Preemployment Transition Services PreETS Prepared for DeafBlind Transition
Pre-employment Transition Services (Pre-ETS) Prepared for Deaf-Blind Transition Task Force and Helen Keller National Center Representatives January 22, 2018 1
Today’s Discussion • The role of the Pre-ETS topic area and the WINTAC with States. • An overview of Pre-employment Transition Services (Pre-ETS) • Q and A (questions from the group) 2
Workforce Innovation Technical Assistance Center (WINTAC) Purpose • Provide training and technical assistance (TA) in five topic areas related to WIOA that will lead to effective implementation of the requirements of WIOA, including pre-employment transition services. • Goal is to assist State VR agencies and their partners to develop the skills and processes needed to meet the requirements of the Workforce Innovation and Opportunity Act (WIOA). • Implementation of effective and efficient pre-employment transition services for students with disabilities, as set forth in section 113 of the Rehabilitation Act. 3
Workforce Innovation Technical Assistance Center (WINTAC) Five Topic Areas: • Pre-employment Transition Services • Implementation of Section 511 Requirements • Resources and Strategies for Competitive Integrated Employment • Integration into the Workforce Development System • Transition to the Common Performance Accountability System 4
WINTAC Partners The National Disability Institute and their LEAD Center The George Washington University’s Center for Rehabilitation Counseling Research and Education The University of Arkansas CURRENTS Policy. Works The Career Index The Council of State Administrators of Vocational Rehabilitation Syracuse University’s Burton Blatt Institute 5
Pre-ETS Overview (Programmatic) Pre-employment transition services are an early start at job exploration that: • Must be made available statewide to all students with disabilities who need them, regardless of whether a student has applied for VR services; • May begin once a student requests or is recommended for one or more pre-employment transition services, and documentation of the disability is provided to the VR agency; • Assist students with identifying career interests to be further explored through additional VR services, including transition services; • Must be provided or arranged in collaboration with LEAs; and • Are the only activities that can be paid for with the funds reserved under section 110(d)(1). 6
WINTAC Technical Assistance (TA) Generalized or Universal TA Targeted TA Intensive TA 7
Pre-ETS Intensive TA Activities • To ensure that the five required pre-employment transition services are made available statewide and provided for all students with disabilities who need them including those potentially eligible through community providers, education partners, contracting staff, or directly. • Work with VR to ensure that the agency has reserved and expended the minimum 15% of Federal funds on allowable expenditures for Pre-ETS. • Development of Policies and Procedures for Pre -ETS • Provision of training based upon the Pre-ETS activities and outputs completed above to ensure staff understanding of section 113 of the Act as amended by WIOA and the Agency’s updated policies and procedures. • Updating the SEA agreement to include section 113 and 5118
Pre-Employment Transition Services TA - Examples General or Universal TA: Information and resources on the WINTAC Website including toolkits, implementation checklist, guides, promising practices, FAQs Targeted: TA on specific targeted topics for SVRAs and partners Intensive TA: Comprehensive TA to assist the SVRA in effective and efficient pre-employment transition services for students with disabilities, as set forth in section 113 of WIOA. 9
Who May Receive Pre-ETS? • “Potentially eligible” as defined in 34 CFR 361. 48(a) means all students with disabilities who satisfy the definition in 34 CFR 361. 5(c)(51), regardless of whether they have applied, and been determined eligible, for the VR program. • A “student with a disability” is an individual who is in a secondary, post-secondary, or other recognized education program; and o Meets certain age requirements (varies from state to state); and o Is eligible for and receiving special education or related services under IDEA; or o Is an individual with a disability for purposes of section 504 of the Act. 10
Pre-ETS Overview (Fiscal) • A State must reserve at least 15% of their Federal Award for pre-employment transition services (Section 110(d), and Section 113(a), § 361. 48(a)). When there are two State VR agencies, the reservation and expenditure of funds is a State matter that must be coordinated between the two agencies and resolved at the State level. • 15% reserve may only be spent on pre-employment transition services (five “required”, nine additional “authorized” activities, and four “coordination” activities) for students with disabilities who are eligible or potentially eligible for VR services. • The “five required”activities under pre-employment transition services must be provided to students with disabilities. [Section 113(b) of the Act and § 361. 48(a)(2) and implementing regulations] • The “nine authorized” activities - may be provided if reserved funds remain after all required services have been made available to all students with disabilities who need them. [Section 113(c) of the Act and § 361. 48(a)(3) and implementing regulations] • The “four pre-employment transition coordination” activities - must be carried out, and reserve funds may be used to pay for pre-employment transition coordination activities. [Section 113(d) of the Act and § 361. 48(a)(3) and 11 implementing regulations]
Five Required Activities The five “required” pre-employment transition services activities which can be provided in group setting or individually, 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 post-secondary 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. 12
Job Exploration Counseling Examples in a group setting • Information regarding in-demand industry sectors and occupations, as well as nontraditional employment; • Information about labor market composition; • Administration of vocational interest inventories; and • Identification of career pathways of interest to the students. 13
Job Exploration Counseling Examples of individual provision Job exploration counseling provided on an individual basis might be provided in school or the community and could include discussions pertinent to the particular student about: • The student’s vocational interest inventory results; • In-demand occupations; • Career pathways; and • Local labor market information that applies to the student’s particular interests. 14
Work-based Learning Experiences Examples in a group setting • 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; or • Mentoring opportunities in the community. 15
Work-based Learning Experiences Examples of individual provision • Work-based learning experiences on an individual basis could include paid or unpaid: • Internships; • Apprenticeships (not including pre-apprenticeships and Registered Apprenticeships); • Short-term employment; • Fellowships; or • On-the-job trainings located in the community. 16
Counseling on Opportunities in Post-Secondary Education Examples for group setting • Course offerings; • Career options; • The types of academic and occupational training needed to succeed in the workplace; and • Postsecondary opportunities associated with career fields or pathways 17
Counseling on Opportunities in Post-Secondary Education Examples of individual provision • Advising students and parents or representatives on academic curricula; • Providing information about college application and admissions processes; • Completing the Free Application for Federal Student Aid (FAFSA); and • Providing resources that may be used to support individual student success in education and training (i. e. , disability support services) 18
Workplace Readiness Training Examples of group services Offered in a generalized manner in a classroom or other such group settings to provide programming to assist students with disabilities to develop social skills and independent living skills necessary to prepare for eventual employment. These services could teach skills such as: Communication and interpersonal skills; Financial literacy; Group orientation and mobility skills (i. e. , to access workplace readiness training or to learn to travel independently); Job-seeking skills; and Understanding employer expectations for punctuality and performance, as well as other “soft” skills necessary for employment 19
Workplace Readiness Training Examples of individual provision All of the services discussed in the previous slide that may be provided in a group setting, may also be tailored to an individual’s needs in a work readiness training program, provided in an educational or community-based setting through instruction, as well as opportunities to acquire and apply knowledge. 20
Instruction in Self-Advocacy Examples in a group setting Generalized classroom lessons in which students: Learn about their rights and responsibilities; Learn how to request accommodations or services and supports; Communicate their thoughts, concerns, and needs, in order to prepare them for peer mentoring opportunities with individuals working in their area(s) of interest 21
Instruction in Self-Advocacy Examples of individual provision Conducting informational interviews; Mentoring with educational staff such as principals, nurses, teachers, or office staff; or Mentoring with individuals employed by or volunteering for employers, boards, associations, or organizations in integrated community settings; and Participating in youth leadership activities offered in educational or community settings. 22
Authorized Activities • If funds remain after all necessary “required” activities have been provided, VR may provide additional “authorized” activities that: • • • Improve the transition of students with disabilities from school to postsecondary education or an employment outcome; and Support the arrangement or provision of the “required” activities. “Authorized” activities (section 113(c) of the Act and § 361. 48(a)(3)) include, but are not limited to (there are nine authorized activities): • • • Providing instruction to VR counselors, school transition personnel, and other persons supporting students with disabilities; Disseminating information about innovative, effective, and efficient approaches to achieve the goals of pre-employment transition services; and Applying evidence-based findings to improve policy, procedure, practice, and the preparation of personnel, in order to better achieve 23 the goals of pre-employment transition services.
Authorized Activities (Examples) Annual on-line survey of and listening sessions with families of students in receipt of pre-employment transition services conducted to gather data and information and develop instruction, training, and professional service activities for PACER staff and vendors (other persons supporting students with disabilities); Parent training workshops conducted by PACER for families of students who are blind, visually impaired, or deaf-blind, including topics such as self-advocacy, leveraging IDEA for effective transition planning and coordination of preemployment transition services and developing independent living skills and soft skills necessary for employment; 24
Authorized Activities (Examples) Outreach to and training materials (i. e. , podcasts, videos and handouts) for families of students with disabilities, including accessible and family friendly resources, addressing topics such as building self-advocacy, working with vendors, and developing high expectations for students with disabilities in receipt of pre-employment transition services. Resources are to be provided through videos, podcasts and handouts. Note: VR staff or PACER time to develop the materials and the costs incurred for printing the materials may be an “authorized” activity, clerical time or other “administrative costs” may not be paid with pre-ets reserve funds. 25
Authorized Activities (Examples) Training for providers or vendors specific to maintaining high expectations for achievement of students with disabilities participating in pre-employment transition services, and understanding how to effectively partner with families of students with disabilities; and VR and LEA staff training specific to special education services, advocating for students with disabilities within special education, and using the IEP to build self-advocacy skills in students with disabilities. This training could be provided in person or as a webinar. 26
Coordination Activities Pre-employment transition coordination activities (section 113(d) of the Act and § 361. 48(a)(4)) are: 1. Attending IEP meetings, when invited; 2. Working with the local workforce development boards, onestop centers, and employers to develop work opportunities for students with disabilities; 3. Working with schools to coordinate and ensure the provision of pre-employment transition services; and 4. Attending person-centered planning meetings for students with disabilities receiving services under title XIX of the Social 27 Security Act, when invited.
Auxiliary Aids and Services • From Commissioner La. Breck: Auxiliary Aids and Services for Students with Disabilities in the Provision of Transition Services, 12. 28. 16 • Auxiliary aids and services needed by a student with a disability to access or participate in pre-employment transition services would constitute allowable pre-employment transition services expenditures, and, therefore, may be paid with the funds reserved for that purpose. • Auxiliary aids and services ensure equal access to information, materials, services, and activities available to students with disabilities participating in pre-employment transition services. • The ADA’s title II implementing regulations define “auxiliary aids and services in 28 CFR 35. 104 (a complete listing is in the 12. 28. 16 memo). • Examples include screen reading software programs to enable an individual who is blind to access information on a computer during a work-based learning experience. 28
Formal Interagency Agreement (MOU or SEA) Purpose of the Agreement [Formal Interagency Agreement (361. 22)] • To facilitate and coordinate the smooth transition of students with disabilities from school to post-school activities, including the receipt of pre-employment transition services, transition services and other VR services. • To serve as a mechanism for VR agencies, State educational agencies (SEA) and, as appropriate, local educational agencies (LEA) to clearly specify the plans, policies and procedures for coordinating services to facilitate the transition of students. • To describe criteria for determining the financial and programmatic responsibilities that may include: • Purpose of the service; • Customary services; and • Eligibility for services. 29
Formal Interagency Agreement (MOU or SEA) Purpose of the service: VR, SEA, and LEA personnel should discuss at the State level whether the purpose of the service is related to an employment outcome or education attainment, or if it is considered a special education or related service. Customary service: Is the service one that the school customarily provides under IDEA part B? Eligibility for services: Is the student with a disability eligible for transition services under IDEA? 30
Coordination between VR and Education Financial Responsibilities of VR Agencies and LEAs • LEAs are responsible for providing and paying for any transition service that is considered special education or related services necessary for ensuring a free appropriate public education (FAPE) as required under IDEA. • Nothing under title I of the Rehabilitation Act shall be construed as reducing a LEA’s obligation to provide the above-described services under IDEA (see section 101(c) of the Rehabilitation Act and § 361. 22(c) of the VR regulations). • Section 113 of the Rehabilitation Act, as amended by WIOA, requires VR to provide or arrange for the provision of pre-employment transition services in collaboration with local education agencies. Decisions as to who will be responsible for providing services that are both special education services and vocational rehabilitation services must be made at the State and/or local level as part of this collaborative process, and 31 will be further defined in the formal interagency agreement.
Pre-ETS Programmatic Challenges • Educating Partners • Developing Capacities • Programmatic • Staff • Access to Students • Consent • Scheduling/Time • Determining what is a transition service under IDEA vs pre- employment transition service under WIOA (not duplicate or supplant services) 32
Pre-ETS Fiscal Challenges • Operating the VR program with the 15% reserve requirement. • Conducting the assessment of student needs for pre- employment transition services and fiscal forecasting before allocation of the remaining reserve toward authorized activities. • Developing the methodology, tracking, and reporting of the 15% reserve requirement. • Tracking and reporting fiscal information for potentially eligible students. • Determining allowable costs for the 15% reserve (administrative costs, specific services or activities, or when the service may need to be provided under a VR plan). 33
State Approaches (Fiscal) • Adjusting budgets • Assessing need for Order of Selection • Conducting the Comprehensive Statewide Needs Assessment (CSNA) • Assessing the need for fiscal forecasting to demonstrate funds remain for authorized activities • States using reserve funds for “coordinated” activities • States developing tools and mechanisms for tracking expenses. 34
State Approaches (Programmatic) • Collaborate with Education to Identify Students • Enhance Outreach Efforts and Student Access • Coordinate with Education to Develop Pre-ETS Services In school After school Summer • Contract with Providers/Vendors for Potentially Eligible • Partner with Employers and Others • Cross-Training 35
State Approaches (Access to Students) • Work with Education to: • Ensure a VRC is assigned to every high school • VRC maintains a consistent presence/set schedule • Provide introduction to pre-ets for students and parents • Embed VR and pre-ets into the beginning of the IEP process for access and consent • Develop local level process for the identification of students with disabilities • Identify how/what procedures will be followed to obtain necessary 36 documentation
State Approaches (Outreach) • Collaborate with Education: • Parent nights • Back to school nights • IEP information • Career fairs • Participating in school events – booths or tables • VR Video 37
State Approaches (Partners) • Increased relationships with Community Rehabilitation Providers • Increased activities with Centers for Independent Living • Renewed and expanded relationships with state and local education agencies providing services under the Individuals with Disabilities Education Act (IDEA) and Section 504 • Created partnerships with post-secondary educational institutions 38
State Approaches (Services) • After school job exploration counseling program • Use school personnel, employers, and other partners or providers jointly developing and providing pre-ets services • Hybrid programs • New or expanded programs and services provided by education for students under IDEA to include 504 39
Questions and Answers 1. What organizations participate in the MOU as called for under WIOA? 2. What types of technical assistance are provided to the organizations participating? 3. What types of obstacles are you experiencing in bringing partner programs to the table and breaking down silos? 40
Questions and Answers 1. Where does a school’s responsibility for Transition planning overlap with VR’s responsibility for preparing students for employment under WIOA? 2. Are there any examples of schools and VR working together meeting obligations under IDEA and WIOA? 3. How has section 511 of WIOA impacted students with more significant disabilities previously presumed to be on the path to sheltered employment or day activity? What career counseling is offered to those youth? 41
Questions and Answers 1. ● ● How can the deaf-blind network tap into national resources to support partners ? Employment Social Activity Engagement Community Engagement Higher Wages 42
Other Questions/Comments Open Discussion 43
Pre-Employment Transition Services Information and Resources on the Pre-ETS portion of the WINTAC Website WINTAC Pre-ETS 44
Thank You Melissa P. Diehl M. A. Ed. CRC Project Director WINTAC Pre-Employment Transition Services The George Washington University Center for Rehabilitation Counseling Research and Education (CRCRE) (410) 430 -9244 mpdiehl@gwu. edu www. wintac. org Christine Johnson, M. A. , C. R. C. Senior Research Associate (513) 882 -3927 cj 1957@gwu. edu Brenda K. Simmons, M. S. Senior Research Associate (816) 739 -7648 bksimmons@gwu. edu 45
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