3-Attachment D- Approved Billable.docx
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- Attached to
- MK26-1 Pre-Employment Transtion Services
- Solicitation number
- MK26-1
- Issued by
- Utah
About this file
This document is Attachment D detailing Approved Billable Pre-Employment Transition Services (Pre-ETS) for the Utah Department of Workforce Services (DWS) and Utah State Office of Rehabilitation (USOR). The contract opportunity seeks providers to deliver comprehensive pre-employment services for students with disabilities, with a contract length of 4 years. The procurement aims to establish multiple contracts to provide services across five primary activity areas: Job Exploration Counseling, Workplace Readiness Training, Instruction in Self-Advocacy, Counseling on Post-Secondary Opportunities, and Work-Based Learning Experiences.
The services are structured in tiered learning experiences, ranging from initial counseling and skill development to unpaid and paid work-based learning opportunities. Specific requirements include completing minimum activity benchmarks within each service category, such as conducting intake assessments, career pathway exploration, mock interviews, campus visits, and facilitating work experiences lasting between 2-10 weeks. Contractors must support students and employers throughout these experiences, ensure wage compliance, and align activities with individual student interests and preferences. The contract will be awarded based on proposal point scoring until available funding is allocated, with vendors required to guarantee pricing for the first year of the four-year contract term.
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ATTACHMENT D
APPROVED BILLABLE PRE-ETS ACTIVITIES
Pre-Employment Transition Services (Pre-ETS) 2025
Job Exploration Counseling (must have completed at least 6)
1. Intake/student needs assessment.
2. Completed an interest survey.
3. Utilized labor market information (ONET, Keys to Success, career index plus) to teach the student how to explore career pathways.
4. Identified career pathways unique to the student’s interest.
5. Explore how assistive technology, and other types of accommodations can be utilized in various employment settings or career fields.
6. Assist the student in learning about skills, academic/training requirements, and any physical or environmental demands required for employment in various career fields.
7. Coordinate opportunities for mentorships and opportunities for employers to meet with students either in person or virtually to describe their work, postsecondary education and training, early interests in careers, and personal information that informed their career decisions.
8. Attend a mentoring event or career fair to learn about jobs and hiring practices.
9. Help students create a jobs.utah.gov account to link to available jobs in the community.
10. Other as approved by DWS-USOR prior to service delivery.
Workplace Readiness Training (Must have completed at least 7)
1. Teach students strategies to promote independence at work such as time management, moving from task to task, and self-monitoring production and work quality/performance.
2. Provide opportunities for students to practice problem-solving skills, conflict resolution, and adaptability/flexibility through various workplace scenarios.
3. Coordinate opportunities for students to learn how to communicate effectively on the job (e.g. verbal, written, other communication devices), understand the importance of body language, act professionally and interact appropriately with supervisors and co-workers through the use of role playing, watching videos, etc.).
4. Create or update resume/portfolio/visual resume and/or cover letter with student.
5. Complete or update a master application with student.
6. Create or update elevator pitch and practice with student.
7. Complete mock/practice interview with student, including appropriate dress for interview.
8. Provide opportunities for students to learn and practice personal care (dressing, grooming, and hygiene), by incorporating activities such as “dress for success”.
9. Identify resources and set up opportunities in the community to teach students money management, general financial literacy, connect students to work incentives planner (if appropriate).
10. Conduct travel training and/or orientation and mobility skills training, including opportunities to safely navigate the public transit system, use ride share apps, follow google maps, etc.
11. Assist student to establish an appropriate email address and are able to send/receive emails.
12. Facilitate discussions with students regarding the importance of reviewing job descriptions, taxes, benefits/compensation, workplace expectations, and evaluation/performance appraisals.
13. Other as approved by DWS-USOR prior to service delivery.
Instruction in Self-Advocacy (must have completed at least 5)
1. Have the student establish relevant personal self-advocacy goals for the year (for example, keeping a calendar, making medical appointments, ordering books in alternate formats).
2. Provide opportunities for students to practice discussing their individual strengths and challenges and how their disability may impact work performance.
3. Connect students with peer mentors to talk about their experiences with self-advocacy in employment and/or post-secondary training.
4. Offer lessons on disability disclosure, how to advocate for their rights and responsibilities, and use role playing activities to allow students to practice.
5. Help students prepare to lead their own IEP or 504 meeting. Identify existing resources to teach students how to prepare for (e.g. ppt presentations, video clips, etc.), and lead the meeting.
6. Instruct students on decision-making (including supported decision-making), and opportunities for students to learn goal-setting and attainment, and practice problem-solving.
7. Instruct students on how to identify support needs, explore websites such as the Job Accommodation Network (JAN), and request and utilize accommodations and/or modifications in a variety of settings.
8. Provide opportunities for students to learn and demonstrate independence, leadership skills, assertiveness, listen to other’s opinions, and evaluate options.
9. Assist students in finding opportunities to learn about selective service, voting, and other civic duties and privileges.
10. Other as approved by DWS-USOR prior to service delivery.
Counseling on Post Secondary (must have completed at least 6)
1. Plan and arrange visits to local post-secondary education campuses.
2. Coordinate opportunities for students to participate in events at local college campuses.
3. Help the student complete a college application(s).
4. Help student research and/or apply for potential scholarship and grant opportunities.
5. Offer lessons on financial planning and budgeting for college.
6. Research and/or apply for financial aid opportunities such as Pell grants, ABLE (Achieving a Better Life Experience) accounts, and PASS (Plan to Achieve Self-Support) plans.
7. Educate students on differences between high school and college/post-secondary training programs.
8. Help students with time management skills in preparation for post-secondary education experiences.
9. Counsel students regarding the importance of networks of support, independent living options and community participation in relation to participating in post-secondary education opportunities.
10. Educate students about accommodations and resources available at college disability service offices.
11. Other as approved by DWS-USOR prior to service delivery.
Work Based Learning Experiences (Tier 1) Work-Site Learning (Must have completed 3)
1. Help students connect with opportunities for tours with businesses from diverse career pathways to learn about the business, meet employees, ask questions and observe work in progress.
2. Help students prepare for and complete informational interviews to learn about career pathways.
3. Organize and help students prepare for and complete job shadowing opportunities.
4. Participate in a disability mentoring event
5. Other as approved by DWS-USOR prior to service delivery.
*Can complete activities 1, 2, 3 up to 3 times as allowable billing
Work Based Learning Experiences (Tier 2) -Unpaid Experiences (must have completed all)
1. Create opportunities for unpaid work experiences within the local community such as volunteer positions and internships.
2. Must be 2-6 weeks in length.
3. Must be based upon students interests and work preferences.
4. Must be complaint with the Fair Labor Standards Act.
5. Contractor must support student and employer throughout the experience (if applicable).
Work-Based Learning Experiences (Tier 3)- Paid Experiences (must have completed all)
1. WBLE must be 4-10 weeks in length and not exceed three (3) calendar months to complete.
2. The student must work at least six (6) hours per week and not over 20 hours per week unless approved in advance by DWS-USOR.
3. The student must have been paid wages that are commensurate with the starting wage for individuals without disabilities for that position (and must be at or above minimum wage).
4. The WBLE must be in alignment with the student’s interests and preferences.
5. Contractor must support student and employer throughout the experience (if applicable).
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