Barbara Morell Long Island Advocacy Center The Workforce Innovation and Opportunity Act (WIOA) and Pre-Employment Transition Services (PETS) Barbara Morell Long Island Advocacy Center Adapted from Oregon Department of Education

WHAT WE WILL COVER: What is WIOA? What are Pre-Employment Transition Services (PETS)? Required Activities (5) Authorized Activities (9)

WORKFORCE INNOVATION AND OPPORTUNITY ACT (WIOA) WIOA reauthorizes the Workforce Investment of 1998 (WIA) including the Rehabilitation Act through the year 2020, and was signed by President Obama on July 22, 2014.

OVERVIEW OF WIOA TRANSITION SERVICES 15% Requirement: Requires all states to use at least 15% of section 110 state allotments for provision of pre-employment transition services. The 15% cannot be used to pay for administrative costs of providing the pre-employment transition services Definition of Student and Youth with a Disability: Two new definitions: (1) Student with a disability = 16 to 21 who is eligible for and receiving IDEA services or is an individual with a disability for purposes of section 504. (2) Youth with a disability = 14 to 24. Pre-employment transition services must be provided only to "students with a disability.“ Transition Coordination: Each local VR office must: (1) attend IEP meetings for students with disabilities when invited, (2) work with local workforce development boards, One-Stop centers, and employers to develop work opportunities for students with disabilities, (3) work with schools, to coordinate and guarantee the provision of pre-employment transitions services (4) attend person-centered planning meetings for individuals receiving services [Medicaid] under Title 19 of Social Security Act, when invited. Two new definitions: (1) Student with a disability = 16 to 21 who is eligible for and receiving IDEA services or is an individual with a disability for purposes of section 504. (2) Youth with a disability = 14 to 24. Pre-employment transition services must be provided only to "students with a disability.“ Requires all states to use at least 15% of section 110 state allotments for provision of pre-employment transition services. The 15% cannot be used to pay for administrative costs of providing the pre-employment transition services. Each local office of a DSE must: (1) attend IEP meetings for students with disabilities when invited, (2) work with local workforce development boards, One-Stop centers, and employers to develop work opportunities for students with disabilities, (3) work with schools, to coordinate and guarantee the provision of pre-employment transitions services (4) attend person-centered planning meetings for individuals receiving services under Title 19 of Social Security Act, when invited.

THE PRE-EMPLOYMENT TRANSITION SERVICES (PETS) MANDATE In 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 ACTIVITIES Job exploration counseling Work-based learning experiences Counseling on postsecondary education options Workplace readiness training Instruction in self-advocacy

DISCLAIMER Since WIOA Regulations which describe the implementation processes are expected on July 1, 2016, the following examples for the five required Pre-Employment Transition Services have not yet been published. These descriptions are simply meant to begin the conversation about what Pre- Employment Transition Services might look like, conservatively by January 1, 2017.

Job Exploration Counseling Determine transferable skills, aptitudes, and interests Identify viable employment options Explore labor market and wage information Identify physical demands and other job criteria Narrow vocational options to identify a suitable employment goal Select programs or training leading to an employment goal Investigate admission requirements

Work-Based Learning Experiences 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.); Structured training tied to all aspects of a particular industry; Learning competencies connected to a particular occupation or career; Summer work experiences

Counseling on Postsecondary Education Options Utilizing on-line and other resources that facilitate an understanding of postsecondary education requirements. Understanding how postsecondary education is different than secondary education in terms of reasonable accommodations; how College Disability Resource Centers work; navigating a college campus; utilizing time management skills; accessing academic supports to ensure success at college level work; etc.

Workplace Readiness Training “Soft Skills” training that builds social skills necessary to sustain employment. Sometimes these skills are developed in venues like Job Clubs, classroom activities, internships, 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.

Instruction in Self-Advocacy Increase the ability to articulate one’s needs and make informed decisions about the supports necessary to meet those needs. Provide students with the skills and abilities to: make choices; make decisions; problem solve; set and attain goals; self-advocate; and independently perform tasks. Can be facilitated between a person who has lived through a specific experience (peer mentor) and a person who is new to that experience (the peer mentee).

PETS: AUTHORIZED ACTIVITIES In addition, another set of activities are considered to be authorized if funds are available after providing the required activities. The authorized activities (directly quoted by the legislation) are as follows: 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 educational 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;

PETS: AUTHORIZED ACTIVITIES (con’t) 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 multistate or regional partnerships involving states, local educational agencies, designated state units, developmental disabilities agencies, private businesses, or other participants to achieve the goal of this section; 9. disseminating information and strategies to improve the transition to postsecondary activities of individuals who are members of traditionally un-served populations.

PLEASE HOLD QUESTIONS TO THE VERY END…THANKS!