Pre‑ETS in Ohio: The Complete 2025 Handbook for Families and Schools

by | Oct 15, 2025 | Digital skills, Vocational Rehabilitation

Exploring Careers through Hands-On Learning

Who this handbook is for

  • Families and caregivers of students with disabilities (ages 14–21)
  • Teachers, transition coordinators, and school administrators
  • VR counselors and related service professionals
  • Community partners offering work‑based learning experiences

What you’ll learn

  • Exactly what Pre‑ETS is and the five required activities under federal law
  • Who qualifies in Ohio, and how school IEP timelines align with Pre‑ETS
  • How services are funded and delivered, including school–VR partnerships
  • Practical steps to start services, prepare for meetings, and track progress
  • What outcomes to expect, with current data you can cite confidently

What is Pre‑ETS?

Pre‑Employment Transition Services (Pre‑ETS) are early, foundational VR services that states must make available to students with disabilities to help them explore careers, build work readiness, and prepare for life after high school. Federal regulations specify five required activities that every state VR agency must offer: job exploration counseling; work‑based learning experiences; counseling on postsecondary education; workplace readiness training; and instruction in self‑advocacy. According to the e‑CFR, these five activities define the core of Pre‑ETS (34 CFR §361.48(a)(2)). (For the regulation, see 34 CFR §361.48.)

How eligibility works in Ohio

  • Student definition and age window: In Ohio, “student with a disability” for VR/Pre‑ETS purposes means an individual in a recognized education program who is not younger than 14 and not older than 21. This definition is established in OAC 3304‑2‑59(B).
  • IEP transition alignment at school: Separately from VR, Ohio requires that transition services be included in the IEP no later than the first IEP to be in effect when the child turns 14, and updated annually thereafter (OAC 3301‑51‑07(E)(2)).
  • Access for “potentially eligible” students: Federal rules require states to make Pre‑ETS available statewide to all students with disabilities, including those who are “potentially eligible” and have not yet applied for VR services (34 CFR §361.48(a)(1)).

Why this matters: the school VR “handshake”

Because IEP transition planning begins by age 14 in Ohio, families and schools can introduce Pre‑ETS at the same time. This “handshake” ensures a smoother path from school‑based goals to VR‑supported activities without waiting for a full VR application or eligibility decision. When appropriate, students can move from “potentially eligible” Pre‑ETS into full VR services during or after high school to support job placement and retention. See 34 CFR §361.48(a)(1) for access, and OAC 3301‑51‑07 for the IEP timeline.

The five required Pre‑ETS activities (in plain English)

Federal rules list five services; below is a parent‑friendly explanation with ideas you can use.

  1. Job exploration counseling

  • What it is: Structured guidance to help students discover interests, abilities, and realistic career clusters.
  • What it looks like: Interest inventories, informational interviews, career pathway mapping, and labor‑market discussions tied to student preferences.
  • Where to see it in action on our site: Our Pre‑Employment page outlines how students begin exploring options and set short‑term goals; our Vocational Rehabilitation page shows how exploration evolves into skill building.

2. Work‑based learning experiences (WBLE)

3. Counseling on postsecondary education and training

  • What it is: Guidance on college, apprenticeships, industry credentials, and training options.
  • What it looks like: Campus/program comparisons, financial‑aid basics, disability services introductions, and course planning aligned to a career goal.
  • Where to connect on our site: Align planning through Pre‑Employment and, as students approach graduation, Employment Services.

4. Workplace readiness training

5. Instruction in self‑advocacy (including peer mentoring)

Who provides Pre‑ETS in Ohio and how funding works

  • The state VR agency must make Pre‑ETS available statewide, including to students who are “potentially eligible” and have not applied for VR services. See 34 CFR §361.48(a)(1).
  • Funding: Each state must reserve at least 15% of its VR allotment exclusively for Pre‑ETS and cannot use those funds for administrative costs. See 34 CFR §361.65(a)(3).
  • School partnerships: In August 2024, the Rehabilitation Services Administration (RSA) issued guidance on Third‑Party Cooperative Arrangements (TPCAs) that VR agencies may use with school districts to deliver Pre‑ETS. If your district is exploring a TPCA with VR, consult RSA’s 8/9/2024 guidance.

Getting started: A step‑by‑step path for families and schools

  1. Align IEP and Pre‑ETS timelines

  • Begin IEP transition planning by age 14 (required in Ohio), and invite a VR representative when appropriate so school goals dovetail with Pre‑ETS. Cite OAC 3301‑51‑07(E)(2) in your meeting agenda.

2. Identify the student’s goals and strengths

  • Use age‑appropriate transition assessments and interest inventories. Translate results into specific Pre‑ETS activities (e.g., job shadow in retail, workplace readiness sessions on customer service).

3. Connect with providers and opportunities

4. Document “who does what” and when

  • If the student remains “potentially eligible,” clarify which activities the school provides versus those provided by a VR contractor. If the student applies and is determined eligible for VR, update the plan accordingly and add services under an Individualized Plan for Employment (IPE).

5. Track participation and progress

  • Keep a simple log of dates, hours, and skills practiced for each Pre‑ETS activity. Attach work samples (e.g., customer‑service checklists, reflection journals) and schedule brief check‑ins with the VR counselor.

How Pre‑ETS connects to Onebridge services

What outcomes to expect (with current statewide context)

  • Scale of youth engagement: On OOD’s Statewide Scorecard (covering Oct 1, 2023–Mar 31, 2025), “Transition” participants accounted for 32.73% of individuals served. This underscores the size and importance of student services in Ohio’s VR program. See OOD’s Statewide Scorecard for details.
  • Typical early employment characteristics: In the same dataset, Ohio’s median hourly wage for job placements was $13.00 and median hours per week were 20 (across all participants). For students, these benchmarks help families set realistic first‑job expectations while planning advancement steps. Source: OOD Statewide Scorecard.
  • Historical Summer Youth snapshot: An OOD GovDelivery bulletin (Aug 5, 2022) reported about 2,600 students and 106 VR providers participating in Summer Youth Work Experiences that year. Use this as historical context; current totals are requested from OOD.

Compliance corner: funding, documentation, and partnerships

  • 15% reserve for Pre‑ETS: States must reserve at least 15% of their VR allotment for Pre‑ETS and may not use those funds for administrative costs (34 CFR §361.65(a)(3)).
  • Students who haven’t applied to VR: Pre‑ETS must be available to “potentially eligible” students statewide (34 CFR §361.48(a)(1)).
  • School–VR TPCAs: If your district is exploring a Third‑Party Cooperative Arrangement to coordinate Pre‑ETS with VR, review RSA’s Aug 9, 2024 guidance (TAC 24‑05) and consult your VR agency before finalizing.

Use these checklists to streamline planning.

You may copy them into your district or family binder.

A) Age‑14 Ohio IEP + Pre‑ETS kickoff checklist

  • Add “transition services” to the IEP by age 14; invite VR when appropriate. Cite OAC 3301‑51‑07(E)(2).
  • Identify preliminary post‑school goals and current strengths/interests.
  • Decide which Pre‑ETS activities will start this term (see five activities above).
  • Determine whether the student is “potentially eligible” (Pre‑ETS only) or will apply for full VR services this year.

B) Work‑Based Learning planner (family + school + provider)

  • Select 1–2 career clusters for job shadows.
  • Confirm transportation, supervision, and accommodations in advance.
  • Prepare reflection prompts for after each experience.
  • Log hours, tasks, and skills practiced; discuss progress monthly.

C) Self‑advocacy starter pack

  • Practice a 60‑second “about me” statement.
  • Try a disclosure script (if applicable) and a simple accommodation request.
  • Role‑play common workplace interactions (greeting, asking for help, handling feedback).
  • Reinforce confidence with real‑world practice; for ideas, see our posts on museum learning and community outings.

D) School partnership quick‑start (administrators)

  • Map who provides which Pre‑ETS activities (school vs. VR contractor).
  • Review RSA’s TPCA guidance before designing any cost‑sharing agreement.
  • Establish documentation routines that align IEP progress with Pre‑ETS logs.
  • Use OOD Provider Search to identify potential provider partners.

FAQs

  • Does a student have to apply to VR to receive Pre‑ETS?

    • No. Pre‑ETS must be available to “potentially eligible” students even before applying to VR, per 34 CFR §361.48(a)(1).

  • When can students start in Ohio?

    • Ages 14–21 under OAC 3304‑2‑59(B), and IEP transition planning begins at 14 under OAC 3301‑51‑07(E)(2).

  • What are the required Pre‑ETS activities?

    • The five activities are defined in 34 CFR §361.48(a)(2).

  • How are Pre‑ETS funds set aside?

    • States must reserve at least 15% of VR funds exclusively for Pre‑ETS (34 CFR §361.65(a)(3)).

 

How this handbook connects to additional reading and skill practice.

Point families and staff to practical examples and how‑tos:

 

Next steps for families and schools

  • If you’re a family member: Start with an age‑14 transition conversation at school, then explore our Pre‑Employment pathway to schedule an intro session.
  • If you’re a teacher or transition coordinator: Use OOD Provider Search to locate Pre‑ETS providers and invite VR to your next transition meeting.
  • If your student is approaching graduation: Begin planning for job search and retention with Employment Services and targeted Job Development.
  • If your student needs more community practice: Integrate community skill‑building with Adult Day Services and our Community Day‑Out Activities.

Compliance‑ready citations included in this handbook