Transition - The Role of Career & Technical Education. Al Hauge, Education Specialist MN Dept. of Education (MDE)

Special Education vrs CTE (Transition Disabled) 3505.4300 COMMUNITY-BASED EDUCATION. When a career and technical program includes a segment in which students are placed on a paid or unpaid experience outside the career and technical class or laboratory for more than 40 hours during the program, the local education agency shall meet the requirements for the employment related community-based education option of a program as stated in part 3505.2550.

What is Required to have a Work Based Learning Program within your school? 1. You need an approved Career and Technical Education Program which includes an appropriate licensed staff. MN Rule 8710.4825 2. You will need a classroom component that includes a specific curriculum. 3. You need an On the Job segment .

Staffing The importance of having enough program staff to ensure the safety and appropriateness of work experiences cannot be overemphasized. The number of WBL coordinators needed will be decided by several factors such as number of students enrolled, variety and depth of student needs, variety of occupations, number of worksites where students are placed, and availability of paraprofessional assistance when required. As a general rule of thumb, the ratio of coordinator time to individual student training site should be no less than ½ hour per student per week. (e.g., if the WBL coordinator has 20 students at worksites, the coordinator should be allowed 10 hours per week to make placements and regularly observe students at the worksite in addition to the classroom instruction time.)

Foundation, Knowledge and Skills Academic and Technical Literacy 7 Foundation, Knowledge and Skills http://www.cte.mnscu.edu/programs/Tech%20Skill%20Asses/WEBSITE-FoundationKnowledge_Skil.pdf Academic and Technical Literacy Al

Working Together: Guideposts for Success “Career preparation and work-based learning experiences are essential in order for (all) youth to form and develop aspirations and to make informed choices about careers.”

Spectrum of Work-Based Learning Experiences Internships/ Co-Ops: Students participate in paid work experience with employer, school coordinator and student agreeing to follow training plan. Students take vocational and work related classes at school. Rotations: Students work in a number of different departments or for different employers, to explore different occupations within an industry cluster. Tours: Students take part in tours of worksites. Employer-led tours of site which provides students with information on requirements of different jobs. Entrepreneurship: Students create an alternate work program, are their own boss, earn money, create a project, run their business, and earn high school credit. Tours Job Shadowing Rotations Mentoring Entrepre- neurship Service Learning Internships /Co-Op Youth Appren- ticeship Job Shadowing: Students make brief worksite visits to spend time with individual workers learning what their jobs entail. Mentoring: Students are paired with “adult peers” from the workplace who provide guidance and encouragement on career- related, interdisciplinary projects. Service Learning: Students unpaid work, geared to the public good, integrated with school learning through projects or similar mechanisms. Youth Apprenticeship: The integration of academic instruction and work-based learning. The student commits to one or two years of paid work experience in a specific trade and is registered as a youth apprentice.

The Flow of Career Preparation Interactive on MCIS 1111 The Flow of Career Preparation Interactive on MCIS Al MCIS Web Site

https://sites.google.com/site/mdeworkbasedlearning/ Work Based Learning Website https://sites.google.com/site/mdeworkbasedlearning/

Career Preparation & Work-Based Learning Experiences 1313 Career Preparation & Work-Based Learning Experiences Are essential in order to form and develop aspirations and to make informed choices about careers Can be provided during the school day or through after- school programs Require collaborations with other organizations A systematic approach to gain information on career options Al

Planning Planning Planning….. The Steps towards Success…. http://www.youtube.com/watch?v=No0C_0b1RKQ&feature=email

Redesigning Minnesota’s Youth Apprenticeship System 1515 Introduce ourselves and background ROBIN DIANE Redesigning Minnesota’s Youth Apprenticeship System Preparing youth for industry workforce needs

Minnesota’s Youth Apprenticeship Site https://sites.google.com/site/youthapprenticeship/

Training Plan What are the key elements of a good training plan? 1) Goals are both short term and long term 2) Soft Skills are addressed 3) They are measurable 4) It is a working document (revisited often with added goals throughout the work experience) 5) Career Development is an ongoing part with work experience aligned with a career pathway

Work Evaluations Formal evaluations should be completed at least twice a semester. Informal evaluations should be done frequently. The goals will drive this. Evaluation reports should be in written form so the student can see their progress.

Thank You! Al Hauge, Work Based Learning Specialist 2121 Thank You! Al Hauge, Work Based Learning Specialist MN Dept. of Education (MDE) al.hauge@state.mn.us; 651-582-8409