WORKBASED LEARNING TRAINING State of Tennessee Department of

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

WELCOME

First Day Agenda o o o o o 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 o o o o o 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? o o o Must attend training both days Must submit homework Must provide 40 work hours/volunteer hours (service learning)

NOW WHAT HAPPENS? o You are added to the WBL Training Table n o o 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 o Example: Lisa Jones, 472 Marketing n On the training table, 5098, 9395, 9397 o o o 5098 Marketing Co-op 9395 Service Learning 9397 Vocational Co-op

Icebreaker… Famous Bosses

Activity o Pre-Reading Activity 5 -7 minutes

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

WBL vs. Out of School Experiences o o 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 Indentured workers 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 Cooperative Education Apprenticeships 1400 1500 1600 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 1700 Apprentices began earning wages with the advent of the industrial revolution and moved from out of the master craftsman’s household 1800 Work-Based Learning 1900 Herman Schneider devised framework for cooperative education 2000 Using cooperative education frameworks, other forms of work experiences are developed to meet students’ needs All elements work experiences are under WBL

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

Transitions o o 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 n 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, Motivates Learn How to Learn Students Learn What They Like and What They Don’t Like

WBL Overview Con’t. (Why) o PR Tool – Builds Bridge to Community o Better Prepared Students o o 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. o Improve Graduation Rate - AYP

What Work-Based Learning Is: o o o 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 o o o Quality Placements, High Standards Related Instruction, Planned and Supervised Quantifiable and Documentable

What Work-Based Learning is not o o o 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 o o o 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 o o o 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? n Review of Placements n Review by Dept. of Labor for Safety and Child Welfare n School Approval Process n Release Time, Supervision Time

Manual Review o Take out your manual Highlighters o Sticky Notes o

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

PAGES 3 -4 OVERVIEW o o Who WBL components WBL activities LEA requirements

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

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

Pages 7 through 9, Glossary Emphasize: o o 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. o 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 o Duties Include (page 13) n Recruiting Providers n Placing Students n Monitoring Placements n Coordination all Components of the Program

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

o 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 o o o 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

o o Work readiness competencies and expectations Expectations: n n n o Academic Achievement Attendance Behavior Safety Training

Types of WBL Experiences Pages 18 – 36 o 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 – 46 Categories 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 o o o 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: o o 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 Record pg 41 – What students will do… o o o 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 o 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.

Recommended Forms Evaluation Forms – Student – Employer, pp. 45 -46 Referred to in Minimum Rules and Regulations

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

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

Handouts Continued: o o 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: o o 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 – 6 WBL Benefits and Advantages o Write a brief introduction highlighting the advantages of WBL to the following: n n 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. o o 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

o o #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 o o o 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 o o 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 o o 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 o o o 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

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

#10 Internships: o o 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 selfesteem was as important as anyone else’s.

#11 – 180 Minutes Release Time o o Adjusted to assist schools on block schedule IEP determines time for transition students Note: This is supervised time with students assigned to a coordinator o o o 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

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

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

o #13 – Credits o Block Schedule 1 credit for WBL and 1 credit for class credit o 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 o Detrimental to minor’s health, well being and progress in school o o Passing grades in regular school work Hours worked must be monitored.

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

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

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

#19 Students may work in a licensed business only. o 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 o Scavenger Hunt 15 minutes

Final Wrap-up and Independent Assignments o o o 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) o 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) o o o 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 o