Vermont Work-Based Learning in the IEP: Pre-ETS, VSAC, and Workplace Readiness

Why Work-Based Learning Belongs in the IEP

Work-based learning isn't an extracurricular add-on for Vermont students with IEPs — it's one of the most concrete transition services the school system can provide. When a student's IEP includes measurable postsecondary employment goals under Indicator 13, work-based learning experiences are how those goals move from paper to practice.

The challenge is that many Vermont IEPs list employment goals without connecting them to actual work experiences. A goal that says "the student will develop workplace readiness skills" means nothing without a specific activity, a timeline, and a responsible person. Work-based learning gives that goal a vehicle: job shadows, internships, informational interviews, and paid work experiences that build skills employers actually value.

The Pre-ETS Connection

Pre-Employment Transition Services through HireAbility Vermont are the primary funding mechanism for work-based learning for students ages 14 through 21 with disabilities. Pre-ETS covers five core service areas under the Workforce Innovation and Opportunity Act (WIOA):

1. Job exploration counseling — career interest assessments, employer site visits, informational interviews
2. Work-based learning experiences — paid and unpaid job placements, internships, on-the-job training
3. Counseling on post-secondary education — exploring college programs, vocational schools, and certificate programs
4. Workplace readiness training — social skills for work settings, professional communication, time management, workplace safety
5. Self-advocacy instruction — understanding your rights as an employee with a disability, requesting accommodations, communicating with supervisors

The critical detail families miss: Pre-ETS does not require opening a formal vocational rehabilitation case with HireAbility. Any student with a disability who is in school — whether they have an IEP or a 504 plan — can access Pre-ETS. The school's transition coordinator or work-based learning coordinator connects the student to HireAbility's Pre-ETS offerings without the eligibility paperwork that a full VR case requires.

VSAC's Role

The Vermont Student Assistance Corporation (VSAC) partners with HireAbility Vermont to deliver Pre-ETS in several regions. VSAC counselors work directly with schools to provide career exploration activities, workplace readiness groups, and post-secondary planning support.

For families, the practical distinction between HireAbility-delivered and VSAC-delivered Pre-ETS is less about quality and more about access. Which entity provides services in your region depends on the local Core Transition Team's arrangements. Ask your child's transition coordinator which Pre-ETS provider serves your school and how to get a referral started.

HireAbility also runs the Earn-and-Learn Program for students 16 and older, which provides paid work experiences specifically designed for career exploration. Unlike unpaid job shadows, Earn-and-Learn puts the student in a real work environment with real compensation — an important distinction for building both skills and confidence.

Writing IEP Goals That Connect to Work

Effective work-based learning goals in a Vermont IEP follow a specific structure. They name what the student will do, where they'll do it, and how progress will be measured. Compare these two approaches:

Weak goal: "The student will improve workplace readiness skills."

Strong goal: "By June 2027, the student will complete a 40-hour paid work experience through HireAbility's Earn-and-Learn program, demonstrating independent task completion and professional communication as measured by the employer's evaluation and HireAbility counselor observation."

The strong goal names the program, sets a measurable outcome, identifies who evaluates progress, and gives a timeline. It also connects directly to a Pre-ETS service — work-based learning experiences — which means there's a funding mechanism and a responsible agency already built into the goal.

When writing or reviewing these goals at an IEP meeting, push for specificity on three points:

• Who arranges the placement? Is it the school's work-based learning coordinator, the HireAbility counselor, or both?
• What type of experience? Job shadow, informational interview, unpaid internship, or paid work?
• How does the school track it? Progress reports should include Pre-ETS activity logs, not just subjective teacher assessments

Community-Based Instruction

For students who need more support before entering a traditional work environment, Vermont schools offer community-based instruction (CBI) — structured learning experiences in real community settings like grocery stores, libraries, and local businesses. CBI teaches functional skills (following multi-step directions, handling money, navigating public spaces) in the environment where those skills actually matter.

CBI isn't a substitute for work-based learning. It's a prerequisite for students who need to build foundational skills before a workplace placement makes sense. The IEP should reflect this progression: CBI during earlier transition years building toward Pre-ETS work-based learning experiences as the student develops readiness.

Making Sure It Actually Happens

The most common failure point isn't goal-writing — it's follow-through. Work-based learning requires someone to find placements, coordinate schedules, arrange transportation, and supervise the experience. In understaffed Vermont districts, these logistics often stall.

Track it yourself. After each IEP meeting, note what work-based learning activities were promised, who's responsible, and when they should happen. Follow up if nothing materializes within the timeframe discussed. The Vermont IEP Transition to Adulthood Guide includes tracking worksheets for exactly this purpose — logging Pre-ETS activities, agency contacts, and meeting commitments so nothing falls through the cracks.

See more Vermont guides →