Student Work-Based Learning

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, ages 14-21. Skills gained through these experiences are intended to support future job goal identification and attainment as the student ages. These experiences are not intended to fulfill the student's long-term IPE goal.

If a student has identified a current IPE goal as their long-term goal for case closure, services should be transitioned from Pre-ETS-funded services to adult-funded services, including the use of Supported Employment services, to help the consumer maintain permanent, competitive integrated employment. Because individual circumstances vary, consultation with the consumer's employment team and DVR colleagues is critical.

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

• Student Work-Based Learning 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.

• Student Work-Based Readiness Plan
• Student Work-Based Learning Experience Development
• Student Work-Based Learning Retention Services
• Hourly Systematic Instruction

Student Work-Based Readiness Plan

Service Overview

The Student Work-Based Readiness Plan service identifies types of jobs that may interest the student, introducing the student to the job search process, and working on basic job preparation skills. 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.

Service Components

• Engaging the student in work-based readiness activities and supports, such as interview practice, resume guidance, and job search coaching.
• Identifying potential employers or job opportunities that match the student's skills, interests, and goals.
• Establishing contact standards for communication between the student, Service Provider, and DVR.
• Ongoing consultation and problem-solving around work-based readiness activities or barriers.
• Completing a written Student Work-Based Readiness Plan, detailing the plan for future services as applicable.
• Conducting a final review meeting (in-person, phone, or virtual) between the Service Provider, student, and DVR. is required to review the completed plan. The service is not complete until all parties discuss and agree with the plan.

Service Requirements

The Student Work-Based Learning Readiness Plan documents the process and plans for preparing the student for work and must include:

• Responsibilities of all parties involved (consumer, Service Provider, DVR).
• A scheduled review meeting following completion of the plan.
• Documented plans for next steps for connecting the consumer with suitable employment experiences.
• A completed Initial Job Supports section to identify potential supports or accommodations; this section is intended to be revisited and used to help inform supports needed after a job offer is made.
• Employment eligibility and tax documentation check: Confirm with the consumer that they have the necessary documentation for completing hire paperwork (e.g., IDs required for I-9 and W-4). If the consumer does not currently have required documentation, the plan should describe next steps for the consumer to obtain the documentation and any supports or resources discussed. Providers should communicate with DVR if any additional assistance or coordination is needed.
• Interview practice and preparation (e.g., mock interviews, feedback, discussion of preparation needs such as scheduling transportation, or accommodations).

The Student Work-Based Learning Readiness Plan must include the following attachments, unless otherwise specified by DVR, based on the needs of the consumer:

• DVR Sample Job Application or printable Practice Job Application from CareerOneStop.
• Resume
• Cover letter
• List of references

Document standards and accessibility requirements:

• Resumes, cover letters, and references must be submitted in an editable format (e.g., .doc or .docx).
• Electronic copies of documents must be shared with the consumer.
• Documents must be accessible to the consumer and compatible with common applicant tracking systems (ATS). Formats that result in image-based, non-editable, or accessibility-limited files should not be used.

Documentation/Reporting Expectations

Required documentation for this service must be completed using the Job Development Plan (DVR-17036-E).

Student Work-Based Learning Experience Development

Service Overview

Student Work-Based Learning Experience Development involves the Service Provider and student working together on a regular basis to identify and apply for jobs that align with the student's interests, skills, and readiness level. This service supports students in gaining real work experience while developing transferable employment skills.

Service Components

• Engaging the student in job development activities, including identifying job opportunities, assisting the student with completing job applications, making contacts with potential employers (and assisting the student to do so based on their individual needs), and preparing for interviews.
• Modifying or updating the student's resume as needed.
• Contact between the student and Service Provider must occur in person, virtually, by phone, or by email not less than twice per month. Digital or remote communication (e.g., text, email, phone/FaceTime) must reflect a substantive discussion, meaning the interaction includes meaningful content related to employment progress, barriers, or next steps.
• Documenting relevant employer contacts in the Job Development Monthly Report.
• Collaborating with the local Division of Vocational Rehabilitation (DVR) Business Services Consultants and community agencies to maximize potential job leads and relationships with local businesses.
• Activities must be performed under the DVR name. The Service Provider will represent their services to employers as a contractor for DVR.

Service Requirements

• A review meeting with DVR staff, the Service Provider, and the student (in person, by phone, or virtual) should occur at least every 90 days, or more frequently as requested by any party. The purpose of these meetings is to review progress toward job development goals, discuss monthly reports, and address any barriers or changes in service needs.
• Upon an offer of employment, DVR should be notified as soon as possible (within five days) to:
  • Review the job to ensure it provides appropriate, meaningful work-based learning experiences consistent with the student's goals and interests.
  • Authorize Retention, Job/Task Analysis and Monthly Systematic Instruction (SI), or Partners with Business supports, as appropriate to promote a successful experience.
  • If the type of support needs to change, DVR must be consulted and agree to authorize alternate support services.
• Service Providers must submit hourly rate documentation to DVR prior to receiving the final payment for Retention services, in accordance with DVR Wage Documentation Requirements.

Additional Considerations

• If a student is hired from an I/TW, the Student Work-Based Learning Technical Specifications apply beginning with the Work-Based Learning Experience Development service.

Documentation/Reporting Expectations

Progress during this period must be documented using the Job Development Monthly Report (DVR-18028-E).

Hire outcomes must be documented using the Job Hire Report (Provider Portal link) or Job Hire Report (DVR-17037-E).

Student Work-Based Learning Retention Services

Service Overview

Student Work-Based Learning Retention services may be authorized for up to 90 days following the student's start date, with the frequency and duration of support determined by the student's individual needs. Retention services focus on supporting positive workplace relationships, fostering independence, and helping students develop natural supports in the workplace as available and appropriate.

For students, Retention services should emphasize the development of transferable work skills, problem-solving, and independence to prepare for future employment experiences.

Service Components

Service Providers work with students on situational problem solving, communication, and ensuring the student knows how to access information at the workplace. Regular check-ins with the student and, as appropriate, the employer, are conducted to monitor job retention, stability, and progress in the initial months of employment. If employment ends before completion of 90 days, the Service Provider must notify DVR immediately and submit a final Retention report summarizing services provided and reasons for student's separation from employment.

Service Requirements

• Communicate directly with the consumer at least twice per month via phone, email, or in-person/virtual meetings. If texting is used in place of direct contact, or if there is a gap in communication during the month (e.g., vacation, consumer request), the Service Provider should document the reason. Attempted contact alone (e.g., leaving messages without a response) does not count as direct contact.
• Digital or remote communication (e.g., text, email, phone/video) must reflect a substantive discussion, meaning the interaction includes meaningful content related to employment progress, barriers, or next steps. Examples of substantive topics include, but are not limited to:
  • Attendance, wages, or scheduling.
  • Training needs or progress.
  • Problems at work and problem-solving strategies.
  • Other employment-related issues relevant to job retention.
• Provide other supports as detailed in the Job Supports Plan section of the Hire report.
• Contact the employer (with permission and a defined contact standard) and plan workplace visits to discuss:
  • Roles of the Service Provider and DVR.
  • Strategies to promote independence and encourage quality job performance, including consumer-specific support, communication, and learning style information.
  • Steps to take if issues arise with consumer progress.
  • Provider contact information and a backup plan if provider is unavailable.

Documentation/Reporting Expectations

Wage verification must be submitted in accordance with DVR Wage Documentation Requirements.

Progress during this period must be documented using the Job Retention Report DVR-17038-E.

Hourly Systematic Instruction

Service Overview

Hourly Systematic Instruction (SI) provides individualized, structured instruction to help students learn and perform job tasks independently. This service is used when a student requires supports beyond the scope of standard Retention services.

Systematic Instruction includes planning and implementing individualized instruction for a job using a step-by-step, or systematic, approach. Instructional strategies are based on the Job and Task Analysis, which identifies the work routine, learning steps, and methods for providing positive, constructive support to the student.

Progress is monitored continuously, and strategies are modified as needed to promote skill acquisition, confidence, and independence. See the full Job and Task Analysis and Systematic Instruction Technical Specifications for more details.

Support Delivery Considerations

• 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 task instruction is no longer needed but stabilization or follow-along supports are more appropriate, services may switch to Retention. See above for Retention Technical Specifications for more information.
• 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.

Documentation/Reporting Expectations

At the start of employment or Internship/Temporary Work, a Job and Task Analysis must be completed using the Job and Task Analysis Report (DVR-18215-E).

Once the consumer begins working, ongoing monthly progress must be documented using the Systematic Instruction Report (DVR-18212-E).

Required Reporting Templates

• Competitive Integrated Employment Guidance
• DVR Business Services
• Shared Roles and Responsibilities in DVR Services
• Transportation Plan
• Youth Technical Assistance Guide (Youth TAG)
• Wisconsin Association for Persons Supporting Employment First (WI APSE)
• Wisconsin Board for People with Developmental Disabilities (BPDD)
• Wisconsin Department of Public Instruction STEM
• Wisconsin STEM Apprenticeship Program
• 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 Student Work-Based Learning 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