Pre-ETS Required Activity Examples

Transcription

1 Pre-ETS Required Activity Examples There are five activities that WIOA requires vocational rehabilitation programs to perform as a part of their pre-employment transition services. Here s an overview of the five required activities. Job Exploration (Career) Counseling This counseling can include a variety of professional activities that help with career-related issues. Career counselors work with youth seeking to explore career options, experienced professionals contemplating a career change, parents who want to return to the world of work after taking time to raise their child, and people seeking employment. It s offered in various settings in groups and individually, in person and virtually. It s intended to foster motivation, consideration of opportunities, and informed decisionmaking. Real-world activities reinforce the relevance of high school and postsecondary education. Job exploration counseling can be done in conjunction with private, for-profit, public, or nonprofit businesses in your community and through web-based resources. Job exploration counseling may include: Administration of vocational interest inventories The student s vocational interest inventory results Identification of career pathways that interest students The labor market In-demand industries and occupations Nontraditional employment options Students may participate in pre-employment transition services or transition services through VR or education. Counseling on the results of these activities can help to identify viable career options or solidify careers that a student will want to explore further. Other job exploration activities may include: Career Awareness Career Speakers Career Student Organization

2 Work-Based Learning Experiences These may include in-school or after-school opportunities, experiences outside of the traditional school setting, and/or internships. Work-based learning is an educational approach that provides students with the knowledge and skills to connect school experiences to real-life work activities and future career opportunities. Direct employer or community involvement is essential to ensure in-depth student engagement. These opportunities are meant to engage, motivate and augment the learning process. Work-based learning experiences may include: Apprenticeships (not including pre-apprenticeships and Registered Apprenticeships) Job Shadowing Career Mentorship Career Related Competitions Informational Interviews Paid and Unpaid Internships Practicum Service Learning Student-Led Enterprises Simulated Workplace Experience Paid and Unpaid Work Experience Volunteering Workplace Tours/Field Trips Counseling on Opportunities for Enrollment in Comprehensive Transition or Postsecondary Educational Programs Maximum flexibility in the career decision-making process is important in the early phases of postsecondary education planning. This includes gaining an awareness of career pathway options and labor market realities and projections. The US Department of Labor lists career clusters to help schools provide instruction and monitor student experience. The 16 broad categories encompass virtually all occupations from entry through professional levels, requiring varying degrees of education and training, as exemplified by the sample careers within each cluster.

3 Choosing a career requires student exploration and planning. It is important that students connect the present to the future and essential that they see how skill development and knowledge relate to future opportunities in postsecondary education settings and employment. Individualized student strategies to support a smooth transition from high school to postsecondary education include: Documenting academic accommodations Advocating for needed accommodations and services Identifying interests, abilities, talents, needs, learning style preferences, and goals Promoting use of executive function skills Assisting with researching career and postsecondary education options Promoting participation in postsecondary education preparation classes, etc. Connecting to postsecondary education resources, services, and websites Promoting use of self-advocacy skills Assisting with the application and enrollment process Identifying financial aid options Suggesting career vocational assessments Familiarizing students with education and vocational laws Identifying technology needs Identifying admission test accommodations Attending college fairs and tours Applying for vocational rehabilitation services, if eligible Provide postsecondary education information to family members Accessing services and support from service agencies, if eligible It is essential that students and their family members are provided information and guidance on a variety of postsecondary education and training opportunities,including: Community colleges (AA/AS degrees, certificate programs, and classes) Universities (public and private) Career pathway related workshops and training programs Trade and technical schools Military service Postsecondary programs at community colleges and universities for students with intellectual and developmental disabilities

4 Workplace Readiness Training to Develop Social Skills and Independent Living Workplace readiness includes a number of skills that employers seek, sometimes called soft skills, employability skills, or job-readiness skills. Training can help prospective employees learn how to interact with supervisors and coworkers. Employers value employees who can communicate effectively and act professionally, no matter what technical skills a job may require. Specific social and interpersonal skills include: Communication Positive attitude Teamwork Problem-solving Talking and writing Cooperation Active listening Decision-making Conflict resolution Body language Empathy Professionalism Good manners Supporting others Respectfulness Independent living skills include: Good hygiene Time management Healthy habits Using a cell phone Using transportation Money management Nutrition and meal preparation Accessing community services and support Community participation Civic responsibility Community safety Developing friendships Appropriate dress Appropriate behavior In addition to programming to develop social skills and independent living, workplace readiness training may also include: Financial literacy Orientation and mobility skills Job-seeking skills Understanding employer expectations Other soft skills necessary for employment

5 Instruction in Self-Advocacy Self-advocacy is an individual s ability to effectively communicate, convey, negotiate, or assert their interests and desires. Self-determination means that individuals with disabilities have the freedom to plan their lives, pursue the things that are important to them, and experience the same opportunities as other people in their communities. It means taking the responsibility for communicating one s needs and desires in a straightforward manner to others. The development of self-advocacy skills should be started at an early age. These skills will be needed in education, workplace, and community settings. Self-advocacy skills include: Self-awareness Disability understanding Disability disclosure Decision-making Setting goals Evaluating options Identifying independence accommodations Requesting and using accommodations Knowing rights and responsibilities Self-determination Knowing how to request and accept help Intrinsic motivation Taking a leadership role in support plans Assertiveness Listening to others opinions Problem-solving Monitoring progress Positive self-talk