Illinois Department of Human Services
division of Rehabilitation Services

Mission

The mission of the Illinois Department of Human Services, Division of Rehabilitation Services, is to assist individuals with disabilities in achieving their goals of employment, education, and independent living.

Vision

Improving the independence of our customers is our only reason for existing. We realize that the skills and abilities of our front line staff are the keys to our success. Embracing, listening to, and collaborating with our community partners will sustain our success.

DHS/DRS will be a customer-driven organization, with all major decisions based on the needs of our customers. Our staff will be informed and valued, pursuing lifelong learning and striving to improve their professional skills. We will create an environment where customers and staff work in partnership, where customers enjoy working with staff, and where staff look forward to coming to work. Finally, we envision an agency where customers feel confident that their goals will be reached.

Values

  • We value DHS/DRS as a workplace that promotes, supports, recognizes, and invests in the importance of having a culturally diverse staff with the skills and knowledge to respectfully provide services to all our customers in a qualitative manner.
  • We value equal participation in society by persons with disabilities.
  • We value situations in which the individual with a disability gets needed service.
  • We value an accessible environment.
  • We value being responsive to the needs and concerns of customers.
  • We value the right of all customers to choose services that enable them to work and live independently in their communities.
  • We value community integration and the customer's right to live in the least restrictive environment.
  • We value lifelong learning for our staff and are committed to providing necessary training to improve their professional skills.
  • We value staff who are creative, well-trained, efficient, and knowledgeable about disability and developing careers for customers and the use of assistive technology.

Introduction to Manual

This Policy and Procedures Manual is a living document developed cooperatively by DHS/DRS and School Partners who serve as members of the Statewide STEP Advisory Council. As a living document this manual has the capacity to change as rehabilitation issues change. As changes occur, the Community Resources Unit and the Statewide STEP Advisory Council will forward all changes to the Director for final approval.

Program Description

Secondary Transitional Experience Program (STEP) is an evaluation, training, and employment program that prepares students with disabilities for transition to employment and optimum community participation during and after high school.

To promote this emphasis, DHS/DRS have established the following Guiding Principles and goals for all S.T.E.P. providers:

  • Vocational skills development in integrated, employer paid, community-based training experiences utilizing on-the-job evaluation, on-the-job training and job coaching which may extend beyond hours of a school day.
  • Training experiences for students in integrated community-based training/work sites.
  • Customized services that are responsive to the individual support needs and learning styles of students and include linkages to education, other agencies and adult services.
  • Compliance with all state and federal Department of Labor (DOL) regulations.

Program Components/Service Descriptions

  • Work-Related Class - Classroom instruction usually conducted within the school setting that includes, but is not limited to, career exploration, job seeking skills, job placement skills, resume writing and job applications, and interviewing skills.
  • Job Shadowing - A method of learning about a job by spending time with a person who is working in the career. Students learn the realities of a job by walking through the day as a shadow of a competent worker. Provides opportunities for students to see if he/she has the ability to perform essential job functions with or without accommodation, to ask questions, to "observe" some job tasks, and to evaluate whether he/she likes the job based on first-hand observations.
  • Independent Living Skills Training - Classroom or community-based instruction beyond that received in a Work Related Class that typically provides training in skill areas other than vocational development that students will need to function independently within the community. Skill areas may include, but are not limited to, use of public transportation, meal preparation, money management, household management, and self-advocacy.
  • Community-Based Experience - Experience in the private or not-for-profit business sector that is competitive and integrated.
  • On The Job Evaluation/Training (OJE/OJT) - A training experience where a person is evaluated in terms of aptitudes and abilities, work speed, work skills, ability to learn, quality of work performed and work behaviors. Used to develop basic job skills that would lead to employment and is utilized until the student is able to perform most or all of the job required job tasks in a timely manner.
  • OJE/OJT Training Funds - Refers to funds used for evaluation, training, and supervision of students who do not meet competitive employment standards. Must be defined as on-the-job evaluation and on-the-job training with specific time frames and training objectives, and a payment schedule that increases employer participation based on the student's progress.
  • Transition Specialist - Transition Specialists (TS) are rehabilitation Counselors, performing established functions and duties prescribed for the general DHS/DRS rehabilitation counselor. TSs serve customers in the Secondary Transitional Experience Program (STEP), or individual customers needing services concurrent with their education or immediately upon exit from school. TSs are employed by school entities and generally funded, in part, by DHS/DRS contracts.
  • On-Campus Experience - Experience in any school setting, closely supervised. Often a student's first training experience, used to identify vocational strengths, and to develop appropriate work behaviors and skills in preparation for community placements.
  • Job Coaching - On-the-job support provided by school personnel to ensure that students with severe disabilities have access to paid, competitive, integrated training experiences in the community. Areas of instruction can include transportation training, systematic task instruction, and networking with family and employers to promote development of natural supports.
  • Other - Specify any other specialized programming or services Provider is providing that supports the student's vocational development and successful transition to employment and community living.
  • Transition Students (from School to Work) - A community based rehabilitation program is often an appropriate venue to serve students transitioning from school to work.

    Students can be served by both the school and a community rehabilitation provider during their final year per counselor's approval. Students must be removed from school STEP Work Verification Sheet before they can be reported on the Community Rehabilitation Program (CRP) Group Billing but should remain on the STEP Flow Chart. An Individualized Plan for Employment (IPE) and NOS (Notification of Services) are required prior to CRP services being initiated.

  • Post Secondary Job Coaching/Supported Employment Program - Competitive employment with ongoing support. Must be approved by vocational rehabilitation counselor/Transition Specialist before services are provided.

Provider Responsibilities/Assurances

  • Ensure program accessibility to all students with disabilities that includes:
    • opportunities to work, with or without individualized supports, in real competitive jobs in the community prior to school exit, and
    • 10-15 hours of work experience for each student per calendar week approved by the STEP Counselor/Transition Specialist (TS), that earns credit towards graduation requirements
  • Provide referral information for DHS/DRS to determine student eligibility for services and approve participation in STEP. This shall include at a minimum:
    • social security number
    • consent for services
    • most recent Individualized Education Program (IEP)
    • existing medical, most recent psychological, record reviews, and social history if available; or
    • any other verification that student has been determined by another educational or governmental agency to be an individual with a disability
  • Develop and monitor a joint educational (IEP), vocational (IPE) plan with students, parents, multi-disciplinary school personnel, STEP Counselor/TS, and adult service providers. STEP Counselor/TS must be involved in any decisions that would alter previously agreed upon STEP programming for individual students, including placement in or removal from training sites. A copy of students' most recent IEP must be sent annually to DHS/DRS while student is in STEP.
    • invite DHS/DRS Counselor/TS to annual IEP staffing at least ten (10) days in advance
  • Secure training sites (approved by STEP Counselor/TS) that are compatible with students' interests and needs using DHS/DRS OJE/OJT Work Site Form
  • Obtain appropriate wage compensation for STEP students in accordance with state and federal labor laws
  • Provide adequate program supervision and personnel to carry out the contracted program of services
  • Submit all billings, reports, and student evaluations as specified in this Manual in a timely and accurate manner
  • Identify potential STEP participants for DHS/DRS referrals
  • Inform parents and students of the availability of STEP and DHS/DRS services, and of their rights and responsibilities in transition planning
  • Comply with all provisions as specified within the agreement
  • Encourage active participation on local Transition Planning Committee(s)
  • Maintain all records five (5) years plus the current year

DHS/DRS Responsibilities/Assurances

  • Provide staff to serve as liaison to STEP who determine eligibility for DHS/DRS services. Duties include, but are not limited to, the following:
    • Provide input into agreement and program development and review/approve billing activities
    • Monitor DHS/DRS OJE/OJT/Work Site Forms
    • Process referrals for STEP participation and notify school of service eligibility date and DHS/DRS case number(s)
    • Document contact with student at least quarterly. May include annual student reviews, work site visits, and classroom visits.
    • Develop joint educational (IEP) and vocational (IPE) plans. STEP Counselor/TS must be involved in any decisions that would alter previously agreed upon STEP programming for individual students, including placement in or removal from training sites. In addition, if special education services are being provided, a copy of student's most recent IEP must be obtained annually to assure ongoing compatibility between student's educational programming and DHS/DRS' services.
    • Transition Planning Committee (TPC) attendance.
    • Maintain all records for five (5) years plus the current year.
  • Transition Advisor to serve as Project Officer to STEP. Duties include, but are not limited to, the following:
    • Develop agreement
    • Provide technical assistance and support in operational procedures
    • Monitor and evaluate contract performance and recommend remediation
    • Participate in TPC activities
    • Conduct on-site program reviews

DHS/DRS Case Management Guidelines

For many students, STEP will be a multi-year program of services that will serve many purposes. As such, case management and status movement decisions need to be responsive to the individual needs and circumstances of each student.

Initially, STEP services may typically reflect those that are necessary to complete the certification of eligibility. Since STEP services are provided in conjunction with a student's educational program, it is important the DHS/DRS' services are compatible with his/her IEP. For this reason, a copy of the student's most recent IEP must be obtained annually while the student is in STEP. Review of the DHS/DRS' case file for a STEP student should clearly show a relationship between the student's IEP and the services that are being provided to the student, regardless of whether the student is completing his/her comprehensive assessment, or is in planned status.

It's important to note that a case must be in certified or plan status in order for work hours and days to apply toward a STEP outcome or paid service.

As soon as the Assessment Summary is complete, but prior to the student's exit from school, an IPE should be written in order to initiate planned services. This movement from a certified status to a planned status will ensure that plans and goals have been developed, linkages for community supports have been established, and services necessary for a successful transition are in place during a student's final year in the program. In the instances where it is not anticipated that competitive employment with or without support will be achieved by the student, cases should be closed before plan development and prior to student graduation/school exit.

As a general rule, the determining factors in case management and status movement decisions of STEP cases should be no different than those of any other customers - based on individual needs and circumstances B and should not be confused with, or driven by, programmatic issues such as those that are unique to STEP.

Transition/STEP cases should be closed as a successful outcome when an IPE has been developed prior to graduation and customers have employment stability a minimum of 90 days.

About Agreements

Annually, DHS/DRS will establish the amount of funds to be set aside for STEP based on the availability of state and federal dollars. Agreement proposals originate and are endorsed by the Transition Advisor based on need and past performance, and must identify local matching funds as part of the application and total agreement amount (not required of non-third party/private programs). Following the Secretary's approval, agreements are issued and distributed by the Office of Contract Administration.

Types of Agreements

The following agreement options are available to both third-party and non-third party providers whose programs offer a full array of services as described in the Program Description section of this Manual.

  • Menu/Rate Based STEP - Provides payment to providers based on services provided to students as specified within the agreement.
  • Performance Based STEP - Based on services offered to students (BASE), and by achieving outcomes (PERFORMANCE). The final payment is based on the level of performance achieved during the agreement period.

Performance Based Guidelines

Performance Outcome is defined as:

Competitive, integrated, unsubsidized community-based work for 240 hours and a minimum of 60 work days.

In addition, the following information is provided for purposes of clarification:

  • "Competitive" means employment in the community which provides an individual at least minimum wage reimbursement and, if applicable, fringe benefits, i.e., vacation, sick leave, etc.
  • "Integrated" means job sites where:
    1. Most co-workers do not have disabilities; and individuals with disabilities are not part of a work group of other individuals with disabilities; or:
    2. Most co-workers do not have disabilities; and if a job site described in (1.) above is not possible, individuals are part of a small work group of not more than 8 individuals with disabilities; or
    3. If there are no co-workers, or the only co-workers are members of a small work group of not more than 8 individuals, all of whom have disabilities; individuals with disabilities have regular contact with non-disabled individuals, other than personnel providing support services, in the immediate work setting.
  • "Unsubsidized" means wages are paid in full by the employer - there are no wage reimbursements from any source, i.e.; DHS/DRS, WIA, etc.
  • Multiple placements can be used to achieve the outcome, which do not have to be consecutive, as long as all other criteria apply, i.e., competitive, integrated, unsubsidized, etc.
  • Holiday, evening, weekend, and summer work schedules can be used to achieve the outcome, as long as the same level of supervision is provided by the Provider that existed during the regular Monday-Friday STEP program. Supervision is generally provided by the Pre-vocational Coordinator, but other Provider personnel may be assigned. Transition Specialists and STEP Counselors, however, may not be assigned to provide program supervision.
  • Students must work for 2 or more hours per work day.
  • If the disability precludes a student's ability to work 2 or more hours per day, a minimum of 1 hour per day is allowed with proper documentation, a goal of increased participation, and DRS Counselor/Transition Specialist approval. For students in this category, an outcome credit may be obtained with 120 hours and a minimum of 60 days.
  • The Transition Specialist/STEP Counselor must document any circumstances that would affect a student's ability to fully participate in 2-3 hours of STEP services per day
  • Work can be with or without support, i.e., job-coaching.
  • Only one outcome credit per student per contract period. This does allow for the possibility of more than one outcome credit on the same student when served during different contract periods, as long as all other criteria are met. It also allows for a carry-over of days from one contract period to the next contract period to count towards an outcome credit, as long as all other criteria are met. The burden of proof for outcome credits lies with the Provider and will be documented by the STEP STUDENT INFORMATION AND FLOW CHART.
  • Providers can claim outcome credits for students who transfer into a program if they can verify that the Performance Outcome criteria has been met, i.e., obtaining documentation from the program that the student transferred from via the STEP STUDENT INFORMATION AND FLOW CHART. The burden of proof lies with the Provider wishing to claim the outcome credit.

Program Evaluation/Agreement Monitoring

Program review, evaluation, and monitoring should be an ongoing process that serves multiple purposes. For DHS/DRS, it assures agreement compliance and quality services based on the Guiding Principles that are the cornerstone of the program. For providers, it provides an opportunity to discuss program needs, future plans, and creative action to further improve and expand services. These opportunities for review and discussion are often through informal contact such as phone calls for problem solving and technical support, in-service meetings with program staff; and formal documentation through annual agreement negotiations and proposals, monitoring reports twice yearly, and on-site reviews conducted at least once every three years.

The Project Officer's Monitoring Report meets DRS' contract monitoring requirements, and is completed by the Transition Advisor after the first semester and at the end of the agreement period.

The on-site review meets DHS contract monitoring requirements and is completed by the Transition Advisor.

Resolution of Differences

Agreement disputes shall be resolved at the local level involving both DHS/DRS and provider staff. In the event that such disputes cannot be resolved at this level, the provider or DHS/DRS supervisor shall submit in writing to the Community Resources Administrator a summary of the issue and action needed to be resolved.

The Administrator of Community Resources will be the final level of the appeal, will review the issue, and render a written decision within ten working days. Copies of the final decision will be sent to the Provider, Rehabilitation Services Supervisor, and the Transition Advisor.

Amendment

Formal document altering one or more provisions of the agreement, effective on the date of the DHS/DRS Director's signature. All amendments MUST be initiated and submitted to Transition Advisor prior to April 1.

Modification/Authority

Changes existing budget line item amounts that don't require an amendment. Maximum modification amount is 10% of DHS funding total.

Changes MUST be within the limits of the modification authority with written notification to Transition Advisor prior to June 1.

Providers Note

All amendments MUST be initiated and submitted to Transition Advisor prior to April 1.

Modifications MUST be initiated and submitted to Transition Advisor prior to June 1 of the agreement period.

General Information

The following information is critical to ensure timely payments and program operations:

  • Billings are to be completed on a monthly basis. Match expenditure reports are submitted at least quarterly.
  • Incomplete, inaccurate forms required for payment will result in delayed payments.
  • Non-compliance per Provider Responsibilities/Assurances may result in suspension of payments until DHS/DRS is satisfied that compliance concerns have been addressed.
  • The final billing should be clearly marked as such on all forms required for payment.

If Amendment or Modification is needed, contact Transition Advisor.

Paperwork - Gotta Have It! Who Gets What When

Document What Is It? Who Gets It? When Do They Send It?
OJE/OJT Work Site Form Describes Student=s Work site, Supervisor, Job Title, Job Duties, and Work Schedule as well as information re: wages and who is paying STEP Counselor or Transition Specialist before start of any job
Student Evaluations Quarterly Evaluation completed by work site supervisor STEP Counselor or Transition Specialist due each quarterly grading period
Student Time Sheets Document that details the dates and hours student worked. Can be an employer generated document, student kept calendar, Pre-voc generated document STEP Counselor or Transition Specialist by the 15th of the following month
STEP Training/ Work Verification Sheet Monthly report of students who worked that month. Used to track program participants, hours worked, status and performance contract information. STEP Counselor or Transition Specialist, then Project Officer, then Contract Unit by the 15th of the following month
Quarterly Match Report Identifies the cost of the school personnel involved in STEP for the time they are released to do it. STEP Counselor or Transition Specialist, then Project Officer, then Contract Unit by the 15th of the month following end of quarter so Oct, January, April and July 15th
Flow Chart Identifies all the students who have been involved in STEP during the contract year and the services and programs in which they have been involved. Also, outcomes, terminations and anticipated need for SEP. STEP Counselor or Transition Specialist, then Project Officer after the end of each semester or quarterly for menu-based contracts
Reconciliation Shows amount of contract, outcomes or services provided, total DHS payments received and money owed to provider or DHS, if any Project Officer, then STEP Administrator and Contract Unit By August 1st

Schedule of Due Dates & Reminders

Date Reminders
July 1

Assure new contract has been received prior to providing services.

Begin new Flow Chart
July 15

June STEP Training/Work Verification Sheet (final billing) due

4th quarter Match Expenditure Report

End of Year Flow Chart Due
August 15 July STEP Training/Work Verification due
September 1

Reminder - Begin new Flow Chart

OJE/OJT Work Site Form completed and approved

Training Memorandum completed
October 15

September STEP Training/Work Verification Sheet Due

1st quarter Match Expenditure Report due
October 30 1st quarter flow chart for menu/rate based contracts due
November 15

Reminder - Student Progress Reports due at end of grading period

October STEP Training/Work Verification Sheet Due
December 15 November STEP Training/Work Verification Sheet Due
January 15

Reminder - Student Progress Reports due at end of grading period

December STEP Training/Work Verification Sheet Due

2nd Quarter Match Expenditure Report

1st Semester Flow Chart due following end of semester
February 15 January STEP Training/Work Verification Sheet Due
March 15

Reminder - Student Progress Reports due at end of grading period

February STEP Training/Work Verification Sheet Due
April 1 Final day for contract amendments
April 15

March STEP Training/Work Verification Sheet Due

3rd quarter Match Expenditure Report
April 30 3rd quarter flow chart for menu/rate based contracts due
May 15 April STEP Training/Work Verification Sheet Due
June 15

Reminder - Student Progress Reports due at end of grading period

May STEP Training/Work Verification Sheet Due