1. WORK-BASED LEARNING TRAINING State of Tennessee Department of Education 2008-09

2. WELCOME

3. First Day Agenda Registration Welcome Work-based Learning Overview
Break
Policies and Procedures
Lunch
Safety and Child Labor Issues
Meeting by Interest Areas
Questions

4. Second Day Agenda Welcome Activity Workshop I Break Workshop II Lunch
Workshop III
Workshop IV
Closure Q & A/Review of assignments

5. Work Based Learning Training
Important Things
● Facility Layout
● Breaks
● Lunch – Be sure to initial the sign-in sheet after lunch
● Parking

6. WHAT ABOUT YOU? Must attend training both days Must submit homework
Must provide 40 work hours/volunteer hours (service learning)

7. NOW WHAT HAPPENS? You are added to the WBL Training Table
You will receive a certificate
On the training table, you are assigned course numbers that you will be allowed to teach with this training
Course numbers assigned will depend upon YOUR License endorsement

8. EXAMPLE Example: Lisa Jones, 472 Marketing
On the training table, 5098, 9395, 9397
5098 Marketing Co-op
9395 Service Learning
9397 Vocational Co-op

9. Icebreaker… Famous Bosses

10. Activity
Pre-Reading Activity
5-7 minutes

11. WBL At A Glance Work Based Learning Apprenticeship
Cooperative Education
Health Science Clinical
Transition Activities
Job Shadowing
Internship
Mentoring
Service Learning

12. WBL vs. Out of School Experiences
Out of school experience intended for advanced students
Cannot receive the instruction needed at the school level
Example: Competitive ice skater, ballet, violin, Greek IV, - instruction may not be available but would be acceptable to the school

13. WBL History Apprenticeships Indentured workers Cooperative Education
Work-Based
Learning
Beginning of Time
The master craftsman took all responsibility for worker to provide food, clothing, shelter and teach a craft.
Set time-frame for service
Indentured workers transitioned to apprenticeships during this time
Master craftsman taught an apprentice a craft
Apprentice graduated to journeyman who practiced craft under the watchful eye of the master craftsman
Usually lasted 2-7 years
Apprentices began earning wages with the advent of the industrial revolution and moved from out of the master craftsman’s household
Herman Schneider devised framework for cooperative education
Using cooperative education frameworks, other forms of work experiences are developed to meet students’ needs
All elements work experiences are under WBL

14. Service Learning Two types of service learning experiences
Success Through Service Learning (class)
Students can have release time to participate in individual or group SL activities in a non-profit institution
Service Learning Method
Students perform SL activities as part of a class activity

15. Transitions How to get started with the Transition Plan
The transition plan as part of the student’s IEP determines what minimum standards are required for attendance and gateway preparation
Transition WBL activities are designed to facilitate community based instruction, employment experiences and socialization skills for the student with disabilities

16. WBL Overview WHY? Broadens the Curriculum Enhances Career Objective
Provides an Understanding of Work (the Big Picture)
Stimulates Interest, Motivates
Learn How to Learn
Students Learn What They Like and
What They Don’t Like

17. WBL Overview Con’t. (Why)
PR Tool – Builds Bridge to Community
Better Prepared Students
Teaches Work Ethics and Attitudes Needed for Career Success
Statistically Improved Academic Performance
*Those who work up to 20 hours per week perform better
academically.
*Clemson Study – Less likely to drop out of school if student
is in a quality, supervised job placement.
Improve Graduation Rate - AYP

18. What Work-Based Learning Is:
System, not a program or a class
Content Instruction
Closure to Work+Classroom Experience
Method or Learning Approach
EX. – Term paper in English is a method
Quality Placements, High Standards
Related Instruction, Planned and Supervised
Quantifiable and Documentable

19. What Work-Based Learning is not
NOT Work Release
NOT Early Dismissal or Senior Dismissal
NOT Student Workers – should be student learners (this is also a Legal Distinction)
NOT All Work Experience is Learning
Does Not Take the Place of Instruction

20. Career Exploration Service to Others Individual Skill Development
Purpose
Career Exploration
Service to Others
Individual Skill Development

21. WHO? WBL is for ALL students: University Path, Technical Path,
Dual Path,
Special Education

22. Quality Indicators Job Content is Meaningful
Safety Instruction Provided
Job Challenges the Student’s Abilities
Work is Related to the Program of Study
Duration is Long Enough to Meet the Goals
Activities Foster Responsibility
Instruction is Sequentially Planned
Students Follow Federal/
State Laws – Not Exploited
School and Employer Cooperate
Trained WBL teacher

23. MONITORED What do they Monitor?
CTE Monitors CTE Students while SPED monitors SPED students and T&L monitors T&L students
What do they Monitor?
Review of Placements
Review by Dept. of Labor for Safety and Child Welfare
School Approval Process
Release Time, Supervision Time

24. Manual Review
Take out your manual
Highlighters
Sticky Notes

25. Manual Review Table of Contents – page 2 Overview – page 3 & 4 -
* Local Board Policy –
for WBL opportunities
* Prerequisites for WBL Activities

26. PAGES 3-4 OVERVIEW
Who
WBL components
WBL activities
LEA requirements

27. Page 4: Item #1 – Students must have the Gateway Exams
Item #2 – a 90% attendance rate must be maintained
The last paragraph addresses special education transition students
The IEP addresses Gateway Exams and Attendance

28. WBL Benefits will be addressed later Read Carefully – pages 5 & 6
Pages 5 and 6:
WBL Benefits will be addressed later
Read Carefully – pages 5 & 6

29. Pages 7 through 9, Glossary - Emphasize:
The difference between a student internship and a teacher internship (pg. 7&8)
The new definition of Professional Mentor vs. Workplace Mentor (pg. 8 & 9)
Program of Study – Know this definition (pg. 8)
Related Class –Examples of jobs relating to classes such as biology/Spanish (pg. 8)

30. Glossary Con’t. Student Learner vs. Student Worker (pg. 9)
Child Labor Laws distinguish between these for jobs under a school’s LEA authority
NEXT – Pg. 10 – 11 – WBL General Policies

31. Full integration of academic and career and technical education occupations curriculum with work site experiences. Refer to Chart Page 12

32. Qualifications for WBL Coordinator/Supervising Teacher
Duties Include (page 13)
Recruiting Providers
Placing Students
Monitoring Placements
Coordination all Components of the Program

33. Qualifications
Must successfully complete the WBL Coordinator Training before assuming the role of WBL Coordinator
WBL Coordinator required where students receive compensation and/or credit for WBL experiences

34. Required to update annually for changes to statutes, rules and regulations regarding WBL Update available on-line

35. WBL Coordinator trained in the following areas: pg. 14
Legal Issues/Labor Laws
Program components and requirements
Recruitment of employers and selection of training stations
Select, place, monitor, and evaluate students at the work site
Roles and responsibilities of the WBL Coordinator

36. Work readiness competencies and expectations Expectations:
Academic Achievement
Attendance
Behavior
Safety Training

37. Types of WBL Experiences
Pages 18 – 36
Complete reference guide detailing each WBL methodology
Each experience has its own section
All sections are formatted identically for ease of use

38. FORMS/DOCUMENTATION Pages 37 – 46 Categories of forms:
Required Documentation
(Keep on file 5 years)
2. Recommended Forms
3. Nice to Have Documentation

39. “Required Documentation”
Summary Sheet – TAB 2
Training Agreement- Pgs.39-40
Training Plan/Safety Training Pg
Insurance and Emergency Info. Pg. 43
Hazardous Occupation Exemption
Note: These forms must be kept on file a minimum of 5 years.

40. Summary Sheet – TAB 2 Only form submitted to state department.
Simply a listing of all students and their WBL placements by employer, business type, job title, wages, competencies
Instruction for submission – TAB 2
Must be signed by principal – note – some LEA’s may require these be submitted to central office personnel first.
An allowable 20% leeway in jobs

41. Training Agreement: (pp. 39 & 40)
A contract between the school, employer, student, and guardian. It states the work and wages performed under a cooperative agreement.

42. Training Agreement, Continued:
TN usually allows 6 weeks to complete the forms.
Employer is required to maintain a copy for review by the Dept. of Labor.
School must also retain copy for 5 years.
Abbreviations are not allowed. Ex: Schools – CHS or HHS
Note: Page 40 of the WBL manual is the back of the “Training Agreement” and should be printed as such. Legally – “Training Agreement” is to be signed by all parties the first day of employment.

43. Training Plan/Safety Record pg 41 – What students will do…
Note the safety portion
Note: the back of the training plan is page 42 and should be printed as such.
Pg. 42 – Add competencies each grading period

44. WBL Insurance and Emergency Information – (pg
WBL Insurance and Emergency Information – (pg.) Copies to be kept by school and employer

45. Hazardous Occupation Agreement
Only for those working in hazardous occupations as listed on the form and allowed by federal/state law per T.C.A. (TN Code Annotated). Guidelines for performing said hazardous activity on form pg. 44.

46. Note: WBL students are not eligible for unemployment insurance
Note: WBL students are not eligible for unemployment insurance. * See TAB 3 – pg Letter of Documentation This affects taxes paid by employers.

47. Evaluation Forms – Student – Employer, pp
Evaluation Forms – Student – Employer, pp Referred to in Minimum Rules and Regulations
Recommended Forms

48. “Recommended Forms”-TAB 3
Employer/Student Evaluations
WBL ID Card
Policies and Procedures for WBL
Visitation Reports
Wage and Hour Reports

49. “Nice To Have Documentation” (In Your Handouts)
Community Employment Survey
Business Analysis
WBL Teacher Recommendation
Introduction Card for Student to be Interviewed

50. Handouts Continued: Coordination Visitation Report (Documents Visits)
Orientation to Business (Student Uses)
Safety on the Job (Student fills out about job assignment)
Weekly Work Schedule

51. Handouts Continued: Wage and Hour Summary for Students
Sign-In and Out Sheet for Students
Desiring Job Change Form (Student uses)
Co-op Daily Report Form

52. TIP: Let students prepare their own forms
TIP: Let students prepare their own forms. This teaches them responsibility and which is an important part of work world.

53. Review Course Codes for Scheduling Purposes – TAB 2 pg. 4
Explain proper use of specialized assignment codes.
Academic general code and the CTE general code are only used when a WBL coordinator supervises a mix of students from various academic classes or a mix from various CTE classes with Health Science exception noted

54. Example: One supervises 5 students from Sr
Example: One supervises 5 students from Sr. English, 5 from biology, and 5 from Spanish. Then the academic “catch all” code of 9398 would be used rather than the specific subject code.

55. Labor Department Questions
Contact: Mary Ellen Grace @615/ pg. 48

56. ACTIVITY Refer to pages 5 – 6 WBL Benefits and Advantages
Write a brief introduction highlighting the advantages of WBL to the following:
Student-Learner
School
Employer
Community

57. Session II - Activity WBL Policies and Procedures Pgs. 10 – 11
* On your sheet of paper, write down the key points of your assigned policy number

58. Pages 10 – 11, General Policies:
#1 Students must be in a related class at the same time, concurrently, as the WBL experience.
Also means during the same school term, not prior or after.
IEP transition plan will determine the related special education class and appropriate placement for a student with a disability.

59. #2 WBL Coordination by a trained teacher

60. #3 Noteworthy – the teacher cannot supervise/coordinate as 1 or 2 sections outside the teacher’s endorsement and training

61. #4
A CTE WBL Coordinator may not supervise academic WBL students.
A Special Education WBL Coordinator may not supervise academic or CTE WBL students.
Health Science teachers MUST supervise Health Science WBL students.

62. #5. Coordinators have final say regarding student placements
#5 Coordinators have final say regarding student placements. A student may already have a job that is acceptable. If job is not acceptable the student has options.

63. Options: 1. To change Jobs 2. Not Participate in WBL

64. Reasons to find job unacceptable
Job may not relate to the program of study
Employer does want to cooperate with the school coordinator
Not in the best interest of student’s safety and well being
WBL Coordinator has the Ultimate Approval

65. #6 On-Site Visits by the WBL Coordinator
Should be twice a grading period if possible
Some students will require more on-site supervision than others

66. #7 - Health Science Students and Blood Borne Pathogens
No one but the health science teacher is allowed to place students in health related jobs
Does not mean that a business or office student cannot work in a medical office or hospital business office
Cannot be exposed to blood borne pathogens
HST students must pass the blood borne pathogens test with 100% mastery
Students have the opportunity to take the hepatitis B vaccinations

67. # 8
Release time MUST be provided for coordinator to supervise students.
# 9
25 students maximum

68. #10 Internships: Short term - 9 weeks - DOL Requirement
By Law – An employer cannot benefit from a non-paid worker
Employer-Employee relationship cannot be established
A worker cannot be displaced

69. Ex: Transition student mopped floors in a steak restaurant daily after lunch for an entire year without pay. This student should have been paid. The employer benefited and would have had to pay someone to mop floors to meet health codes. This student also went past an allowed training period to learn to mop. He had mastered mopping, and his self-esteem was as important as anyone else’s.

70. #11 – 180 Minutes Release Time
Adjusted to assist schools on block schedule
IEP determines time for transition students
Note: This is supervised time with students assigned to a coordinator
Limited due to expense of freeing another period for a teacher
Intended to help advanced students who have completed their requirements
Allows placements with quality employers operating on a limited day

71. #12 Juniors and Seniors – 16 years old or older Special Education IEP determines amount of release time.

72. # 13 Credits Block Schedule 1 credit for WBL and 1 credit for class
MUST be one grade for the two credits since WBL is a method.

73. Should be one grade for the two credits since WBL is a method.
Block Schedule
1 credit for WBL and 1 credit for class credit
Should be one grade for the two credits since WBL is a method.

74. #14 – Trained and Endorsed WLB Coordinator Vital that students are assigned properly, per WBL guidelines for accountability. WBL coordinator cannot have two responsibilities during the same period.

75. Areas where students should not be employed
# 15
Detrimental to minor’s health, well being and progress in school
Passing grades in regular school work
Hours worked must be monitored.

76. Items that will effect credit
# 16
Work alone does not provide for credit.
Working Saturday and Sunday only does not provide for credit.

77. Students under 18 may NOT:
# 17
Drive vehicles to make deliveries,
Sell or scan alcoholic beverages,
Work around hazardous equipment.

78. When students cannot receive credit
# 18
Attending school, ex. cosmetology school, automotive service training school
Guard Duty
Reserves

79. #19 Students may work in a licensed business only.
Agriculture students are exempt from many labor laws when working on the family farm.
Does not pertain to someone else’s farm.

80. #20 – References the training agreement Will be covered later

81. # 21 NEW
When a student continues in the same program of study, the student may choose to continue in the same job as obtained in the previous class.
The WBL coordinator has final approval for all placements

82. # 22
The WBL coordinator will, in the related classroom instruction, reinforce on the job experiences.

83. # 23
Students will be accepted into the program and informed of jobs, without regard to race, color, national origin, sex, religion, creed or disadvantaging or handicapping conditions.

84. Activity
Scavenger Hunt
15 minutes

85. Final Wrap-up and Independent Assignments
Conduct brief participant evaluation of training
May be short – see sample
May develop more detailed questions

86. Final Wrap-up and Independent Assignments (con’t)
Review each Component

87. Final Wrap-up and Independent Assignments (con’t)
Note: provide clean copies of Business Analysis/Community Survey, Integrated Format since these are not found in WBL manual – also include due date and address

88. Final Wrap-up and Independent Assignments (con’t)
Business Analysis/Community Survey – use provided. These were covered in one of the earlier sessions.
Job/Class Integrated Activities – Develop 3 – Use format covered earlier
Training Plan Development – develop plans for 2 sample jobs. Use form in manual

89. Final Wrap-up and Independent Assignments (con’t)
Business Internship Documentation – submit proof of experience in business to satisfy the 2-week business internship requirement. They may not need to submit anything if their teaching endorsement required proof of experience. They would need to submit teacher license # and endorsements.
Ex: Marketing endorsement requires 2000 hours of experience with proof provided to Teacher Licensing prior to license being issued.