Standard 4. Students' individual needs and
goals are incorporated into WBL
- 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 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
• 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 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
• Identify and analyze personal needs, interests, and
• Identify and analyze potential opportunities in
various career fields;
• 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
• Make direct connections with adult role models and
• Establish professional contacts for future employment
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
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.
* Adapted from MN Work-Based Learning Manual)