CBT 1970s

1
Work-Based Learning
Its Not New to Special Education!
CBT (1970s)
CBI (1980s)
CBVE (1990s)
WBL (2000s)
2
The National Longitudinal Transition Study
General Findings - Drop Out Rates
On the average, about 22 of students with
disabilities, ages 14-21 and older, dropped out
of school in 1994, compared to about 5.3 of the
total student population age 15-24 who had
dropped out.
Within 2 years, over 36 of all students with
disabilities dropped out over half of all
persons with severe emotional disturbances had
dropped out (55) persons with learning
disabilities (36), mental retardation (34),
and other impairments (26) were the
next likely to drop out.
LRE for LIFE Project 1998
3
The National Longitudinal Transition Study
General Findings - Employment
Youth with disabilities who exited were more
likely to be working in sheltered workshops or
not employed than working full or part time.
46 of all youth with disabilities out of school
less than 2 years were unemployed and 25 worked
in sheltered workshops.
Significantly more males with disabilities (64)
were likely to be employed 3-5 years after
exiting school than females with disabilities
(40).
LRE for LIFE Project 1998
4
The National Longitudinal Transition Study
Employment Earnings
Over half (62) of all competitively employed
youth with disabilities out of school less than 2
years earned less than minimum wage.
Approximately 25 of competitively employed youth
out of school for 3-5 years earned less than
minimum wage .
LRE for LIFE Project 1998
5
Effects of Vocational Education Coursework
Students with disabilities who took either
survey or concentrated coursework in vocational
education were significantly less likely to drop
out of school than non-vocational or
prevocational students.
Concentration was related to larger incomes than
no vocational education or unrelated vocational
education classes.
Students taking survey courses earned nearly
4,000 more per year than students who
took no vocational courses.

6
Effects of Time Spent in Regular Education
Youth with disabilities who spent more time in
regular education had higher earnings.
Wagner, M. (1993) Trends in post school outcomes
of youth with disabilities. Findings from the
National longitudinal transition study of
special education students. Menlo Park, CA SRI
International
LRE for LIFE Project 1998
7
WBL It IS Best Practice!!
Well-designed high school programs include

• Well defined, personalized desired post school
  outcomes.
• Curriculum focusing on achieving outcomes.
• Valid assessment strategies.
• Inclusive instruction.
• WORK-BASED LEARNING
• Data-based instruction.
• Follow-up data.

8
TRANSITION Its More Than Just a Good IDEA Its
Legally Required!
I.E.P.
I.E.P.
I.E.P.
I.E.P.
I.E.P.
I.E.P.
I.E.P.
9
School-To-Work Opportunities Act Passed May 4,
1994 Key Features
Provided seed money to states and local
partnerships of business, labor, government,
education, and community organizations to develop
school-to-work systems
Emphasis was on (a) relevant education, allowing
students to explore different careers and see
what skills are required in their working
environment (b) skills, obtained from structured
training and WORK-BASED LEARNING experiences,
including necessary skills of a particular career
as demonstrated in a working environment
10
In Tennessee, Education Edge
11
LEAs must adopt policy
establishing a system that
provides structured work-based
learning experiences (WBL) for students.
WBLshould be matched with the needs and
opportunities present in the community.
It is essential that students in both the
university and technical paths have access to a
system of such experiences to allow them to apply
classroom theories to practical problems and to
explore career options at the work site.
Hear Ye! Hear Ye!

12
The WBL policies and procedures pertain to ALL
public schools. Worked-based learning
(WBL) opportunities are for ALL
students-academic, vocational-
technical, special education and
GED2. Structured WBL may be paid or unpaid,
may occur in public, private, or non-profit
organizations and may result in the attainment of
elective credit. Structured learning experiences
must be related to the students career goals.
13
Credit Experiences
Apprenticeships Cooperative Education
Health Science Clinical Service Learning
Class Student Learner Program
Transition
14
Apprenticeships (Registered)
Relationships between an employer and employee
during which the worker, or apprentice, learns an
occupation in a structured program sponsored
jointly by employers and labor unions or operated
by employers and employee associations.
These programs are registered with the Bureau of
Apprenticeship and Training (BAT), United States
Department of Labor, which sets apprenticeship
standards and monitors registered programs.
15
Cooperative Education
A structured method of instruction whereby
students coordinate their studies with a paid job
in a field related to their academic or
vocational course. Instruction is based on
written training and evaluation plans agreed to
by the school and employer. The students receive
credit for both classroom and work
experiences related to the course of study.
16
Health Science Clinical
School-based or work-based placements in the
health science area in which students are taught
academic and occupational skills from school or
employee instructors who supervise and evaluate
their work.
17
Service Learning Class
An instructional method that combines community
service with a structured school-based
opportunity for reflection about that service,
emphasizing the connections between service
experiences and academic learning. Students
benefit by acquiring skills and knowledge,
realizing personal satisfaction and learning
civic responsibility, while the community
benefits by having a local need addressed.
18
Student Learner
A student enrolled in a course of study and
training in a career-based program of academic
and technical instruction (formally referred to
as youth apprenticeship) composed of an in-school
component and a coordinated paid work-experience
component. The student follows a career major
strategy based on identified career ladders and
have formal connections to, and advanced
placement in registered apprenticeship and/or
related postsecondary occupational/ technical
programs. The student learner program must lead
to a portable credential or a registered
apprenticeship.
19
TRANSITION
A student, with an IEP, whose
transition plan includes WBL as
part of the coordinated set of activities that
are designed in an outcome-oriented process
focusing on transition goals that are based on
the students needs, preferences and
interests.
20
TRANSITION IN THE IEP

• Includes (required at least by age 16)
• Instruction,
• Related Services,
• Community Experiences,
• The development of EMPLOYMENT objectives,
• The development of other post-school adult living
  objectives,
• When appropriate, acquisition of daily living
  skills,
• When appropriate, functional vocational
  evaluation.

21
Secondary Credits for WBL Credit
Experiences
22
Non-Credit Experiences
Service Learning Method Internship School-Sponsore
d Enterprise Mentoring Shadowing Transition
23
Internships
Situations where students work for an employer
for a specified period of time to learn about a
particular industry or occupation. Non-paid
experiences are typically limited to nine
weeks. Students work-based activities may
include special projects, a sample of tasks from
different jobs, or tasks from a single
occupation.
24
School-Sponsored Enterprises






An experience in which students as part of their
school program produce goods and services.
School-sponsored enterprises typically involve
students in the management of a project that may
involve the sale of goods for use by others.
They normally involve students in all aspects of
the business to the extent practicable. They may
be conducted on or off the school site but must
be a part of the students regular school program.
25
Mentoring
A workplace mentor is
defined as an employee or other
individual, approved by the employer at a
workplace, who possesses the skills and knowledge
to be mastered by a student, and who instructs
the student, critiques the performance of the
student, challenges the student to perform well,
and works in consultation with the classroom
teacher and employer of the student.
26
Job Shadowing
Typically part of career
exploration activities in late middle and
early high school grades. A student
follows an employee at a business for one or more
days to learn about a particular occupation or
industry. Job shadowing can help students
explore a range of career objectives and select a
career major for the latter part of high school.
27
TRANSITION
A student, with an IEP, whose
transition plan includes WBL as
part of the coordinated set of activities that
are designed in an outcome-oriented process
focusing on transition goals that are based on
the students needs, preferences and
interests.
28
Secondary Credits for Work-Based Learning
29

• WBL GENERAL PRACTICES
• Work-based learning (WBL) is NOT a
  class. It is a method that enhances a
  related class in which the student is enrolled.
  The WBL experience cannot replace the
  regular class instruction time.
• 2. WBL must be coordinated or
  supervised by a qualified, trained
  teacher.
• WBL coordination/supervision of students may not
  be assigned as 1 or 2 sections outside the
  teachers endorsement and training as a WBL
  coordinator.

30

• General Practices (continued)
• A WBL coordinator who is not the teacher of the
  related class must hold the correct endorsement
  and have completed the training in order to
  supervise WBL. A special education WBL
  coordinator may not supervise vocational WBL
  students. There shall be no crossover supervision
  due to funding and accountability.
• Students may only be placed in health related
  jobs subject to blood pathogens and bodily
  fluids by the health science program under the
  direction of the health science teacher due to
  the liability and dangers of blood borne
  pathogens.

31

• General Practices (continued)
• 6. WBL coordinators must be provided
  release time to supervise students.
• Twenty (20) is the maximum number of students
  to be supervised during a supervision period.
• WBL for special education credit is an
  IEP team decision.
• The state attendance manual allows funding for a
  maximum of 120 minutes release time for WBL.

32
WBL Coordinator Roles and Responsibilities
33
Coordination

• Visit businesses to secure appropriate training
  sites. WBL coordinator has final approval over
  all placements.
• Orient new training sponsor(s).
• Develop training plans.
• Visit training sites to observe students (minimum
  once each grading period per student) and confer
  with training sponsors concerning student
  performance and progress.
• Resolve any problems that arise between the
  student and the training sponsor.
• Hold conferences with students, employers, and
  parents.
• Ensure that the training supervisor provides
  consistent, effective guidance and supervision in
  accordance with the step-by-step training plan.

34
Operation and Administration

• Ensure that students electing job placement are
  employed in a job directly related to IEP career
  goals.
• Complete training agreement and training plan
  with student, training sponsor, and parent.
• Assure that all legal requirements for the
  training have been met.
• Record coordination visits and conferences with
  training sponsor and students.
• Maintain teacher-coordinator files.
• Maintain student files.
• Use appropriate evaluation instruments to measure
  student achievement of competencies on the job.
• Continually evaluate the job market to secure
  additional training stations.
• File itinerary in principals office.
• Submit a list of students names, career
  objectives, places of employment, and job titles.

35
Public Relations

• Visit employers to encourage their
  cooperation in the establishment of the program.
• Participate in community and civic activities.
• Plan an employer/employee function with students
  during
  the school year to honor the
  employers who have provided the workstations for
  the students.

36
Liability
Obligations bound by law. Liability issues arise
when school personnel fail to use reasonable care
towards another person or persons property,
including disregarding health and safety issues
and breech of professional responsibility. This
is referred to as negligence. Schools have a
responsibility to use reasonable care towards its
students. This includes for activities occurring
both on and off campus.
37
ACTIVITY!
As partner up (center aisle) or triple up (end
aisles). Now, center As, turn around and face
your Bs partners. Aisle As, turn around and
face your Bs.
Task Generate at least 6 ways you can ensure
the health, safety, and adherence to professional
responsibility. AND, for each way, or thing you
can do, determine how you can prove that you did
it.
38
Workers Compensation
This is an
insurance program, administered by
each state, that compensates an individual
for wages lost due to injury suffered while on
the job and covers medical costs and the loss of
functional capacity. Individuals who are engaged
in a paid employer-employee relationship must be
covered. All employers must carry workers
compensation, which grants benefits to an injured
employee regardless of who is at fault. Workers
compensation offers a way to resolve matters
without lawsuits. Students must be covered if
they are, legally, employees. Employers must
notify their insurance agents when they hire a
student worker, describing the type of work and
wages.
39
General Liability Insurance
Liability is not accident or
medical insurance. Its purpose is to
protect the insured against claims of
negligence. Negligence exists when a duty is
owed to another and a non-intentional
breach of that duty occurs, resulting in some
form of physical injury and/or property damage.
If students are at the work site for job
shadowing, mentoring or other non-paid work they
are not classified as employees and not covered
under workers compensation. In this case, an
injured student may sue the employer. Some
school districts take out liability insurance to
cover all their students at any work site.
Educators should let employers know about their
liability insurance program. If the school does
not carry such a policy, it might consider
purchasing one or seeing if the employers
coverage could apply.
40
Basic Voluntary Student Accident
Insurance This accident insurance is
offered to students but generally is not
required. For certain activities,
such as school sports, student accident
insurance may be required and not voluntary.
Most traditional accident insurance programs
require the student to be on the school site or
under the direct supervision of a school employee
for the student to be covered, unless other
provisions are made within the actual policy.
41
Student Accident
Catastrophic Insurance This is a means
by which schools can avoid huge
medical bills in case of a major injury. Most
basic voluntary student accident insurance
programs provide maximum benefits up to 25,000
some programs include 50,000 and 100,000 benefit
maximums. catastrophic insurance has a much
higher maximum benefit, such as 1 million to 5
million, along with a substantial deductible
amount that assumes the
existence of a basic accident insurance policy or
a process of self-insurance.
42
PLEASE CLOSE YOUR HANDOUTS FOR THE NEXT ACTIVITY.
Thank-You
43
ACTIVITY!
Turn to page 15 of your WBL Policies, Procedures,
and Resources manual. On that page, find the
missing information on each of the following
screens and underline it. Verify with a partner,
after you have found it. You will have
approximately one minute per each screen.
44
Safety Training For Students
Students not in vocational classes must be
provided appropriate safety training prior to
beginning their work-based learning experience.
Safety training should be thoroughly discussed
with to determine
appropriate training. It will be the
responsibility of the to assure
that the students receive the job or industry
specific safety training for their work-site.
Safety training must be documented and kept on
file for .
the employer
employer
5 years
45
Safety Training For Students
Every precaution must be taken to ensure a
students safety. It is imperative that work-site
selection includes a commitment to activities
that are and
to the student and his/her well being.
educationally sound
not injurious
Each student must have a
that identifies all safety instructions to be
provided by the school, the employer, or any
other party. A for
the identified safety training shall be part of
the training plan and shall indicate
such safety training was provided and
. (See example)
training plan
written checklist
when
by whom
46
Safety Training For Students

• Employers participating in work-based learning
  programs should place special emphasis on the
  following conditions
• to accomplish the job
• to perform the task
• Safety training on any to be
  operated
• Proper
• Proper personal

Maturity
Physical ability
equipment
supervision
protective equipment
47
Safety Training For Students

• Example Basic Safety Rules
• Instruct students regarding proper procedures in
  case of fire
• Never permit students to operate equipment
  without first being trained and checked out under
  the supervision of a work-site mentor
• Comply with all safety rules
• Report unsafe conditions immediately
• Wear protective equipment or clothing
• Use the correct tool for the job
• Keep the work area clean and orderly.

48
...And it is Written...
FAIR LABOR STANDARDS ACT
49
An Employee/ Employer Relationship Does Not Exist
if...
The training, even though it
includes actual operation of the
facilities of the employer, is similar to that
which would be given in a vocational school.
The training is for the benefit of the trainees.
The trainees do not displace regular employees,
but rather work under their close observation.
50
An Employee/ Employer Relationship Does Not Exist
if...
The employer that provides the
training derives no immediate advantage from the
activities of the trainees, and on occasion the
employer's operations may actually be impeded.
The student receives ongoing instruction at the
employers worksite and receives close on-site
supervision throughout the learning experience,
with the result that any productive work that the
student would perform would be offset by the
burden to the employer from the training and
supervision provided. (US DOL, )

51
An Employee/ Employer Relationship Does Not Exist
if...
The trainees are not necessarily entitled to a
job at the conclusion of the training period.
The employer and the trainees understand that the
trainees are not entitled to wages for the time
spent in training.
52
ACTIVITY!
As turn to your B partners. (End of Aisle As,
nearest the walls, will have 2 B partners). With
your partner(s), determine whether each of the
following case studies meets DOL regulations AND
locate information in your handout that proves
why or why not.
53
Case Study Number 1
Mary is 13 years old and is working in the school
cafeteria for 30 minutes each day as a part of
her vocational program. The school lunch program
is staffed by employees hired by the
school system. Mary cleans the tables after
lunch, and she is not being paid for her work.
Does this meet DOL regulations?
54
Case Study Number 2
Bob is 18 years old with a diagnosis of mental
retardation and autism. His teacher placed him
in a non-paid training site folding pizza boxes
for 1 hour per day. Initially, Bob needed
intensive instruction on the task, however now he
is independently folding a box every 15 seconds.
The store manager suggested that Bob could
continue in his training program without the
teacher. Does this meet DOL regulations?
55
Case Study Number 3
Bobbie is 19 years old and is participating in a
school program that supplies supported employment
services to transition age students. Her
vocational teacher has just landed her a job
working 20 hours per week at minimum wage in a
local grocery store. She will
receive training from an employment
specialist. Does this meet DOL
regulations?
56
Case Study Number 4
Sally is 16 years old and is working with her
teacher at a local hotel. As part of a non-paid
work-based learning experience, she is learning
to empty the dryers and fold towels. The teacher
has promised that they will complete the
same amount of work as the regular
employee. While Sally completes these
tasks, the hotel employee will collect
laundry from the guest rooms. Does
this meet DOL regulations?
57
Case Study Number 5
Bill is 18 years old and has a severe physical
disability. His teacher knows that he wants a
data entry job after graduation from high school.
She has a friend who runs an auto parts company
where Bill could volunteer his time three days
a week doing word processing. The employer
says that the teacher does not need to
accompany Bill to the job. Does this meet DOL
regulations?
58
Vocational Exploration 5 hours per job type
Vocational Assessment 90 hours per job type
Vocational Training 120 hours per job type
59
Vocational Exploration
The vocational exploration component exposes
students briefly to a variety of work settings to
help them make decisions about future career
directions or occupations. The exploration
process involves investigating interests, values,
beliefs, strengths, and weaknesses in relation to
the demands and other characteristics of work
environments. Through vocational exploration,
students gain information by watching work being
performed, talking with employees, and actually
trying out work under direct supervision of
school personnel. Exploration enables students
to make choices regarding career or occupational
areas they wish to pursue. The student, parents,
exploration site employees, and school personnel
use this information to develop the students IEP
for the remainder of the students special
education experience.
60
Vocational Assessment
The vocational assessment component helps
determine individual training objectives for a
student with a disability. In this WBL
component, the student undertakes work
assignments in various business settings under
the direct supervision of school personnel and
employees. Assessment data are systematically
collected concerning the students interests,
aptitudes, special needs, learning styles, work
habits and behavior, personal and social skills,
values and attitudes toward work, and work
tolerance. The student rotates among various
work settings corresponding to the students
range of employment preferences as situational
assessments are completed by school and
assessment site employees. As a result, students
select work settings in which they can best
pursue career or occupational areas matching
their interests and aptitudes. Future training
objectives are matched with these selections.
These training objectives become a part of the
students subsequent IEP.
61
Vocational Training
The vocational training component of WBL places
the student in various employment settings for
work experiences. The student, parents and
school personnel develop a detailed, written
training plan, which includes the competencies to
be acquired, method(s) of instruction, and
procedures for evaluating the training
experience. Training is closely supervised by a
representative of the school or a designated
employee/supervisor. The purpose of this
component is to enable students to develop the
competencies and behavior needed to secure paid
employment. As the student reaches the training
objectives in a particular employment setting,
the student moves to other employment
environments where additional or related
learning, or reinforcement of current
competencies and behavior can occur.
62
WORK-BASED LEARNING (From page 1 in WBL PPR
Manual) The following apply to all components of
a structured WBL system

• No individual shall be excluded from
  participation in, denied the benefits of,
  subjected to discrimination under, or denied
  employment in the administration of or in
  connection with any work-based learning program
  on the basis of race, color, religion, sex,
  national origin, age, disability, political
  affiliation or belief.
• Students must be provided with adequate and safe
  equipment and a safe and healthful workplace in
  conformity with all health and safety standards
  of Federal and State law.

63

• WORK-BASED LEARNING
• No work-based learning program shall impair
  existing contracts for services or collective
  bargaining agreements. Any work-based learning
  program that would be inconsistent with the terms
  of a collective bargaining agreement shall be
  approved only with the written concurrence of the
  labor organization and employer involved.
• The experience must be an integral part of the
  planned curriculum or program of study for the
  student.
• The experience must be based on certain
  competencies.
• The experience must be quantifiable and
  documentable, as defined, and fall within
  reasonable data-collection resource demands.

64

• WORK-BASED LEARNING
• No employer will hire a student when

• when any other individual is on temporary layoff,
  with the clear possibility of recall, from the
  same or any substantially equivalent job,
• When the employer has terminated the employment
  of any regular employee or otherwise reduced its
  workforce with the intention of filling the
  vacancy so created with a student
• When the student will displace any currently
  employed worker (including a partial
  displacement, such as a reduction in the number
  or hours of non-overtime work, wages, or
  employment benefits)

65
ACTIVITY!
Spend the next 2 minutes reading Table 6 (located
in your packet) on your own. Determine what
already exists or is in place. Note where/how
you would find each item listed in the table as
it relates to your own school or school system.
66
ACTIVITY!
Now, pair up with someone from your system or
another person, and compare notes. Write down
any good ideas and be prepared to share them with
the group.
67
 TABLE 6 Procedural safeguards
Check List for School Site ____________________
_ Date _________
68
ACTIVITY!
Obtain Table 7 from your packet of handouts.
Pause With a partner, determine if each
recommendation in Table 7 relates to liability
(L) or DOL/FLSA (DOL). Be prepared to share
and justify your conclusion.
69
TABLE 7 Procedural Safeguards Check List for
WBL Site Employer____________________
Date __________
70
TABLE 7 Procedural Safeguards Check List for
WBL Site (continued)  Employer___________________
_ Date __________
71
ACTIVITY!
For each item in Table 8, determine WHEN each
item should be completed or occur relative to
accessing WBL and/or the IEP team meeting.
72
TABLE 8 Procedural Safeguards Check List
For
WBL
SITE Student_____________________________________
__ (Date)
73
TABLE 8 Procedural Safeguards Check List For
(continued)
WBL
SITE Student_____________________________________
__ (Date)