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SECONDARY TRANSITIONAL EXPERIENCE PROGRAM MANUAL
ILLINOIS DEPARTMENT OF HUMAN SERVICES
DIVISION OF REHABILITATION SERVICES
MISSION
The mission of the Illinois Department of Human Services, Division of Rehabilitation Services,
is to assist individuals with disabilities in achieving their goals of employment, education, and
independent living.
VISION
Improving the independence of our customers is our only reason for existing. We realize that the
skills and 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.
DHS - 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 DHS - 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 persons with disabilities.
We value situations in which the individual gets needed services.
We value an accessible environment.
We value being responsive to the needs and concerns of customers.
We value the right of all customers to choose services that enable them to work and live
independently in their communities.
We value community integrating and the customer’s right to live in the least restrictive
environment.
We value lifelong learning for our staff and are committed to providing necessary
training to improve their professional skills.
We value staff who are creative, well-trained, efficient, and knowledgeable about
disability and developing careers for customers and the use of assistive technology.
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INTRODUCTION TO MANUAL
This Policy and Procedures Manual is a living document by DHS - DRS with contribution from
School Partners who serve as members of the Statewide Secondary Transitional Experience
Program Advisory Council. As a living document this manual has the capacity to change as
rehabilitation issues change. As changes occur, the Community Resources Unit and the
Statewide STEP Advisory Council will forward all changes to the Director for final approval.
August 25, 2015
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PROGRAM DESCRIPTION
Secondary Transitional Experience Program (STEP) is an evaluation, training, and employment
program that prepares students with disabilities for transition to employment and optimum
community participation during and after high school.
To promote this emphasis, DHS - DRS have established the following Guiding Principles and
goals for all S.T.E.P. providers:
Vocational skills development in integrated, employer paid, community-based training
experiences utilizing on-the-job evaluation, on-the-job training and job coaching which
may extend beyond hours of a school day.
Training experiences for students in integrated community-based training/work sites.
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 all state and federal Department of Labor (DOL) regulations.
Compliance information for state and federal labor regulations may be found at
ww.state.il.us/agency/idol and at www.dol.gov.
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PROGRAM COMPONENTS AND DEFINITIONS
Pre Employment Transition Services, (PETS)
Job Exploration Counseling– Classroom instruction usually conducted within the school
setting that includes, but is not limited to, career exploration, job seeking skills, job placement
skills, resume writing and job applications, interviewing skills or vocational training classes.
Job Shadowing – A method of learning about a job by spending time with a person who is
working in that career. Students learn the realities of a job by walking through the day as a
shadow of a competent worker. Provides opportunities for students to see if he/she has the
ability to perform essential job functions with or without accommodation, to ask questions, to
observe some job tasks, and to evaluate whether he/she likes the job based on first-hand
observations.
Workplace Readiness Training– Classroom or community-based instruction beyond that
received in a Work Related Class. 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.
Self Advocacy - “ knowing your basic human rights, standing up for your rights, taking
responsibility for your life and asking for help because you want it or need it.” Problem-solving,
communication, decision-making and assertiveness skills are all a part of self –advocacy. These
skills are incorporated into all life settings: on the job, in schools, in the home and community
and in social and interpersonal relationships
On-Campus OJE/OJT – Experience in any school setting, closely supervised. Often a
student’s first training experience, used to identify vocational strengths, and to develop
appropriate work behaviors and skills in preparation for community placements.
Community On-The-Job Evaluation/Training (OJE/OJT) – A training experience to evaluate
student’s aptitudes and abilities, work speed, work skills, ability to learn, quality of work
performed and work behaviors. Used to develop basic job skills that would lead to employment
and is utilized until the student is able to perform most or all of the job required job tasks in a
timely manner.
Employer Paid – Work experience that is competitive, integrated and fully employer funded
with no subsidy from any source.
Counseling on Post-Secondary Education – Counseling on opportunities for enrollment in
comprehensive transition or post-secondary education programs at institutions of higher
education.
Job Coaching – On-the-job support provided by school personnel to ensure that students with
severe disabilities have access to paid, competitive, integrated training experiences in the
community with the opportunity to promote development of natural supports.
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Work Based Learning Experience –Work-based learning experiences, which may include in-
school or after school opportunities, or experience outside the traditional school setting
(including internships), that is provide in an integrated environment to the maximum extent
possible. For the following:
On Campus OJE-OJT
Community OJE-OJT
Job Coaching
Employer Paid Work
Transition Students (from School to Work) A Student in their final year of High School
transitioning from school to work.
Students can be served by both the school and a community rehabilitation provider
during their final year per counselor’s approval. Students can only appear on one group
billing at a time. Students must first be removed from the school STEP Work
Verification Sheet before they can be reported on the Community Rehabilitation Program
(CRP) Group Billing. Students should remain on the STEP Flow Chart. An
Individualized Plan for Employment (IPE) and Notification of Services (NOS) are
required prior to CRP services being initiated.
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PROVIDER RESPONSIBILITIES/ASSURANCES
Ensure program accessibility to all students with a documented disabilities that includes:
opportunities to work, with or without individualized supports, in real competitive
jobs in the community prior to school exit, and
10-15 hours of work experience for each student per calendar week approved by
the STEP Counselor/Transition Specialist (TS), that earns credit towards
graduation requirements
Identify potential STEP participants for DHS - DRS referrals
NOTE: STEP services should be considered not only for students with an IEP,
but also students with a 504 plan or a documented disability that constitutes a
barrier to employment.
Inform parents and students of the availability of STEP and DHS - DRS services, and of
their rights and responsibilities in transition planning.
Complete online referral to DHS - DRS. Submit necessary documentation to the DHS -
DRS Counselor to determine student eligibility for services and approve participation in
STEP at time of referral. This shall include at a minimum:
Social security number
DRS Consent for Services
Most recent Individualized Education Program (IEP) or 504 Plan
Existing medical, most recent psychological, record reviews, and social history if
available
Develop an IEP and participate in the development of the Individualized Plan for
Employment (IPE). A copy of students’ most recent IEP must be sent annually to the
DHS - DRS Counselor while student is in STEP.
Invite DHS - DRS Counselor/TS to annual IEP staffing at least ten (10) days in
advance.
Secure training sites that are compatible with students’ strengths and interests and
complete the worksite form online. Involve STEP Counselor/Transition Specialist in any
decisions that would alter previously agreed upon STEP programming for individual
students, including placement in or removal from training or work sites.
Obtain appropriate wage compensation for STEP students in accordance with state and
federal labor laws.
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Provide adequate program supervision and personnel to carry out the contracted program
of services.
Complete yearly STEP application packet for submission to the Transition Advisor.
Submit monthly for payment the STEP Training/Work Verification sheets, time sheets,
match reports, flow charts and student evaluations as specified in this Manual in a timely
and accurate manner.
Download, sign, and return contracts.
Comply with all provisions as specified within the agreement.
Encourage active participation on local Transition Planning Committee(s).
Maintain all records six (6) years including the current year.
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DHS - DRS RESPONSIBILITIES/ASSURANCES
Provide staff to serve as liaison to STEP who determines eligibility for DHS - DRS
services. Duties include, but are not limited to, the following:
Provide input into agreement and program development.
Process referrals for STEP participation and notify school of service eligibility
date and DHS - DRS case number(s).
Approve and monitor all worksite agreements.
Receive, review and approve all STEP documentation (including timesheets,
billings, flow charts and student evaluations). Counselor or Transition
Specialist will initial their students on the group billing prior to submission to
their office supervisor. Office supervisors will then review, sign the billing
and submit to the Transition Advisor.
Document contact with student at least quarterly. May include annual student
reviews, work site visits, and classroom visits.
Develop the IPE at least annually and participate in the development of the
students IEP. In addition, if special education services are being provided,
a copy of student’s most recent IEP must be obtained annually to assure
ongoing compatibility between student’s educational programming and
DHS - DRS’ services.
STEP Counselor/Transition Specialist must be involved in any decisions that
would alter previously agreed upon STEP programming for individual
students, including placement in or removal from training and/or work sites.
Transition Planning Committee (TPC) attendance.
Maintain all records for six (6) years including current year.
Provide Transition Advisor to serve as project officer to STEP. Duties include, but
are not limited to, the following:
Provide technical assistance and support in operational procedures.
Review, approve and submit to the DHS - DRS Website.
STEP application packet after submission by provider.
Transition Program Advisors approve contract budgets on the Contract
Services Administration, (CSA) tracking system
Monitor and evaluate contract performance and recommend remediation if
needed.
Participate in TPC activities when possible.
Conduct on-site program reviews every 3 years or as needed.
Review, process and request payments to providers based on submission of
monthly STEP Training/Work Verification sheet and Flow Chart when
required.
Review, approve and submit to Fiscal Unit the STEP Match Report.
Process and submit Final Reconciliation by end of School year.
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DHS - DRS CASE MANAGEMENT GUIDELINES
For many students, STEP will be a multi-year program of services that will serve many purposes.
As such, case management and status movement decisions need to be responsive to the
individual needs and circumstances of each student.
Initially, STEP services may typically reflect those that are necessary to complete the
certification of eligibility. Since STEP services are provided in conjunction with a student’s
educational program, it is important the DHS - DRS’ services are compatible with his/her IEP.
For this reason, a copy of the student’s most recent IEP must be obtained annually while the
student is in STEP. Review of the DHS - DRS’ case file for a STEP student should clearly show
a relationship between the student’s IEP and the services that are being provided to the student,
regardless of whether the student is completing his/her comprehensive assessment, or is in
planned status.
It’s important to note that a case must be in certified or plan status in order for work hours
and days to apply toward a STEP outcome or paid service.
An IPE, must be written in order to initiate planned services. This movement from certified
status to a planned status will ensure that plans and goals have been developed, linkages for
community supports have been addressed, and services necessary for a successful transition are
in place. A plan must be developed or amended every year a student participates in STEP.
As a general rule, the determining factors in case management and status movement decisions
regarding closure of STEP cases should be no different than those of any other customers. These
decisions must be based on individual needs and circumstances and should not be confused with,
or driven by, programmatic issues such as those that are unique to STEP.
Transition/STEP cases may be closed as a successful outcome when an IPE has been developed,
the student has exited high school and customers have employment stability a minimum of 90
days.
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ABOUT AGREEMENTS
Annually, DHS - DRS will establish the amount of funds to be set aside for STEP based on the
availability of state and federal dollars. Agreement proposals originate with the provider and are
endorsed by the Transition Advisor based on need and past performance, and must identify local
matching funds as part of the application and total agreement amount (not required of non-third
party/private programs). Following the Secretary’s approval, agreements are issued and
distributed by the DHS Office of Contract Administration.
TYPES OF AGREEMENTS
The following agreement options are available to both third-party and non-third party providers
whose programs offer a full array of services as described in the Program Description section of
this Manual.
STEP MENU – Provides payment to providers based on services provided to students as
specified within the agreement.
Pre-Employment Transitional Services (PETS)– Based on PETS offered to students and by
achieving outcomes (PERFORMANCE). The final payment is based on the level of
performance achieved during the agreement period.
STEP PERFORMANCE DEFINITIONS:
Performance Outcome is defined as:
Competitive, integrated, unsubsidized community-based work for 240 hours and a minimum of
60 work days.
In addition, the following information is provided for purposes of clarification:
“Competitive” means employment in the community which provides an individual at
least minimum wage reimbursement and, if applicable, fringe benefits, i.e., vacation, sick
leave, etc.
“Integrated” – Integration occurs when a person with a disability works alongside
coworkers who are not disabled or has frequent interaction with the general public as a
result of his/her job duties
“Unsubsidized” – Wages are paid in full by the employer – there are no wage
reimbursements from any source, i.e., DHS - DRS, Workforce Innovation and
Opportunities Act, (WIOA), etc.
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STEP PERFORMANCE GUIDELINES
Multiple placements can be used to achieve outcomes. Placements do not have to be
consecutive, as long as all other criteria apply, i.e., competitive, integrated, unsubsidized, etc.
Holiday, evening, weekend, and summer work schedules can be used to achieve the outcome, as
long as 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. STEP Counselors and Transition
Specialists, however, may not be assigned to provide program supervision.
Ideally students will work 2 or more hours per work day.
If a student is unable to work 2 hours or more per day due to their disability a minimum of 1
hour per day is allowed. For students in this category, an outcome credit may be obtained with
120 hours and a minimum of 60 days.
The STEP Counselor/Transition Specialist must document any circumstances that would affect a
student’s ability to fully participate in 2-3 hours of STEP services per day with a goal of
increased program participation.
Work can be with or without supports, i.e., job-coaching.
Only one outcome credit per student per contract period. This does allow for the possibility of
more than one outcome credit on the same student when served during different contract periods,
as long as all other criteria are met. It also allows for a carry-over of days from one contract
period to the next contract period to count towards an outcome credit, as long as all other criteria
are met. The burden of proof for outcome credits lies with the Provider and will be documented
by the STEP Work/Verification sheet, student time sheets and Flow Chart. The STEP
Counselor/Transition Specialist is responsible for approving STEP outcomes.
Providers can claim outcome credits for students who transfer into a program if they can verify
that the Performance Outcome criteria have been met. The burden of proof lies with the
Provider wishing to claim the outcome credit.
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PROGRAM EVALUATION / AGREEMENT MONITORING
Program review, evaluation, and monitoring should be an ongoing process that serves multiple
purposes. For DHS - DRS, it assures agreement compliance and quality services based on the
Guiding Principles that are the cornerstone of this program. For providers, it provides an
opportunity to discuss program needs, future plans, and creative action to further improve and
expand services. These opportunities for review and discussion are often through informal
contact such as phone calls for problem solving and technical support, in-service meetings with
program staff and formal documentation.
The PROJECT OFFICER’S MONITORING REPORT meets DRS’ contract monitoring
requirements, and is completed by the Transition Advisor at the end of the agreement period.
The on-site review meets DHS contract monitoring requirements and is completed by the
Transition Advisor once every three years.
RESOLUTION OF DIFFERENCES
Agreement disputes shall be resolved between DHS - DRS local office staff and the Provider. If
disputes cannot be resolved at this level, the Provider or DHS - DRS Supervisor shall submit in
writing to the Community Resources Administrator.
The Administrator of Community Resources will be the final level of the appeal and will render
a written decision within ten working days. Copies of the final decision will be sent to the
Provider, Rehabilitation Services Supervisor, and the Transition Advisor.
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AMENDMENTS AND MODIFICATIONS
An agreement change may be initiated by either DHS - DRS or the provider, but can only occur
with an amendment or modification that has been authorized by the Transition Advisor.
For agreement changes involving only an increase or reduction in match, a modification must be
completed when match will be increased or reduced by at least $2,000 or 10%, whichever is
greater. As a general rule, any amendment that increases DHS - DRS funds should result in
increased student outcomes or services.
AMENDMENT An amendment is required to increase or decrease contract amounts, add a
line item or change the scope or deliverables of a contract. Effective on
the date of the DHS - DRS Director’s letter of approval or signed
amendment from the DHS Secretary. All amendments MUST be
requested prior to April 1.
MODIFICATION/
AUTHORITY If the changes in existing budget line item amounts total less than 10% of
DHS funding amount, a modification may be completed.
Changes MUST be within the limits of the modification authority and
requested prior to June 1.
PROVIDERS NOTE:
All amendments MUST be requested prior to April 1.
Modifications MUST be requested prior to June 1 of the agreement period.
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GENERAL INFORMATION
The following information is critical to ensure timely payments and program
operations:
Training/Work Verification Sheets are to be completed on a monthly basis. Match
expenditure reports are submitted at least quarterly.
Incomplete, inaccurate forms required for payment will result in delayed payments.
Non-compliance with Provider Responsibilities/Assurances may result in suspension
of payments until DHS - DRS is satisfied that compliance concerns have been
addressed.
Final reconciliation must be completed and submitted to the Transition Advisor at the
end of the school year.
Flow Charts are required quarterly.
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Paperwork – Gotta Have It!
Who Gets What When
Document What Is It? Who Gets It? When Do They Send It?
OJE/OJT Work Site
Form
Describes Student’s Work Site, Supervisor, Job
Title, Job Duties, and Work Schedule as well as
information re: wages and who is paying.
Automatically generated
through WebCM to
STEP Counselor or
Transition Specialist
Before start of any job
Student Evaluations Quarterly Evaluation completed by work site
supervisor
STEP Counselor or
Transition Specialist
Due each quarterly
grading period
Student Time Sheets Document that details the dates and hours student
worked. Can be an employer generated document,
student kept calendar, pre-voc general document.
Automatically generated
through WebCM to
STEP Counselor or
Transition Specialist
By the 15th
of the
following month
STEP Training/Work
Verification Sheet
Monthly report of students who worked that month.
Used to track program participants, hours worked,
status and performance contract information.
STEP Counselor or
Transition Specialist,
then Supervisor, then
Transition Advisor, then
Contract Unit
By the 15th
of the month
following the month of
reporting
Quarterly Match Report Identifies the cost of the school personnel involved
in STEP for the time they are released to do it.
STEP Counselor or
Transition Specialist,
then Transition Advisor,
then Fiscal Unit
By the 15th
of the month
following end of quarter.
Flow Chart Identifies all the students who have been involved in
STEP during the contract year and the services and
programs in which they have been involved.
STEP Counselor or
Transition Specialist,
then Supervisors, then
Transition Advisor
By the 15th
of the month
following end of quarter.
Reconciliation Shows amount of contract, outcomes or services
provided, total DHS payments received and money
owed to provider or DHS, if any.
Transition Advisor, then
to Contract Unit
At the end of the school
year
Training Memorandum Same as Work Site Form School and Students
keeps copies
Before the start of any
job.
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SCHEDULE OF DUE DATES & REMINDERS
JULY
1 Assure new contract has been received prior to providing services.
15 June STEP Training/Work Verification Sheet (final billing) due 4th
quarter Match
Expenditure Report
Flow Chart Due
AUGUST
15 July STEP Training/Work Verification sheet due
SEPTEMBER
15 August STEP Training/Work Verification sheet due
OCTOBER
15 September STEP Training/Work Verification sheet due
1st Quarter Match Expenditure Report due
1st Quarter flow chart
NOVEMBER
Reminder – Student Progress Reports due to STEP Counselors or Transition
Specialists at end of grading period.
15 October STEP Training/Work Verification Sheet Due
DECEMBER
15 November STEP Training/Work Verification sheet due
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SCHEDULE OF DUE DATES & REMINDERS
JANUARY
Reminder – Student Progress Reports due to STEP Counselors or Transition
Specialists at end of grading period.
15 December STEP Training/Work Verification sheet due
2nd
Quarter Match Expenditure Report
1st Semester Flow Chart due
FEBRUARY
15 January STEP Training/Work Verification sheet due
MARCH
Reminder – Student Progress Reports due to STEP Counselors or Transition
Specialists at end of grading period.
15 February STEP Training/Work Verification sheet due
APRIL
1 Final day for contract amendments
15 Match STEP Training/Work Verification sheet due
3rd
Quarter Match Expenditure Report
3rd
Quarter Flow Chart
MAY 15 April STEP Training/Work Verification sheet due
JUNE
Reminder – Student Progress Reports due to STEP Counselors or Transition
Specialists at end of grading period.
1 Final day for contract modification.
15 May STEP Training/Work Verification sheet due.
30 Download, sign, and return contract, prior to June 30th
.
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RULES & REGULATIONS FOR STUDENT LEARNER TRAINING MEMORANDUM
Example:
Responsibilities of the Student Learner:
The student learner will keep regular attendance, both in school and on the job, and cannot work on any
school day that he/she fails to attend school; he/she will notify the school and employer if unable to report.
The student’s OJE/OJT funds will be terminated if he/she does not remain in school.
The student will show honesty, punctuality, courtesy, a cooperative attitude, proper health and
grooming habits, good dress, and a willingness to learn.
The student will consult the teacher-coordinator about any difficulties arising at the training site.
The student will conform to the rules and regulations of the training site.
The student will furnish the teacher-coordinator with all necessary information and complete all
necessary reports.
Responsibilities of the Parent(s):
The parent(s) will encourage the student to effectively carry out duties and responsibilities.
The parent(s) will share the responsibilities for the conduct of the student while training in the
program.
The parent(s) will be responsible for the safety and conduct of the student while traveling to and from
the school, the training site and home.
Responsibilities of the Training Sponsor/Employer:
The training sponsor/employer will endeavor to employ the student for at least the minimum number
of hours each day and each week for the entire agreed upon training period.
The training sponsor/employer will adhere to all federal and state regulations regarding employment,
child labor laws, minimum wages and other applicable regulations.
The training sponsor/employer will see that the student is not allowed to remain in any one operation,
job, or phase of the occupation beyond the period of time where such experience is of educational
value.
The training sponsor/employer will consult the teacher-coordinator about any difficulties arising at
the training site and before any student trainee is terminated.
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Page Two
Rules & Regulations for Student Learner
The training sponsor/employer will provide experiences that will contribute to the attainment of the
student’s career objective.
The training sponsor/employer will assist in evaluating the student.
The training sponsor/employer will provide time for consultation with the teacher-coordinator
concerning the student.
The training sponsor/employer will provide instructional material and occupational guidance for the
student as needed and available.
Responsibilities of the School:
The school administration will employ and retain a qualified teacher-coordinator.
The school administration will allow the teacher-coordinator sufficient time to provide the related
instruction and to carry on necessary coordination activities.
Responsibilities of the Teacher-Coordinator:
The teacher-coordinator will coordinate related classroom instruction and on-the-job training to
improve job performance and to better prepare the student for his/her occupational career objective.
The teacher-coordinator will see that the necessary related classroom instruction is provided.
The teacher-coordinator will make periodic visits as necessary to the training site to observe the
student and consult with the employer or training sponsor.
The teacher-coordinator will assist in evaluation of the student.
This agreement may be terminated by mutual consent of the training sponsor and the teacher-coordinator.
It is understood the parties participating in this agreement will not discriminate in employment opportunities
on the basis of race, religion, color, sex, or national origin.
________________________________ _________________________________
Student Date Training Sponsor/Employer Date
________________________________ _________________________________
Parent Date Teacher-Coordinator Date
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State of Illinois
Department of Human Services
Division of Rehabilitation Services
Consent for Services
I hereby give consent (permission) for ______________________________ to receive and
participate in vocational rehabilitation services that will lead to employment.
________________________________
(Parent of Guardian Signature)
________________________________
(Date)
IL488-2458 (01/03)
