Pathways 444-30-3333 Pathways to Partnerships Local Schools

Summary Information

Awarding Agency Name Illinois Department of Human Services
Awarding Division Name Division of Rehabilitation Services
Agency Contact David Kuriniec david.kuriniec@illinois.gov
Announcement Type Non-Competitive
Funding Opportunity Title Pathways to Partnerships
Funding Opportunity Number N/A
Application Posting Date N/A
Application Closing Date N/A
Catalog of State Financial Assistance (CSFA) Number 444-30-3333
Catalog of State Financial Assistance (CSFA) Popular Name Pathways to Partnerships Local Schools
Catalog of Federal Domestic Assistance (CFDA) Number(s) 84.421

Applicant Eligibility

1.Scope of Services

The Division of Rehabilitation Services requires the timely execution of all initial and amended contractual agreements. Vendors will have 14 business days to sign and return the required contract documents issued by the State, which may include one or more of the following: initial contract signature page, amendment page, Financial Disclosures and Conflicts of Interest, and the Taxpayer Identification Page. Non-compliance may result in a modified start date of the contract to align with the vendor's submission of the required execution documents. Vendors will not be reimbursed for services provided in advance of the modified start date. When a contract amendment is issued to reduce the value of the contract, non-compliance may result in the full de-obligation of the contract balance regardless of the amended amount.

The Final Reconciliation of a contractual agreement will follow prescribed timeframes communicated annually to community providers.

This contract is for purchase of care services related to the Illinois Pathways to Partnerships Project, an innovative model demonstration project funded by the US Department of Education Rehabilitation Services Administration, aimed at improving transition outcomes, competitive integrated employment (CIE), and independent living outcomes for students with disabilities ages 10- 24 across the State. IPPP will deliver an innovative Pre-Employment Transition Services (Pre-ETS) model that includes services and supports for families as well as students. It will begin transition support as early as age 10 and follow students through school, aiming to increase the number of students who go on to post-secondary education and competitive integrated employment. Pre-ETS include:

  1. Job Exploration Counseling: This can be offered individually or within a group setting: career exploration for in-demand occupations, as well as nontraditional employment; labor market trends; career interest inventories and identifying careers of interest to the student.
  2. Work-based learning experiences: Work-based learning experiences, which may include internships and apprenticeships that are provided in an integrated environment to the maximum extent possible. These will include: On-the-job experiences and On-the-job training, Employer Paid Work experiences, Work-Site tours to learn about necessary job skills, job shadowing, mentoring opportunities in the community, internships, apprenticeships, short-term employment or fellowships.
  3. Counseling on Post-Secondary Education: This can be offered individually or within a group setting. Counseling on opportunities for enrollment in comprehensive transition or post-secondary education programs at institutions of higher education. This would include advising students and parents or representatives on academic curriculum, career options, providing information about college applications and admission processes, completing the FAFSA, advising on the types of academic and occupational training needed to succeed in the workplace, or providing disability support services.
  4. Workplace Readiness Training: This can be provided individually or within a group setting. These are skills received beyond that received in a work-related class. This 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, communication and interpersonal skills, job seeking skills, understanding employer expectations and are tailored to the individual's needs.
  5. Instruction in Self-Advocacy: This can be offered individually or within a group setting. Learning about rights, responsibilities, and how to request accommodations or services as well as being able to communicate any thoughts, concerns or needs while seeking services. Conducting informational interviews, mentoring with educational staff, employers, individuals in the community, or other areas and participating in youth leadership activities are all examples.

LEA will play a critical role in the implementation of IPPP. First, LEA must identify students for participation IPPP, designate staff to attend targeted training on the theory and application of the model, and hold at least one event for students and their support systems to explain the model. students and their families. In addition, to ensure a continuous feedback loop, the IPPP must form an advisory committee, at least 10% of which must be students with disabilities and their support systems.

2.Deliverables

1. Identify up to 63 students to participate in the pilot of the IPPP model.

Deliverable: list of students and contact information along with a coordinated educational (IEP), or 504 Plan vocational (IPE) plan-whichever is applicable

2.  Designate staff to be trained on the IPPP model.

Deliverable: list of staff to be trained and their contact information.

3. Collaborate with assigned CIL to determine intervals at which curriculum will be taught.

Deliverable: Proposed schedule for CIL curriculum to be administered to IPPP students.

4. Hold at least one event for IPPP students and their families The event should introduce the IPPP model while highlighting Pre-ETS and related topics.

Deliverable: Event attendance sheet and presentation materials.

5.  Designate staff and students and their support systems for potential participation on the advisory committee.

Deliverable: list of names and contact information for designees.

Reporting requirements

Submit quarterly and annual reports in a form prescribed by the Department. Comply with any other request or direction from the Department or its contractors, including entering into a data sharing agreement with evaluators and collection/reporting of specified measures.

3.Performance Measures

  1. Number of students identified to participate in the IPPP with coordinated educational (IEPs), or 504 Plans or vocational (IPE) plans developed--whichever is applicable
  2. Number of staff identified to be trained on the IPPP model.
  3. Number of curriculum schedules provided
  4. Number of events held to explain IPPP model
  5. Number of students/support systems/staff identified for participation in the advisory committee

4.Performance Standards

  1. Identify up to 63 students with copies of each coordinated educational (IEPs), or 504 Plans or vocational (IPE) plans to participate in the IPPP (100%)
  2. Designate no less than 4 staff to be trained on IPPP model. (100%)
  3. Provide at least 1 curriculum schedule. (100%)
  4. Hold one event to introduce the IPPP model. (100%)
  5. Designate 6 students, 12 parents and 4 staff that could be selected to serve on the advisory committee. (100%)