BASE Program

The five Pre-Employment Transition Services are as follows:

Job Exploration Counseling - To assist students to explore career options and identify career pathways of interest, learn about skills needed in the workplace and for specific jobs, uncover vocational interests, understand the demands of the labor market, and learn about  non-traditional employment options.  
Some sample activities include:
- Administration of vocational interest inventories
- Identification of career pathways of interest to the students
- Career Awareness
- Career Speakers
- Career Student Organization

Work Based Learning Experiences -To assist students to develop work skills through participation in paid and nonpaid experiences in integrated community workplaces, apply classroom knowledge to the workplace, gain understanding of general employability skills (i.e., soft skills) important for success in the workplace, and learn from people currently practicing in the occupations and career of interest to the individual student. This may include in-school or after school opportunities, or experience outside the traditional school setting (including internships) that is provided in an integrated environment to the maximum extent possible.
Some sample activities include:
- Job Shadowing
- Informational Interviews
- Volunteering
- Workplace Tours/Field Trips
- Career Mentorship
- Career Related Competitions
- Internships
- Paid and non-paid Work Experience (non-paid work experience must be in compliance with the Fair Labor Standards Act)

Counseling on Opportunities for Enrollment in Comprehensive Transition or Postsecondary Educational Programs -The post-secondary options that should be explored include: Community
Colleges (AA/AS degrees, certificate programs, and classes); Universities (Public and Private); Career pathways related to workshops/training/apprenticeship programs; Trade/Technical Schools; Military; and, Post-secondary programs at community colleges and Universities for students with intellectual and development disabilities. Assist with researching career and post-secondary educational options.
Individualized student strategies to support a smooth transition from high school to postsecondary education include:
- Discuss the difference between special education services in K-12 education and post-secondary education disability services; 
- Learn about accommodations for college entrance exams;
- Explore post-secondary opportunities associated with career fields;
- Provide resources that may be used to provide financial assistance (scholarships, financial aid etc.) and support individual student success in education and training (i.e., disability support services);
- Provide information about college application and admission processes;
- Complete the Free Application for Federal Student Aid (FAFSA);
- Learn about ABLE (Achieving a Better Life Experience Act) accounts and other financial strategies to save for post-secondary educational or vocational programs;
- Develop “class shadows” in college and vocational training classrooms;
- Advise students and parents or representatives on academic curricula;
- Tour university and community college campuses and talk to disability services on each campus;|
- Plan a visit to local Job Corps campus; and
- Types of academic and occupational training needed to succeed in the workplace.

Workplace Readiness Training to Develop Social Skills and Independent Living - To enhance career exploration and develop soft skills, including social/interpersonal skills, independent living skills, financial literacy, orientation and mobility skills, job seeking skills, and develop understanding of employer expectations for punctuality and performance.
Some sample activities include:
- Coach student on the appropriate use of social media
- Increase financial literacy skills
- Improve travel skills
- Enhance understanding employer expectations
- Improve or develop independent living skills 
- Promote positive social/interpersonal skills 
- Develop job-seeking skills

Instruction in Self-Advocacy -To develop self-advocacy skills, defined as learning how to speak up for oneself, making one's own decisions about their own life, learning how to get information so that the individual can understand things that are of interest to the person, finding out who will support the individual in their journey, knowing one's rights and responsibilities, how to request accommodations or services and supports, problem solving, listening and learning, and peer mentoring, knowing one's rights and responsibilities, reaching out to others when the individual needs help and friendship and learning about self-determination.
Some sample activities include:
- Assist in the development of positive self-identity 
- Define and develop elevator speech
- Increase knowledge of rights and responsibilities
- Develop compensatory skills
- Develop leaderships skills
- Explore proactive vs reactive thinking
- Explore student’s intrinsic and extrinsic motivation
- Promote expressive and receptive skills 
- Develop financial literacy

Who is eligible for Pre-ETS? Student must be between the ages of 14 and 21 and must be eligible for IEP, 504 or has a documented disability. 
Students must not have open cases with ACCES-VR.


How to refer a student for pre-ets? Submit the completed Program Intake and Release Form.

Please contact:

Paris Rich Jr., Program Manager of Youth Services, Building Abilities and Skills for Employment
paris.rich@upstatecp.org or (315) 731-0920

Dawn Gentile, Director of Vocational Services
dawn.gentile@upstatecp.org or (315) 725-2181

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