Step Performance

Applicant Eligibility

1.Project Description

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 Vocational Rehabilitation Program.

Secondary Transitional Experience Program (STEP) is a statewide program under the direction of the Illinois Department of Human Services - Division of Rehabilitation Services' (IDHS- DRS) Vocational Rehabilitation Program. Pre-employment Transition Services (Pre-ETS) are provided to students who qualify under the Workforce Innovation and Opportunity Act (WIOA) as a student with a disability. Individuals participating in STEP, will be at least 14 1/2 and not older than 21 years of age or fall under Public Act 102-0172 which extends eligibility to the end of the regular school year for students whose 22nd birthday falls within a regular school term. The individual must be in a secondary education program and must be eligible for, and receiving special education or related services under Part B of the Individuals with Disabilities Education Act and who is an individual with a disability according to section 504 of the Federal Register.

Pre-ETS are viewed as critical services provided to students to prepare them for employment and transitioning from school to work. The five Pre-ETS available under this contract include evaluation, training, and work-based learning components designed to prepare students with disabilities for transition to employment and optimum community participation during and after high school. Individuals participating in these services, will have been found eligible for Vocational Rehabilitation services. They will then be put into Plan Status.

To promote this emphasis, DHS-DRS requires: 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 the Rehabilitation ACT of 1973 as amended by WIOA; and compliance with all state and federal Department of Labor (DOL) regulations.

Pre-ETS

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.

Vendors are required to comply with all provisions outlined in 2 CFR 200.327 Contract Provisions, Appendix II to Part 200 - Contract Provisions for Non-Federal Entity Contracts Under Federal Awards.

2.Deliverables

Customers receive Pre-ETS while in high school under this contract. The focus of the services is to prepare students with disabilities for transition to employment and optimum community participation during and after high school.

Outcome Based Measures:

  1. Provide Job Exploration Counseling services to students.
  2. Provide Work-Based Learning Experiences to students, both paid and unpaid.
  3. Provide Counseling on Post-Secondary Education to students.
  4. Provide Workplace Readiness Training to students.
  5. Provide Instruction in Self-Advocacy to students.
  6. Provide Work-Based Learning Employment Outcomes where students work in a competitive integrated employment setting while in high school to learn skills and nuances of employment. A minimum of 240 work hours and 60 working days is needed to achieve this goal.

Work-Based Learning Employment Outcomes must meet the criteria for competitive integrated employment. This means work that is performed on a full-time or part-time basis (including self-employment) and for which the customer is compensated with the customary wage and level of benefits, but not less than minimum wage and;

  1. Is not less than customary rate paid by the employer for the same or similar work performance performed by other employees who are not individuals with disabilities in similar occupations;
  2. In the case of an individual who is self-employed, yields an income that is comparable to the income received by other individuals who are not individuals with disabilities and who are self-employed in similar tasks;
  3. Is eligible for the level of benefits provided to other employees;
  4. Is in a location in the community where the individual with a disability interacts with individuals who are not individuals with disabilities; and
  5. Presents as appropriate opportunities for advancement that are similar to those for other employees who are not individuals with disabilities with similar positions.

2. 'Unsubsidized' means: Wages are paid in full by the employer. There are no wage reimbursements from any source, i.e. IDHS/DRS, WIOA, etc.

3. Ensure program accessibility to students with disabilities that includes:

  1. Work-Based Learning Experiences, to include on-campus and competitive integrated employment, with or without individualized supports, in the community prior to school exit.
  2. A minimum of 10 hours of work experience for each student per calendar week as able, which is approved by the DRS Counselor. If there is a need for less hours, the DRS Counselor can approve with a case note.

4. Secure sites for work-based learning experiences (approved by DRS counselor) that are compatible with students' interests and needs using IDHS-DRS OJE/OJT Work Site Form. Work can be with or without supports.

5. These are learning opportunities to gain skills while in high school so multiple placements can be used to achieve the Work-Based Learning Employment Outcome. These do not have to be consecutive, if all other criteria apply, i.e., competitive, integrated, unsubsidized, etc.

6. Holiday, evening, weekend, and summer work schedules can be used to achieve the Work-Based Learning Employment Outcome, if 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. DRS Counselors, however, may not be assigned to provide program supervision.

7. Students must work for 2 or more hours per workday.

8. 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 approval. For students in this category, an outcome credit may be obtained with 120 hours and a minimum of 60 working days.

9. The DRS Counselor must document any circumstances that would affect a student's ability to fully participate in 2 hours of STEP services per day.

10. Billing for a Work-Based Learning Employment Outcome can only occur once per contract period. This does allow for the possibility of more than one for the same student when served during different school years if all other criteria are met. Carry over of work hours/days from one contract period to the next contract period count towards total hours/days required if all other criteria are met. The burden of proof lies with the provider and will be documented by the STEP Training/Work Verification Sheet.

11. Providers can claim outcome credits for students who transfer into a program if they can verify that the performance outcome criteria have 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.

Providers will additionally participate and provide the following.

1. Provide referral information for IDHS-DRS to determine student eligibility for services and approve participation in STEP. Which shall include at a minimum:

  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 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.

2. Develop and monitor a coordinated educational (IEP) plan and vocational (IPE) plan with students, parents, multi-disciplinary school personnel, DRS counselor, and adult service providers. DRS 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 IDHS- DRS while a student is in STEP.

3. Invite DRS counselor to annual IEP staffing at least ten (10) days in advance.

4. Obtain appropriate wage compensation for STEP students in accordance with state and federal labor laws.

5. Submit STEP Work Verification (monthly) and STEP Flow Chart (at least quarterly) to the Local DRS Office and copy the Contract Advisor.

6. Submit Match at least quarterly to the Contract Advisor.

7. Enter a monthly case note in WebCM on customer's progress.

8. Identify potential STEP participants for IDHS-DRS referrals.

9. Inform parents and students of the availability of STEP and IDHS-DRS services, and of their rights and responsibilities in transition planning.

10. Encourage active participation on the local Transition Planning Committee(s).

The school district or cooperative agrees that it will provide STEP 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.

DRS staff is exclusively responsible for determination of eligibility of an individual for the vocational rehabilitation program and for placement of an individual into a category under the order of selection policy. School personnel may provide DRS with diagnostic and evaluative information concerning an individual's disabling condition and functional capacities, with the understanding that the certification of eligibility is to be made by qualified DRS staff.

The following reporting requirements apply:

  1. The provider must submit to both the DRS Local Office(s) and Contract Advisor the STEP Work Verification monthly, either by fax, e-mail and/ or regular mail at least quarterly, by the 15th of the month, following services.
  2. The Provider must submit to both the DRS Local Office(s) and the Contract Advisor the STEP Flow Chart either by fax, e-mail and/ or regular mail at least quarterly, by the 15th of the month, following services.
  3. Match expenditures submitted quarterly, by the 15th of the month, following the quarter. Match is the Non-Federal share of costs that the provider contributes to accomplish the goals of the program.
  4. On Site reviews of contractual requirements, including Provider files, will be performed no less than once every three years, or more often as needed.
  5. Final Reconciliation will be submitted to the Contract Advisor by the 5th working day of July.

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

  1. Billings are to be completed both monthly and quarterly.
  2. Incomplete, inaccurate forms required for payment will result in delayed payments.
  3. Non-compliance per Provider Responsibilities/Assurances may result in suspension of payments until IDHS/DRS is satisfied that compliance concerns have been addressed.
  4. The final billing should be clearly marked as such on all forms required for payment.

3.Performance Measures

Performance measures will be reported monthly to the DRS Contract Advisor on the STEP Work Verification and at least quarterly on the STEP Flow Chart.

  1. The number and percentage of students in the STEP program.
  2. The number and percentage of students that participated in a Work-Based Learning Employment Outcome.
  3. The number and percentage of students that received Pre-ETS.

4.Performance Standards

  1. 100% of the students will be certified as Eligible for VR services.
  2. At least 50% of customers referred for a Work-Based Learning Employment Outcome will work for the 240 hours/60 working days required during this contract period.
  3. At least 95% of customers referred, received services under at least one Pre-ETS category.