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Post Secondary as an Assessment Service

Categorized In: Case Services - Assessment Services/Planning

Approved Date: April 08, 2022

Owner: Angela Fujan

Title 34 of the Code of Federal Regulations:

361.45(e) Standards for developing the individualized plan for employment: The individualized plan for employment must be developed as soon as possible, but no later than 90 days after the date of determination of eligibility, unless the State unit and the eligible individual agree to the extension of that deadline to a specific date by which the individualized plan for employment must be completed.

This are mandated by law and cannot be waived by either the client or the agency. For more information see VRIS IPE Extension


Post-secondary as an assessment is limited to one term not to exceed 12 credit hours.

The authorization for post-secondary classes as an assessment must have the school and, in some cases, the bookstore as the provider.

This service cannot be provided if there is a current approved IPE with post-secondary training as a planned service.

Unacceptable use of Post-Secondary Classes as an Assessment:

To circumvent the financial aid process.

To further support a decision of inappropriateness or non-feasibility of post-secondary training already supported by current information and documentation.


The client must:

  • File a Free Application for Federal Student Aid (FAFSA) and apply for financial aid at the post-secondary institution prior to the start of the assessment. This requirement is to insure that if post-secondary training is provided following the assessment that a timely application for financial aid has been made.

VR must:

  • Request the Student Financial Aid Report (SFAR) information from the school’s financial aid office prior to the start of the assessment. A finalized SFAR is not required to authorize for the start of the assessment, as assessment services are provided at no cost to the individual.

  • Notify the financial aid office via the SFAR of the amount of VR assistance being provided initially and upon any revision.

For Nebraska tax supported schools;

  • Miscellaneous Training Rate is used if the student does not qualify for grant aid during the assessment term, or no financial aid determination was made prior to the start of the assessment term. 

  • The VR Training Allowance rate is to be used if the student qualifies for grant aid awarded by the school during the assessment term. If the combination of the VR Training Allowance Rate and any grant aid awarded by the school is less than the amount that would have been authorized under the Miscellaneous Training Rate, an adjustment should be made to the VR Training Rate to cover the actual cost of tuition, required fees, books and required supplies.

For non-Nebraska tax supported schools only the VR Training Allowance Rate can be used.


Office Director must approve the use of post-secondary classes as an assessment service and document approval in a Task Note.


When there is a question of a client's ability to successfully complete the required training for a specific employment goal, a post-secondary assessment may be considered when all factors (unique strengths, resources, priorities, concerns, capabilities, abilities, interests, and informed choice) have been addressed and appear to support the employment goal, but there is still a question of the client's ability to complete the required post-secondary training. Utilize the Post-Secondary Justification and Information Interview forms attached to this chapter. 

VR has a key responsibility to provide informed choice by assisting the client in understanding the qualifications and requirements of the occupation of interest, as well as ensuring the job is consistent with the client's disability and functional capacities. Provide adequate information (wage, employment outlook, training and skills needed, etc.) on the desired employment goal and how it compares to other occupations within the local labor market. Provide information on Career Pathways and discuss the different job options within the chosen area. Based on individual circumstances, it may be more appropriate to start at a entry level occupation within the vocational area to gain valuable work experience prior to committing to the higher level degree (Example: starting as a CNA prior to committing to a nursing degree). See VRIS Career Planning for further information.

Note the following:

  • Vocational training is an appropriate service when it will enable the recipient to acquire necessary qualifications to enter employment in the trade, occupation, or profession that is the employment goal, and when it (alone or in combination with other vocational rehabilitation services) will resolve the client's impediment to employment. Employment qualifications include those academic requirements necessary to meet state or local registration, certification, or licensing requirements to practice the trade, occupation, or profession. Qualifications for employment or hire in the specific employment outcome determine the type and level of vocational training required.
  • The need for vocational training services must be established, based on an analysis of hiring qualification requirements for the employment goal in the local labor market or a labor market to which the recipient of willing to relocate, and the recipient's current level of vocational qualifications and functioning. In addition, there must be a reasonable expectation of successfully completing training, based on an analysis of indicators of training success such as past academic achievement or tests results relating to academic potential, intelligence and vocational aptitudes. 
  • If there is insufficient existing information available to determine reasonable expectation of successfully completing the required training, post-secondary as an assessment may be considered, as long as all other aspects/factors support the desired employment goal and the only question is the client's ability to successfully complete post-secondary.  
  1. Explain the rationale and purpose of the assessment with the client and authorized representative, as applicable.
  2. Ensure client understands the reason for the assessment and the next action based on the outcome of the assessment. Explain the difference of VR funding for assessment (no cost to individual and Miscellaneous Training Rate) vs. an approved IPE Service (based on unmet need and VR Training Allowance). 
  3. Mutually agree and define: 
  • the need for post-secondary classes as an assessment,
  • function(s) to be assessed, the method(s) of collecting the assessment data and the assessment results criteria; 
  • assessment site, number of credit hours, the course selection (type of courses, class schedule, time of day);
  • any necessary assessment supports;
  1. Document assessment service agreement details in a Task Note titled: Post-Secondary Assessment Service.
  2. Obtain office director approval. Office director documents approval/denial in Task Note titled: Office Director Approval.
  3. Specialist shares outcome with client:

If approved: 

  • Arrange appropriate supports,
  • Obtains course registration,
  • Ensure the student has filed a FAFSA for the current financial aid year and for the subsequent financial aid year, if the assessment term is the last term in the current financial aid year, 
  • Review Student Financial Aid Report and
  • Determine which fee schedule will be used (Training Allowance Rate or Miscellaneous Training Rate). Consider the SFAR information if the school has returned the form prior to the Case Service Authorization being issued.

If denied:

  • Provide explanation of the denial with the client and authorized representative, as applicable fact to face or by phone, or as a last resort in writing and discuss next steps. Summarizes the discussion in QE2 task notes.
  • If the client or authorized representative is dissatisfied with the determination, notify the office director.
  • office director follows the procedures within the VRIS Chapter -  Client Appeal Rights, Procedures  
  1. VR must request the Student Financial Aid Report (SFAR) information from the school’s financial aid office prior to the start of the assessment. A finalized SFAR is not required to authorize for the start of the assessment, as assessment services are provided at no cost to the individual.
  2. Case Authorization process for assessment:
  • Notify the student of the amount VR is initially funding
  • Authorize Career Planning - Other Supports. 
  • Completed SFAR with VR's financial contribution amount and send to the school’s financial aid office.
  1. Monitor assessment: Collect and synthesize assessment data (grades, number of credits, level of difficulty of courses, attendance, etc.)
  2. Discuss results with individual and determine next action.

Approved Date
October 02, 2018 Show this Archived Version
June 26, 2018 Show this Archived Version
June 26, 2018 Show this Archived Version

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