Pre-Employment Transition Services – What Are They and Who Is Eligible?

In response to this act, Massachusetts developed a comprehensive workforce development plan involving a number of programs and partners including The Vocational Rehabilitation Program which spans across Massachusetts Rehabilitation Commission (MRC) and Massachusetts Commission for the Blind (MCB). One important aspect of this plan is that MRC must spend at least 15% of its Title I budget on pre-employment transition services (Pre-ETS) for students ages 16 to 22 with disabilities.

Whereas students historically did not begin involvement with MRC Vocational Rehabilitation (VR) services until the age of 18 or until exiting high school, many students on IEPs are now eligible for support at the age of 16 while enrolled in high school. Given that paid employment in high school is a predictor of both college success and adult employment, the opportunity to engage with MRC VR services in high school is an exciting opportunity!

Each Vocational Rehabilitation (VR) Office has contracted with local providers in order to offer services benefiting students in the following areas: Job Exploration Counseling; Workplace Readiness Training, Work-Based Learning Experiences; Counseling on Enrollment in Transition or Postsecondary Educational Programs; and Self-Advocacy/Mentoring Instruction. Often these services include activities like interest assessment, worksite tours, “soft skills” training, travel training, and paid internships.

Also, every public high school has an MRC liaison who often has office hours within the school. These liaisons are able to offer many direct services within the school setting including providing group education and attending IEP meetings when appropriate.

Transition services as part of an IEP process are designed to support students developing skills and making progress towards their postsecondary employment goals. However, educators may not be as familiar with employment trends and entry-level work skills as vocational rehabilitation specialists. The opportunity for a student to work with MRC VR counselor in conjunction with their IEP team creates a wonderful opportunity to make progress toward high school completion requirements while simultaneously preparing to become an employable adult.

To learn more about MRC and Pre-Employment Transition Services, please visit the following links:

• MRC Services for Students and Youth – https://www.mass.gov/service-details/mrc-services-for-students-and-youth
• The Vocational Rehabilitation (VR) Program –https://www.mass.gov/vocational-rehabilitation
• MRC Transition Services Brochure – https://www.mass.gov/files/documents/2016/07/te/mrc-transition-brochure.pdf
• MRC Transition Services Flow Chart – https://www.mass.gov/files/documents/2016/07/nf/mrc-transition-flow-chart-color.pdf

Students with visual impairments may additionally be interested in Pre-ETS services through Mass Commission for the Blind (MCB) VR services:

• Pre-ETS Frequently Asked Questions – http://www.mass.gov/eohhs/gov/departments/mcb/pre-employment-transition/

Kelley Challen, EdM, CAS, is NESCA’s Director of Transition Services, overseeing planning, consultation, evaluation, coaching, case management, training and program development services. She began facilitating programs for children and adolescents with special needs in 2004. After receiving her Master’s Degree and Certificate of Advanced Study in Risk and Prevention Counseling from Harvard Graduate School of Education, Ms. Challen spent several years at the MGH Aspire Program where she founded an array of social, life and career skill development programs for teens and young adults with Asperger’s Syndrome and related profiles. She also worked at the Northeast Arc as Program Director for the Spotlight Program, a drama-based social pragmatics program, serving youth with a wide range of diagnoses and collaborating with several school districts to design in-house social skills and transition programs. While Ms. Challen has special expertise supporting students with Autism Spectrum Disorders, she provides support to individuals with a wide range of developmental and learning abilities including students with complex medical needs. She is also co-author of the chapter “Technologies to Support Interventions for Social- Emotional Intelligence, Self-Awareness, Personality Style, and Self-Regulation” for the book Technology Tools for Students with Autism.

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