By law, any student with a disability in an approved educational program must:
be informed of pre-ETS and VR Services (under WIOA).
be given the opportunity to participate in Pre-ETS starting at age 14.
be offered a referral to VR services if needed for support after high school.
Please ensure, as highly qualified educators, we are supporting ALL students to reach their highest potential!
In alignment with our transition services, DARS supports students in job exploration counseling, work-based learning, counseling and educational and training options, work readiness training, and instruction in self-advocacy.
What is Pre-ETS?
Pre-Employment Transition Services (Pre-ETS) provide students with disabilities the opportunity to prepare for competitive employment. These services are offered through DARS (Department for Aging and Rehabilitative Services) and are essential for helping students transition successfully into adulthood.
A referral to Pre-ETS should be made if the student:
Is 14 years or older.
Has a disability. (Must have a diagnosis, IEP, or 504 Plan.)
Wants competitive employment.
Can benefit from Pre-ETS services.
Who Should Be Referred to Pre-ETS?
Who Should Be Referred to Pre-ETS?
Students in a self-contained or applied studies diploma track starting at age 14.
Students with an IEP or 504 Plan who want to work and find their disability has created a barrier.
Why is Pre-ETS Important?
Why is Pre-ETS Important?
Pre-Employment Transition Services (Pre-ETS) are essential because they help students with disabilities prepare for life after high school by focusing on skills and experiences critical for success in competitive employment and postsecondary opportunities. Here’s why Pre-ETS matters:
1. Early Preparation for Adulthood
1. Early Preparation for Adulthood
Focus on Future Goals: Pre-ETS introduces students to career exploration and planning early, starting at age 14, giving them time to develop a clear vision for their future.
Skill Development: Students build essential workplace and life skills, such as communication, time management, and self-advocacy, which are foundational for employment.
2. Legal Mandate to Support Transition
2. Legal Mandate to Support Transition
By law, schools and the Division of Vocational Rehabilitation (DVR) must provide transition services to students with disabilities, ensuring they have equitable opportunities to succeed. Learn more about WIOA.
Pre-ETS ensures students with disabilities are not left behind in preparing for competitive integrated employment.
3. Smooth Transition to Adulthood
3. Smooth Transition to Adulthood
Work-Based Learning: Opportunities like job shadowing and internships give students real-world experience.
Individualized Support: Services are tailored to the student’s unique strengths, preferences, interests, and needs.
Postsecondary Readiness: Pre-ETS helps students prepare for independent living and higher education if it supports their employment goals.
4. Barrier Removal
4. Barrier Removal
Pre-ETS addresses challenges caused by disabilities, such as accessing college, navigating the workplace, or developing independent living skills.
Services like job exploration counseling and work-readiness training help students overcome these obstacles.
5. Promoting Equity and Independence
5. Promoting Equity and Independence
Pre-ETS ensures that youth with disabilities have the same opportunities to achieve meaningful careers as their peers without disabilities.
Students gain the confidence and skills needed to advocate for themselves and achieve independence in adulthood.
6. Avoiding Sub-Minimum Wage Jobs
6. Avoiding Sub-Minimum Wage Jobs
Pre-ETS helps students aim for competitive, integrated employment, reducing reliance on outdated, segregated employment options that pay less than minimum wage.
Step One:
Read this: Get to Know Pre-ETS
Pre-ETS offerings start at the beginning of the ninth grade.
Step Four
File Referral:
Hard Copy-Permanent Folder
Electronic Copy-Uploaded to VA IEP
Schedule your student's DARS meeting based on your and your student's schedules.
Families and Case Managers are welcome to attend the meeting with the student; However, only the student is required.
During the first meeting, the referral will guide the discussion based on the support the family is requesting (refer to the last section on the Pre-ETS Referral).
Additional vendor activities may be scheduled as a result of the DARS meeting, and if scheduled, you will receive a monthly update on the student's progress and any data collected for transition planning purposes.
Remember: Pre-ETS stops upon exiting high school! If a student will need support after high school, it is recommended that a VR Referral be offered for the student no later than March in the student's senior year. No referrals are accepted after March for Pre-ETS to allow for VR intake meetings.
If it is determined that a student needs VR Services- If currently in Pre-ETS, the DARS counselor can initiate the VR intake meeting. If not, the parent or student is responsible to call the DARS meeting and request an adult referral. Adult referrals can be completed at any time in a person's life when trying to gain competitive employment.
Teacher Referral Form
Parent/Student can call and make an appointment:
Located in: Executive Tower / TREFO INC.
Address: 2101 Executive Dr Suite 203, Hampton, VA 23666
https://www.dars.virginia.gov/drs/vr/default.htm#who -Website with all the details.
Note on DARS Support and transitioning to VR Services
Note on DARS Support and transitioning to VR Services
DARS supports students with independent living and college skills when disability-related challenges in these areas impact their ability to achieve employment goals only.
Students identified by the IEP team as needing support after graduation should be referred to VR services by March in their Senior Year of high school or earlier.
For students who need more intensive supports before exiting high school, VR referrals can be made as early as age 14.
📍Directions for Families: Map to the DARS Office in Hampton
fillable DARS VR ref form.pdfPre-ETS Counselor Role:
implement effective strategies to increase the likelihood of independent living and inclusion in communities and competitive integrated workplaces;
develop and improve strategies for individuals with intellectual disabilities and individuals with significant disabilities to live independently, participate in post-secondary education experiences, and obtain and retain competitive integrated employment;
provide instruction to vocational rehabilitation counselors, school transition personnel, and other persons supporting students with disabilities;
disseminate information about innovative, effective, and efficient approaches to achieve the goals of this section;
coordinate activities with transition services provided by local educational agencies under the Individuals with Disabilities Education Act (20 U.S.C. 1400 et seq.);
apply evidence-based findings to improve policy, procedure, practice, and the preparation of personnel, to better achieve the goals of this section;
develop model transition demonstration projects;
establish or support multi-state or regional partnerships involving States, local educational agencies, designated State units, developmental disability agencies, private businesses, or other participants to achieve the goals of this section; and
disseminate information and strategies to improve the transition to post-secondary activities of individuals who are members of traditionally unserved populations.
attend individualized education program meetings for students with disabilities, when invited;
work 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;
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
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.).
When students move from Pre-ETS to Adult Services (VR), the Pre-ETS Counselor will still support the student while in school and develop their Individualized Employment Plan (IPE)
When students move from Pre-ETS to Adult Services (VR), the Pre-ETS Counselor will still support the student while in school and develop their Individualized Employment Plan (IPE)
Every student on a VR caseload has an Individualized Plan for Employment (IPE), which outlines their employment goals and services.
Why Align the IEP with the IPE?
Ensures consistency between school and adult services.
Provides a smooth transition after graduation without disrupting supports.
Helps the student stay connected to the right services for their Postsecondary Goals (PSGs).
Contact your Transition Specialist to obtain a copy of the IPE for students with VR services.
🚨 Notes for Teachers
🚨 Notes for Teachers
Refer students early to ensure they have the support they need to reach their PSGs.
Aligning IEP and IPE goals ensures continuity in services and a smooth transition upon exiting.
Keep parents informed about the benefits of Pre-ETS and VR to build collaboration.
Pre-ETS is a critical resource for empowering students with disabilities to succeed in work and life. Your role in identifying eligible students and guiding them through the referral process is critical!
Current Planned Coordinated Service Providers
Pre-ETs Coordinated Services- Hampton High School
Vendor: Versability
Pre-ETs Coordinated Services- Phoebus High School
Vendor: The Choice Group
Vendor: Insight Enterprises
Pre-ETS Coordinated Services- Kecoughtan High School
Vendor: Community Knights
Vendor: Wright Choices
Pre-ETS Coordinated Services- Bethel High School
Vendor: Didlake
Vendor: Community Knights
Vendor: Peers RSV
Pre-ETS Bridgeport Academy
Vendor: RAMP
Suggested Alignment of Services
Ninth Grade
Annual Planning Meeting
Work Readiness Training
Self-determination
Tenth Grade
Annual Planning Meeting
Employment Counseling (WBLE)
Eleventh Grade
Annual Planning Meeting
Training Exploration
(College Visit)
Twelfth Grade
Annual Planning Meeting
Paid Internship
Transportation
Click here to explore different Pre-ETS Activities
DARS Service Providers with Required Materials for Participation
Vendors Currently in use by HCS
DARS Direct Contact Information:
For IEP Invites:
DARS Counselor: Ayesha Cole (All Schools)
Email: ayesha.cole@dars.virginia.gov
DARS Counselor: Hearing Impaired: Sheri Shimada
Email: sheri.shimada@dars.virginia.gov
Pre-Scheduled DARS Meetings run 9 AM-2:30 PM, October-April, and are scheduled through the DARS Calendar found here. Each school offers a specific day for DARS meetings. DARS cannot meet with a student without consent. This schedule is for DARS meetings only. Transition meetings can be scheduled by contacting the transition specialist directly at 757-871-0012.
Hampton High School: First Monday
Kecoughtan High School: Second Tuesday
Bridgeport Academy: Third Monday
Bethel High School: Third Tuesday
Phoebus High School- Fourth Monday
Middle School Coordination will be held as requested.
Non-traditional Schools and HCS Affiliation as requested.
Some months may not go as scheduled if school is closed or testing is in progress. A makeup scheduled day may be offered. Please check with the Program Advisor for more details.
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