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The below table describes the five (5) Pre-Employment Transition Services Subcategories including activities that can be provided to students with disabilities who have an open Vocational Rehabilitation (VR) case or are potentially eligible (PE) for VR services. These services can be delivered individually or in groups with a one to four ratio of staff to students. Services should incorporate family engagement to the extent possible. Pre-Employment Transition Services SubcategoriesActivities to be CompletedExpected Outcomes of the Service* Denotes attachment is required with report submissionJob Exploration Counseling: Discuss career options and learn about in-demand jobsClassroom-based and/or Community-basedDuration: Up to 8 hours Administer interest inventories to identify potential employment goals. Coordinate informational interviews with workers in-demand jobs. Assist students in establishing a Backpack on (OMJ), research in-demand jobs, and local labor market information.Conduct discovery and assessment activities to identify career pathways. Guide exploration through Job Seekers Guide available on the website. Utilize occupational videos and real-life images.Preview video resumes and discuss importance of work experience.Students will complete interest inventories*. Students will complete informational interviews*.Students will register at OMJ and create a “Backpack”.Students should be able to differentiate between employment options, have knowledge of in-demand jobs and career pathways. Students should be able to complete the modules and utilize the tools through the Job Seekers Guide and communicate why employment matters.Students will identify where they are in the career planning process.Work-Based Learning: Experience and gain knowledge about the workplaceClassroom-based and/or Community-basedDuration: Up to 8 hoursInvite guest speakers, arrange employer anize work site tours for students with disabilities to learn about necessary job skills.Coordinate job shadowing, informational interviewing and/or field trip experiences to observe workers in identified fields of interest.Make connections for students with disabilities to network with mentors. Students will participate in work site tours and job shadowing experiences at community businesses.Students will learn appropriate work site behaviors.Students will obtain first-hand knowledge of work settings including, but not limited to: duties, daily expectation on productivity/output, shifts, accommodations, compensation, and unwritten rules of work. Students will apply the knowledge and tools they have learned. Students will learn the importance of networking and begin documenting resources within their networks.Counseling on Postsecondary Opportunities: Explore training options available after graduationClassroom-based and/or Community-basedDuration: Up to 8 hoursProvide information about degrees and industry recognized credentials (e.g., certifications, licensures, etc.) through training programs, community colleges, and universities.Provide information about preparing for postsecondary training and how to succeed. Provide information about the application and admissions process, disability related services, career services, and other available resources.Assist with financial literacy components, including budgeting and work incentives and provide information about student aid options like the Free Application for Federal Student Aid (FAFSA) and scholarships. Students will complete a self-evaluation to identify their potential needs*. Students will understand postsecondary opportunities, including college/university and other adult learning options. Students will have information about admissions processes, financial aid, and disability-related services. Students will be aware of financial literacy, the FAFSA process, and scholarships.Students will be able to articulate the differences between secondary and postsecondary support and accommodations (e.g., interpreting services, service animals, etc.).Students will be knowledgeable regarding resources available.Workplace Readiness Training: Improve social and independent living skillsClassroom-based and/or Community-basedDuration: Up to 8 hoursConduct sessions addressing:Professional Skills: communication with peers/supervisors (verbal and written), teamwork, networking, health/safety, basic customer service, how a business is organized, social skill development such as communication and interpersonal skills, financial literacy, job seeking skills, and understanding employer expectationsPersonal Skills: enthusiasm/good attitude, work ethic, integrity/responsibility, time management, self-Management, life-long learningSelf-representation online, internet safety, job search skills, telecommunications Independent living: budgeting / financial management, hygiene / appropriate dress, community access, transportation, household management, orientation & mobility (O&M) Students will learn appropriate work behaviors and demonstrate the ability to meet employer expectations with regards to timeliness, hygiene, etc. Students will participate in mock interviews, complete application and resume templates, and when possible attend job fairs. Students will complete a pre and post evaluation to measure skill attainment*.Students will demonstrate knowledge of the impact of their personal social media profiles and other communication (e.g., appropriate email address, voicemail message).Instruction in Self-Advocacy: Learn skills needed for greater independenceClassroom-based and/or Community-basedDuration: Up to 8 hoursOrganize self-advocacy, self-determination and leadership development events to help students learn about their rights and responsibilities, how to request accommodations at work or services and supports, and preparation to participate in peer mentoring opportunities. Identify opportunities and practice self-advocacy skills in various settings (e.g., at work, IEP and IPE meetings, requesting accommodations). Develop disability awareness activities and lead discussion on how to disclose disability and disclosure options to employers. Students will have an increased awareness of their rights and responsibilities.Students will learn leadership skills to support success in the workplace.Students will explore and connect with leadership or peer mentoring groups in their communities to expand community networks.Students will identify personal self-advocacy interests and activities to build independence and self-advocacy skills*.* Denotes attachment is required with report submissionThe National Technical Assistance Center on Transition (NTACT) recently published “Best Practices for Pre-Employment Transition Services” as part of their Competitive Integrated Employment Toolkit. The following link takes you to the document which includes both Promising Practices and Predictors for each of the 5 subcategories of Pre-ETS. ResourcesJob Exploration Counseling:OhioMeansJobs K-12 Tools: Employment First Job Seeker’s Guide: Work: Self-Determination Assessment - Transition Assessment - ’Net Interest Profiler - Job Center – Learning About Work - Interview Guide - Learning:Quality Work-Based Learning Toolkit - work-based learning self-assessment tool - on Postsecondary:Overview of College Resources - Transition Guide To Postsecondary Education and Employment for Students and Youth with Disabilities - - college visits – You Visit Readiness Training:Skills to Pay the Bills School Success Checklist - IT - in Self Advocacy:Access to Success - Future Is It Anyway? is Health Care Transition - for Independent Futures - Government Center - Job Accommodations Network - Multimedia Training Microsite - ................
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