Pre-Employment Transition Services (PETS) and the Workforce Innovation and Opportunity Act (WIOA)

Keith Ozols Youth Transition Programs Coordinator Vocational Rehabilitation

What we will cover:Overview of WIOAWhat we know about the

implementation of WIOAWhat we don’t know (…yet)What are the Pre-Employment

Transition Services?Local VR Office Partnerships with

School Districts

What do you what to know?

WIA to WIOA

Workforce Innovation and Opportunity Act (WIOA)WIOA reauthorizes the Workforce

Investment of 1998 (WIA) including the Rehabilitation Act through the year 2020, was signed by President Obama on July 22nd.

Other Programs One-Stop CentersAdult, Dislocated Worker and Youth

formula programs (WIA)Adult Education and Literacy programs Wagner-Peyser Employment ServiceVocational Rehabilitation Other Programs:

◦ Job Corps ◦YouthBuild ◦ Indian and Native American programs◦Migrant and Seasonal Farmworker programs

Proposed Regulations Delayed “The publication of the proposed

regulations is currently anticipated to occur in Spring 2015, rather than January 18, 2015, as stipulated in WIOA.”

New Regulations:In Spring 2015, the Departments

of Labor and Education plan to concurrently publish five Notices of Proposed Rulemaking (NPRMs) to implement WIOA

Two NPRMs will cover the implementing the Title IV Amendments to the Rehabilitation Act of 1973 of WIOA.

Overview of WIOA Transitions Services15% set asideDefinition of Student and Youth

with a DisabilityPre-Employment Transition

Services (PETS)Transition Coordination 

Our MandateIn collaboration with the local

educational agencies involved, [VR] shall provide, or arrange for the provision of, pre-employment transition services for all students with disabilities in need of such services who are eligible or potentially eligible for services under this title.

PETS: REQUIRED ACTIVITIES1. Job exploration counseling2. Work-based learning

experiences3. Counseling on postsecondary

education options4. Workplace readiness training5. Instruction in self-advocacy

Disclaimer The following examples for the five

required Pre-Employment Transition Services have not been authorized by RSA or Oregon VR.

These descriptions are simply meant to begin the conversation about what some of the Pre-Employment Transition Services might look like in in the future.

Oregon VR will be issuing policy and guidance when proposed rules are issued from RSA.

Job exploration counseling - DRAFTDetermine transferable skills, aptitudes, and

interestsIdentify viable employment and/or independent

living services optionsExplore labor market and wage informationIdentify physical demands and other job

characteristicsNarrow vocational options to identify a suitable

employment goalSelect programs or training leading to an

employment goal◦ Investigate training requirements

Identify resources needed to achieve rehabilitation

Work-based learning experiences - DRAFT

In-school or after-school work experiences;Experiences outside the traditional school

setting, including internships;Classroom activities tied to the work

experience (e.g. job clubs, instruction where careers are explored, etc.);

Activities defined by training agreements;Structured training tied to all aspects of a

particular industry;Learning competencies connect to a particular

occupation or career.Summer work experience (WIA, internships,

etc.)

Counseling on postsecondary education options - DRAFTUnderstand how postsecondary education is

different than secondary education in terms of reasonable accommodation (i.e. no Special Education), how Disability Resource Centers work, how to survive doing college level work etc.

Utilize resources that facilitate access to postsecondary education such as http://www.incighteducation.org/ ; http://www2.ed.gov/about/offices/list/ocr/transitionguide.html ; http://www.ncwd-youth.info/blog/?p=702 ; http://www.nsttac.org/content/nsttac-internet-resources#postsecondary_resources

Workplace readiness training - DRAFT

“Soft Skills” training that builds social skills necessary to sustain employment. Sometimes these skills are developed in venues like Job Clubs, classroom activities, NCRC classes, etc.

Courses that develop skills in managing money, navigating in the community, utilization of public transportation, leisure and recreation programs, or other instruction that helps individuals build the “underpinning” skills of life that support the ability to work.

Training that helps individuals find, get, and keep jobs. Training that helps individuals learn “those skills or tasks that

contribute to the successful independent functioning of an individual in adulthood” (Cronin, 1996). We often categorize these skills into the major areas related to our daily lives, such as housing, personal care, transportation, and social and recreational opportunities. Each student’s needs in the area of independent living are unique and should be determined through informal and formal age appropriate transitional assessments.

Instruction in self-advocacy - DRAFT

Builds skills to demonstrate, ‘[...]one form of advocacy, occurring any time people speak or act on their own behalf to improve their quality of life, effect personal change, or correct inequalities’”

Increases the ability to articulate one’s needs and make informed decisions about the supports necessary to meet those needs.

Provides students with the skills and abilities to: make choices; make decisions; problem solve; set and attain goals; self-advocate; and independently perform tasks.

Usually takes place between a person who has lived through a specific experience (peer mentor) and a person who is new to that experience (the peer mentee).

Pre-Employment Transition Coordination1. Attending individualized education program meetings for

students with disabilities, when invited;2. Working with the local workforce development boards,

one-stop centers, and employers to develop work opportunities for students with disabilities, including internships, summer employment and other employment opportunities available throughout the school year, and apprenticeships;

3. Work with schools, including those carrying out activities under section 614(d)(1)(A)(i)(VIII) of the Individuals with Disabilities Education Act (20 U.S.C. 1414(d)(1)(A)(i)(VIII)), to coordinate and ensure the provision of pre-employment transition services under this section; and

4. When invited, attend person-centered planning meetings for individuals receiving services under title XIX of the Social Security Act (42 U.S.C. 1396 et seq.).

Meeting the needs of WIOAProject Access Curriculum

◦http://projectaccess.uoregon.edu/ High level coordination and

planning with ODE and VR Admin◦MOU contains PETS◦Steering committee established◦Transition Network Facilitators