NC EIPD outlines Pre‑ETS and VR continuum for transition‑age youth; federal oversight shift noted

Stephanie Haines, chief of the Pre‑ETS program, transition and independent living at the North Carolina Division of Employment and Independence for People with Disabilities (EIPD), told an Inclusion Works lunch‑and‑learn that Pre‑employment transition services (Pre‑ETS) are designed to help transition‑age youth with disabilities move from school to postsecondary education, competitive employment and independent living.

Haines said the VR program’s authority stems from the Rehabilitation Act of 1973 and the Workforce Innovation and Opportunity Act of 2014, and she urged participants to follow an ongoing federal change: “we've just been notified that... the Office of Special Education and Rehabilitative Services, which our program falls under, that, has been moved to the federal Department of Health and Human Services,” she said, asking listeners to “stay tuned for more information.”

The presentation explained why that legal and administrative context matters locally: Pre‑ETS is limited to students with disabilities who are enrolled in secondary or recognized postsecondary programs and generally are age 14–21 (up to 22 if served under an IEP). Haines summarized the mandate and school‑level deadlines that shape local planning: “At age 14, there needs to be a statement of initial transition... By age 16, we need to have the transition component of the IEP, which defines measurable postsecondary goals,” she said.

Haines reviewed the five required Pre‑ETS activities: job exploration counseling; work‑based learning experiences (job shadowing, internships, workplace tours); counseling on postsecondary education and supports; workplace readiness training (soft skills, financial literacy, job‑seeking skills); and instruction in self‑advocacy and leadership. She emphasized evidence‑based practices that predict post‑school success—career technical education, paid work experiences, inclusive general education exposure and strong family engagement.

On funding, Haines said the state must reserve a portion of federal VR dollars for Pre‑ETS: “We actually have to set aside 15% of our federal VR grant, to make Pre‑ETS available to students with disabilities in our state,” she said, and described coordination with state and local education agencies to identify students and deliver services.

Haines also described the broader VR continuum: Pre‑ETS as early, more general services; transition services tailored to individuals (ages 14–24) provided to VR‑eligible youth; and individualized employment‑related services for VR‑eligible individuals pursuing competitive integrated employment. She explained eligibility for individualized VR services requires a physical, mental or sensory impairment that creates substantial barriers to getting or keeping paid, competitive work and a demonstrated need for VR services to achieve employment outcomes.

In Q&A, participants asked whether EIPD provides testing for developmental delays or autism. Haines said assessments are performed as needed to develop an individualized plan for employment, but EIPD does not uniformly conduct psychological testing for every applicant: assessments are used to clarify individual impairments or service needs. She advised participants to contact a person's VR counselor or the local EIPD office for case‑specific questions and for help locating local offices or phone numbers.

The webinar concluded with logistics: presentation slides and the recording will be posted on the Inclusion Works website, a brief survey will follow, and the next Inclusion Works lunch‑and‑learn is scheduled for Wednesday, Aug. 19 at noon.