Refining the Design The 5 R’s of WBL CFE Institute October 17, 2015

Session Outcomes Shared understanding of the 5 R’s of Work-Based Learning and how they relate to employer engagement. Connecting to the benefit of Work-Based Learning that engages students and employers.

Michigan Department of Education 2015-16 Pupil Accounting Manual 5-P Setting the Stage What does Work-Based Learning mean for you? Work-based learning experiences (WBLE) provide students with a planned program of job training and other employment experiences related to a chosen career. Depending on the type of learning experience, the pupil might be engaged for one hour, one day, one semester, or even one year in length. The learning experience may be paid or unpaid, serves all students, and can be an in-school or out-of-school placement. Michigan Department of Education 2015-16 Pupil Accounting Manual 5-P

OCTE: The 5 “R’s” of WBL

OCTE: The 5 “R’s” of WBL Readiness Rigor Relationships Relevance The CTE student must complete at least 7 segments of their state approved program before being released to an employer for WBL. The segments do not necessarily need to be completed in sequential order. Rigor The level of challenge, difficulty, and breadth of the experience. Relationships An external adult mentor paid by the employer/agency where the student acquires the experience. Relevance It is aligned to state-approved program segments, standards, and the student’s educational development plan (EDP). Richness Students must experience the depth of knowledge related to an applied skill.

Employer Engagement Continuum Figure 2 taken from Not as Hard as You Think: Engaging High School Students in Work-Based Learning by Charlotte Cahill and Sheila Jackson, May 2015, p. 7; Pathways to Prosperity Network – An Initiative of Jobs for the Future and the Harvard Graduate School of Education

Connecting Employer Engagement to Education “Students should be engaged in this continuum beginning no later than in the middle grades and should continue with work-based learning through high school and into postsecondary education. “ Taken from Not as Hard as You Think: Engaging High School Students in Work-Based Learning by Charlotte Cahill and Sheila Jackson, May 2015, p. 7; Pathways to Prosperity Network – An Initiative of Jobs for the Future and the Harvard Graduate School of Education

Employer Engagement Least Intensive Employer Engagement – Enrollee This category refers to career awareness and exploration ranging from a single day to several days in duration. A guest speaker alone, however, is not acceptable evidence of WBL. Therefore, one additional activity in this category must be offered to students, along with a guest speaker. These activities can be done face-to-face or virtually and are appropriate for K-12. No work is performed. Moderately Intensive Employer Engagement – Concentrator These are regarded as career preparation activities appropriate for middle and high school students that might range from one week to six weeks. For the student, “crossing the threshold” to the business is encouraged, but not mandatory. Most Intensive Employer Engagement – Completer This is the career training phase most appropriate for high school/CTE students. This phase will include formal training agreements and training plans that might cover a single semester or the entire school year. “Crossing the threshold” defines intensive employer engagement (e.g. internships and apprenticeships) usually reserved for state approved CTE programs. Work may be performed, but all Pupil Accounting/Labor Law guidelines must be followed.

Documenting Employer Engagement Least Intensive Employer Engagement Moderately Intensive Employer Engagement Most Intensive Employer Engagement

Michigan Pupil Accounting Pupil Accounting Manual (PAM)/Section 5P - Work-Based Learning

What’s Missing? There are four specific types of CTE work-based learning that can impact State School Aid Act and/or Section 61a(1) funding. The specific requirements for these programs are contained in the Pupil Accounting Manual and the Pupil Accounting Rules. 1. Paid or Unpaid Capstone Work-Based Learning Experience State-Approved CTE Programs - There is no funding for Capstone/Co-op Coordination in the new formula for 61a 2. Unpaid Work-Based Learning Experience State-Approved CTE Programs 3. Paid or Unpaid In-District Unpaid Work-Based Learning Experience State-Approved CTE Programs 4. Unpaid Training State-Approved CTE Less-Than-Class-Size (LTCS) Programs

WBL Opportunities Reviewed

The 5 “R’s” of WBL

The Design Refined Collaborations among businesses, educational institutions, and intermediary organizations can successfully address common concerns and challenges and create opportunities to scale up work-based learning. Doing so will benefit both employers and young people. Figure 2 taken from Not as Hard as You Think: Engaging High School Students in Work-Based Learning by Charlotte Cahill and Sheila Jackson, May 2015, p. 7; Pathways to Prosperity Network – An Initiative of Jobs for the Future and the Harvard Graduate School of Education

Contact Information Cynthia Scherphorn 248.209.2054 cynthia.scherphorn@oakland.k12.mi.us