Transition Services Program Manual

MISSION

DHS's Division of Rehabilitation Services is the state's lead agency serving individuals with disabilities. DRS works in partnership with people with disabilities and their families to assist them in making informed choices to achieve full community participation through employment, education, and independent living opportunities.

VISION

Improving the independence of our customers is the only reason for existing. We realize that the skills and the 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.

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 looks 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 people with disabilities.
  • We value situations in which the individual with a disability receives needed services.
  • We value an environment that provides comprehensive accessibility to individuals.
  • We value being responsive to the needs and concerns of our customers.
  • We value the right of all customers to choose the 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 the necessary training to improve their professional skills.
  • We value staff who are creative, well trained, efficient, and knowledgeable about disabilities and developing careers for customers, and the use of assistive technology.

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INTRODUCTION TO MANUAL

This Policy and Procedures Manual is a living document by DHS - DRS with contribution from School Partners who serve as members of the Statewide Secondary Transitional Experience Program 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.

Updated: April 2020

Applicable Rules

Provider must comply with all applicable federal, state and local rules and statutes including, but not limited to, the following:

STATE STATUTES

20 ILCS 2405/ Rehabilitation of Persons with Disabilities Act.

20 ILCS 2407/ Disabilities Services Act of 2003.

20 ILCS 2410/ Bureau for the Blind Act.

FEDERAL LAWS

Public Law 113-128 Workforce Innovation and Opportunity Act.pdf

42 USC 7 Social Security Act

GENERAL DIVISION RULES

PART 505 CONFIDENTIALITY OF INFORMATION

PART 510 APPEALS AND HEARINGS

PART 511 GRANTS AND GRANT FUNDS RECOVERY

PART 515 ADVISORY COUNCILS

PART 520 AUTHORIZATIONS

PART 525 GRANTS AND CONTRACTS

PART 527 RECOVERY OF MISSPENT FUNDS

PART 545 RATEMAKING

PART 546 PUBLIC USE OF DHS-ORS FACILITIES

VOCATIONAL REHABILITATION & RELATED PROGRAMS

Federal Regulations

Code of Federal Regulation Title 34, Subtitle B, Chapter III, Part 361 - State Vocational Rehabilitation Services Program Section 361.1 to Section 361.89

http://www.ecfr.gov/cgi-bin/text-idx?tpl=/ecfrbrowse/Title34/34cfr361_main_02.tpl

Code of Federal Regulation Title 34, Part 363 - The State Supported Employment Services Program Section 363.1 to Section 363.56

State Rules

PART 521 PROGRAM DEFINITIONS

PART 530 CRITERIA FOR THE EVALUATION OF PROGRAMS OF SERVICES IN COMMUNITY REHABILITATION AGENCIES

PART 552 REFERRAL FOR VR SERVICES

PART 553 ASSESSMENT FOR DETERMINING ELIGIBILITY AND REHABILITATION NEEDS

PART 557 APPLICATION

PART 562 CUSTOMER FINANCIAL PARTICIPATION

PART 567 COMPARABLE BENEFITS

PART 572 INDIVIDUALIZED PLAN FOR EMPLOYMENT (IPE)

PART 590 SERVICES

PART 595 CLOSURE OF A REHABILITATION CASE

PART 640 PROJECTS WITH INDUSTRY

PART 650 VENDING FACILITY PROGRAM FOR THE BLIND

PART 730 ILLINOIS CENTER FOR REHABILITATION AND EDUCATION/COMMUNITY RESIDENTIAL SERVICES FOR THE BLIND AND VISUALLY IMPAIRED

PART 890 TELECOMMUNICATION DEVICES FOR THE HEARING IMPAIRED.

PROGRAM DESCRIPTION

Fast Track Transition is a program that serves students with disabilities who qualify under the Workforce Innovation and Opportunity Act (WIOA) as potentially eligible individuals. These individuals must: be at least 14 and not older than 21 years of age; be enrolled in an education program; and not already a participant in the DRS vocational rehabilitation program.

PTS-VR is a program that provides Pre-Employment Transition Services to students at Chicago Public Schools.

PTS-VR-CRP is a program where Community Rehabilitation Providers (CRP) assist students at Chicago Public Schools with obtaining an employment outcome. This is met when the customer has worked for 90 calendar days in a competitive, integrated employment setting.

Project SEARCH is a school to work program that takes place entirely at the workplace. It allows for work-based learning experiences, workplace readiness, job exploration and skills training through internships. It is a collaboration between the host business, customer/family, school district, the Community Rehabilitation Program, Workforce Investment Board, Developmental Disabilities and the Division of Rehabilitation Services.

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.

Transition Specialist (TS) program provides a team that includes a Transition Specialist(s), Transition Specialist Aide(s), and a secretary as needed. Customers served by this team are those ages 14 1/2 through their 21st birthday as long as they remain in the school setting. The students with a disability who are served under this program are those in STEP or those with a documented disability and are in need of rehabilitation services prior to leaving the school setting. The services are provided according to the Department of Human Services, Division of Rehabilitation Services (DHS-DRS) policies and procedures. Transition Specialists and the team serve as a liaison between DHS-DRS and the schools and as a facilitator for the customer's transition from school.

Each TS will maintain a caseload of 200-250. They provide services to all eligible students with a disability, whether in special education, joint agreement programs or in regular education programs. They participate in transition planning for customers with disabilities to ensure that appropriate planning, training, and work-based learning experiences will be provided. Identify the customer's post-school desired outcomes, services needed to achieve the outcomes, and the responsibilities of each party in the achievement of the outcome. Enhance DHS-DRS involvement in educational/vocational/rehabilitation planning for students through TS involvement in multi-disciplinary staffing, school/joint agreement personnel meetings and in the development of the Individualized Education Plan (IEP). Coordinate available resources to provide customers information on DHS-DRS, WIOA, and other local/state/federal agencies and organizations.

The TS's facilitate the students in transitioning from school to work. They work closely with school personnel, adult service providers, local DRS staff, and customers/families. TS teams help plan for and provide rehabilitation services through cooperative development of the special education Individualized Education Plan (IEP) and the DHS-DRS Individualized Plan for Employment (IPE). Participate in transition planning for customers with disabilities to ensure that appropriate planning, training, and work experiences will be provided to customers that result in opportunities.

Youth Initiative is a program in which Pre-employment Transition Services are provided to students with a disability by Community Rehabilitation Providers.

As part of the team, the following activities are expected:

  • Consultation with team members in vocational planning
  • Analysis of vocational and educational interests and abilities to facilitate appropriate employability
  • Input into the coordination of planning and service delivery
  • Input into job placement and follow-up of each student
  • Technical assistance to employers

To promote this emphasis, DHS - DRS have established the following Guiding Principles and goals for all providers:

  • Vocational skills development in integrated, employer paid, community-based training experiences utilizing on-the-job evaluation and on-the-job training which may extend beyond hours of a school day.
  • Work-based learning experiences for students in a community-based integrated training or 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 Department of Education 34 CFR based on Rehabilitation Act of 1973 as amended by WIOA.
  • Compliance with all state and federal Department of Labor (DOL) regulations. Compliance information for state and federal labor regulations may be found at https://www2.illinois.gov/idol/Pages/default.aspx. and at www.dol.gov.

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DEFINITIONS

PRE-EMPLOYMENT TRANSITION SERVICES (PTS)

Job Exploration Counseling - Classroom instruction usually conducted within the school setting that could include: 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.

Work-based learning experiences: Work-based learning experiences, which 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. These will include: On Campus OJE-OJT, Community OJE-OJT, 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.

Counseling on Post-Secondary Education: 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, providing information about college applications and admission processes, completing the FAFSA, or providing disability support services.

Workplace Readiness Training - Classroom or community-based instruction 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.

Instruction in Self-Advocacy: 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.

OTHER DEFINITIONS

Community Integrated Employment - Work experience that is competitive, integrated and fully employer funded with no subsidy from any source.

Community On-The-Job Evaluation/Training (OJE/OJT) - A training experience to evaluate student's aptitudes and abilities, work speed, work skills, ability to learn, quality of work performed and work behaviors. This is 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 required job tasks in a timely manner.

Job Shadowing - Is a non-paid learning experience in which time is spent with an individual who is working in the career of interest. Students learn the realities of a job by walking through the day as a shadow of a competent worker. This 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.

Match- State and/or local funding that supports the costs associated with the STEP program within a school district that is not federal funding.

On-Campus OJE/OJT - 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.

Student with a Disability - an individual with a disability in secondary, postsecondary, or other recognized education program:

  • Who is not younger than the earliest age for the provision of transition services under section 614(d)(1)(A)(i)(VIII) of the Individuals with Disabilities Education Act (20 U.S.C. 1414(d)(1)(A)(i)(VIII)
  • If the State involved elects to use a lower minimum age for receipt of pre-employment Transition services under this Act, is not younger than that minimum age
  • Is not older than 21 years of age or if the State law provides for a higher maximum age for receipt of services under the Individuals with Disabilities Education Act, is not older than that maximum age
  • Is eligible for, and receiving special education or related services under Part B of the Individuals with Disabilities Act or:
  • Is a student who is an individual with a disability, for purposes of section 504 of the Federal Register.

Supported Employment Program - Employment that is individualized and customized, consistent with the individual's unique strengths, abilities, interests, and informed choice, including with ongoing support services for individuals with the most significant disabilities.

Transition-means a coordinated set of activities for students or youth with disabilities, and outreach to and engagement of parents or, as appropriate, the representative of students or youth with disabilities.

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 CRP Group Billing but should remain on STEP Flow Chart. Students can be referred for VR services through DHS-DRS prior to being referred to a CRP per DRS counselor approval. An IPE is required prior to CRP services being initiated. In order for a CRP to claim a successful placement closure on a student graduate, the closure must be 90 days post-graduation.

Transition Specialist/Transition Specialist Aide- are liaisons who perform established functions and duties. The TS's serve customers in the STEP program or those in Transition, who need services concurrent with their education.

  • Qualifications: Minimum of bachelor's degree in rehabilitation counseling, special education, education, guidance & counseling or a closely related human services field.
  • Minimum of one year's experience in rehabilitation, special education or closely related human services field.

Transition Specialist Secretary: Provides support to the Transition Specialist. Coordinate daily services, participates in meetings, maintains data, prepares billings and other financial reports.

  • Other duties as assigned. Qualifications: Minimum of high school diploma or equivalent.
  • Computer literacy, knowledge of Business English, Math and general office practices and procedures.

Youth with a Disability - means a youth with a disability that is not younger than 14 years of age and not older than 24 years of age. There is no requirement that a "Youth with a disability" be participating in an education program.

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PROGRAM STANDARDS

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

  1. The following billing sheets are due on a monthly basis: Group Billing Sheet for Project SEARCH and PTS-VR-CRP, STEP Work Verification, and the Transition Specialist Expenditure report.
  2. Fast Track Transition Flow Charts, STEP Student Flow Charts, and Match Expenditure Reports for both STEP and Transition Specialists are all submitted at least quarterly but can be submitted more often.
  3. The Transition Specialist Personnel Services Worksheet will be used to initially submit the budget for the Transition Specialist contracts.
  4. Incomplete, inaccurate forms required for payment will result in delayed payments.
  5. Non-compliance with Provider Responsibilities/Assurances may result in suspension of payments until DHS - DRS is satisfied that compliance concerns have been addressed.
  6. Final reconciliation must be completed and submitted to the Transition Advisor at the end of the school year.

STEP, Transition Specialist, and PTS-VR PROVIDER RESPONSIBILITIES

  1. Ensure program accessibility to all students with disabilities that includes:
    1. Opportunities to work, with or without individualized supports, in competitive jobs in the community prior to school exit, and
    2. A minimum of 10 hours of work experience for each student per calendar week
    3. If the student is not able to work a minimum of 10 hours a week, due to their disability, and it is approved by the STEP counselor or Transition Specialist, this would then become an outcome exception. An outcome exception requires 120 hours and 60 days to meet the STEP outcome criteria.
  2. Identify potential STEP participants for DHS-DRS referrals
    1. NOTE: STEP services should be considered not only for students with an IEP, but also students with a 504 plan or a documented disability that constitutes a barrier to employment
  3. Collaborate with DHS-DRS to assist individuals with disabilities achieve their transition goals.
  4. Transition Specialist will adhere to appropriate laws, rules and regulations and inform/instruct the TS personnel of current and amended Illinois State Board of Education (ISBE) and other rules and regulations.
  5. Provide office space, administrative coordination and supervisor of the TS personnel and program within the TS contract.
  6. Recognize and understand that the duties and responsibilities of the TS, TS aide, and secretary are only those prescribed by DHS-DRS and which are included in the job description as part of the DHS-DRS contract.
  7. Inform parents and students of the availability of STEP and DRS services, and of their rights and responsibilities in transition planning.
  8. Complete online referrals to DRS. Submit necessary documentation to the DRS counselor to determine student eligibility for services and approve participation in STEP at time of referral. This shall include at a minimum:
    • Social security number
    • Consent for services
    • Release of Information, if the student is under 18 or has a guardian
    • Most recent Individualized Education Program (IEP)
    • Existing medical documentation, most recent psychological and record reviews. If applicable, social history will also be included; or
    • Any other verification that the student has been determined by another educational or governmental agency to be an individual with a disability.
  9. Develop and monitor a coordinated educational (IEP), vocational (IPE) plan with students, parents, multi-disciplinary school personnel, STEP counselor, DRS Supervisor, and adult service providers. STEP counselor must be involved in any decisions that would alter previously agreed upon STEP programming for individual students, including placement in or removal from work-based learning experiences. A copy of the students most recent IEP must be sent annually to DRS while a student is in STEP.
  10. Invite DRS counselor/TS to the annual IEP meeting at least ten (10) days in advance.
  11. Assist the TS personnel in establishing working relationships with administrators, counselors and other supportive pupil personnel within the district.
  12. Secure sites for work-based learning experiences (approved by STEP counselor for DRS Supervisor) that are compatible with students' interests and needs using DHS-DRS OJE/OJT Work Site Form.
  13. Obtain appropriate wage compensation for STEP students in accordance with state and federal labor laws.
  14. Provide adequate program supervision and personnel to carry out the contracted program of services
  15. Submit for payment the STEP Training/Work Verification sheets, time sheets, match reports, flow charts, student evaluations and Transition Specialist Contract Expenditure Report as specified in this manual by the 15th of the month.
  16. Download, sign, and return contracts and amendments to OCA(DHS.DHSOCA@illinois.gov) and Transition Advisor.
  17. Complete and submit the Final Reconciliation to Transition Advisor.
  18. Encourage active participation on local Transition Planning Committee(s).
  19. Maintain all records five (5) years, including the current year.
  20. Comply with all provisions as specified within this agreement.

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Fast Track Transition Provider Responsibilities

  1. Provide outreach to obtain referrals for the FTT program.
  2. Complete the Fast Track Transition Intake form.
  3. Complete the Fast Track Transition Agreement form with the following information:
    • Customer name
    • Services-Mark the PTS service that will be provided.
    • Chosen Provider-Enter your provider name
    • Dates of Service-Will range from the date of referral to 6/30 (last date of the fiscal year). A new Fast Track Transition Agreement form will need to be completed each fiscal year if the customer continues with Fast Track Transition.
  4. Obtain parental consent on the Fast Track Transition Intake and Agreement forms, for those under the age of 18 and/or those individuals with a guardian.
  5. Obtain and provide documentation necessary to determine that the individual is potentially eligible. At least one of the following forms will be sent to DRS with the Fast Track Transition Intake and Agreement forms.
    • IEP
    • 504 Plan
    • Medical records
    • Other documentation of disability.
  6. Complete monthly progress notes on those individuals being provided services and submit to DRS at the time of billing.
  7. Complete the Fast Track Transition Flow Chart at least quarterly. It can be submitted more often if preferred.
  8. Secure competitive, integrated employment that has appropriate wage compensation in accordance with state and federal labor laws if billing for a Work-Based Learning Experience.
  9. Provide adequate personnel and supervision to carry out the program.
  10. Provide information to students and parents on their rights and responsibilities in transition planning.
  11. Download, sign, and return contracts and amendments to OCA (DHS.DHSOCA@illinois.gov) and Transition Advisor.
  12. Complete and submit the Final Reconciliation to Transition Advisor.
  13. Encourage active participation on local Transition Planning Committee(s).
  14. Maintain all records for five (5) years including the current year.
  15. Comply with all provisions as specified within this agreement. 

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PTS-VR-CRP Provider Responsibilities:

  1. Provide Work-Based Learning Experiences and Workplace Readiness training to customers that are between the ages of 16-21.
  2. Referrals will come from DRS and must have an active and current Individualized Plan for Employment (IPE) and a Notification of Services (NOS).
  3. Ensure access to all students with disabilities, including students who are Deaf, Hard of Hearing or DeafBlind.
  4. Provide opportunities to work with or without individualized supports, in community integrated competitive employment prior to school exit.
  5. Provide employment opportunities that are a minimum of 10 hours of work a week in a competitive, integrated employer paid setting.
  6. Obtain appropriate wage compensation for students in accordance with state and federal labor laws.
  7. Complete group billing sheets monthly and send them to DRS. If there are no customers to bill for that month, send an email to the Transition Advisor stating that there are no billings.
  8. Group billing sheets will be sent to DRS by the 5th working day of the month, with a courtesy copy to the Transition Advisor.
  9. Complete a Successful Placement Report at the time of billing for an outcome to be submitted with the group billing sheet.
  10. Provide accurate program supervision to carry out services.
  11. Download, sign, and return contracts and amendments to OCA (DHS.DHSOCA@illinois.gov) and Transition Advisor.
  12. Complete and submit the Final Reconciliation to Transition Advisor.
  13. Encourage active participation on local Transition Planning Committee(s).
  14. Maintain all records for five (5) years, including the current year.
  15. Comply with all provision as specified within the agreement.

Project SEARCH Provider Responsibilities:

  1. Ensure program accessibility to students with disabilities that includes:
    1. Opportunities to work with or without individualized supports in competitive jobs in the community prior to school exit, and
    2. A minimum of two internships for each student per calendar year, approved by the Transition Counselor.
  2. Provide referral information for DHS-DRS to determine student eligibility for services and approve participation in Project SEARCH. Which at minimum shall include:
    1. Social security number
    2. Consent for services
    3. Release of information if the customer is under 18 or has a legal guardian
    4. Most recent Individualized Education Program (IEP)
    5. Existing medical documentation, most recent psychological and record reviews. If applicable, social history will also be included; or
    6. Any other verification that the student has been determined by another educational or governmental agency to be an individual with a disability.
  3. Develop and monitor a coordinated educational (IEP), vocational (IPE) plan with students, parents, multi-disciplinary school personnel, Transition counselor, and adult service providers. Transition counselor must be involved in any decisions that would alter previously agreed upon transition programming for individual students, including placement in or removal from work-based learning experiences. A copy of the students' most recent IEP must be sent annually to DHS-DRS while a student is in Project SEARCH.
  4. Invite transition counselor to annual IEP meeting at least ten (ten) days in advance.
  5. Secure sites for work-based learning experiences (approved by transition counselor) that are compatible with students' interests and needs.
  6. Provide adequate program supervision and personnel to carry out the contracted program of services.
  7. Submit all billings, reports, and student evaluations as specified in this contract in a timely and accurate manner.
  8. Identify potential Project SEARCH participants for DHS-DRS referrals.
  9. Inform parents and students of the availability of Project SEARCH and DHS-DRS services, and of their rights and responsibilities in transition planning.
  10. Comply with all provisions as specified within the agreement.
  11. Encourage active participation on the local Transition Planning Committee(s).
  12. Maintain all records five (5) years, plus the current year. The Community Rehabilitation Program agrees that it will provide Project Search services only to individuals who are applicants for DRS vocational rehabilitation services or individuals who have been found eligible for DRS vocational rehabilitation services. All questions about the potential eligibility of an individual will be referred to DRS before any services are provided under this agreement.
  13. Download, sign, and return contracts and amendment to OCA (DHS.DHSOCA@illinois.gov) and Transition Advisor.
  14. Complete and submit the Final Reconciliation to Transition Advisor.
  15. Encourage active participation on local Transition Planning Committee(s).
  16. Comply with all provision as specifies within this agreement.

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YOUTH INITIATIVE PROVIDER RESPONSIBILITIES

  1. Provide PTS services to students with a disability that have been found eligible for Vocational Rehabilitation services by Division of Rehabilitation Services.
  2. These services are intended to augment and be in addition to the PTS services that are provided by the high school.
  3. Customers that will be served in this program will be in plan status, have a current and active Individualized Plan for Employment (IPE) and Notification of Services (NOS).
  4. Monthly progress notes detailing the PTS service will be submitted with the monthly billing.
  5. If securing competitive integrated employment, obtain appropriate wage compensation for the students in accordance with state and federal labor laws.
  6. Provide adequate program supervision and personnel to carry out the contracted program of services.
  7. Inform parents and students of their rights and responsibilities in transition planning.
  8. Comply with all provisions as specified in the agreement.
  9. Maintain all records five (5) years, plus the current year.
  10. Download, sign, and return contracts and amendments to OCA (DHS.DHSOCA@illinois.gov) and Transition Advisor.
  11. Complete and submit the Final Reconciliation to Transition Advisor.
  12. Encourage active participation on local Transition Planning Committee(s).

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DHS-DRS RESPONSIBILITIES AND GUIDELINES

Provide staff to serve as liaison to determine eligibility for DHS-DRS services. Duties include, but are not limited to, the following:

  1. Provide input into agreement and program development.
  2. Collaborate with the provider to assist individuals with disabilities to achieve their transition goals.
  3. Process referrals for STEP participation and notify school of service eligibility date and DHS - DRS case number(s).
  4. Process referrals for Fast Track Transition and return Fast Track Transition Agreement form to the provider within 5 business days.
  5. Approve and monitor all worksite agreements
  6. Local office supervisor will provide casework supervision of TS.
  7. Conduct, jointly with TS contractor, a performance evaluation of the TS personnel. Submission of the annual Performance Evaluation.
  8. The TS will be required to present cases for approval, quality assurance review, authorization and voucher approval.
  9. Receive, review and approve all STEP documentation (including work verification sheet, flow charts and student evaluations). After reviewing case documentation for accuracy and completeness, the Counselor or Transition Specialist will initial their students on the work verification sheet and flow chart prior to submission to their office supervisor.
  10. Office supervisors will then review case for accuracy and then sign the work verification and flow chart and submit to the Transition Advisor within 5 days of receipt.
  11. Review Fast Track Transition Flow Chart. DRS staff will then enter a case note into the Transition Services section on WebCM reflecting each of the PTS services billed according to the progress notes received from the provider. Once this has been completed, the Flow Chart will then be sent to the DRS Supervisor for signature and then to the Transition Advisor.
  12. Receive, review and approve all PTS-VR, PTS-VR-CRP, and Project SEARCH billing. Review case documentation for accuracy and completeness. The counselor will initial the billing prior to submission to the DRS Supervisor.
  13. Document contacts with the student at least twice a school year. May include annual student reviews, work site visits, and classroom visits.
  14. Develop and monitor a coordinated educational (IEP), vocational (IPE) plan with students, parents, multi-disciplinary school personnel, STEP counselor, and adult service providers. STEP counselor must be involved in any decisions that would alter previously agreed upon STEP programming for individual students, including placement in or removal from work-based learning experiences. In addition, if special education services are being provided, a copy of the students most recent IEP must be obtained annually to assure ongoing compatibility between student's educational programming and DRS services.
  15. For customers participating in the Youth Initiative contract, a written justification for the need of additional PTS services is required to be entered into WebCM prior to the beginning of services. Customers will also need to have a current and active IPE and NOS with the service provider listed prior to beginning services, and updated at least annually.
  16. Retain the responsibility for the sole decision process of determining eligibility and provision of services to be purchased by DHS-DRS.
  17. Transition Planning Committee (TPC) attendance.
  18. TS will participate in regular DHS-DRS local and regional staff meetings to maintain and encourage communication.
  19. Maintain all records for five (5) years, including current year.

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TRANSITION ADVISOR RESPONSIBILITIES

The Transition Advisor will serve as the Project Officer for the Transition related contracts. Duties include, but are not limited to:

  1. Contract and program development, including annual contract submissions.
  2. Technical assistance and support in operational procedures and STEP WebCM.
  3. Evaluation of contract performance at least annually, but may occur more often as needed, and take action as required per the Provider Responsibilities/Assurances.
  4. Develop amendments as needed and approved.
  5. Monitor contract goals and objectives, expenditures of DRS and matching funds and population served.
  6. Verify accuracy of billings, by checking WebCM for required documentation on all contracts. This will include: Fast Track Transition services documented in the Transition Services section of WebCM, PTS-VR-CRP documentation of outcome earned, Project SEARCH progress notes, four visits a school year, IPE development and updates at least annually, school documentation of services provided, and information pertaining to the STEP outcomes.
  7. Submit billings after verifying accuracy to the fiscal unit for payment.
  8. Reconcile contracts at the end of the fiscal year.
  9. Conduct on-site reviews at least once every three (3) years, or more often if needed.

SELECTION AND SUPERVISON OF TRANSITION SPECIALIST PERSONNEL

Transition Specialist Personnel are jointly selected, supervised and evaluated by DHS-DRS and the provider, and are employed by the provider. They must meet jointly established requirements of professional qualifications, working hours and benefits of those generally required of special education personnel employed by the provider. All rehabilitation processes, casework procedures, and DHS-DRS directives relative to customers and expenditures of DHS-DRS monies will be authorized under the direct supervision of the DHS-DRS Rehabilitation Services Supervisor.

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JOINT STAFFING PROVISIONS

  • The educational and work experience qualifications of TS personnel will meet minimum requirements established by DHS-DRS and the TS provider. TS personnel will be jointly interviewed for their respective positions. DHS-DRS recommendations should be given the highest priority by the TS provider.
  • Upon documentation of the inability to perform required duties in accordance with DHS-DRS performance standards, the Rehabilitation Services Supervisor(s) will recommend to the Transition Advisor and TS provider a plan of remediation or discharge from the TS/secretary position(s).
  • Vacancies in TS personnel positions are to be reported to the Transition Advisor.
  • The DHS-DRS Rehabilitation Services Supervisor must be notified of additional duties or assignments

DHS-DRS CASE MANAGEMENT GUIDELINES

Fast Track Transition services may be provided to potentially eligible students as long as they meet the three criteria. For some students this may be a multi-year program provided the student remains between the ages of 14-21, is in an education program, and has documentation of a disability.

For the Fast Track Transition Students, they will remain in referral status. At which time they either no longer qualify as a potentially eligible customer the case will be closed or they would like to move into STEP or adult services, the case will then be moved forward to determine eligibility.

PTS-VR-CRP customers have to be in plan status with an active and current IPE and NOS with the provider. The IPE and NOS have to be completed in order for services to be billed. IPE and NOS will be updated at least annually, or more often as needed.

Project SEARCH customers will be between the ages of 18-21. These customers will be in plan status and will require a current and updated IPE annually to continue with services.

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 certified Eligible or in plan status in order for Pre-employment Transition Services and work hours and days to apply toward a STEP outcome or paid service.

An IPE must be written in order to initiate planned services. This movement from certified status to a planned status will ensure that plans and goals have been developed, linkages for community supports have been addressed, and services necessary for a successful transition are in place. A plan must be developed or amended every year a student participates in STEP. A plan must be developed within 90 days or less from time of Certification. The IPE will be amended every year a student participates in STEP.

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

Transition/STEP cases may be closed as a successful outcome after the following criteria have been met:

  1. There is a current and active IPE and Notification of Services (if required) in place for customer's services.
  2. Student has exited high school for 90 days.
  3. When customer has employment stabilization a minimum of 90 days.

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AGREEMENTS

Annually, DHS - DRS will establish the amount of funds to be set aside for STEP and Transition Specialists based on the availability of state and federal dollars. Agreement proposals originate with the provider 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 DHS Office of Contract Administration.

TYPES OF AGREEMENTS

Only the STEP Menu, STEP Performance, and STEP Specialized agreements 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.

  • Fast Track Transition - Payments are based on Pre-employment Transition Services provided to potentially eligible customers.
  • PTS-VR - Payments based on Pre-employment Transition Services provided to students within Chicago Public Schools.
  • PTS-VR-CRP - Payments based on competitive, integrated paid employment outcomes for students within Chicago Public Schools.
  • Menu Based STEP - Payments based on providing services to students as specified within the agreement. Job Coaching is not an allowable service in this contract.
  • Performance Based STEP - Payments based on providing PTS to students and achieving employer paid outcomes (PERFORMANCE). The final payment is based on the level of performance achieved during the agreement period. PTS can be billed for up to 30% of the total contract. Job Coaching is not an allowable service in this contract.
  • STEP-Specialized - Payments based on providing services to students as specified within the agreement. Job Coaching is an allowable service in this contract.
  • Transition Specialist - Payments based on an approved budget that is billed on the Transition Specialist Personnel Services Worksheet.
  • Youth Initiative - Payments based on PTS services provided to Community Rehabilitation Providers.

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PTS-VR-CRP and STEP OUTCOME DEFINITIONS

Performance Outcome is defined as:

For a STEP Performance outcome, competitive, integrated, unsubsidized community-based work for 240 hours minimum of 60 workdays counts as an outcome.

For a PTS-VR-CRP outcome, a  competitive, integrated, unsubsidized community-based work setting for 90 calendar days counts as an outcome.

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" - Integration occurs when a person with a disability works alongside coworkers who are not disabled or has frequent interaction with the general public as a result of his/her job duties
  • "Unsubsidized" - Wages are paid in full by the employer - there are no wage reimbursements from any source, i.e., DHS - DRS, Workforce Innovation and Opportunities Act, (WIOA), etc.

PTS-VR-CRP and STEP PERFORMANCE GUIDELINES

Multiple placements can be used to achieve outcomes. Placements 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, if in STEP. Supervision is generally provided by the Pre-vocational Coordinator, but other Provider personnel may be assigned. STEP Counselors and Transition Specialists, however, may not be assigned to provide program supervision.

Ideally students will work 2 or more hours per workday.

For the STEP Performance outcomes, if a student is unable to work 2 hours or more per day due to their disability a minimum of 1 hour per day is allowed. For students in this category, an outcome exception credit may be obtained with 120 hours and a minimum of 60 days.

The STEP Counselor/Transition Specialist must document any circumstances that would affect a student's ability to fully participate in 2-3 hours of services per day with a goal of increased program participation.

Only one outcome credit per student per contract period (July 1-June 30) is allowed. 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 Work/Verification sheet, student time sheets, Flow Chart, group billing and successful placement report. The STEP Counselor/Transition Specialist/DRS Supervisor is responsible for approving PTS-VR-CRP and STEP outcomes.

Providers can claim outcome credits for students who transfer into a program if they can verify that the Performance Outcome criteria have been met. The burden of proof lies with the Provider wishing to claim the outcome credit.

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PROGRAM EVALUATION AND 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 this 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.

The monthly billing submissions and the final reconciliations that are reviewed and monitored by the Transition Advisor, meet DRS' contract monitoring requirement.

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

The Community Resources Manager will review contract utilization annually with the Transition Advisor to determine funding for the next fiscal year.

RESOLUTION OF DIFFERENCES

Agreement disputes shall be resolved between DHS - DRS local office staff and the Provider. If disputes cannot be resolved at this level, the Provider or DHS - DRS Supervisor shall submit in writing to the Community Resources Administrator.

The Administrator of Community Resources will be the final level of the appeal and will 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.

AMENDMENTS

  • An amendment is required to change the total dollar amount of the contract or to change the number of students served under a service category. This becomes effective on the date of the DHS - DRS Director's letter of approval or signed amendment from the DHS Secretary. All amendments MUST be requested by April 15th.

Paperwork - Gotta Have It! Who Gets What When

Document What Is It? Who Gets It? When Do They Send It?
Work Site Agreement for Employer paid or OJE/OJT Describes Student's Work Site, Supervisor, Job Title, Job Duties, and Work Schedule as well as information re: wages and who is paying. Automatically generated through WebCM to STEP Counselor or Transition Specialist Before start of any job
Quarterly Evaluation 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 general document. Entered into WebCM by school provider. Maintain a copy of the hours in student file at the school.
STEP 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 Supervisor, then Transition Advisor, then Contract Unit By the 15th of the month following the month of reporting to the local office. Then sent to Transition Advisor within 5 days of receipt.
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 Transition Advisor, then Fiscal Unit By the 15th of the month following end of quarter to the Transition Advisor.
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. STEP Counselor or Transition Specialist, then Supervisors, then Transition Advisor By the 15th of the month following end of quarter to the local office, and to the Transition Advisor within 5 days of receipt
Reconciliation Shows amount of contract, outcomes or services provided, total DHS payments received, and money owed to provider or DHS, if any. Transition Advisor, then to Contract Unit At the end of the school year
TS Program Objectives/Activities Worksheet A worksheet to be used by the TS and the DRS supervisor to set goals and review at the end each semester. This is completed by the TS and given to the DRS supervisor. Sent at the beginning of the year, end of the 1st semester and the end of the 2nd semester or end of the year.

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SCHEDULE OF DUE DATES & REMINDERS

JULY

  • 1 Assure new contract has been received prior to providing services
  • 15 June STEP Training/Work Verification Sheet (final billing) due 4th quarter
  • Match Expenditure Report and Flow Chart Due
  • 20 Approved/Signed billing to be sent to the Transition Advisor

AUGUST

  • 15 July STEP Training/Work Verification sheet due
  • 20 Approved/Signed billing to be sent to the Transition Advisor

SEPTEMBER

  • 15 August STEP Training/Work Verification sheet due
  • 20 Approved/Signed billing to be sent to the Transition Advisor

OCTOBER

  • 15 September STEP Training/Work Verification sheet due 1st Quarter Match Expenditure Report due 1st Quarter flow chart
  • 20 Approved/Signed billing to be sent to the Transition Advisor

NOVEMBER

  • Reminder - Quarterly evaluations due to STEP Counselors or Transition Specialists at end of grading period.
  • 15 October STEP Training/Work Verification Sheet Due
  • 20 Approved/Signed billing to be sent to the Transition Advisor

DECEMBER

  • 15 November STEP Training/Work Verification sheet due 
  • 20 Approved/Signed billing to be sent to the Transition Advisor

JANUARY

  • Reminder - Quarterly evaluations due to STEP Counselors or Transition Specialists at end of grading period.
  • 15 December STEP Training/Work Verification sheet due 2nd Quarter Match Expenditure Report 1st Semester Flow Chart due
  • 20 Approved/Signed billing to be sent to the Transition Advisor

FEBRUARY

  • 15 January STEP Training/Work Verification sheet due
  • 20 Approved/Signed billing to be sent to the Transition Advisor

MARCH

  • Reminder - Quarterly evaluations due to STEP Counselors or Transition Specialists at end of grading period.
  • 15 February STEP Training/Work Verification sheet due
  • 20 Approved/Signed billing to be sent to the Transition Advisor

APRIL

  • 15 Final day for contract amendments
  • 15 Match STEP Training/Work Verification sheet due 3rd Quarter Match Expenditure Report 3rd Quarter Flow Chart
  • 20 Approved/Signed billing to be sent to the Transition Advisor

MAY

  • 15 April STEP Training/Work Verification sheet due
  • 20 Approved/Signed billing to be sent to the Transition Advisor

JUNE

  • Reminder - Quarterly evaluations due to STEP Counselors or Transition Specialists at end of grading period.
  • 15 May STEP Training/Work Verification sheet due
  • 20 Approved/Signed billing to be sent to the Transition Advisor
  • 30 Download, sign, and return contract, prior to June 30th.

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RULES & REGULATIONS FOR STUDENT LEARNER

TRAINING MEMORANDUM

Example:

Responsibilities of the Student Learner:

The student learner will keep regular attendance, both in school and on the job, and cannot work on any school day that he/she fails to attend school; he/she will notify the school and employer if unable to report.

  • The student's OJE/OJT funds will be terminated if he/she does not remain in school.
  • The student will show honesty, punctuality, courtesy, a cooperative attitude, proper health and grooming habits, good dress, and a willingness to learn. * The student will consult the teacher-coordinator about any difficulties arising at the training site.
  • The student will conform to the rules and regulations of the training site.
  • The student will furnish the teacher-coordinator with all necessary information and complete all necessary reports.

Responsibilities of the Parent(s):

  • The parent(s) will encourage the student to effectively carry out duties and responsibilities.
  • The parent(s) will share the responsibilities for the conduct of the student while training in the program.
  • The parent(s) will be responsible for the safety and conduct of the student while traveling to and from the school, the training site and home.

Responsibilities of the Training Sponsor/Employer:

  • The training sponsor/employer will endeavor to employ the student for at least the minimum number of hours each day and each week for the entire agreed upon training period.
  • The training sponsor/employer will adhere to all federal and state regulations regarding employment, child labor laws, minimum wages and other applicable regulations.
  • The training sponsor/employer will see that the student is not allowed to remain in any one operation, job, or phase of the occupation beyond the period of time where such experience is of educational value.
  • The training sponsor/employer will consult the teacher-coordinator about any difficulties arising at the training site and before any student trainee is terminated.
  • The training sponsor/employer will provide experiences that will contribute to the attainment of the student's career objective.
  • The training sponsor/employer will assist in evaluating the student.
  • The training sponsor/employer will provide time for consultation with the teacher-coordinator concerning the student.
  • The training sponsor/employer will provide instructional material and occupational guidance for the student as needed and available.

Responsibilities of the School:

  • The school administration will employ and retain a qualified teacher-coordinator.
  • The school administration will allow the teacher-coordinator sufficient time to provide the related instruction and to carry on necessary coordination activities.

Responsibilities of the Teacher-Coordinator:

  • The teacher-coordinator will coordinate related classroom instruction and on-the-job training to improve job performance and to better prepare the student for his/her occupational career objective.
  • The teacher-coordinator will see that the necessary related classroom instruction is provided.
  • The teacher-coordinator will make periodic visits as necessary to the training site to observe the student and consult with the employer or training sponsor.
  • The teacher-coordinator will assist in evaluation of the student.

This agreement may be terminated by mutual consent of the training sponsor and the teacher-coordinator.

It is understood the parties participating in this agreement will not discriminate in employment opportunities on the basis of race, religion, color, sex, or national origin.

Student Date Training Sponsor/Employer Date

Parent Date Teacher-Coordinator Date

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State of Illinois

Department of Human Services

Division of Rehabilitation Services

Consent for Services form can be found on this web page IL488-2458W Consent for Services (pdf)

State of Illinois,

Department of Human Services, Division of Rehabilitation Services

TS Program Objectives/Activities Worksheet

NAME OF PROVIDER: ________________________________________________

AGREEMENT PERIOD: _______________________TO: _____________________

Objectivities/Activities Annual Goal 1st Semester Report 2nd Semester/Annual Report
Total number of customers in STEP 
Number of new referrals 
Number of IPE's completed 90 days after Eligibility 
Number of students participating in the Work Based Learning Experience 
Quarterly meetings attended with DRS Supervisor. Meet with Project Officer as needed.
Transition Planning Committee meetings and other events attended 

The purpose of this worksheet is set annual goals between the Transition Specialist and the DRS Supervisor. They are then reviewed at the end of first and second semester by both the TS and DRS Supervisor.

In the Annual Goal column, enter projections for the upcoming fiscal year.

In the 1st Semester Report column, enter information from 1st semester.

In the 2nd Semester Report column, enter information from 2nd semester and/or the final numbers.

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Match: Projected information to be submitted at the beginning of the fiscal year with the Terms and Conditions

  1. Projected match information must be submitted annually, each year with the terms and conditions.
  2. Once completed, the worksheets will provide the total amount of match for either the STEP or the Transition Specialist contracts.
  3. These are the figures that are used to base the quarterly match reports.

PROJECTED ANNUAL PERSONNEL SERVICES MATCH WORKSHEET (STEP contracts)

The top of the form contains the following:

  • Vendor: Legal name of your organization
  • Contract number: Will be completed by your Project Officer prior to sending it to you.
  • Contract Period: Dates will be July 1st to June 30th in most cases. Please add the current years as well.

The main portion of this form has fillable cells, in order to determine the amount of match.

  1. Name of staff person whose salary is being reported: Anyone that works with DRS customers should be reported here. This would include, but is not limited to: teachers, vocational coordinators, job coaches, administrative staff, paraprofessionals, professionals, and transition staff (cannot include if you have a contract for Transition Specialist),
  2. Position/Title: Enter in their position/title
  3. Annual Salary: Enter in the total salary. This may need to be obtained from the business office or CFO.
  4. Number of class periods/hours per day: Add in total number of class periods
  5. Number of periods/hours released for supervision: Working on the STEP program.
  6. Percent of time released (No. 5 divided by No. 4): This will auto-calculate
  7. Cost of release time (No. 6 x No. 3): This will auto-calculate
  8. Percent of release time spent on DRS customers: Enter in the percentage of your release time working directly with DRS customers.
  9. Total cost for IDHS supervision (No. 8 x No. 7): This will auto-calculate
  10. Amount requested from IDHS: This line will likely be removed moving forward as this pertains to a program that is no longer in place.
  11. Match (No. 9 - No. 10): This will auto-calculate

There will be a cumulative total on each page. There will also be a cumulative match total for all pages will be located on the first page and will auto-calculate from the information entered. This will be the amount of state and/or local funds used to support the STEP program.

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TRANSITION SPECIALIST PERSONNEL SERVICES WORKSHEET

Only the blue fillable boxes will need to be completed on this form. The remainder of the form will auto-calculate.

The top of the worksheet, asks for the following information:

  • Vendor Name: Enter the name on the contract, this will be the legal name of the school or cooperative.
  • Contract Number: Project Officer will add this for you.
  • Contract Period: July 1st to June 30th and then add the appropriate fiscal year.
  • Project Officer: This will be entered for you. This is the person that monitors your contract.
  • Type:
    • Initial Budget: Submitted at the time of contract development, along with the terms and conditions. This contains both the contract amount and sets the match amount for the year.
    • Modification to Budget: Complete this to modify the budget during the fiscal year.

The middle of the worksheet contains information needed to determine the personnel services and match on this contract.

  1. Employee Name: Enter all staff working under the TS contract
  2. Title: Choose from TS, TS Aide, Secretary for each individual listed
  3. Annual Salary: Enter this information for each individual listed. This may need to be obtained from the school's business office or the CFO
  4. Annual Fringe: Enter this information for each individual listed. This may need to be obtained from the school's business office or the CFO
  5. Travel: Travel costs should be entered if being counted towards this contract.
  6. Other Expenses: Other expenses related to contract costs.
  7. Total Staff Cost: This will auto-calculate.
  8. DRS portion of Staff Cost:
    1. Enter the portion of the DRS funding that will be used towards each employee's costs.
    2. The total of this column will equal the total amount of DRS funding on your contract.
    3. This amount can be found on the terms and conditions.
  9. Vendor portion of Staff Cost (match): This will auto-calculate.

Below this table, there is information that will auto-calculate. Since there are no blue boxes, nothing needs to be entered.

* Sign and date the form once completed and submit to your Project Officer.

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MATCH AND CONTRACT EXPENDITURES REPORT:

  1. To be used by the Transition Specialist to bill monthly.
  2. To be used by both the Transition Specialist and STEP contracts to submit Match information at least quarterly.

The top portion of the form is to be completed by all contract types:

  • Vendor Name: Enter the name on the contract, this will be the legal name of the school or cooperative.
  • Contract Number: Enter the current contract number, if unsure, please see contract in CSA or ask Project Officer.
  • FEIN: Enter the Federal Employer Identification Number.
  • Reporting/Billing Period- From-To: Enter the date of the reporting period.
    • For the TS billing, it will be monthly.
    • For the Match, it will be at least quarterly, but can be completed more often.
  • Contract Type: Select contract type from the drop-down menu.
  • Final Billing-Yes or No: The No should only be marked if this is the last report/billing of the year.

Contract Detail: Completed only for the Transition Specialist contract monthly billing.

  •  Approved Contract Budget: Enter total amount of DRS funding (can be found on CSA or Transition Specialist Personnel Services Worksheet under DRS funding).
  • Current Expenditures: Enter the monthly amount being billed.
  • YTD Expenditures: Enter the total amount for all months submitted, including the current billing.
  • Unexpended Balance: This will auto-calculate

Match Detail: To be completed by all TS and STEP contracts (providing third party match).

Budget Line Item Match Approved Budget Current Expenditures Year-To-Date Match Expenditures Unexpended Match Balance
Personnel Services *Auto-calculates
Other Expenses *Auto-calculates
Totals *Auto-calculates *Auto-calculates *Auto-calculates *Auto-calculates
  • Match Approved Budget: Enter the total amount of Match for the year.
    • For the TS contract, this amount is found on the Transition Specialist Personnel Services Worksheet.
    • For the STEP contracts, this amount is found on the Projected Annual Personnel Services Match Worksheet.
  • Current Expenditures: Enter the amount that is currently being submitted.
    • To determine this amount, take the total amount of Match Budget and enter the portion for this billing period (either quarterly or monthly).
  • YTD Match Expenditures: Total all the Match submitted, including this one and enter here.
  • Unexpended Match Balance: This will auto-calculate.
  • Totals: This row will auto-calculate.
  • Vendor Signature: Vendor signature required
  • Project Officer Signature: Project Officer signature required

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