Project Description (Exhibit A)
The Illinois Department of Human Services - Division of Rehabilitation Services (IDHS-DRS) requires the timely execution of all initial and amended contractual agreements. Providers 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, Standard Certifications, and the Taxpayer Identification Page. Non-compliance may result in a modified start date of the contract to align with the Providers submission of the required execution documents. Providers will not be reimbursed for services delivered 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.
Based on guidance received from our federal monitoring agency, this contract may have changes during this year for compliance reasons.
Per state procurement code, 30 ILCS 500/ Illinois Procurement Code, this contract is for purchase of care services related to the Vocational Rehabilitation (VR) program.
This contract is a Third-Party Cooperative Arrangement (TPCA) as described in 34 CFR 361.28. The TPCA contract is between IDHS-DRS and the Local Education Agency (LEA) named previously in this agreement, and thereafter referred to as Provider. This TPCA contract includes:
- Certified personnel expenditures (34 CFR 361.28(c)(2) for the time Provider staff spend providing specific Vocational Rehabilitation (VR) services to students with disabilities, under #1 below, and
- Other direct expenditures incurred by the Provider for the purpose of providing direct Pre-employment Transition Services (Pre-ETS) required services (34 CFR 361.28(c)(3) that may be reimbursable to the Provider through a separate authorization. These additional and specific Pre-ETS are identified in this contract in Project Description, and under #2 Direct Pre-ETS Provided and Submitted for Reimbursement. They are separate and distinct from the activities that are captured through certified time.
Under this TPCA contract, the services of the Provider are available to both potentially eligible and eligible students with disabilities who need Pre-ETS. Both must be approved to participate in the IDHS-DRS VR program. IDHS-DRS must authorize the Pre-ETS provided to potentially eligible on the PECT Program Agreement Form and to eligible students in accordance with an approved Individualized Plan for Employment (IPE), under this TPCA prior to any provision of services.
Both potentially eligible and eligible students must meet the definition of a student with a disability. Potentially eligible students do not move through the eligibility process of VR until such time as there is a need. Individualized VR services are not available to the potentially eligible student, such as purchasing of items needed for work, transportation, or other individualized services. If those are needed, the potentially eligible student with a disability would need to move through the VR process into eligibility and receive services in accordance with the approved IPE.
A student with a disability in Illinois is defined as one who will be at least 14 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 (IDEA) or is a student who is an individual with a disability for purposes of section 504 of the Federal Register.
Pre-ETS provide an early start to job exploration and assist students with disabilities in identifying career interests which may be further pursued through additional IDHS-DRS services, such as transition services and other individualized VR services. The five required Pre-ETS services outlined in 34 CFR 361.48(a)(2) include:
a. Job exploration counseling
b. Work-Based Learning Experiences (WBLE)
c. Counseling on opportunities for enrollment in comprehensive transition or post-secondary educational programs at institutions of higher education
d. Workplace readiness training to develop social skills and independent living
e. Instruction in self-advocacy
Services under the TPCA contract are individualized to the students with disabilities needs and may be provided in a group setting or individually. Pre-ETS have an employment focus and allow for career exploration and the building of skills in each of the five areas. These are not typical services and are beyond what would be provided under the IDEA by the LEA.
In accordance with 34 CFR §361.22(c), services provided under this TPCA contract cannot reduce the obligation under the IDEA (20 U.S.C. 1400 et seq.) of an LEA or any other agency to provide or pay for any transition services that are also considered special education or related services and that are necessary for ensuring a free appropriate public education (FAPE) to children with disabilities. Within the Project Description, identification how services are new with a VR focus, or existing services that have been modified, adapted, reconfigured, from those customarily given by the Provider, to have a VR focus. The duration of the Structured Work-Learning Experience, which is a WBLE, grants an opportunity for the student with a disability to gain skills and practical experience in an identified work setting, beyond those provided under IDEA.
IDHS-DRS staff are exclusively responsible for determination of disability of an individual for the VR program as well as eligibility determination for VR applicants. When IDHS-DRS has an order of selection, IDHS-DRS staff are exclusively responsible for placement of an individual into a category under the order of selection policy. If the student is in a priority category that is closed, but have already begun receiving services, they will be able to continue to receive any of the five Pre-ETS while they wait. If they did not receive services, they will be placed on a wait list and not be able to begin services until their disability priority category is open and an IPE is developed. School personnel may provide IDHS-DRS with diagnostic and evaluative information concerning an individuals' disabling condition and functional capacities, with the understanding that the certification of eligibility is to be made by qualified IDHS-DRS staff.
Under each of the five required Pre-ETS, there are activities available to be billed under this TPCA contract under #2 Direct Pre-ETS Provided and Submitted for Reimbursement. Services under this TPCA are augmented services that are separate from and expanded from those IDEA transition services already provided by the education agency.
Annually, prior to funding determinations and the start of services, a copy of the curricula or materials being used to provide transition services under IDEA and the services for Pre-ETS under this TPCA contract will be submitted to IDHS-DRS Transition and Community Rehabilitation Services (TCRS) by email at DHS.CommunityResources@illinois.gov, for review and approval. The IDEA curricula or materials used will determine what Pre-ETS are needed by the student with a disability. The curricula under Pre-ETS will be instructional and will allow for skills progression growth.
1. Certified Personnel Expenditures Under this TPCA contract, there is a requirement of Match. This is the non-Federal share that is contributed by the Provider which allows IDHS-DRS to pull down federal funding. These services are different and distinct from what is expected to be provided under IDEA and the services requested for reimbursement. All services will be pre-approved and authorized by IDHS-DRS, listed on the PECT Agreement form or the IPE, and service provision will occur within the service dates listed. No services can be provided prior to the start date.
The allocable portion of personnel salary and fringe benefits for the time and effort Provider staff spend providing the specific identified services under D, needed by the potentially eligible or eligible student with a disability, in accordance with prior authorization are to be counted as certified time and Match under this TPCA contract. Services are different from those provided under IDEA and are expanded, adapted, reconfigured, or modified to have a VR focus.
A. On-Site Supervision/Reviews of Certified Personnel Expenditures: At the beginning of the school year, IDHS-DRS and the Provider will review the curricula for the transition services under IDEA to create a framework of services being provided to the students with a disability. The curricula or materials used for the provision of Pre-ETS, will be reviewed, and will build upon those services and not duplicate or supplant those services.
IDHS-DRS and the Provider will work collaboratively to create a quarterly schedule of dates for in-person reviews. The IDHS-DRS counselor and the IDHS-DRS Contract Advisor will alternate quarters and each visit twice. They will attend during a period of instruction, that is being submitted for Certified Personnel Expenditures. Review of the classroom instruction and time reporting documents will be included in this review.
B. Required Documentation: The following documentation is required to be submitted to IDHS-DRS, along with certified personnel time for those staff that are providing or arranging for the provision of the identified specific services under D. The Provider will complete a Match packet that will be submitted monthly, by the 15th of the month, following the month of services, or the following business day if that falls on a weekend or holiday, to the IDHS-DRS Contract Advisor for review and certification. The Match Packet will contain the following documentation:
- Staff name, portion of the salary and fringe being reported for match on the Match and Contract Expenditures form, time sheet submitted as supporting documentation of time and effort reported as match.
- Date, class period(s), and description of services that were provided per month, per student. An example could be XX number of hours were spent doing XX activities or arranging for XX activities on this specific date, for XX student.
- Sign-in sheets with customer numbers to verify students served for each class period reported.
C. Allowable Services (for Certified Staff Time):
The time Provider staff spend on the specific identified services under D, may be counted as an allowable service and can be certified as match. The specific activities and curriculum to be used and counted as certified time are described in section D.
IDHS-DRS Contract Advisor will review Match packet for completeness of information. Review of sign in sheets against WebCM, to ensure that all individuals listed are potentially eligible with a PECT Program Agreement Form or eligible with an IPE, both with the Pre-ETS provided listed, and the date of provision is within the range of service dates listed. If there are individuals or services listed who do not meet these criteria, the Match submitted does not meet the criteria is not allowable and would be the responsibility of the Provider. The IDHS-DRS Contract Advisor will inform the Provider at the end of the submission review if it was approved.
Certified time may only be counted after the time has been worked, and the expenditures certified by VR. During the service provision of the VR focused materials, supervision is provided by VR.
If the Match packet is not submitted by the due date, Provider will be out of compliance with this TPCA contract. This will affect timely payment of the contract deliverables.
D. Specific activities to be used and counted as certified time:
Introduction, awareness, and participation with the Talent Access Portal (TAP) or the Illinois WorkNet sites. Presentation of materials and an activity, shared by IDHS-DRS, will be completed on this topic.
Apprenticeship 101, discussion and completion of the Apprenticeship Toolkit sections developed by the Vocational Rehabilitation Technical Assistance Center for Quality Employment (VRTAC-QE) Apprenticeship Learning Community. This will be provided by IDHS-DRS. An activity, shared by IDHS-DRS, will be completed on this topic.
Present prepared presentation on IDHS-DRS Sponsorship Form, navigating DRS college assistance, or discussion of Comprehensive Training Program (CTP) available in Illinois. An activity, shared by IDHS-DRS, will be completed on this topic.
What is Financial Literacy, developed by IDHS-DRS in combination with National Disability Institute (NDI). Presentation of all areas under this topic and how they impact work and personal life goals. An activity, shared by IDHS-DRS, will be completed on this topic.
Presentation of the information on "Asking for a Reasonable Accommodation" worksheet, developed by Equip for Equality, and shared by IDHS-DRS. An activity shared by IDHS-DRS, will be completed on this topic.
2. Direct Pre-ETS Provided and Submitted for Reimbursement
The Pre-employment Career Training Program (PECT Program) is a program under the direction of IDHS-DRS which provides VR focused services to potentially eligible and eligible students with disabilities. This program offers enhanced opportunities for the five required Pre-ETS, which are further described in this section.
A. Approved Services for Reimbursement: Activities under the 5 required Pre-ETS can be provided to the students based on their unique needs, as approved on the Agreement Form or the IPE. There is an opportunity for an additional WBLE for those students with disabilities who would benefit from a longer exposure to a work skills experience called Structured Work-Learning Experience. It allows the individual to practice and improve work skills before exiting high school. The Structured Work-Learning Experience consists of the student with a disability working in an employer paid competitive integrated work setting for a minimum of 240 hours and 60 working days. If their disability precludes the ability to complete this requirement, an alternate option of 120 hours and 60 working days can be completed instead, with IDHS-DRS counselor approval.
The specific activities and the curriculum used will be approved by IDHS-DRS counselor and IDHS-DRS Contract Advisor.
1. Job Exploration Counseling: Career exploration, which may be provided in a group setting or individually, based on the unique needs of the student with a disability focusing on in-demand industries/occupations, nontraditional employment options, state and local labor markets, and career pathways, that goes beyond what is provided by the education agency as a transition service under the IDEA. Enhanced opportunities for students to participate in job exploration counseling activities leading to a greater awareness and understanding of careers and employment options. Services under this contract are augmented and stackable services that are separate from, or in addition to those IDEA transition services already provided by the education agency.
2. Work-based learning experiences (WBLE): Enhanced opportunities for students with disabilities to practice and improve workplace skills in competitive integrated work settings which goes beyond what is provided by the education agency as a transition service under the IDEA and may include in-school or after school opportunities, or experiences outside the traditional school setting (including internships). WBLE may be provided in a group setting or individually, based on the unique needs of the student with a disability, and may include the following types of experiences: job shadowing, information interviews, workplace tours, internships, and other paid or unpaid work experiences. The Provider secures sites for WBLE in the community in competitive integrated employment (CIE) settings to the maximum extent possible (approved by IDHS-DRS counselor) that are compatible with students' interests and needs. An exhaustive effort to provide these in an integrated setting must occur, prior to the consideration of providing these in a non-integrated work setting. To the maximum extent possible, these should be actual work experiences in an integrated community environment to prepare students for CIE. Those that segregate or replicate sub-minimum work will not count under this contract. WBLE services under this contract are separate from, or in addition to those IDEA transition services already provided by the education agency.
3. Counseling on opportunities for enrollment in comprehensive transition or Post-Secondary Education programs at institutions of higher education: Counseling on opportunities for enrollment in comprehensive transition or post-secondary education programs at institutions of higher education. These services may be provided in a group setting or individually, based on the unique needs of the student with a disability, and may include Advising students and parents or representatives on academic curriculum, providing information about college applications and admission processes, completing forms for financial aid, or learning to locate providing disability support services. These services are designed to provide resources used to support student success in education/training, and counsel students on the types of academic and occupational training needed to succeed in the workplace that are available at institutions of higher education. Services under this TPCA are separate from, or in addition to those IDEA transition services already provided by the education agency.
4. Workplace Readiness Training to develop social skills and independent living: Services may be provided in a group setting or individually, based on the unique needs of the student with a disabilities, and activities will provide them with opportunities to practice and apply their knowledge of employer expectations related to communication, time management, personal care, and other employability skills such as orientation and mobility, financial literacy/budgeting, social skills/interpersonal skills, independent living skills, and job seeking skills. Services under this TPCA are augmented services that are separate from, or in addition to those IDEA transition services already provided by the education agency.
5. Instruction in Self-Advocacy: Services may be provided in a group setting or individually, based on the unique needs of the student with a disability, and include, learning about their rights, responsibilities, and how to request accommodations or services as well as being able to communicate any thoughts, concerns or needs while seeking services, and making decisions about their own life. These services may include specific activities that will help the student strengthen their self-awareness, self-determination, decision-making, and leadership skills. Mentoring with educational staff, employers, and individuals in the community are opportunities to practice their skills.
Under the Work-Based Learning Experience in this TPCA contract, there is an opportunity to participate in the Structured Work-Learning Experience. It allows the individual to practice and improve work skills before exiting high school. The Structured Work-Learning Experience consists of the student with a disability working in an employer paid CIE work setting for a minimum of 240 hours and 60 working days. If their disability precludes the ability to complete this requirement, an alternate option of 120 hours and 60 working days can be completed instead, with IDHS-DRS counselor approval.
This creates multiple options for a WBLE for the students. Based on the student's needs, they will either participate in one of the experiences listed above in the WBLE description, or the Structured Work-Learning Experience. Provider will be reimbursed for only one WBLE per contract year.
Provider will secure sites for work-based learning experiences (WBLE) in the community in CIE settings to the maximum extent possible, as approved by the IDHS-DRS counselor, that are compatible with the students' interests and needs.
Provide appropriate wage compensation for PECT Program students participating in WBLE in accordance with state and federal labor laws.
Provider will complete the Work Site Form in WebCM, it must be approved by the IDHS-DRS counselor. No WBLE can begin without this approval.
Provider will provide consistent supervision for all hours and days claimed under the WBLE.
B. Excluded services under the reimbursable time- The following Pre-ETS activities cannot be counted under the allowable services, or reimbursed under this TPCA contract #2 Other Direct Pre-ETS Provided and Submitted for Reimbursement
Presentation of TAP or Illinois WorkNet websites.
Completion of the Apprenticeship 101 toolkit.
Discussion of IDHS-DRS sponsorship for training and college program, requirements, and CTP available in Illinois.
Financial literacy
Reasonable Accommodations
CIE 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; 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; 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; Is eligible for the level of benefits provided to other employees; Is in a location in the community where the individual with a disability interacts with individuals without disabilities; and, Has opportunities for advancement that are similar to those for other employees who have no disabilities and are in similar positions.
Milestones/Deliverables: (Exhibit B)
Program Deliverables for both services under #1 and #2:
1. Providers will submit referral information monthly for IDHS-DRS to determine student eligibility for services and approve participation in programming. This applies to those students being referred as potentially eligible and those that are seeking full VR services as an eligible student with a disability. Referral information will be entered in the online portal: DHS: Rehabilitation Services: Apply Online. If access to the online portal is not available, referral information will be sent to the Local IDHS-DRS Office(s) where the customers would be served.
Potentially eligible student referrals
Students with a disability that are seeking the Pre-ETS without individualized services, the following additional information is required at the time of the referral to the Local IDHS-DRS Office to determine eligibility for Pre-ETS:
a. PECT Program Intake Form
b. PECT Program Agreement Form
b. Release of information if the customer is under 18 or has a legal guardian
c. Most recent IEP, or
d. Existing medical documentation, most recent psychological and record reviews. If applicable, social history will also be included; or
e Any other verification that the student has been determined by another educational or governmental agency to be an individual with a disability.
Eligible Student referral
For the student with a disability to receive individualized VR support and services, the following additional information is required at the time of the referral to the Local IDHS-DRS Office to determine eligibility for VR services will include:
a. Consent for services
b. Release of information if the customer is under 18 or has a legal guardian
c. Most recent IEP
d. Existing medical documentation, most recent psychological and record reviews. If applicable, social history will also be included; or
e Any other verification that the student has been determined by another educational or governmental agency to be an individual with a disability.
2. Based on the student's needs, IDHS-DRS counselor will communicate information on the approved and authorized Pre-ETS and the timeframe for service provision, at the start of services, and then annually, as long as the student is participating in services with this Provider. This will be achieved by sharing the PECT Program Agreement Form for those potentially eligible, or the IPE for those in eligibility. The IDHS-DRS counselor must be involved in and provide approval of any decisions that would alter previously approved programming for individual students.
3. Provider will submit a copy of the most recent IEP to IDHS-DRS counselor annually.
4. Quarterly the Knowledge Check information, developed by IDHS-DRS, for the identified Pre-ETS will be completed by the student participating during the quarter to demonstrate the progress. Results will be shared quarterly.
5. IDHS-DRS counselor will be invited to the annual IEP meeting at least 10 days in advance.
6. Provider will document the provision of the approved Pre-ETS into the Transition Services section of WebCM. The date the service was provided, a description of the service, and the person providing the service will be required. This will populate the PECT Program Flow Chart for billing. Based on the approved PECT Program Agreement Form or the IPE, the Pre-ETS can be billed and reimbursed once per contract year.
7. For the Structured Work-Learning Experiences, the Provider will enter the hours and days worked into WebCM to generate the PECT Program Work Verification billing sheet. Progress towards the requirement is listed monthly but is paid after the student reaches 240 hours and 60 working days or the alternate based on disability 120 hours and 60 working days. Verification of employment, such as paycheck stubs, or wage verification will accompany the billing. This can be billed and reimbursed once per contract year.
8. The PECT Program Agreement form will be updated annually for potentially eligible students, to include Pre-ETS to be provided and updated service dates.
9. Provider will enter quarterly progress notes in WebCM. They will contain information on the students' progress towards their goals.
10. Providers will inform parents and students of the availability of VR services, and of their rights and responsibilities in receiving Pre-ETS.
11. IDHS-DRS Contract Advisor will conduct quarterly meetings to review utilization of the contract and reconcile billings with the Provider. These can be conducted during the two in-person visits.
12. On-site reviews of contractual requirements, including Provider files, will be performed once every three years. Based on findings, a Corrective Action Plan may be issued, with a return visit within a six-month time frame to assess compliance.
13. Final Reconciliation will be submitted to the IDHS-DRS Contract Advisor annually by the established deadline, or final payment could be delayed, or even denied.
Billing Requirements:
Providers will submit both the PECT Program Work Verification and the PECT Program Flow Chart monthly by fax, e-mail, or regular mail by the 15th of the month following the month of services, or the following business day if this falls on a weekend or holiday, to the Local IDHS-DRS Office(s), where the customers are served, and to the IDHS-DRS Contract Advisor. Local DRS Office staff will complete initial review of services provided.
IDHS-DRS counselors will submit billing to their IDHS-DRS Supervisor who will approve and submit to the IDHS-DRS Contract Advisor by the 20th of the month, or the following business day if this falls on a weekend or holiday.
The Match packet will be submitted monthly to the IDHS-DRS Contract Advisor by fax, e-mail, or regular mail by the 15th of the month following the month of services, or the following business day if this falls on a weekend or holiday. The IDHS-DRS Contract Advisor will inform the Provider at the end of the submission review if it was approved.
The following information is critical to ensure timely payments and program operations:
- Incomplete, inaccurate forms required for payment will result in delayed payments.
- Non-compliance per Provider Responsibilities/Assurances may result in suspension of payments until IDHS-DRS is satisfied that compliance concerns have been addressed.
- The final billing should be clearly marked as such on all forms required for payment.
Provider is 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
In addition to other provisions required by the Federal agency or non-Federal entity, all contracts made by the non-Federal entity under the Federal award must contain provisions covering the following, as applicable.
(A) Contracts for more than the simplified acquisition threshold, which is the inflation adjusted amount determined by the Civilian Agency Acquisition Council and the Defense Acquisition Regulations Council (Councils) as authorized by 41 U.S.C. 1908, must address administrative, contractual, or legal remedies in instances where contractors violate or breach contract terms, and provide for such sanctions and penalties as appropriate.
(B) All contracts in excess of $10,000 must address termination for cause and for convenience by the non-Federal entity including the manner by which it will be effected and the basis for settlement.
(C) Equal Employment Opportunity. Except as otherwise provided under 41 CFR Part 60, all contracts that meet the definition of "federally assisted construction contract" in 41 CFR Part 60-1.3 must include the equal opportunity clause provided under 41 CFR 60-1.4(b), in accordance with Executive Order 11246, "Equal Employment Opportunity" (30 FR 12319, 12935, 3 CFR Part, 1964-1965 Comp., p. 339), as amended by Executive Order 11375, "Amending Executive Order 11246 Relating to Equal Employment Opportunity," and implementing regulations at 41 CFR part 60, "Office of Federal Contract Compliance Programs, Equal Employment Opportunity, Department of Labor."
(D) Davis-Bacon Act, as amended (40 U.S.C. 3141-3148). When required by Federal program legislation, all prime construction contracts in excess of $2,000 awarded by non-Federal entities must include a provision for compliance with the Davis-Bacon Act (40 U.S.C. 3141-3144, and 3146-3148) as supplemented by Department of Labor regulations (29 CFR Part 5, "Labor Standards Provisions Applicable to Contracts Covering Federally Financed and Assisted Construction"). In accordance with the statute, contractors must be required to pay wages to laborers and mechanics at a rate not less than the prevailing wages specified in a wage determination made by the Secretary of Labor. In addition, contractors must be required to pay wages not less than once a week. The non-Federal entity must place a copy of the current prevailing wage determination issued by the Department of Labor in each solicitation. The decision to award a contract or subcontract must be conditioned upon the acceptance of the wage determination. The non-Federal entity must report all suspected or reported violations to the Federal awarding agency. The contracts must also include a provision for compliance with the Copeland "Anti-Kickback" Act (40 U.S.C. 3145), as supplemented by Department of Labor regulations (29 CFR Part 3, "Contractors and Subcontractors on Public Building or Public Work Financed in Whole or in Part by Loans or Grants from the United States"). The Act provides that each contractor or subrecipient must be prohibited from inducing, by any means, any person employed in the construction, completion, or repair of public work, to give up any part of the compensation to which he or she is otherwise entitled. The non-Federal entity must report all suspected or reported violations to the Federal awarding agency.
(E) Contract Work Hours and Safety Standards Act (40 U.S.C. 3701-3708). Where applicable, all contracts awarded by the non-Federal entity in excess of $100,000 that involve the employment of mechanics or laborers must include a provision for compliance with 40 U.S.C. 3702 and 3704, as supplemented by Department of Labor regulations (29 CFR Part 5). Under 40 U.S.C. 3702 of the Act, each contractor must be required to compute the wages of every mechanic and laborer on the basis of a standard work week of 40 hours. Work in excess of the standard work week is permissible provided that the worker is compensated at a rate of not less than one and a half times the basic rate of pay for all hours worked in excess of 40 hours in the work week. The requirements of 40 U.S.C. 3704 are applicable to construction work and provide that no laborer or mechanic must be required to work in surroundings or under working conditions which are unsanitary, hazardous or dangerous. These requirements do not apply to the purchases of supplies or materials or articles ordinarily available on the open market, or contracts for transportation or transmission of intelligence.
(F) Rights to Inventions Made Under a Contract or Agreement. If the Federal award meets the definition of "funding agreement" under 37 CFR § 401.2 (a) and the recipient or subrecipient wishes to enter into a contract with a small business firm or nonprofit organization regarding the substitution of parties, assignment or performance of experimental, developmental, or research work under that "funding agreement," the recipient or subrecipient must comply with the requirements of 37 CFR Part 401, "Rights to Inventions Made by Nonprofit Organizations and Small Business Firms Under Government Grants, Contracts and Cooperative Agreements," and any implementing regulations issued by the awarding agency.
(G) Clean Air Act (42 U.S.C. 7401-7671q.) and the Federal Water Pollution Control Act (33 U.S.C. 1251-1387), as amended-Contracts and subgrants of amounts in excess of $150,000 must contain a provision that requires the non-Federal award to agree to comply with all applicable standards, orders or regulations issued pursuant to the Clean Air Act (42 U.S.C. 7401-7671q) and the Federal Water Pollution Control Act as amended (33 U.S.C. 1251-1387). Violations must be reported to the Federal awarding agency and the Regional Office of the Environmental Protection Agency (EPA).
(H) Debarment and Suspension (Executive Orders 12549 and 12689)-A contract award (see 2 CFR 180.220) must not be made to parties listed on the governmentwide exclusions in the System for Award Management (SAM), in accordance with the OMB guidelines at 2 CFR 180 that implement Executive Orders 12549 (3 CFR part 1986 Comp., p. 189) and 12689 (3 CFR part 1989 Comp., p. 235), "Debarment and Suspension." SAM Exclusions contains the names of parties debarred, suspended, or otherwise excluded by agencies, as well as parties declared ineligible under statutory or regulatory authority other than Executive Order 12549.
(I) Byrd Anti-Lobbying Amendment (31 U.S.C. 1352)-Contractors that apply or bid for an award exceeding $100,000 must file the required certification. Each tier certifies to the tier above that it will not and has not used Federal appropriated funds to pay any person or organization for influencing or attempting to influence an officer or employee of any agency, a member of Congress, officer or employee of Congress, or an employee of a member of Congress in connection with obtaining any Federal contract, grant or any other award covered by 31 U.S.C. 1352. Each tier must also disclose any lobbying with non-Federal funds that takes place in connection with obtaining any Federal award. Such disclosures are forwarded from tier to tier up to the non-Federal award.
(J) See § 200.323.
(K) See § 200.216.
(L) See § 200.322.
Pricing (Exhibit C)
Each service can be reimbursed once per student, per contract period, as indicated on the PECT Program Agreement Form or the IPE.
Pre-ETS Pricing
Each of the 5 Pre-ETS is paid upon service provision, documentation, and approval from the Local IDHS-DRS Office and the IDHS-DRS Contract Advisor.
The Structured Work-Learning Experience is paid upon completion of the required hours and days worked, and the approval from the Local IDHS-DRS Office and the IDHS-DRS Contract Advisor.
Rural:
Job Exploration Counseling- $125 each
Work-Based Learning Experience- $225 each
Counseling on Post-Secondary Education- $50 each
Workplace Readiness Training- $150 each
Instruction on Self-Advocacy- $50 each
Work-Based Learning Experience: Structured Work- Learning Experience- $3,400
Metro:
Job Exploration Counseling- $150 each
Work-Based Learning Experience- $275 each
Counseling on Post-Secondary Education- $75 each
Workplace Readiness Training- $175 each
Instruction on Self-Advocacy- $75 each
Work-Based Learning Experience: Structured Work- Learning Experience - $4,300
Total Contract Value:
Projected Number of Students Served:
*Coaching services needed for community WBLE will be authorized and paid through the Local IDHS-DRS Offices*
Providers submits billings for payment upon completion of identified Pre-ETS.
All billings should be reconciled during the quarterly meetings with the IDHS-DRS Contract Advisor. Missed billing for 1st and 2nd quarter, will be submitted no later than the last business day of January. Missed billing for 3rd and 4th quarter will be submitted no later than the 5th business day of July. No reimbursement for billings submitted after those deadlines will be approved.
Funding may not be used to pay for alcoholic beverages; and cannot be used to pay for entertainment, which includes costs for amusement, diversion, and social activities. A Providers hosting a meeting or conference may not use funds to pay for food for conference attendees unless doing so is necessary to accomplish the legitimate meeting or conference business. Providers must receive written pre-approval to use grant funds to host a meeting or conference that includes food. Furthermore, all meeting or conference materials or publicity of any nature paid for with these funds must include appropriate disclaimers that identify the IDHS-DRS as the sponsoring agency and must not be released without prior written approval from the State's Authorized Representative.
All publicity and/or public action must also include a provision that the contents do not necessarily represent the policy of the IDHS-DRS nor is it an endorsement. For purposes of this provision, publicity includes notices, informational pamphlets, press releases, research, reports, signs, and similar public notices prepared by or for the Provider individually or jointly with others, with respect to the program, publications, or services provided resulting from the grant agreement or subsequent amendments.
Performance Measures (Exhibit E)
Performance measures will be reported monthly to the IDHS-DRS Contract Advisor on the PECT Program Work Verification and the PECT Program Flow Chart. Knowledge Check data will be gathered quarterly.
Exiting participating students will be informed of DRS services prior to exit.
All customers who participated in Pre-ETS during the given quarter, will receive the Knowledge Checks for completion.
The number of customers referred and served for Job Exploration Counseling.
The number of customers referred and served for Instruction on Self-Advocacy.
The number of customers referred and served for Work-Based Learning Experience.
The number of customers referred and served for Counseling on Post-Secondary Education.
The number of customers referred and served for Workplace Readiness Training.
The number of customers referred and served for Structured Work-Learning Experience.
Performance Standards (Exhibit F)
If these baseline requirements are not met two consecutive years, a corrective action plan may be initiated.
100% of participating exiting students are informed of DRS services.
Goal is 100%, but a minimum response rate of 50% is expected on the quarterly Knowledge Checks.
At least 60% of the customers referred for Job Exploration Counseling received this service and showed an understanding of this topic.
At least 60% of the customers referred for Instruction on Self-Advocacy received this service and showed an understanding of this topic.
At least 60% of the customers referred for Work-Based Learning Experience received this service showed an understanding of this topic.
At least 60% of the customers referred for Counseling on Post-Secondary Education received this service showed an understanding of this topic.
At least 60% of the customers referred for Workplace Readiness Training received this service and showed an understanding of this topic.
At least 50% of the customers referred for a Structured Work-Learning Experience will meet the established requirement.
