Job and Task Analysis and Systematic Instruction

Job and Task Analysis (JTA) and Systematic Instruction (SI) are task-based employment supports provided by Service Provider staff to assist DVR consumers on the job. These services are task-based and designed to help the consumer learn and perform job tasks, develop problem-solving and communication strategies, and promote independence on the job.

This service is provided in two parts:

1. Job and Task Analysis – identifies the tasks that make up a specific job, considering the consumer's unique skills, learning style, and support needs.
2. Systematic Instruction – provides targeted, step-by-step instruction tailored to the consumer's needs.

The duration of these services varies depending on the consumer's needs. Supports are intended to fade as the consumer gains independence. Other employment supports, including assistive technology and natural supports, may be used alongside Systematic Instruction, to promote success.

Consumer Engagement and Partnerships

A strong partnership between the consumer, Service Provider staff, and DVR is essential to support progress toward employment goals. A productive working partnership includes regular communication, clarity on expectations, and shared problem-solving.

Within DVR Reports, Service Providers should identify and update, as needed, an expected contact standard. The Service Provider and consumer should discuss and agree on this contact standard, including how often they will connect, the type of contact (in person, virtual, phone, or email), and how long meetings will typically last. They should also agree on how any changes to scheduled meetings will be communicated.

Written reports document services provided and progress, but do not replace timely communication with DVR when urgent issues arise. Service Providers must notify DVR as soon as they become aware of situations that present a risk to consumer safety or well-being, or that may require immediate intervention. For less urgent barriers or changes that may affect employment progress, Service Providers should use professional judgment and communicate with DVR as appropriate.

Providers are encouraged to review the DVR Roles and Responsibilities with consumers, to support shared understanding of expectations.

Summary of Services Table

Providers should monitor progress and adhere to the timeframes for delivery of individual services identified in the table below.

Service Delivery Expectations

• JTA and SI services must be delivered in accordance with the principles of competitive, integrated employment (CIE) and in coordination with the consumer's DVR Individualized Plan for Employment (IPE).
• Service Providers are required to contact the consumer for whom services have been authorized within five (5) days of the receipt of the purchase order.
• A DVR Authorization for Services is required before any services can begin.
• Services are expected to be completed in accordance with the technical specifications and within required timeframes.

• Job and Task Analysis
• Systematic Instruction

Job and Task Analysis

Service Overview

JTA is a task-based employment support provided by the Service Provider to help DVR consumers understand the requirements and structure of their job. This service involves observing the workplace, analyzing tasks, and identifying strategies, natural supports, and accommodations to support the consumer's success. The JTA is intended to inform subsequent SI and facilitate consumer independence on the job.

Service Components

Job site analysis:

• Observe the worksite, someone performing the job, and, if possible, perform tasks to gain an understanding of what the job requires – including duties, work environment, and employer expectations. Include considerations work pacing, noise, temperature, work and break schedules, communication methods, and workplace standards.
• If available, get a previously written job description or task analysis from the employer. It is also helpful to identify any outside workplace training that may be needed for the consumer to successfully maintain employment.

Task analysis:

• Ensure the analysis reflects the specific consumer's skills, learning style, and support needs, in addition to the requirements of the job and worksite.
• Do not rely solely on prior JTAs for the same or similar positions, or on employer-provided task lists. The JTA must go beyond listing job duties to identify how the consumer will learn and perform their assigned tasks. Consumers in the same or similar positions may require different strategies, sequencing, or supports based on their individual abilities and needs.
• Break down each job task into smaller, teachable steps. Identify instructional strategies to teach the consumer, and modify those strategies as needed based on the consumer's progress, learning pace, and increasing independence.
• Identify natural supports in the workplace that may assist with job performance and retention. Natural supports can involve people (co-workers and supervisors), procedures, customs, tools, and benefits that are typically available in the workplace.
• Identify any assistive technology or accommodations that may assist the consumer in performing the job. There may be simple modifications that can be made, or more complex technology identified. Share identified needs or options with DVR for review and planning.

Service Requirements

• The JTA must be completed prior to the job start date whenever possible but must be completed within one calendar week of the job start.
• The JTA must be individualized to each consumer, considering their unique abilities, learning style, and support needs. This helps ensure that subsequent SI and other employment supports are appropriately planned, targeted, and time limited.

Additional Considerations

JTA for an Internship/Temporary (I/TW)

• When authorized for an Internship/Temporary Work (I/TW), the JTA should align with the purpose of an I/TW by identifying supports that are responsive to the consumer's learning needs. The analysis should provide a complete plan for supporting all tasks, including the supports needed and a plan for fading those supports over time, as skills are developed and independence increases.
• The JTA should reflect the job duties the consumer is expected to perform in the I/TW, recognizing that this may represent a subset of the full job. If duties expand or change over time, the JTA should be updated to reflect new tasks and learning goals, if needed.

Documentation/Reporting Expectations

Required documentation for this service must be completed using the Job and Task Analysis Report (DVR-18215-E).

Systematic Instruction (SI)

Service Overview

SI is a task-based support designed to teach consumers how to perform their job tasks independently. Instruction is individualized, step-by-step, and data-driven, using strategies informed by the Job and Task Analysis. Supports fade as the consumer demonstrates independence.

SI can be provided in two formats:

Hourly SI:

• Typically provided with the following services: Internship/Temporary Work, Job Development, Student Work-Based Learning, and On-the-Job Training.
• Authorized in hourly units, most often in 30-day increments.

Monthly SI:

• Typically provided with the following services: Customized Employment, Individual Placement and Support (IPS), and Supported Employment.
• Authorized on a calendar month basis.
• For CE, IPS, and SE consumers needing on-the-job supports for non-SE-type activities (e.g., I/TW), SI will be provided at the hourly rate. Permanent positions and On-the-Job Training (OJT) will receive the Monthly SI rate.

Service Components

• Use the Job and Task Analysis to identify tasks, instructional strategies, and work routines.
• Instructional strategies or approaches may include:
  • Direct Verbal Cue: Directions that provide exact, specific instruction that are spoken to the consumer.
  • Gestures: Physical movements used to encourage the start, continuation, or end of an action.
  • Indirect Verbal Cue: A spoken suggestion that cues the consumer to perform a task and can include questions. For example, "What is the next step?
  • Modeling: Demonstrating a task or task sequence to a consumer.
  • Natural Supports: Use of existing work strategies that can involve assistance from people (co-workers and supervisors), procedures, customs, tools, and other benefits that are typically available in the workplace.
  • Pictures/Written Instructions: Any writing or graphic used to provide reminders of steps or sequences.
  • Prime: Hand-over-hand physical assistance to help complete a task.
  • Prompt: Brief or intermittent physical assistance to cue or guide the completion of an action.
  • Shadow: Following or observing the consumer to identify instruction needs.
  • Systematic Instruction: Using a task process or step-by-step list to establish a work routine.
  • Visual Cue: Changing or modifying the appearance of work equipment such as labeling, color tagging, or numbering.
• Reinforce employer-provided training; the consumer should participate in all training typically provided to employees. Employer training may be reinforced by providing additional strategies and information, such as time-keeping strategies or information on acceptable work attire and behavior.
• Ensure the consumer is aware of expectations in the workplace, including job tasks, in the same manner as other employees.
• Demonstration or modeling can be an effective instructional strategy, but providers should not perform job tasks on behalf of the consumer.
• Monitor progress and adjust instructional strategies. Fade supports as independence grow. The goal of Systematic Instruction is to help the consumer be as independent as possible in the shortest time.
• Use the Job Supports Summary section to identify any updates needed to supports.

Service Requirements

• Use the Planned Job Supports section of the report to detail the rationale and plan for fading supports as individual consumer progress is made, including strategies for increasing consumer independence.
• As the consumer progresses, monitor and communicate to DVR any accommodations, transportation needs, or job-specific considerations that will need to continue the job and following DVR case closure.
• Document the SI provided in the required report to include enough detail so that another provider could provide the instruction if necessary.
• If providing SI as part of Customized Employment, Supported Employment, or Individual Placement and Support (IPS), work with the Supported Employment team to identify any supports that will continue to be needed after the consumer is stable on the job. Needed supports will be carried forward following transition of the case from DVR to long-term support.
• Distinction between SI and JTA: When JTA and SI are authorized concurrently, they remain separate services with separate purposes and billing. SI hours cannot be used to complete the JTA. Activities related to completing the JTA must be billed only under the JTA, and not SI.

Support Delivery Considerations

• Systematic Instruction (SI) is typically delivered in person at the worksite.
• Remote Supports may be used for SI when the consumer is on-site at the job and the Service Provider delivers instruction remotely, when pre-approved by DVR and clearly tied to the identified job tasks or instructional goals. See Support Delivery Methods for additional details, examples, and parameters.
• Off-site supports may be used for SI when both the consumer and Service Provider are not at the work location, and when on-site support is not feasible due to employer restrictions or consumer needs. Use of off-site supports requires DVR pre-approval. See Support Delivery Methods for additional details, examples, and parameters.
• If the consumer requires minimal instructions or if the support strategies can be provided naturally by coworkers or supervisors, consider whether Partners with Business (PwB) is a more appropriate service. See Partners with Business Technical Specifications for additional guidance.
• If the consumer has other support needs that fall outside the scope of SI or Retention (e.g., transportation training, personal attendant services, behavioral support or safety-related supports), this requires DVR consultation. See Support Delivery Methods for more information on considerations and examples.
• Job Retention Services:
  • Systematic Instruction (SI) is intended for task instruction and skill acquisition. If a consumer does not need task instruction or redirection to complete job duties, Retention services should be used to support job stabilization, follow-along, and the development of natural supports.
  • When instructional needs end and ongoing check-ins or stabilization supports are more appropriate, service may transition from SI to Retention with DVR authorization.
  • See the applicable service Technical Specifications for more information about Retention services: Customized Employment, Individual Placement and Support (IPS), Job Development Hire and Retention, and Supported Employment.

Documentation/Reporting Expectations

Required documentation for this service must be completed using the Systematic Instruction Report (DVR-18212-E).

*Providers must be able to produce supplemental documentation to verify service delivery upon request by DVR.

• Competitive Integrated Employment Guidance
• DVR Supported Employment Guidance
• Shared Roles and Responsibilities in DVR Services
• Transportation Plan
• Background Information: Griffin-Hammis, Supported Employment & Systematic Instruction
• Video: Creating a Task Analysis Video - YouTube
• Wisconsin Association for Persons Supporting Employment First (WI APSE)
• Wisconsin Board for People with Developmental Disabilities (BPDD)
• Job Center of Wisconsin
• Wisconsin Job Center Publications (Multiple titles for viewing or printing)
• Wisconsin labor market information: Visit WisConomy.com

Qualifications

Service Providers delivering JTA and SI services must ensure that personnel assigned to provide these services will meet DVR's Service Provider Qualification Requirements (SPQR) by July 1, 2027. Newly hired personnel after July 1, 2027, will have nine (9) months from hire date to meet the established qualification requirements.

SPQR ensures provider staff have foundational training in disability, employment, and person-centered practices to support consistent, high-quality service delivery.

See Service Provider Qualification Requirements webpage for more information and additional resources.

These qualifications do not need to be met at the start of the 2026 Service Agreement term (July 1, 2026), but Service Providers should ensure personnel are prepared to meet the requirements by the implementation date (July 1, 2027).

Metrics

DVR has identified service-specific criteria for all statewide services. The list below contains objective information that DVR will collect to establish baseline quality data and, over time, set goals for continuous quality improvement in partnership with Service Providers. DVR recognizes that gathering accurate data, verifying information, and developing meaningful targets will take time and collaboration. These criteria are included in the technical specifications to help Service Providers understand the elements DVR considers important in delivering high-quality statewide services.

Statewide Service Specific Criteria