Status: Archived
Approved Date: March 01, 2017
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 a post-secondary training 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
Responsibilities of Staff:
WIOA further indicates that VR staff are responsible for pre-employment transition coordination. These responsibilities consist of:
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.
Pre-employment transition services
1. JOB EXPLORATION COUNSELING |
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May be provided in a classroom or community setting. |
Group Setting |
Individual Service |
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2. WORK BASED LEARNING |
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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 |
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3. COUNSELING ON POST SECONDARY |
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Counseling on opportunities for enrollment in comprehensive transition or post-secondary educational programs at institutions of higher education; |
Group Setting |
Individual Service |
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4. WORKPLACE READINESS TRAINING |
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Develop social and independent living skills Can take place on a worksite in conjunction with a Work Based Learning Experience. |
Group Setting |
Individual Service |
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5. INSTRUCTION IN SELF ADVOCACY |
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May include peer mentoring |
Group Setting |
Individual Service |
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Allowable Supports for Pre-Employment Transition Services:
Guidance on Using Pre-Employment Transition Services in QE2:
Selecting Pre-Employment Transition Services in QE2
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.
ON-THE-JOB EVALUATION (OJE) VS.
WORK BASED LEARNING EXPERIENCE (WBLE)
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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 |
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;•provide
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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 |
No limit on time. |
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 |
•ADA supports (reader/interpreter/accessible information);•Tools and/or uniforms, if paid to the employer or school;•Worksite skills trainer;•Background check, if required for all employees;•Assistive devices (e.g. screen reader), if ownership is retained employer to be used for more than one employee;•Benefits analysis; |
Job coach vs. worksite trainer |
A job coach can be paid to assist a consumer with skill building in areas needed for acceptable job performance. |
A 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 - Transition Chapter |
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.
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 career counseling at the school or at the VR office, where appropriate
• Benefits analysis and financial planning for employment success
• Identification and problem solving of a youth/student’s barriers to employment
• 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
• College tours and orientation to college planning
• Independent living and self-advocacy support
• Work based learning opportunities in the community
• Skill training
• Job Seeking Skills training and development of a job search plan
• Employment Success Skills training
• Job placement assistance and follow along support
• Project SEARCH
• Certificate Programs