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Pre-Employment Transition Services

Categorized In: Pre-Employment Transition Services - Services

Approved Date: September 09, 2019

Owner: Brigid Griffin

The Workforce Innovation and Opportunity Act (WIOA) 361.48 discusses the scope of vocational rehabilitation services for individuals with disabilities and in particular services to students.

Each state must ensure that the designated state unit (e.g. Nebraska VR), in collaboration with the local educational agencies involved, provide, or arrange for the provision of, pre-employment transition services for all students with disabilities. Furthermore, pre-employment transition services may be provided to all students with disabilities, regardless of whether an application for services has been submitted (A Pre-Employment Transition Consent and Release Form must be signed and students who have a signed Pre-employment Transition Services consent and Release are considered "potentially eligible" for VR services). In order to be able to participate in any pre-employment transition activities with Nebraska VR staff, whether in a group or on an individual basis beyond an orientation to services, the student must have a signed Pre-Employment Transition Consent and Release From.

Pre-employment transition services are considered an early start on career exploration for students. We anticipate that most students will begin their services with VR through the gateway of Pre-Employment Transition Services. However, some students may bypass pre-employment transition services and enter services with a VR application. Pre-employment transition services can still be offered to any student, whether eligible or potentially eligible. Students will remain the responsibility of the Pre-Employment Transition Service Coordinator until they are transitioning out of their high school program. At such time (late spring of their last year of high school), if the student has applied for VR services or wishes to do so, the student will be referred to the appropriate VR counselor. If the student is enrolled in an educational program and will require further pre-employment transition services without applying for VR services, the case will remain with the pre-employment transition service coordinator.

Pre-employment transition services are designed to help students with disabilities to begin to identify career interests that will be further explored through additional vocational rehabilitation services, such as transition services. Furthermore, pre-employment transition services are only those services and activities identified below. Job placement assistance is not included among the listed pre-employment transition services, but it could constitute a transition service.  Finally, pre-employment transition services are available only to students with disabilities, whereas transition services (see Transition Services) may be provided to a broader population--both students and youth with disabilities.

Nebraska VR, in collaboration with the school or school district, must provide the following pre-employment transition services:

Required Activities:

(1) job exploration counseling;

(2) work-based learning experiences;

(3) counseling on opportunities for enrollment in comprehensive transition or post secondary educational programs at institutions of higher education;

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

 and,

(5) instruction in self-advocacy, which may include peer mentoring


Pre-employment transition services

  • Available only to students with disabilities, aged 14-21, who are eligible or potentially eligible for VR services;
  • A pre-employment Transition Consent and Release Form is required;
  • May be provided to students in groups or on an individual basis;
  • Includes only the 5 pre-employment services and supports identified below;
  • Need to be documented in the individual case record of each student, whether services are provided in a group or on an individual basis.

1.  JOB EXPLORATION COUNSELING

 

May be provided in a classroom or community setting.

Group Setting

Individual Service

  • Information regarding in demand industry sectors and occupations
  • Labor market information
  • Vocational interest inventories
  • Identification of career pathways of interest to students
  • Review of student's vocational inventory results
  • Discussion of in demand occupations
  • Labor market information as it applies to student's particular interests
  • Career pathways

2. WORK BASED LEARNING

In an integrated setting to the maximum extent possible.

Direct employer or community involvement should be a component to ensure in-depth student engagement.

Group Setting

Individual Service

  • Coordinating a school-based program of job training and informational interviews to research employers
  • Work site tours to learn about necessary job skills
  • Job shadowing
  • Mentoring opportunities
  • Internships
  • Apprenticeships
  • In-school, after school, or summer opportunities, or experience outside the traditional school setting

3. COUNSELING ON POST SECONDARY

 

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

Group Setting

Individual Service

  • Information on course offerings
  • Information on career options
  • Types of academic and occupational training needed to succeed in the workplace
  • Postsecondary opportunities associated with career pathways
  • Advising students and parents on academic curricula
  • Reviewing college application and admission process
  • Completing FAFSA
  • Providing resources to support individual student success

4. WORKPLACE READINESS TRAINING

Develop social and independent living skills

Can take place on a worksite in conjunction with a Work Based Learning Experience.

Group Setting

Individual Service

  • Communication and interpersonal skills
  • Financial literacy
  • Group orientation and mobility skills (to access workplace readiness or travel independently)
  • Job seeking skills
  • Understanding employer expectations ("soft skills")
  • Any of the group setting services that are tailored to an individual

5. INSTRUCTION IN SELF ADVOCACY

  May include peer mentoring

Group Setting

Individual Service

  • Learning about rights and responsibilities
  • Learning how to request accommodations for services and support
  • Communication to prepare for peer mentoring opportunities with others working in their areas of interest
  • Tailored activities above through individualized opportunities
  • Conducting informational interviews
  • Mentoring with educational staff
  • Mentoring in community settings
  • Participating in youth leadership activities

Allowable Supports for Pre-Employment Transition Services:

  • Background check, if required for all employees, if paid to the employer
  • Benefits Orientation
  • Benefits Assessment
  • Travel Training
  • Employment/Training Medical Supports, if paid to the employer
  • Interpreter-hearing impaired (ADA) 
  • Reader (ADA)
  • Tools-employment, if paid to the employer
  • Uniform & Clothing, if paid to the employer
  • Worksite skills trainer
  • ATP Consultation


ATP Consultation allows for a student receiving pre-ets services to be referred to ATP  ONLY for a consultation. The service allows ATP to provide consultation services to students regarding accommodations they may need in work or post high school education. The service must be provided in conjunction with one of the five Pre-Ets services and entered as an Assessment Service in the Assessment  Screen.This consultation provides recommendations for the student and may allow for the student to explore whether a particular accommodation is suitable through exposure to the technology via the ATP loan pool. ATP will also research other resources for students through funding coordination through ATP and the ReUse program. Assistive technology will not be purchased by VR for a student in pre-ets.   The ATP referral form is to be used with the pre-ets box checked and referral information pertinent to the pre-ets student completed. 

Benefits Orientation and Assessment 
The service must be provided in conjunction with one of the five Pre-Ets services and entered as an Assessment Service in the Assessment Screen.
Benefits Orientation should be completed prior to a Benefits Assessment. The Benefits Orientation will provide general information to students and their families about how benefits are impacted by earned income.
A Benefits Orientation should be considered for a student at age 17 so  the student and family can be made aware of changes that may impact them at age 18 so they can make an informed decision about work and earned income.
Benefits Assessment for a student in Pre-ets may be authorized for  after a Benefits Orientation is conducted by VR staff to provide general education on work incentives  for the student and their family.  Benefits Assessment is an individualized service authorized when the circumstances below exist in any combination:
o To assess needed and available work incentives specific to the student, based on the Benefits Planning Query, BPQY —such as Trial Work Period, Impairment-Related Work Expenses (IRWE), Student Earned Income Exclusion (SEIE), or the preliminary plans to develop a Plan to Achieve Self-Support (PASS)
o To support the student and family in decision-making and goal development during the provision of any of the other Pre-Ets
o If the student is  considering self-employment
o If Social Security benefits or any other benefits have been suspended/stopped or will be affected by the student’s earnings
o Medicaid has been suspended or closed
o Benefits Planning Query (BPQY) indicates earnings have not been reported accurately or there is other inaccurate information on BPQY
 

Work Based Learning Experience:

Providing Work-Based Learning Experiences (WBLE) is an essential part of  the provision of pre-employment transition services. It is important to distinguish between an OJE and a WBLE:

On on-the-job evaluation is a work based assessment for individuals with disabilities exploring new occupations that fit their skills and abilities in a competitive, integrated environment. An OJE can help determine whether a job is the right fit, assessing a person's work traits, aptitudes, limitations, potentials and stamina in a specific occupation. An OJE assesses if an individual with a disability can perform the duties of a certain job.

Work Based Learning is an educational approach or instructional methodology that uses the workplace or real work to provide students with the knowledge and the 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 the WLB to ensure in-depth student engagement. These opportunities are meant to engage, motivate and augment the learning process. WBL requires  an evaluation of acquired work relevant skills.

 

For further information on Work Based Learning Experiences, please see the Work Based Learning Experience

 

ON-THE-JOB EVALUATION (OJE) VS. 

WORK BASED LEARNING EXPERIENCE (WBLE) 

 

 

ON-THE-JOB EVALUATION (OJE)

WORK BASED LEARNING EXPERIENCE (WBLE)

Available to:

All VR applicants

Students age 14-21, who are in an educational setting (See special requirements for 14-15 year olds.)

Purpose:

•assess an individual’s ability to perform in work situations in order to determine eligibility or write the IEP
•determine whether a job is the right fit;
•assess an individual’s work traits, aptitudes, limitations, potentials and stamina in a specific occupation;
•give a student the opportunity to experience a real-life work experience.
•engage, motivate and augment the learning process.
•evaluate acquired work relevant skills;
•include direct employer or community involvement to ensure in-depth student engagement;
•provider a student with career exploration

Justification:

Task note should explain the basis for the assessment.

Task note should indicate how it meets the definition of a work based learning experience

Service in QE2:

Assessment Support – On-the-job Evaluation

Pre-ETS - Work Based Learning

VR Application required?

Yes, a VR application is required

No, a VR application is not required; however, a Pre-ETS consent form is.

Disability Verification:

VR specialist observation, documentation from a person licensed or certified to make a diagnosis, documentation individual is receiving SSI and/or SSDI based on his or her disability, a completed Communication Assessment form for hearing impairments.

•Documentation from a school, juvenile justice, or similar entity stating the individual has a disability; or
•Parent signature on the Pre-ETS consent form; or
•If no physical documentation available, a task note from the counselor stating observation of the disability or that they have reviewed the information in the school file.

Time Limitations:

90 hours initial, + 5 for exploration; OD exception to exceed once 90 hours completed

210 hours.

Wages:

Must be put on State Payroll

May be paid on State payroll or employer’s payroll

Liability:

Covered by State’s liability

If on the State’s payroll, covered by State’s liability

If on the Employer’s payroll, covered by the Employer’s liability

Supports Available:

All assessment supports available

  • Background check, if required for all employees, if paid to the employer
  • Benefits analysis
  • Employment/Training Med. Supports, if paid to the employer
  • Interpreter-hearing impaired (ADA)
  • Reader (ADA)
  • Tools-employment, if paid to the employer
  • Uniform & Cloting, if paid to the employer
  • Worksite skills trainer

Job coach vs. worksite trainer

job coach can be paid to assist a consumer with skill building in areas needed for acceptable job performance.

worksite skills trainer can be paid to teach the students specific job tasks to perform the job; training cannot be individualized or disability specific. A job coach cannot be used for a WBLE.

Feedback:

Required by the job coach and the consumer

Required by the employer and the student

VR Guidance:

Program Manual – Case Services – OJE Chapter

Program Manual - Pre-Employment Transition Services Chapter

 

Responsibilities of Staff:

WIOA further indicates that VR staff are responsible for pre-employment transition coordination. These responsibilities consist of:

  • Attending IEP meetings when invited (in person or using alternative means such as phone, FaceTime, Skype, etc.)
  • Working with local workforce development boards, one stop centers, and employers to develop work opportunities for students with disabilities, including internships, summer employment apprenticeships, and other employment opportunities
  • Working with schools to coordinate and ensure the provision of pre-employment transition services
  • When invited, attending person-centered planning meetings that assist individuals with disabilities and their families plan for the future

Pre-employment transition services may be provided in a group setting or on an individual basis. All services must be documented in the individual case record in QE2, whether services are provided in a group or on an individual basis. This is a very important aspect of federal reporting of pre-employment transition services.

Staff Time:

Nebraska VR staff time spent coordinating the above mentioned direct services for clients are allowable pre-employment transition services costs. In addition, Nebraska VR staff time spent providing additional authorized or coordination activities identified below are allowable pre-employment transition services costs:

After the provision of the required pre-employment transition activities, pre-employment transition funds may be used to improve the transition of students with disabilities from school to postsecondary education or an employment outcome by implementing the following activities:

Authorized Activities:

(1) implementing effective strategies to increase the likelihood of independent living and inclusion in communities and competitive integrated workplaces;

(2) developing and improving strategies for individuals with intellectual disabilities and individuals with significant disabilities to live independently, participate in postsecondary education experiences, and obtain and retain competitive integrated employment;

(3) providing instruction to vocational rehabilitation counselors, school transition personnel, and other persons supporting students with disabilities;

(4) disseminating information about innovative, effective, and efficient approaches to achieve the goals of this section;

(5) coordinating activities with transition services provided by local educational agencies under the Individuals with Disabilities Education Act (20 U.S.C.1400 et seq.);

(6) applying evidence-based findings to improve policy, procedure, practice, and the preparation of personnel, in order to better achieve the goals of this section;

(7) developing model transition demonstration projects;

(8) establishing or supporting multi-state or regional partnerships involving States, local educational agencies, designated State units, developmental disability agencies, private businesses, or other participants to achieve the goals of this section; and

(9) disseminating information and strategies to improve the transition to postsecondary activities of individuals who are members of traditionally unserved populations.

AGES 14-21

Nebraska VR pre-employment transition services will be provided to potentially eligible and eligible students with the goal of providing information and transition planning, appropriate job goal exploration and the identification of needed supports. A Pre-Employment Transition Consent and Release form is required to be signed by the student and/or parent/guardian.

Many services may be provided in groups. More individualized transition services can be provided to those who apply for VR services, when appropriate.

Pre-Employment Transition Services may include:

  • Presentations to parents and students on VR Services and disability and employment issues
  • Providing the Vocational Rehabilitation publication: Transition Works to facilitate preparation for the transition process
  • Consultation with teachers
  • Business tours for youth/students
  • Information and links to adult agencies
  • Transition planning through Parent/Teacher conferences
  • Instruction in self-advocacy
  • Emphasis on the development of social skills and independent living skills
  • Other information and planning activities to facilitate preparation for the transition process
  • Vocational exploration and at the school or at the VR office, where appropriate
  • Benefits analysis and financial planning for employment success
  • Identification and problem solving regarding barriers to employment
  • College tours and orientation to college planning
  • Independent living and self-advocacy support
  • Work based learning opportunities in the community
  • Job readiness skills training
  • Project SEARCH
  • Discussion about potential application for individualized VR Services and development of Individualized Plan for Employment and assistance in identifying needed supports to prepare for and obtain employment

 Where to find information about Projected Post School Outcome for Students

 

Guidance on Using Pre-Employment Transition Services in QE2:

  • Ensure that the student is enrolled in an educational program as defined in Key Definitions.
  • If a student is in high school, select school, enter the projected graduation date, and select if the student has an IEP or 504 plan. All students who are working towards high school graduation, including those in alternative school settings or those who are home schooled can be entered in this manner. Students in Job Corps or at a YRTC who are working towards a high school diploma can be entered in this manner.
  • If a student is in another type of educational program leading to a recognized educational credential (and under the age of 21), enter the projected end date for the educational program and provide a description of the program (this should describe the course of study of the program, e.g. CNA, autobody repair, heating and air conditioning, etc. This description should not merely say "two year program" or "short term training program"; rather it should describe the content of the program). Students in Job Corps who have graduated high school or who are not working towards a high school diploma can be entered in this manner. Stuents at a YRTC who are enrolled in an educational class that leads to a credential can also be entered in this manner.
  • Please remember to change the "expected graduation date" or the "expected completion date" if a program is extended or if a student drops out.

Selecting Pre-Employment Transition Services in QE2

  • Under ASSESSMENT SERVICES, select "New Service" and then select "Pre-Employment Transition Service".
  • Select the service from the drop down menu
  • If you select one of the 5 pre-employment transition services, you can then put in a start date.
  • If you select a support service, you will then be prompted to select one of the 5 pre-employment transition services that the support is attached to. Then proceed to start date.
  • Select "team" or "provider". If the service will be provided by a team member, select "team". If you will be paying for a service, you must click "provider" and search for the provider.
  • There are 4 services attached to a work based learning experience that can only be paid to the employer, who will be the provider in this case, background check, tools, uniform & clothing, and employment/training med. supports.
  • Encumbering and paying for pre-employment transition services follows established rules.
  • Click "Save".

 


Approved Date
March 25, 2019 Show this Archived Version
March 25, 2019 Show this Archived Version
December 17, 2018 Show this Archived Version
August 22, 2018 Show this Archived Version
July 26, 2018 Show this Archived Version
March 12, 2018 Show this Archived Version
May 30, 2017 Show this Archived Version
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March 01, 2017 Show this Archived Version
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