Identifying Current Barriers and Challenges to Employment

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Students check boxes for the barriers that they feel apply to their situation.

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Current Barriers and Challenges Activity

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Utah Parent Center

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Teaching Effective Skills for Self-Advocacy

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Teaching Effective Skills for Self-Advocacy

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Utah Parent Center - includes tips on how to talk about disability, what and when to disclose, and has a list of additional resources.

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Activities to gauge where student's self-esteem is and ideas for helping to improve it.

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Includes checklists for Work, Personal, and Lifestyle values.

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Self Advocacy curriculum created by the Zarrow Institute on Transition and Self-Determination at the University of Oklahoma

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Template

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Self Advocacy Acronym

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Self Advocacy Acronym Mega phone Template #2

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Self Advocacy Acronym Mega phone Template #2

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Self-Advocacy and Communication Activity list 

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Self-Advocacy and Communication Activity list 

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List of self-advocacy videos and activities with links for accompanying worksheets.

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These activities go along with the revised JRW workshop slides.

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Checklist for students to explore skills they have and where they use those skills.

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Students can indicate pros and cons for working as well as what they imagine will happen once they are working.

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Includes icebreaker and getting to know you activities.

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Master application forms simplified for students who need more space and less verbage.

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USOR/USBE Joint Letter to Teachers re data sharing

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USOR/USBE Joint Letter to Teachers re data sharing

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This is the signed letter on letterhead that you can share with your schools.

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Template for Letter to Parents from teacher/Pre-ETS Instructor/VR Counselor

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List of online resources for finding places to volunteer throughout Utah.

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Steps to creating a 30 second commercial.

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USOR 4

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Students can explore brainstorming pros and cons when making a decision or setting a goal.

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Graphic organizer to help students think through options they are considering.

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Protecting Your Rights through Self-Advocacy

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Protecting Your Rights through Self-Advocacy

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Can be used to review self-advocacy and how to request accommodations to make sure students have the supports they need to succeed.

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Protecting Your Rights and Responsibilities SA

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Contains lessons on work readiness topics. There are role play activities included for the lessons.

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Holland code categories with careers that fit each strength category.

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Use with students who learn better visually.

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Uses pictures and simpler words and phrases to gauge areas of interest.

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Know Your Personality Type with the Holland Code

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Know Your Personality Type with the Holland Code

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Students circle the items on the list that are interesting to them and then use the chart at the bottom of the page to find their score, which correlates to one of the Holland categories. There is a list on the second page that gives a general personality type description.

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Know your Personality Type with the Holland Code workshop 3

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Student check boxes for statements they feel apply to them in several categories to determine what their values and preferences may be for a work setting.

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Interest survey written at a 5th grade reading level.

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Understanding values, comfort zones, skills and aptitudes.

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Advice about finding the "right" career/job

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Use with students who have low reading levels and prefer interacting with information via images.

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Common accommodations listed by disability.

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Interactive Websites for Youth Seeking Employment

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Interactive Websites for Youth Seeking Employment

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Includes a variety of resources to aid youth in exploring career opportunities.

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Includes skill inventory, master application form, interview tips, career plan, and information about accommodations at work.

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Tips for engaging employers in partnering to set up WBLEs

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Contains goal and planning worksheets that could be useful in JRWs.

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A checklist for tracking all evaluations relating to JRWs.

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This site replaced Utah Futures.

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Tool for creating the transition plan for a student's IEP.

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For workshop presenter.

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USOR District Directors Post JRW Evaluation

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Template designed to help students focus on the positive attributes to help them create short and long term goals.

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Self discovery

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Information about what to include in your 30 second commercial and when to use it.

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General script example

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Compact form for students to record information they will need when creating a resume.

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List of questions for students to consider as they determine what to include in their resume.

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Students list potential employers/sources for job information from their networks.

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Template students can fill out to practice for networking opportunities (job fairs, out in the community)

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Interview preparation

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Illustrates the importance of profession communication over text and email.

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Template for writing a thank you letter/email after an interview.

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Transition Mock Interview Questions and feedback form

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Understanding the Interview Process Activity List

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Understanding the Interview Process Activity List

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Ideas for interview prep and mock interviews in class.

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Electronic Resources and Information for Persons with Disabilities

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Electronic Resources and Information for Persons with Disabilities

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Includes links for resources about disclosure, accommodations, disability benefits, juvenile corrections, foster care, mental health needs, Ticket to Work, and TRIO programs.

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Electronic Resources and Information PWDs

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Electronic Resources for Parents and Educators

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Electronic Resources for Parents and Educators

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Includes links for the National Assistance Center on Transition, Career Planning, building work skills, personal assistants on the job, and disability disclosure.

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Can be printed two on a page. Cut in half and have students fold and write their names in large letters. Students can keep them to set out for each JRW session.

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Good ideas for Pre-ETS activities with individuals and groups.

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CRP Pre-ETS Guidebook

strategies for community rehabilitation providers to collaborate on Pre-ETS

Click to download the Word version | Click to download the PDF version

Section 1
Pre-Employment Transition Services

Introduction

Community Rehabilitation Providers (CRPs) have long delivered services that support the transition of students with disabilities from high school to competitive integrated employment. These services have been provided in a variety of settings (i.e., schools, community, and businesses) and supported by funding from a variety of sources (i.e., school districts, Vocational Rehabilitation, Medicaid), typically as students were close to graduating or aging out of high school. The passage of the Workforce Innovation and Opportunity Act (WIOA) in July 2014 increased support for transition services through the inclusion of Pre-Employment Transition Services (Pre-ETS), with a focus on serving students earlier in their high school years. The focus on earlier engagement of students with vocational rehabilitation (VR) while in high school means caseloads of VR Counselors will continue to rise and require VR to seek out increased support of CRPs to serve transition aged students. If CRPs are going to provide Pre-ETS to student with disabilities, it will require CRP staff to become versed in Pre-ETS, understand how to work and deliver services to younger students, and develop effective processes to collaborate with multiple partners. This guide was developed in response to these needs. Evidence Based Practices (EBPs) have been incorporated into the information in this guide along with examples across each section. You can learn more about EBPs and how they support effective Pre-Employment Transition Services at Effective Practices Matrix.

The basics of Pre-ETS

The Rehabilitation Act, as amended by WIOA (2014), expands the types of services that VR agencies may provide to students with disabilities as they transition from school to postsecondary employment and education through Pre-ETS. These services are designed to be an early start at job exploration for students with disabilities necessary for movement from school to post-school activities that will maximize their potential to enter competitive integrated employment. The increased emphasis on transition to employment in WIOA aligns with the Individuals with Disabilities Education Act (IDEA) and Employment First Initiatives to ensure that students with disabilities are provided work experiences before leaving high school.

The basics of Pre-ETS

1. Job Exploration Counseling

2. Work Based Learning (WBL)

3. Counseling on Opportunities for Enrollment in Comprehensive Transition or Post-Secondary Education Programs at institutions of higher education

4. Workplace Readiness Training to Develop Social Skills and Independent Living

5. Instruction in Self-Advocacy

The Rehabilitation Act also expands the population of students with disabilities who may receive Pre-ETS. Prior to the reauthorization of the Rehabilitation Act, VR could only serve students who were eligible for services. Now Pre-ETs can be provided to students who are eligible, as well as those students who are considered potentially eligible for VR services.

Potentially eligible students are defined as:

Students with a disability who have not yet applied or been made eligible for VR services

A student with a disability is an individual who:

Is in an educational program; and

Educational programs include: Secondary education programs; Non-traditional or alternative secondary education programs, including home schooling; Postsecondary education programs; and Other recognized educational programs, such as those offered through the juvenile justice system

Meets the age range requirements for a student with a disability; and

What WIOA says:

Minimum age: Not younger than the earliest age to receive transition services under IDEA; or Not younger than the earliest age, if determined by the State as being different, to receive pre-employment transition services.

Maximum age: Not older than 21 years old; or

Not older than the highest age determined by the State to receive services under IDEA, if older than 21 years of age.

Check with your state VR agency to verify the minimum and maximum age for your state. It will align with ages that transition services are provided by schools under IDEA.

1. Is eligible for and receiving special education or related services under IDEA; or

2. Is an individual with a disability for purposes of section 504 of the ACT

The five required Pre-ETS

In this section, we will look more closely at each of the required Pre-ETS activities as well as provide examples of both group and individual activities that can be included.

1. Job Exploration Counseling

Job Exploration Counseling is meant to provide students with a variety of opportunities to gain information about careers, the skills needed for different jobs and to uncover personal career interests. Research indicates that students who have participated in career exploration and other transition services in a quality learning environment have higher career search self-efficacy (Solberg, Howard, Gresham, & Carter, 2012). This study also found that students with greater career search self-efficacy were more engaged in setting their goals, which further predicted their motivation to attend school.

If provided as pre-employment transition services, job exploration counseling may be provided in a group setting or on an individual basis, and may include information regarding in-demand industry sectors and occupations, as well as non-traditional employment, labor market composition and vocational interest inventories to assist with the identification of career pathways of interest to the students.

Job Exploration Counseling includes activities and experiences that assist students to:

Examples of activities to deliver Job Exploration Counseling

Individual

Group

2. Work based learning

Work Based Learning (WBL) is an educational approach or instructional method that uses community workplaces to provide students with the knowledge and skills that will help them connect school experiences to real-life work activities and future career opportunities. It is essential that direct employer or community involvement be a component of WBL to ensure in-depth student engagement.

WBL may include in-school or after-school opportunities, experiences outside the traditional school setting, and/or internships. When paid WBL experiences are provided, the wages are to be paid at no less than minimum wage.

Work based learning includes activities and experiences that assist students to:

Examples of activities to deliver work based learning

Individual

Group

3. Counseling on opportunities for enrollment in comprehensive transition or post-secondary education programs at institutions of higher education

To improve employment outcomes and increase opportunities for students with disabilities to access 21st century jobs, it is essential that students and their family members are provided information and guidance on a variety of post-secondary education and training opportunities. These services may include information on course offerings, career options, types of academic and occupational training needed to succeed in the workplace, and postsecondary opportunities associated with a career field or pathways. It may also include advising students and family members on academic curricula, college application and admissions processes, completing the Free Application for Federal Student Aid (FAFSA), and resources that may be used to support individual student success in education and training, to include disability support services.

The post-secondary options that should be explored include:

Examples of activities to deliver post-secondary counseling

Individual

Group

Tour university and community college campuses and talk to disability services on each campus

Plan a visit to local Job Corps campus

Discuss the difference between special education services in K-12 education and post-secondary education disability services

Discuss adult services and benefits that can be used during college attendance and provide information on:

course offerings;

career options;

types of academic and occupational training needed to succeed in the workplace;

post-secondary opportunities associated with career fields

4. Workplace readiness training to develop social skills and independent living

Workplace readiness traits describe a number of skills that employers expect from most employees. Workplace readiness skills are a set of skills and behaviors that are necessary for any job, such as how to interact with supervisors and co-workers and the importance of timeliness. These skills are sometimes called soft skills, employability skills, or job preparation skills. These skills help students learn and build an understanding of how we are perceived by others.

Employers value employees who can communicate effectively and act professionally. No matter what technical skills a job may require, every job requires good social skills/interpersonal skills (Test, Mazotti, et.al., 2009).

In addition to developing social and independent living skills, workplace readiness training may also include:

Examples of activities to deliver work readiness training

Individual

Identify and learn how to use assistive technology in the workplace

Meet with a benefits counselor

Develop individual transportation plans and learn necessary mobility skills

Provide self-evaluation instruction/ programs that include the same topics as found under a group setting:

Maintaining healthy relationships

Work and study habits

Planning and goals setting

Using community resources

Budgeting and paying bills

Computer literacy

Group

5. Self-advocacy skills

The development of self-advocacy skills should be started at an early age. These skills will be needed in education, workplace and community settings. Specifically, they include an individual's ability to effectively communicate, convey, negotiate or assert his/her own interests and/or desires. Schools also work with students to develop self-determination which means that students with disabilities have the freedom to plan their own lives, pursue the things that are important to them and experience the same life opportunities as other people in their communities. These acquired skills will enable students to advocate for any support services, including auxiliary aids, services, and accommodations that may be necessary for training or employment.

Self-advocacy skills are developed when students are provided with experiences to develop:

Examples of activities to deliver self-advocacy skills

Individual

Group

Common terms of Pre-ETS

The provision of Pre-ETS involves the collaboration of schools, vocational rehabilitation and community rehabilitation providers, each bringing their own acronyms and language to the table. To ensure successful collaboration, it will be helpful to have knowledge of some of the terms you will encounter in the course of your work. Keep in mind that there will be other terms that are state or local specific. Do not be afraid to ask about new terms or acronyms you encounter and share with others, the terms you bring to the work. A table of terms and acronyms frequently used in providing Pre-ETs services is located in Section 5 of this document.

Section 2
Developing Services Based on Staff Resources and Logistics

Introduction

The requirements of vocational rehabilitation to provide Pre-ETS to students with disabilities have provided increased opportunities for CRP personnel to work with students while in high school. However, it is important for a CRP to consider both their organizational structure, as well as the needs of the State VR Agency, to determine which Pre-ETS services are both needed by VR, and can be delivered by the CRP. It is also important to ensure that the services provided align with the mission of the organization as well as staff time and abilities. Some organizations may not be able to provide all five Pre-ETS, but instead may focus on one or two required activities.

Other organization may choose to expand their offerings by collaborating with entities such as other CRPs, Independent Living Programs, Parent Training Centers or other networks and organizations. Starting with the strengths of an organization in the delivery of Pre-ETS is suggested and then, if desired, build upon those strengths to either expand Pre-ETS activities by partnering with other entities or through hiring and/or training of staff.

The following section walks through a number of considerations a CRP may want to review to determine how best to the match the capacity of the organization with the needs of VR in the delivery or Pre-ETS.

Understanding your organization and staffing

Mission

Many CRPs have historically worked with adults or students as they are exiting high school, therefore mission statements have focused on this population. As you consider expanding the provision of services to a younger student population by providing Pre-ETS, it may be good idea to ensure your mission aligns with this added focus. It is important to understand that the ultimate goal of students with disabilities participating in Pre-ETS is for them to gain the skills and knowledge to obtain integrated employment, regardless of the severity of the student's disability. This goal is consistent with many CRP's missions that align with Employment First policies and the philosophy that there is a job for everyone who wants a job.

Does your current mission support the inclusion of providing Pre-ETS? If so, what services?

What changes, if any, need to be made to your mission to align with the delivery of Pre-ETS?

Staffing

Along with having your mission aligned, CRPs also need to have skilled staff to implement Pre-ETS or the results of these services may be limited. Staff should have knowledge of: 1) effectively working with younger students, 2) the ability to create relationships with community employers, 3) assisting in matching students with work opportunities, 4) understanding the various school constraints and Department of Labor regulations, 5) identifying/arranging workplace supports for the student, as needed, and 6) the ability to collaborate with multiple partners who are also working with students, including the student's family. Based on the critical role that staff play in the success of students in learning the needed employability skills and becoming employed, understanding the personal attributes of effective staff is critical.

While there are no specific credentials needed to provide Pre-ETS services, there has been research completed on the effective traits of staff working in transition (Tilson & Simonsen, 2012). Those include:

This study found that transition specialists displaying these four attributes believe in the capabilities of the youth with whom they worked and empowered them to be their best. They did not look at what the youth could not do, but rather at the positive attributes and identified the benefits youth with disabilities could bring to employers. The transition specialists took into account the uniqueness of each of the youth they supported, as well as the specific needs of the employers with whom they worked.

By understanding the needs of both the job seeker and the employer, they identified connections between the two, resulting in good job matches that satisfied employers and youth. The transition specialists were not only passionate about the youth they were supporting, but also about their jobs. They demonstrated a "whatever it takes" attitude to get the job done and viewed unexpected challenges as opportunities to act. Moreover, they had a strong sense of self-management and time-management. Of all the work tasks that transition specialists had to juggle, networking (e.g. developing relationships with employers, connecting individuals with other community resources) was prominent among them. These are the same attributes staff of CRPs should have when working with youth.

Examples of specific skills needed in each area

Principle Optimism

Cultural Competence

Business Oriented

Network Savvy

Staffing hiring and training

The key to having competent staff is implementing an effective recruitment and training process. When managers understand the personal attributes of effective staff, they can target their recruitment efforts towards individuals who possess these characteristics. Additionally, as staff are hired, professional development opportunities should be provided focusing on enhancing and building skills around these attributes.

Initial hiring of staff should include an opportunity for the potential employee to not only demonstrate their experience and education through a resume or application, but also through responding to case study type open-ended questions so the interviewee can explain specific examples of how they have demonstrated their skills in action. Individuals interested in entering the field of transition need to have a clear understanding of the personal attributes and skills required to be effective in their role. Regardless of an applicant's specific work history, it is critical that hiring practices seek to find individuals who have the interest and are capable of acquiring the specific professional competencies to provide Pre-ETS, and that lead to successful employment outcomes for student with disabilities.

Below are some points to share with potential employees as well as questions you may want to ask during an interview:

Once hired, an employee should be provided adequate training and mentoring as they begin their duties working with students and delivering Pre-ETS. Managers should also offer professional development opportunities to seasoned staff to sharpen their skills to be more effective in working with employers and students with disabilities. Providing training and mentoring opportunities for staff to become more comfortable in this role will be critical for their success. Part of the training offered to staff should include field-based experiences. This approach allows staff to become more comfortable with the skills and knowledge necessary to effectively provide Pre-ETS with students.

Below are ideas on types of trainings that could be offered, not only to new employees but also seasoned employees as they begin to work with students and Pre-ETS:

Understanding requirements for students outlined in the Fair Labor Standards Act

Setting and monitoring goals

Providing person-centered planning

Working with students and families

Providing individualized job support

Understanding allowable Pre-ETS activities and how they differ from typical VR services, for example:

Job coaching cannot be provided for Pre-ETS, however, an on-site workplace readiness trainer who teaches the job tasks to the can be pro- vided for work-based learning experiences to assist a student in learning the position

Pre-ETS services are for both potentially eligible and eligible VR students with disabilities

It may be the case that a student goes through Pre-ETS services and is not eligible for VR in which case the CRP would need to identify alternative funding if they were to continue employment services

Identifying which Pre-ETS services your organization has the knowledge & ability to provide

Once you have completed a review of your mission, identified the needs of VR, and built the capacity and skills of staff, a CRP can then identify which Pre-ETS services your organization has the knowledge and ability to provide. To help with this, the table on the next page provides information about the Pre-ETS available for potentially eligible students and transition services available for students determined eligible for VR services. It is important to know that students eligible for VR services may also receive Pre-ETS.

More detailed information about each of the Pre-ETS included in the table below can be found in the NTACT Competitive Integrated Employment Toolkit.

Pre-ETS Services Provided to Potentially Eligible/Eligible Students

Job exploration counseling including: career speakers, interest and ability inventories, share and use labor market statistic and trends

Work-based learning experience, including coordination, selection of the work-based learning experience and setting

Work site tours to learn about job skills

Business and career mentoring

Informational Interview

Paid/non-paid employment

Service learning

Volunteering

Counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs at institutions of higher education

Academic planning

College affordability planning

College and Career Exploration and Selection Process

Post-Secondary Education Application and Admission Process

Workplace readiness training to develop skills and independent living

Communication skills

Financial literacy

Networking

Orientation and mobility skills

Problem solving and critical thinking

Teamwork

Instruction in self-advocacy

Requesting and utilizing accommodations

Decision making including supported decision making

Disability disclosure

Goal setting and attainment

Leadership skills

Peer mentoring

Self determination

VR Transition Services Provided for Eligible Students

Conduct all types of assessments services i.e. abilities testing, AT, etc.

Provide information and skill development to assist in exercising informed choice

Job-related services, including

Job search and placement assistance,

Job retention services,

Follow-up services, and

Follow-along services

Employment development activities

Job Coaching

Transition services for students with disabilities, that facilitate the achievement of the employment outcome identified in the IPE

Supported employment services for individuals with the most significant disabilities

Services to the family of an individual with a disability necessary to assist the individual to achieve an employment outcome.

In what environments are your services to students provided? School? Community? Business?

Are you able to expand environments to provide Pre-ETS in integrated settings of school, community or business?

Job Exploration

Do you currently provide services that match those included in Job Exploration?

What services could you expand or change to meet the needs Job Exploration?

Work-Based Learning

Do you currently provide services that match those included in Work Based Learning?

What services could you expand or change to meet the needs Work Based Learning?

Workplace Readiness Training

Do you currently provide services that match those included in workplace readiness training?

What services could you expand or change to meet the needs workplace readiness training?

Introduction in Self-Advocacy

Do you currently provide services that match those included in instruction in self-advocacy?

What services could you expand or change to meet the needs in instruction in self-advocacy?

Counseling on Opportunities for Postsecondary Education

Do you currently provide services that match those included in counseling for postsecondary education?

What services could you expand or change to meet the needs in counseling for postsecondary education?

Section 3
Collaborating to Improve Outcomes for Students with Disabilities

Introduction

Education and vocational rehabilitation each have separate mandates to assist students with disabilities in preparing for, obtaining, and maintaining integrated employment. However, without clearly identified roles and coordination between the two agencies and other partners working with the students potential problems may occur at both the individual student and partner levels. Poor collaboration may increase the already complicated path to adult employment for students with disabilities while at the partner level, resources might not be used in the most effective and efficient way which may lead to duplication of services. This is why collaboration in the coordination of Pre-ETS is so important.

The importance of collaboration around Pre-ETS is broader than VR and education and includes other partners that may be contracted by VR to provide Pre-ETS. For example, CRPs, Independent Living Programs and Parent Centers provide Pre-ETS to students with disabilities many states. While the opportunity to bring in more partners to work with students in providing Pre-ETS is a way for VR to provide services to more students with disabilities, additional partnerships also creates a need for more coordination in planning and implementing Pre-ETS. This section will provide different strategies to consider in creating effective and efficient partnerships.

Collaboration Defined

Collaboration among professionals and service systems is an important component of effective programs that support the transition of students with disabilities from school to work and adult life (Wehman, 2013). Collaboration can be defined as a formalized relationship and process that maximizes the expertise and perspectives of students, parents, educators, VR counselors, and others. The relationships and processes should promote individualized services, supports, and activities for the students. Roles and responsibilities of each partner should be designed and focused on individualized student employment outcomes.

Below are some findings from researchers on the impact of collaboration:

There are several types of collaborative partnerships that can occur for the purposes of transition planning (Noonan, 2014). All transition partnerships fall under three main categories of teams: 1) community-level teams connect schools, a district, or multiple districts with the community; 2) School-level teams support the transition planning efforts for all students in the school; and 3) individual-level teams support the transition needs of individual students.

It will be important to determine what teams CRPs should be a part of, as well as determine what specific role to play. Roles may be dependent on contractor expectations as well as the scope of work defined by each contract. Teams will help provide the connection and resources to deliver the services.

The following table describes the different team levels in a collaborative structure, their purpose, participants and primary activities.

Purpose

Participants

School District Administration

Special Education administrators and teachers

School Counselors

Vocational Rehabilitation Counselors

Career Technical Education

Employers

Workforce (DOL) Parents

CRPs

Post-Secondary Education/ Training

Mental Health

Others specific to the Community

Activities

Purpose

Participants

Activities

Team: Individual Student level

Purpose

Participants

Activities

Does the school have a community level team focused on transition services for students with disabilities? If so, what could be your role and responsibilities, if any, on these teams?

Does your school have a school level team focused on transition services for students with disabilities? If so, what could be your role and responsibilities?

How will you be involved with the student level team? What is specific role and responsibilities on this team for working with the student and delivering transition services?

Developing a plan for service delivery

Having the important components of the partnership in a written document is recommended. This allows all partners to have a reference that outlines the organizational components of the partnerships. Additionally, as partners evaluate the effectiveness of their collaborative efforts, a planning document is a way to reflect on what has been agreed upon as well as determine what, if any, changes need to be made in moving the work of the partnership forward. A written planning document has been provided for use in organizing and evaluating your collaborative efforts. The planning guide is in section 6 Appendices - Appendix A of this guide.

It is also important to determine what data will be used to measure the impact of your collaborative work. Data collected should help answer questions about identified performance measures and whether student outcomes are being met. See evaluation question of your planning guide in Section 6 Appendices.

Annual evaluation of partnership efforts

Setting-up periodic times to review the progress of the collaborations will allow partners an opportunity to assess overall progress to their goals and the impact of their collaborative efforts. For the overall system evaluation, meeting in the fall to set the course of action for the school year is recommended as well as a spring meeting to evaluate progress and identify what worked well and areas to improve. As improvement opportunities are identified, partners may want to identify one or two areas on which to concentrate their improvement efforts. Once one or two areas have been identified, partners can strategize on how best to tackle improvements for the next school year. The intent of an annual evaluation is to set the direction for the next year's planning and promote continuous improvement in the partnership.

Planning document found in Section 6 Appendices - Appendix A.

Navigating the school environment

Developing effective partnerships with school personnel as well as gaining an understanding of how best to access the school environment will be key when working with students in high school. Sometimes the introduction to the school may be done through the VR Counselor working with a particular high school. VR is required to have a state interagency agreement with education in every state; some states also have local education agency agreements in addition to the state agreement; the details of navigating the school environment may already be in place through these agreements. Even though an agreement may be in place, there may be strained or limited relationships between VR and the school and you may have to develop that initial relationship with the school. Whichever way you forge the relationship with the school, the following are areas to consider as you begin your work with students in high school.

Administration buy-in

The principal oversees the daily functions of a high school therefore it will be important that he or she understands your role and the value your organization brings in working within the high school and students. When you gain the principal's understanding and support of your work, it will promote easier access to the school environment and students. In larger school districts, you may need to work with a Director of Special Education or Pupil Services initially and later work with the school principal. The key is that administration of the school must be aware and supportive of your presence in the school. In some instances, your presence at the school may be negotiated by VR.

Once the school administration understands the value of your services, the principal can drive the process forward and help arrange for your involvement with school staff and students. The school is no different from a typical business with whom you may be developing a partnership. The principal or administration will want to know what value you will bring to the staff and students they are charged with overseeing. Therefore, when you meet with the principal it is important to listen to their specific needs and then tailor your available services to fill a specific need that the principal has.

Organizational structure

When working with schools there are some basic organizational issues you will need to determine with each school. Gathering this information can be covered during your meeting with the principal or other school personnel assigned to work with you. Another great resource to learn about the school structure and expectations of students is the Student Handbook. Be sure to ask how you can obtain a copy.

Point of contact

It is important to identify a point-of-contact at each school in which you are working. This person is someone who can assist you in navigating the school environment, schedule meetings, trouble-shoot any issues that may arise, and communicate with school personnel and students. The point of contact could be the office secretary, a guidance counselor, special education director, work experience coordinator, transition specialist or specific teacher

Setting your schedule

Given the complexities of school schedules, setting-up a pre-determined schedule with school staff and identifying when you will be at the school and working with students is a best practice. The frequency of your visits at the school should be negotiated in advance, taking into consideration both the needs of the school, students and your capacity. If a set schedule is not possible, all meetings with educators and students should be arranged in advance with all pertinent school personnel informed. A procedure should be in place to communicate unforeseen changes to the schedule.

Working with students

The time spent working directly with students is the most rewarding part of providing Pre-ETS services! Addressing a few important areas such as referral, parental consent, communication and scheduling will help to create a smooth service delivery and maximize student outcomes.

Referral process

A referral process for your services will need to be determined. Some states may have the CRP staff work directly with the school/parents for referrals and in other states, VR may make the initial contact with the student and then determine who will be referred to the CRP. Regardless of who makes the initial contact with the student/ parent, the following are important questions to answer as you plan the referral process.

Parental consent and engagement

Securing parental consent and continued parent engagement will be important when working with transition age students. The school staff and VR counselors will be able to inform you about the process in place to meet requirements for obtaining parental or adult student consent prior to delivering services to students with disabilities. They have the responsibility under IDEA and WIOA to ensure that parent and student rights are protected, and regulations regarding consent are carried out correctly.

When working with students, CRPs will most likely be carrying out services included in the student's Individual Education Plan (IEP). You may be asked to attend a student's IEP meeting. Representatives of adult service agencies can (and should) be invited to participate in IEP team meetings in which transition services and post-secondary goals are discussed, if that agency is likely to be responsible for providing or paying for the transition services to be included in the student's IEP. It is important as a CRP to determine how or if you can receive payment for attending these meetings. If you cannot be present for the meeting, it is still a good idea to share information prior to the meeting so your input can still be included in the meeting. Additionally, it is important to remember that IDEA requires the consent of the parents or the student who has reached the age of majority under State law to invite other agency representatives to participate in the meeting.

Parents have an important role in the success and outcome of your work with their child. Keeping parents informed about the activities and supports they can provide is critical. A mechanism should be in place to share periodic updates with parents. The school can help identify the best way to share information with parents (i.e., face-to- face meetings, emails, website portals, phone calls, or texts).

Student information exchange

Once you have obtained parental consent it will be important to determine the process for how you will secure student information from both education and VR. Additionally, as you work with the student you will need to determine how best to share information with school personnel and VR about student progress and service needs. Exchange of student information is key to identifying how best to identify student needs, coordinate service delivery and make adjustments when necessary.

Working face-to-face with students

Determining how you will gain access to students during school hours will need to be determined. It is important to recognize the demands on students and teachers to ensure the student is meeting their academic and credit requirements for high school graduation. School schedules often do not provide students the flexibility and luxury to leave core classes. Therefore, it is important to work with school staff and students to identify flexibility during the day and utilize time before and after the typical school day.

Another way to address issues with student schedules is to collaborate with school administration and VR to identify classes that include Pre-ETS skills you are working on with students. Developing the option of going into a classroom to provide individual or group work is often more efficient and effective because you are incorporating your services into course work activities which enhances student learning.

Section 4
Programming and Reporting Expectations for Pre-ETS

Data Collection

The Rehabilitation Act of 1973, as amended in WIOA, requires States to reserve at least 15 percent of their VR funding allotment for the provision of pre-employment transition services. These reserved funds must be spent providing or arranging for the provision of pre-employment transition services.

Based on this requirement, VR agencies must ensure they are able to track pre-employment transition services properly with the reserved funds and that their internal control processes ensure the accuracy and validity of the data have been implemented.

If the VR agency uses fee-for-service or contracts for the provision of Pre-ETS, they must be able to describe how these costs are allocated toward the funds reserved, and restricts pre-employment transition services reserve funds from being used to pay for other VR services.

Whether provided in a group setting or on an individual basis, the VR agency is required to track and report pre-employment transition services and activities for each student receiving Pre-ETS. The following are required data elements for each student receiving pre-employment transition services:

The VR agency also must maintain supporting documentation of the student's disability. Documentation may include the following:

Based on VR's requirement to collect these data elements, it is imperative that CRPs providing Pre-ETS have the capability and structure to, at a minimum, collect the same required data elements that VR is required to collect.

The VR agency is collecting the following required data elements for an individual receiving pre-employment transition services who has not applied for or been determined eligible for VR services:

When reporting required data for each pre-employment transition service category for all individuals receiving pre-employment transition services, the VR agency must also track and report the following data elements, which record how the service was provided, the type of service provider and the amount expended for the service:

In tracking these elements, VR must have policies and procedures in place with guidance regarding documentation and reporting requirements for non-applicants, applicants, and eligible individuals who are student with disabilities receiving pre-employment transition services. VR agencies must analyze each cost to determine whether it fits within the scope of pre-employment transition services. As previously stated, CRPs will also need to have the capability to capture the same data elements.

Based on all of the above, it is evident that VR has many requirements for reporting data on the delivery of pre-employment transition services to students with disabilities. These requirements include having internal controls on how expenditures are authorized, approved, and paid to vendors. Because of state variations in the development of policies and procedures, it is important that you have conversations with your local VR offices to understand the reporting requirement when contracted to provide pre-employment transition services in your community. Below are some questions that may be helpful to ask when having these conversations with your VR representative.

Monitoring and evaluation

VR not only has to track data related to the provision of pre-employment transition services but also describe how they will monitor and evaluate the provision of the required pre-employment transition services. Through contracts and/or fee-for-service agreements, written strategies for providing pre-employment transition services in a group or individually needs to include the expected outcomes of the activities. It is important that as a CRP you understand the expected outcomes of your contract, required documentation to demonstrate outcomes and corrective actions that will be required when outcomes are not met. Below are some questions that may be helpful to ask when having these conversations with your VR representative.

Section 5
Tools and Resources

Section 1

Job exploration counseling

Career One Stop sponsored by US Department of Labor provides career profiles, self-assessments, and tools for planning careers.

My Next Move is a career exploration tool designed for use by students to learn about careers and match their interests to career options.

Occupational Outlook Handbook, US Department of Labor, Bureau of Labor Statistics helps individuals find career information on duties, education and training, pay, and outlook for hundreds of occupations.

O*Net Career Exploration Tools . The O*NET Program is the nation's primary source of occupational information. It provides set of self-directed career exploration/assessment tools to help students who are exploring school-to-work transition in planning career options.

Opening Doors to Employment is a handbook created to provide guidance to youth, parents, school counselors, special educators and others involved in transition from school to work. Includes templates and tools to use with youth.

Workforce Innovation Technical Assistance Center (WINTAC) provides guidance on Job Exploration Counseling.

Work based learning experiences

Counseling on opportunities for enrollment in comprehensive transition or post-secondary educational programs at institutions of higher education

Workplace readiness training

Life Centered Education (LCE) is an online curriculum that provides a complete framework of objectives, lesson plans, fact sheets and worksheets that cover three domains of adult living in the 21st century - daily living skills, self-determination and interpersonal skills, and employment skills.

Skills to Pay the Bills is a curriculum developed by ODEP focused on teaching "soft" or workforce readiness skills to youth, including youth with disabilities. Contains 6 lessons and additional materials.

Social Security Red Book - Work Incentives and Planning Assistance updated annually, the Red Book serves as a general reference source about the employment-related provisions of Social Security Disability Insurance and the Supplemental Security Income Programs for educators, advocates, rehabilitation professionals, and counselors who serve people with disabilities.

Soft Skills is a publication from the National Collaborative on Workforce and Disability (NSWD) that provides resources describing soft skills and guidance on how to develop these skills.

Workforce Innovation Technical Assistance (WINTAC) provides an overview of workplace readiness training and related activities.

Self-awareness and self-advocacy

Section 2

Section 3

Section 6
Appendices

Pre-Employment Transition Services Planning Document

Step 1: Internal Planning

As you begin the planning process, the first parts of the process can be done by evaluating your current structure and staff capacity to provide Pre-ETS.

Section: Organizational Mission

Does your current mission support the inclusion of providing Pre-ETS? If so, what services?

What changes, if any, need to be made to your mission to align with the delivery of Pre-ETS?

Section: Staffing

Section: Staffing Training

Step 2: Collaborative Planning

After you have done some initial planning to determine your organization's capacity to provide Pre-ETS, the following sections of the Pre-ETS Planning Document is designed to be completed in part, with other partners you plan to collaborate with in the delivery of Pre-ETS.

Section: Identifying Pre-ETS to Provide

What environments are your services to students provided in school? Community? Business?

Are you able to expand environments to provide Pre-ETS in integrated settings of School, community or business?

Job exploration

Do you currently provide services that match those included in Job Exploration?

What services could you expand or change to meet the needs for Job Exploration?

Work based learning

Do you currently provide services that match those included in Work Based Learning?

What services could you expand or change to meet the needs for Work Based Learning?

Work readiness training

Do you currently provide services that match those included in workplace readiness training?

What services could you expand or change to meet the needs for workplace readiness training?

Instruction in self-advocacy

Do you currently provide services that match those included in self-advocacy?

What services could you expand or change to meet the needs for self-advocacy?

Counseling on opportunities for postsecondary education

Do you currently provide services that match those included in postsecondary education?

What services could you expand or change to meet the needs for postsecondary education?

Section: Roles and Responsibilities

Does the school have a community level team focused on transition services for students with disabilities? If so, what could be your role and responsibilities, if any, on these teams?

Does your school have a school level team focused on transition services for students with disabilities? If so, what could be your role and responsibilities?

How will you be involved with the student level team? What is specific role and responsibilities on this team for working with the student and delivering transition services?

Section: Gaining Administrative Support

Section: Organizational Structure

Point of contact

Setting your schedule

Section: Working with student

Referral process

Parental permission and engagement

Student information exchange

Working face-to-face with students

Section: Data Collection

Section: Monitoring and Evaluation

Pre-Employment Transition Services Evaluation Plan

Is there a process or mechanism in place for the provider and VR to discuss and review activities, processes and planning on an annual basis? VR Office: / CRP: / Year:

Pre-Employment Transition Services Common Terms and Acronyms - Common Terms of Pre-ETS

Customized Employment (CE)

Customized employment is a flexible process designed to personalize the employment relationship between a job candidate and an employer in a way that meets the needs of both. It is based on an individualized match between the strengths, conditions, and interests of a job candidate and the identified business needs of an employer. Customized Employment utilizes an individualized approach to employment planning and job development.

Competitive Integrated Employment (CIE)

Work performed by a person with a disability in a setting that has a balance of peers with and without disabilities. Wages are at least minimum wage or higher and at a rate comparable to non-disabled workers performing the same tasks.

To satisfy the definition of "competitive integrated employment," which is one of the types of employment outcomes permitted under the VR program, the employment must satisfy the requirements for all three components:

1. Competitive earnings;

2. Integrated Location; and

3. Opportunities for advancement.

This means that if an individual's employment fails to satisfy any one of the above components, the employment will not meet the definition of "competitive integrated employment.

Community Rehabilitation Provider (CRP)

A CRP is a program that can directly provide or facilitate vocational rehabilitation services as one of its major functions. The purpose of these services is to enable those individuals to maximize their opportunities for employment.

Free Application for Federal Student Aid (FAFSA)

A form that can be prepared annually by current and prospective college students ( undergraduate and graduate) in the United States to determine their eligibility for student financial aid.

Family Education Rights and Privacy Act (FERPA)

A federal privacy law that gives parents certain protections with regard to their children's education records, such as report cards, transcripts, disciplinary records, special education records, contact and family information, and class schedules.

Fair Labor Standards Act (FLSA)

Establishes minimum wage, overtime pay, recordkeeping, and child labor standards affecting full-time and part-time workers in the private sector and in Federal, State, and local governments.

Individuals with Disabilities Education Act (IDEA)

Federal law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.

Individual Education Program or Plan (IEP)

An Individualized Education Program (IEP) is a written statement of the educational program designed to meet a student's individual needs. Every child who receives special education services must have an IEP. The IEP has two general purposes: 1) to set reasonable learning goals for a student, and 2) to state the services that the school district will provide for the student.

Individual Plan for Employment (IPE)

The Individualized Plan for Employment (IPE) is a written plan outlining an individual's vocational goal, and the services to be provided to reach the goal.

Occupational Information Network (O*NET)

The O*NET system is maintained by a regularly updated database of occupational characteristics and worker requirements information across the U.S. economy. It describes occupations in terms of the knowledge, skills, and abilities required as well as how the work is performed in terms of tasks, work activities, and other descriptors.

Pre-Employment Transition Services (Pre-ETS)

A minimum of 15% of VRs Federal allotment must be reserved for the provision of pre-employment transition services which include five required services, 4 coordination activities and 9 authorized services if funds remain after the provision of the required services to all students with disabilities who need them. The five required pre-employment transition services are:

1. job exploration counseling;

2. 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;

3. counseling on opportunities for enrollment in comprehensive transition or postsecondary educational programs at institutions of higher education;

4. workplace readiness training to develop social skills and independent living;

5. instruction in self-advocacy, which may include peer mentoring. Other activities are allowed, but only if these first five have been completed.

Self-Determination (SD)

Self-determination is a concept reflecting the belief that all individuals have the right to direct their own lives. A self-determined person is one who sets goals, makes decisions, sees options, solves problems, speaks up for himself or herself, understands what supports are needed for success, and knows how to evaluate outcomes.

Soft Skills

Soft skills help employees learn how to interact with supervisors, co-workers, and customers. They help reinforce the importance of timeliness and build an understanding of how they are perceived by others. Employers value employees who can communicate effectively and act professionally. No matter what technical skills a job may require, every job requires these interpersonal skills.

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strategies for community rehabilitation providers to collaborate on Pre-ETS Click to download the Word version | Click to download the PDF version Introduction Community Rehabilitation Providers (CRPs) have long delivered services that support the transition of students with disabilities from high school to competitive integrated employment.

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You may find ideas for setting up WBLEs in this toolkit.

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Welcome to the National Technical Assistance Center on Transition's (NTACT) Competitive Integrated Employment (CIE) Toolkit (2017). The toolkit was developed in accordance with the requirements of the Rehabilitation Act of 1973 (Rehabilitation Act), as amended by the Workforce Innovation and Opportunity Act (WIOA)and the Individuals with Disabilities Education Act (IDEA) as a resource for use by educational and vocational rehabilitation (VR) agencies to improve post school employment outcomes for students with disabilities. The toolkit was developed to facilitate the collaboration necessary to implement secondary transition services across agencies at the state, community and student levels and increase the use of evidence based practices (EBPs).

The CIE Toolkit has been developed as a framework to assist State and local teams in collaboratively implementing transition services to improve post school employment outcomes for students with disabilities. The Toolkit is organized in four sections; 1) CIE the Desired Outcome; 2) Transition Services: An overview of the five required activities of pre-employment transition services included in WIOA, as well as secondary transition service requirements found in IDEA and Evidence Based Practices in each area; 3) Interagency Collaboration: Effective practices that support the cross agency and State, community, school and student level collaboration necessary to provide secondary transition services; and 4) Professional Development: information and resources useful in developing skills necessary for both education and vocational rehabilitation professionals.

The toolkit is dynamic in nature and as such, it will continue to grow as we further identify and develop resources and tools that are useful in the implementation of EBPs specific to pre-employment transition services. Additionally, there are numerous live links to resources on NTACT's website and other internet resources within the toolkit. The toolkit will function best, if you take a moment to create your login at www.transitionta.org, to access all of the resources available in the CIE Toolkit.

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Welcome to the National Technical Assistance Center on Transition's (NTACT) Competitive Integrated Employment (CIE) Toolkit (2017). The toolkit was developed in accordance with the requirements of the Rehabilitation Act of 1973 (Rehabilitation Act), as amended by the Workforce Innovation and Opportunity Act (WIOA)and the Individuals with Disabilities Education Act (IDEA) as a resource for use by educational and vocational rehabilitation (VR) agencies to improve post school employment outcomes for students with disabilities.

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Job Applications Workshop Activities List

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Job Applications Workshop Activities List

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Ideas for gathering information and completing a job application

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Checklist of executive functioning and practical skills students need for post-secondary training.

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Online resource for Post-secondary exploration

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We are delighted to announce that Dr. Kathleen Becht is joining the National Coordinating Center team to coordinate all of its technical assistance and training activities. Technical assistance is a cornerstone activity of the Think College National Coordinating Center, which has provided thousands of hours of direct technical assistance to date to TPSID model demonstration programs, other college programs for students with intellectual disability, ...Read more

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We are delighted to announce that Dr. Kathleen Becht is joining the National Coordinating Center team to coordinate all of its technical assistance and training activities.

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Interactive Maps and Virtual Tours of college campuses

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CampusTours - Interactive Virtual Tours and Campus Maps

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CampusTours provides virtual tours of 1,700+ colleges and universities and builds virtual tours and interactive maps for schools and organizations worldwide.

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7 Things to Know About College Disability Services

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7 Things to Know About College Disability Services

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Link to an article

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About the Author

About the Author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

is the author of Elizabeth C. Hamblet, MAT, MSEd From High School to College: Steps to Success for Students With Disabilities.

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7 things to know about college disability services

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The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently. is the author of Elizabeth C. Hamblet, MAT, MSEd From High School to College: Steps to Success for Students With Disabilities.

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Work Attitudes Inventory

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Work Preferences and Values Inventory