WORK-BASED LEARNING TRAINING State of Tennessee Department of Education 2008-09.
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Transcript of WORK-BASED LEARNING TRAINING State of Tennessee Department of Education 2008-09.
WORK-BASED LEARNING
TRAINING
State of TennesseeDepartment of Education
2008-09
WELCOME
First Day Agenda
Registration Welcome Work-based Learning Overview Break Policies and Procedures Lunch Safety and Child Labor Issues Break Meeting by Interest Areas Questions
Second Day Agenda
Welcome Activity Workshop I Break Workshop II Lunch Workshop III Break Workshop IV Closure Q & A/Review of assignments
Work Based Learning Training
Important Things
● Facility Layout
● Breaks
● Lunch – Be sure to initial the sign-in sheet after lunch
● Parking
WHAT ABOUT YOU?
Must attend training both days Must submit homework Must provide 40 work hours/volunteer
hours (service learning)
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
EXAMPLE
Example: Lisa Jones, 472 Marketing On the training table, 5098, 9395, 9397
5098 Marketing Co-op 9395 Service Learning 9397 Vocational Co-op
Icebreaker…Famous Bosses
Activity Pre-Reading Activity
5-7 minutes
WBL At A GlanceWork Based Learning
Cooperative Education
Health Science Clinical
Service Learning
Apprenticeship
Transition ActivitiesJob Shadowing InternshipMentoring
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
WBL History
Beginning of Time 1400 1500 1600 1700 1800 1900 2000
Indentured workers
ApprenticeshipsCooperative
EducationWork-Based
Learning
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
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
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
WBL Overview
WHY? Broadens the Curriculum Enhances Career Objective
Provides an Understanding of Work (the Big Picture)
Stimulates Interest, MotivatesLearn How to Learn
Students Learn What They Like and What They Don’t Like
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
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
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
Purpose
Career Exploration
Service to Others
Individual Skill Development
WHO?
WBL is for ALL students:
University Path, Technical Path, Dual Path, Special Education
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
MONITORED 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
Manual Review
Take out your manual Highlighters Sticky Notes
Manual Review
Table of Contents – page 2
Overview – page 3 & 4 - * Local Board Policy – for WBL opportunities
* Prerequisites for WBL Activities
PAGES 3-4 OVERVIEW
Who WBL components WBL activities LEA requirements
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
Pages 5 and 6:
WBL Benefits will be addressed later
Read Carefully – pages 5 & 6
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)
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
Full integration of academic and career and technical education occupations curriculum with work site experiences.
Refer to Chart Page 12
Qualifications for WBL Coordinator/Supervising Teacher
Duties Include (page 13) Recruiting Providers
Placing Students
Monitoring Placements
Coordination all Components of the Program
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
Required to update annually for changes to statutes, rules and regulations regarding WBL
Update available on-line
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
Work readiness competencies and expectations
Expectations: Academic Achievement Attendance Behavior
Safety Training
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
FORMS/DOCUMENTATION
Pages 37 – 46Categories of forms: 1. Required Documentation (Keep on file 5 years)2. Recommended Forms 3. Nice to Have Documentation
“Required Documentation”• Summary Sheet – TAB 2 • Training Agreement- Pgs.39-40• Training Plan/Safety Training Pg. 41 - 42• Insurance and Emergency Info. Pg. 43• Hazardous Occupation Exemption Note: These forms must be kept on file a
minimum of 5 years.
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
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.
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.
Training Plan/Safety Recordpg 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
WBL Insurance and Emergency Information – (pg.) 43
Copies to be kept by school and employer
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.
Note: WBL students are not eligible for unemployment insurance. * See TAB 3 – pg. 8 Letter of Documentation
This affects taxes paid by employers.
Evaluation Forms – Student – Employer, pp. 45-46
Referred to in Minimum Rules and Regulations
Recommended Forms
“Recommended Forms”-TAB 3
Employer/Student Evaluations WBL ID Card Policies and Procedures for WBL Visitation Reports Wage and Hour Reports
“Nice To Have Documentation”(In Your Handouts)
Community Employment Survey Business Analysis WBL Teacher Recommendation Introduction Card for Student to
be Interviewed
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
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
TIP: Let students prepare their own forms.
This teaches them responsibility and which is an important part of work world.
Labor Department Questions
Contact: Mary Ellen Grace @615/532-1347
pg. 48
ACTIVITY
Refer to pages 5 – 6WBL Benefits and Advantages
Write a brief introduction highlighting the advantages of WBL to the following:
Student-Learner School Employer Community
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
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.
#2
WBL Coordination by a trained teacher
#3
Noteworthy – the teacher cannot supervise/coordinate as 1 or 2 sections outside the teacher’s endorsement and training
#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.
#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.
Options:
1. To change Jobs
2. Not Participate in WBL
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
#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
#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
# 8Release time MUST be provided for coordinator to supervise students.
# 9 25 students maximum
#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
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.
#11 – 180 Minutes Release Time Adjusted to assist
schools on block schedule
IEP determines time for transition studentsNote: 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
#12Juniors and Seniors – 16 years old or older
Special Education IEP determines amount of release time.
# 13 Credits Block Schedule1 credit for WBL and 1 credit for class
MUST be one grade for the two credits since WBL is a method.
#13 – Credits
Block Schedule1 credit for WBL and 1 credit for class
credit
Should be one grade for the two credits since WBL is a method.
#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.
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.
Items that will effect credit
# 16 Work alone does not provide for
credit.
Working Saturday and Sunday only does not provide for credit.
Students under 18 may NOT:
# 17 Drive vehicles to make deliveries,
Sell or scan alcoholic beverages,
Work around hazardous equipment.
When students cannot receive credit
# 18 Attending school, ex.
cosmetology school, automotive service training school
Guard Duty
Reserves
#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.
#20 – References the training agreement
Will be covered later
# 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
# 22 The WBL coordinator will, in the
related classroom instruction, reinforce on the job experiences.
# 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.
Activity
Scavenger Hunt
15 minutes
Final Wrap-up and Independent Assignments
Conduct brief participant evaluation of training
May be short – see sample
May develop more detailed questions
Final Wrap-up and Independent Assignments (con’t)
Independent Assignments
Review each Component
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
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
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.