Pre-ETS is a workforce initiative led by state vocational rehabilitation agencies to broaden transition support by working with students before they exit school (WIOA, 2014). Pre-ETS targets five core activities that promote career development and smooth the path to employment: (a) job exploration, (b) work-based learning experiences, (c) counseling on postsecondary education, (d) workplace readiness skills, and (e) self-advocacy. 

Research highlights several key facilitators of successful pre-ETS services, including instructor autonomy, early intervention, and meaningful activities. Instructor autonomy gives educators more flexibility in how they deliver instruction. This allows educators the freedom to customize activities based on student interests and needs. As a result, programs can become more innovative and better aligned with local job markets (Lau et al., 2024). Early intervention starting with students aged 14-16 provides essential time for career exploration. During these formative years, students can build relationships with transition providers and consistently practice workplace readiness skills needed for long-term success (Lambert et al., 2023; Lau et al., 2024). Meaningful activities help students connect their academic work with career and personal goals. These purposeful experiences create opportunities for deeper collaboration between students, families, and professionals, strengthening the overall transition process (Lambert et al., 2023; Lau et al., 2024).

Educators providing pre-ETS can strengthen their services by focusing on key facilitators that support positive student outcomes. Below are guidelines to assist with effectively implementing pre-ETS services. 

Promote Instructional Autonomy

• Support Flexible Teaching Approaches. Give educators freedom to modify and adapt teaching methods to match their students’ learning styles and needs.
• Use Flexible Materials. Prepare both print and digital versions of instructional materials to accommodate varying student needs and technology access.
• Empower Creativity. Modify lessons to connect work-related skills with classroom activities and daily life experiences.

Emphasize Early Intervention

• Begin Career Exploration Early. Start introducing pre-ETS services to students aged 14–16 to provide ample time for skill development and career planning.
• Provide Repeated Exposure. Use consistent and repetitive career-related activities to reinforce learning and build confidence over time.
• Focus on Realistic Goals. Help students identify their strengths and interests early to guide high school course selection and IEP goals.

Develop Engaging and Meaningful Activities

• Create Interest-Based Activities. Use students’ personal interests to design meaningful activities, such as career exploration projects that align with their hobbies and future aspirations.
• Incorporate Family and Community Input. Gather insights from families and community members to inform and enhance career development activities.
• Incorporate Hands-On Experiences. Provide community-based work experiences or interactive workplace readiness activities to give students practical, real-world exposure.

CRP Pre-ETS Guidebook
Section 1 emphasizes the five basic pre-ETS services and provides examples of activities.

National Technical Assistance Center on Transition: The Collaborative (NTACT)
Provides resources, training, FAQs, and important laws and policies related to pre-ETS.

Lambert, A., McKelvey, S., Evans Getzel, E., Belluscio, T., & Parthemos, C. (2023). Perspectives on the implementation of pre-ETS services: Identification of barriers and facilitators to early career planning for youth with disabilities. Journal of Vocational Rehabilitation, 58, 103-114.
doi: https://journals.sagepub.com/doi/full/10.3233/JVR-230001.

Lau, S.J., McKelvey, S., Gokita, T., Ramsey, H., & Mosely, D. (2024). Facilitators and barriers of pre-employment transition services implementation: Preliminary findings and recommendations. Journal of Vocational Rehabilitation, 60, 253-261.
doi: https://journals.sagepub.com/doi/full/10.3233/JVR-240010. 

Workforce Innovation and Opportunity Act, Pub. L. No. 29 U.S.C 3101 (2014).