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Student Work Based Learning Services are a set of Pre-Employment Transition Services (Pre-ETS) to be used for students with a disability in high school or a post-secondary education training program, aged 14-21. Skills gained through these experiences are meant to help with future job goal identification and attainment as the student ages. The experiences are not intended to be the student's final IPE goal.
If a student has decided that their current IPE job goal will be used as their long-term goal for case closure, services should transition from Pre-ETS to adult services, including the use of Supported Employment, to help the consumer maintain permanent competitive integrated employment. Because individual circumstances are often unique, it is critical to consult with the consumer's employment team and DVR colleagues.
SERVICE | PURPOSE | TIMEFRAME(S) | DELIVERABLES | PAYMENT |
---|---|---|---|---|
Student Work Based Readiness Plan | Develop a plan for the student based on their interests and job readiness. | 45 days to complete the service |
|
$600 |
Student Work Based Learning Experience Development | Support student during job search process and secure employment. | Review plan every 90 days |
|
$1,500 Upon an accepted employment offer with established start date and hire report submitted |
Student Work Based Learning Retention Services | Provide student with supports necessary and appropriate to retain employment. | 30, 60, and 90 days following start date |
|
$500 per month in months 1, 2, and 3 |
This service includes identifying types of jobs that may interest the student, introducing the student to the job search process, and working on basic job preparation skills.
As part of this service, the provider should create a sample job application to assist the student in preparing for a job search. The service provider is required to generate a list of references for the student to use as a template when applying for jobs. Developing a resume and cover letter is optional depending on the specific needs of the consumer (at the direction of DVR). At a minimum, resume development should be discussed with the student and resources on how to develop and post a resume should be provided.
The Student Work Based Readiness Plan service also includes providing opportunities for interview practice and sharing job interview expectations, as well as identifying and developing strategies to address barriers to employment.
Note: Barriers to employment should already be identified in documentation provided by DVR staff from the comprehensive assessment and other formal assessments and information.
Referrals for this service can include a meeting or communication by phone or email with the provider and student to introduce all parties, review existing information, coordinate work-based readiness plan activities, and schedule dates for future meetings if needed.
A final meeting in-person or by phone or virtually between the service provider, student, and DVR is required to review the completed plan. The service is not complete until all parties agree with the plan.
This service involves the service provider and student working together on a regular basis to identify and apply for jobs.
Activities for this service should include:
The Student Readiness Plan is reviewed and updated every 90 days in a meeting with DVR staff, the service provider, and the student (in person, by phone or virtually), but any party can request more frequent reviews as needed.
Service Providers are required to provide the start date of employment and the hourly wage rate documentation to DVR before receiving a payment for retention or transition to long term support.
All consumers receiving any job development service shall be provided with job supports appropriate for the consumer need for at least the first 90 days on the job. Retention services can be used to foster positive workplace relationships with coworkers and supervision, potentially leading to the development of independent and natural supports in the workplace as available and appropriate. The provider should work with the consumer to help with situational problem solving and communication. The provider should ensure the consumer knows how to seek and get information at the worksite. The provider should have regular check-ins with the consumer and the employer as detailed in the Hire Report and Job Retention Report, respectively, so that job retention, stability and progress can be monitored in the first months of a job.
The provider must:
Upon an offer of employment, DVR should be notified as soon as possible (within 5 days) to review the job to ensure that the potential position meets the job goal and to authorize Job/Task Analysis and Monthly Systematic Instruction or supports via Partners with Business, if necessary. DVR must be consulted if a change in the type of support is identified and agree to authorize alternate support services.
In certain pre-approved circumstances, offsite supports may need to be provided. These types of support requirements must be detailed in the job support plan, including parameters for contact, and must be based on the consumer's disability needs or unique work environment. For example, a consumer's employer may not allow an instructor onsite, or the consumer does not wish to have job supports in the workplace. In these cases, direct contact with the consumer must be included in the job supports plan and the employer (if approved by the consumer). Phone calls, check-in meetings in the community, emails, etc. may be used as 'offsite' support. Offsite support requests will be considered and approved by DVR on a case-by-case basis and agreement must be documented in the DVR case file.
Hourly Systematic Instruction
In cases where a consumer required supports beyond the scope of those listed above, Hourly systematic instruction can be authorized. Systematic Instruction includes planning and implementing individualized instruction for a job. The steps include using the Job and Task Analysis to identify the work routine and identifying instructional strategies and how the consumer will be supported and taught to complete their job tasks independently. Progress is monitored and strategies are modified using a step-by-step, or systematic, approach including positive and constructive communication with the consumer.
Partners with Business (click on link for more information)
Partners with Business (PwB) is a strategy for providing on the job support using a consumer's co-workers instead of a provider employee. The employer is reimbursed for the time a co-worker spends assisting a consumer. This service is especially effective for consumers transitioning to Long Term Supports.
NOTE: Other Supports
If a consumer needs other types of support that fall outside of the soft or hard job skills described, the transition/student supports team or DVR should be consulted, and a plan to provide those supports should be developed. Services such as transportation training, personal attendant services are not part of Systematic Instruction. If a consumer requires another person to be present at the request of an employer or for the purposes of an established behavioral support plan, civil commitment or for safety, the transition/student supports team or DVR should be notified to discuss the appropriateness of the job placement, next steps or to develop plans for supports.
$600 | Student Work Based Readiness Plan: Payable upon delivery of an acceptable service and report to DVR within five (5) business days of the conclusion of the last contact with the consumer. Completion of service and required report not to exceed 45 days from issue of service authorization. (Code 208) |
$1,500 | Student Work Based Learning Experience Development: Note: The service provider will obtain the balance of the Student Work-Based Learning Experience Development fee if an I/TW was completed prior to permanent job placement. |
$500 per month in months 1, 2, and 3 | Student Work Based Learning Retention Services: |
Payment for Student Work Based Learning Experience Development is available to the provider when a job offer has been made and a start date has been determined. DVR must agree to the work experience and a Job Hire and Retention report must be submitted before payment.
If a student's position ends before completing a 30-day period, DVR will review the circumstances to confirm the services were adequate and the position ended despite those services or due to circumstances outside of the provider's control. If so, the provider can bill for that portion of retention services.
If a student is hired from an I/TW, the Student Work Based Learning technical specifications would be used starting with the Work Based Learning Experience Development service.
Report Name and Link | Purpose of the Report | Use and Submission Details |
---|---|---|
Job Development Plan and Monthly Report (DVR-18028-E) | Use this report to describe the activities with a consumer to help prepare and plan for future job development and to identify employment and/or internship opportunities for a consumer. |
Submit initially following completion of activities and plan section. Submit monthly to reflect job development activity. Plan section reviewed every 90 days and section submitted for the month. |
Job Hire Report (DVR-17037-E) | Use this report to notify DVR of specific information for position(s) offered to consumers, and anticipated support needs or strategies. |
Submit once following completion of activities and within 5 days of job hire offer. |
Job Retention Report (DVR-17038-E) | Use this report when no Systematic Instruction is authorized to describe provider efforts to ensure a consumer maintains employment. File at 30-day increments following hire or Retention initiation. |
Submit Monthly when Retention is authorized. The report is required only in the final month of Retention when SI is authorized. |
Metrics
The Division of Vocational Rehabilitation has identified service specific criteria for all statewide services. The list below contains objective information that DVR will begin to collect and use to establish baseline quality information, and eventually establish goals for quality improvement with our provider partners. The effort to collect the information, verify accuracy, establish data baselines and targets will take time and collaboration. DVR's goal in identifying these criteria in the technical specifications is to assist providers in understanding what elements DVR considers important in the delivery of statewide services.
Performance Criteria |
---|
PLACEMENT QUALITY |
Employer |
Wages per hour |
Wages vs County Index |
Consumer's w/Benefits |
Hours per week |
Job Titles (by Sector) |
% Job Title Match IPE |
Success Rate |
Temporary/seasonal placement |
Second Hire date |
TIMELINESS |
Time referral to conclusion: Readiness Plan |
Time referral to conclusion: Plan to Hire |
Time referral to conclusion: Hire to Retention |
WIOA |
Working at Q 2 wages hours |
Working at Q 4 wages hours |