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.
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
• 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.
Students that assume these responsibilities are far more
likely to successfully experience the full benefits of
engaging in WBL. The benefits are considerable and
• Apply classroom learning to real world settings
• Achieve Common Core and other academic standards through
• Establish a clear connection between education and
• Identify and analyze personal needs, interests, and
• Identify and analyze potential opportunities in various
• Make decisions and plans to achieve goals and
• 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
• Establish professional contacts for future employment and
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
1. Minimum age of student is _______.
2. Minimum school attendance percentage is ____.
3. Student completes a written application to
4. Student must continue to successfully complete regular
school coursework that leads to graduation.
5. Student demonstrates regard for school policy and
6. Student completes a vocation interest/ability
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.