Early Start PECT Program: The services provided by the Provider are only available to students with disabilities who need Pre-Employment Transition Services (Pre-ETS) and who are potentially eligible for the IDHS-DRS program. IDHS-DRS must approve and authorize the Pre-ETS provided under this contract prior to any provision of those services. The Early Start PECT Program Agreement will list the Pre-ETS approved along with the service dates. No services may be provided prior to the start date on Early Start PECT Program Agreement form. 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.
To qualify, individuals must: 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; be enrolled in an education program; have a documented disability with an IEP, 504 Plan, medical records, or documentation from a physician, and not already a participant in VR services. Individuals who have been determined eligible for the IDHS-DRS VR program cannot be served under this contract. Participation can continue while all criteria are met.
Services related to a student's disability, such as sign language interpreters, reader services or mobility instruction services can also be provided to the potentially eligible student. No individualized VR services, such as purchasing items needed for work, transportation, or other individualized services can be provided to these students.
One or more of the five required Pre-ETS can be provided.
- 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.
- 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 work-based learning experiences: job shadowing, informational interviews, workplace tours, internships, and other paid or unpaid work experiences. The Provider secures sites for the WBLE in the community in competitive integrated employment settings to the maximum extent possible (approved by the 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 competitive integrated employment. Those that segregate or replicate sub-minimum work will not count under this contract.
- 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.
- Workplace Readiness Training: Services may be provided in a group setting or individually, based on the unique needs of the student with a disability, and activities. Workplace Readiness Training 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.
Rates for the Pre-ETS are specific to each Provider.
Program Specific Information:
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.
Provider will submit the Early Start PECT Intake and Agreement forms to the Local IDHS-DRS Office. Suggestions on the Pre-ETS to be provided can be entered on the Early Start PECT Agreement form for IDHS-DRS review.
The IDHS-DRS counselor will review documentation and determine the Pre-ETS to be provided. IDHS-DRS will return the Early Start PECT Agreement form to the Provider within 5 business days to authorize services.
The students in Early Start PECT Program remain in referral status during service provision. 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 Pre-Employment Career Training (PECT) Program or adult services, the case will then be moved forward to determine eligibility.
Students will complete a quarterly the Knowledge Check for the identified Pre-ETS during the quarter to demonstrate the progress. Results will be shared quarterly.
Billing Requirements - Provider will submit the billing and progress notes 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.
Provider will submit verification of employment with an employer paid WBLE. This will include wage records, or paycheck information. Documentation of hours will be maintained in the Provider files and reviewed at the On-site reviews.
IDHS-DRS staff will enter a case note into the Transition Services section on WebCM reflecting each of the Pre-ETS 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 Contract Advisor.
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.
