Introduction

This manual is updated periodically and is subject to change in response to policy/rules changes to better serve our shared customers.

This manual provides programmatic procedures, responsibilities, and guidance to Illinois Department of Human Services- Division of Rehabilitation Services (IDHS-DRS) and Providers. Information contained in this manual is an extension of the contract and must be followed to remain in compliance. Manual Updated: July 1, 2025.

Mission

IDHS-DRS is the state's lead agency serving individuals with disabilities. IDHS-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.

IDHS-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 IDHS-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.

AGREEMENTS

Annually, IDHS - DRS will establish the amount of funds to be set aside for Pre-ETS contracts based on the availability of state and federal dollars. Agreement proposals originate with the provider and are endorsed by the IDHS-DRS Contract Advisor based on need and past performance. PECT Program contracts must identify local matching funds as part of the application and total agreement amount. Following the IDHS-DRS Secretary and IDHS-DRS Director approvals, agreements are issued and distributed by the IDHS Office of Contract Administration (OCA).

GUIDING PRINCIPLES:

As part of the team, both IDHS-DRS and Providers will participate in activities to support the student. To promote this emphasis, IDHS-DRS have established the following guiding principles and goals for all:

  • 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.
  • Vocational skills development in integrated, employer paid, community-based training experiences utilizing work-based learning experiences (WBLE) which may extend beyond hours of a school day.
  • 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.

Definitions

Following is a listing of terms used throughout the Program Manual.

Client Assistance Program (CAP) - DRS and Transition Providers serving individuals with disabilities shall advise said individuals (or parents, family members, guardians, advocates, or authorized representatives of the individual) of the availability and purpose of the Client Assistance Program (CAP) at Equip for Equality, including information on means of seeking assistance under said program. CAP may be reached multiple ways; www.equipforequality.org/cap; 855-ILCAP-25 (855-452-2725) (Voice/Relay); 800-610-2779 (TTY); and by email cap@equipforequality.org.

CAP helps people with disabilities receive quality services by advocating for their interests and helping them identify resources, understand procedures, resolve problems, and protect their rights in the rehabilitation process. Transition Providers should inform customers of a preferred mode of communication. CAP's website is https://www.dhs.state.il.us/page.aspx?item=37637

Competitive Integrated Employment (CIE) - 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..

Flow Chart - Type of billing form used to bill for the 5 required Pre-ETS under the Workforce Innovation and Opportunity Act (WIOA). Each Flow Chart is unique to the contract type.

Group Billing Sheet - Type of billing sheet used to bill for services,

Individuals with Disabilities Education Act (IDEA) - Under (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.

Match (Certified Personnel Expenditures) under a Third-Party Cooperative Arrangement (TPCA) - Certified personnel expenditures of salary and fringe based on time spent arranging for or providing services under the TPCA between IDHS-DRS and the LEA will be in accordance with 34 CFR §361.22(c) and will be the cooperating Local Education Agency (LEA) contribution towards the non-federal share of costs. Match is required under this contract type.

This donated time certified through certified personnel expenditures and is not reimbursable to the Provider. Match is needed for Vocational Rehabilitation (VR) to pull down the entirety of the federal award.

Pre-ETS 5 required services under WIOA - These services are the basis of all Pre-ETS contracts. Services are separate from, or in addition to those under IDEA transition services already provided by the education agency. 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:

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.

Work-based learning experiences: 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.

Counseling on Post-Secondary 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.

Workplace Readiness Training - 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.

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. .

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.
  • Public Act 102-0172 (HB 40) extends eligibility to the end of the regular school year for students whose 22nd birthday falls within a regular school term.

Structured Work-Learning Experience - A WBLE opportunity for students with a disability under the Pre-Employment Career Training Program (PECT Program) contract, to work in an employer-paid CIE setting for 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 approved by the IDHS-DRS counselor.

Supported Employment Program (SEP) - 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.

Youth with a Disability - an individual with a disability who 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.