Standard 4

Standard 4. Students' individual needs and goals are incorporated into WBL activities. 
- Specific learning objectives are identified and assessed for each WBL activity.
- Students engaged in longer-term WBL activities (i.e. internships and co-op placements) include a training plan that outlines learning objectives.
INDICATOR: Students identify how WBL activities help achieve their learning goals.

Student Responsibilities
The student is the primary beneficiary of WBL activities. High quality experiences during middle and high school should support every student with making better decisions about their future based on real opportunities to make connections between school and careers.  Students are responsible for successful outcomes in the following ways:
• Developing goals/objectives for a personal learning plan connected to academic standards; 
• Taking ownership of the learning experience, which includes participation in activities at a work site as well as in school;
• Completing skills, aptitudes, and interests assessments related to WBL activities;
• Completing assignments, evaluations, forms, and other activities necessary for program completion;
• Signing and abiding by specific agreements/forms, such as a formal work-based learning training agreement;
• Making satisfactory academic progress;
• Informing the school-based coordinator of any problems that occur at the work site.

Student Benefits
Students that assume these responsibilities are far more likely to successfully experience the full benefits of engaging in WBL. The benefits are considerable and include:
• Apply classroom learning to real world settings
• Achieve Common Core and other academic standards through WBL activities;
• Establish a clear connection between education and work;
• Identify and analyze personal needs, interests, and abilities;
• Identify and analyze potential opportunities in various career fields;
• Make decisions and plans to achieve goals and aspirations;
• Develop outlines of potential career paths;
• Increase self confidence;
• Improve post graduation job prospects;
• Practice positive work habits and attitudes;
• Understand the expectations of the workplace;
• Develop an increased motivation to stay in school;
• Make direct connections with adult role models and mentors;
• Establish professional contacts for future employment and mentoring.

Student Selection Process*
A well-defined process for selecting students is needed for a quality WBL program. Defining the process is an excellent task for a program advisory committee. The use of a student selection process demonstrates the program's integrity and may help prevent a program from becoming a "dumping ground" for problem students.

Following are student selection standards for consideration:
1. Minimum age of student is _______.
2. Minimum school attendance percentage is ____.
3. Student completes a written application to participate.
4. Student must continue to successfully complete regular school coursework that leads to graduation.
5. Student demonstrates regard for school policy and community laws.
6. Student completes a vocation interest/ability inventory.
7. Parent/Guardian is willing to sign WBL Training Agreement and support student's involvement.
8. Student agrees to follow and be responsible for all employment policies of the employer.
9. Student agrees to a drug screening and/or criminal background check if required by employer.

Students with disabilities often excel in appropriate WBL activities. The importance of the WBL coordinator working with special education teachers to identify students and develop an individualized training plan cannot be emphasized enough. A substantial amount of documentation is required for students who have an IEP or a 504 plan.

* Adapted from MN Work-Based Learning Manual) 


Jay Ramsey at or (802) 479-1343

Page Last Updated on May 7, 2014