Specialized PECT Program
The services provided by the Provider are only available to participants in Vocational Rehabilitation (VR) services from the designated state unit, including students with disabilities who are eligible for the Vocational Rehabilitation (VR) program and need Pre-employment Transition Services (Pre-ETS). And in accordance with those who are eligible with an approved Individualized Plan for Employment (IPE).
In accordance with 34 CFR §361.22(c), services provided under this contract cannot reduce the obligation under the Individuals with Disabilities Education Act (IDEA) (20 U.S.C. 1400 et seq.) of a local educational agency 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 to children with disabilities. The scope of work outlined in this contract identify how the services provided are new and expanded services from those customarily provided.
Specialized Pre-Employment Career Training (Specialized PCT Program) is a program under the direction of IDHS- DRS VR Program. IDHS-DRS must approve and authorize the Pre-ETS provided under this contract prior to any provision of those services. The IPE will list the Pre-ETS that are approved along with the service dates. No services may be provided prior to the start date on the IPE.
A student with a disability in Illinois is defined as one who will be 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 IDEA or who is an individual with a disability according to section 504 of the Federal Register.
One or more of the following required Pre-ETS services can be provided under this contract. Services should be augmented and stackable services and separate from, or in addition to those IDEA transition services already provided by the education agency.
- Job Exploration Counseling: Career exploration, which may be provided in a group setting or individually, is 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 are augmented and stackable services.
- Work-based learning experiences (WBLE): Are 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 transitionservice 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 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 competitive integrated employment. 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.
- Secure sites for WBLE in the community in competitive integrated employment 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 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 program 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 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.
- 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. Annually, prior to funding determinations and the start of services, a copy of the curricula or materials used to provide Pre-ETS under this contract will be submitted to IDHS-DRS for review and approval. These will contain instructional and skills progression to allow for growth in Pre-ETS.
The payment structure is based on the following services. Rates as of 7/1/2025 and are listed below with the descriptions.
Metro (Cook County and collar counties) and Rural (all other counties statewide).
| Foundational Skills |
Rural |
Metro |
| Job Exploration Counseling |
$125 |
$150 |
| Work-Based Learning Experiences |
$225 |
$275 |
| Counseling on Post-Secondary Education |
$50 |
$75 |
| Workplace Readiness Training |
$150 |
$175 |
| Instruction in Self Advocacy |
$50 |
$75 |
| Total Foundational Skills |
$600 |
$750 |
Employer paid community-Work-Based Learning Experience (WBLE)-$1,500: Consists of competitive integrated employment.
Unpaid Community WBLE-- $1,000
Unpaid On-Campus WBLE - - $850
Coaching needed to support a community WBLE can be authorized through the Local IDHS-DRS Office based on the need of the student with a disability.
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.
Referrals - 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.
Customers will complete the Knowledge Check document after service provision, developed by IDHS-DRS, for the identified Pre-ETS are required to demonstrate the progress. Results will be shared quarterly.
Provider will secure sites for WBLE in the community in competitive integrated employment settings to the maximum extent possible, as approved by the IDHS-DRS counselor, that are compatible with the students' interests and needs.
For students participating in a WBLE, the Provider will seek and obtain positions in the community that meet a competitive integrated work setting.
Verification of paid WBLE will be submitted with billing to the Local IDHS-DRS Office and the IDHS-DRS Contract Advisor. This will include wage records, or paycheck information.
