Work-Based Learning experiences must lead to earning of credit or outcome verification.

Please select each tab below to learn more about the criteria and view the key questions for you to consider in your planning or click the next button at the bottom of the screen to move to the next topic.

Outcome Verification
Key Questions
Example

Work-based learning experiences may occur as a structured course within a pathway or be embedded within a CTE Program of Study that leads to academic credit. Evidence to support learner outcomes may include a portfolio highlighting completed work or any specific type of evidence that documents achievement of measurable student learning outcomes; such as a prototype, sales pitch, patient care plan, website, catering function.

**Work-Based Learning Rubric - Leads to Credit or Outcome Verification**
Level 1 does not meet	Level 2 minimally meets	Level 3 meets*	Level 4 exceeds
There is no evidence that work-based learning occurred. Students are unable to provide tangible or intangible evidence supporting the completion of a WBL experience.	Students produce limited evidence for teacher evaluation that work-based learning occurred. Students can provide minimal tangible or intangible evidence supporting the completion of a WBL experience.	Students produce evidence for teacher evaluation that work-based learning occurred. Students are able to document and record specific skills from the WBL experience on their resume.	Students produce robust evidence for teacher evaluation that work-based learning occurred. Students are able to document and record specific skills from the WBL experience on their resume.

*represents the target for an approved CTE Program of Study

Begin outlining responses to the following prompts on your planning worksheet.

How will the WBL experience lead to earning of credit and/or outcome verification?

Describe whether the WBL experience will occur as a structured course within a pathway or be embedded within a CTE Program of Study.
Identify the tangible or intangible evidence the student will produce to document achievement of the learning outcomes (work portfolios highlighting completed work, academic/technical/professional skills assessment, completed projects and assignments, employability skills records, updated resume, or any other specific type of evidence).
Describe how the learning outcomes for the WBL experience will be assessed.

Is the outcome guided by equity considerations?

Summarize how student voice will be included in the assessment process, including a self evaluation, and how educator and professional feedback will emphasize growth and encourage improvement.

Reminder: Scroll back up and review all the tabs before moving to the next topic.

Reflect on how a Finance Program of Study responded to the prompts while planning a WBL experience within a School-Based Enterprise.

How will the WBL experience lead to earning of credit and/or outcome verification?

Describe whether the WBL experience will occur as a structured course within a pathway or be embedded within a CTE Program of Study.

Accounting III is a 1 credit course for students who have completed Accounting I and II in the finance program.

Identify the tangible or intangible evidence the student will produce to document achievement of the learning outcomes (work portfolios highlighting completed work, academic/technical/professional skills assessment, completed projects and assignments, employability skills records, updated resume, or any other specific type of evidence).

The student will be able to produce documentation of the following to show they achieved the learning outcomes and fulfilled their duties as an accounting clerk:

- Accurately prepared and maintained accounting documents and records using QuickBooks
- Reconciled accounts in a timely manner
- Addressed accounting or documentation problems and discrepancies
- Compiled financial reports
- Followed established standards and procedures

Describe how the learning outcomes for the WBL experience will be assessed.

The students will participate in performance evaluations from the teacher, business professionals, and their peers, along with a self-evaluation. The evaluations will take place prior to each grading period. The assessment considers tasks performed, strengths, and weaknesses. It is another mechanism for feedback and goal setting that focuses on needed skill development and career readiness.

Is the outcome guided by equity considerations?

Summarize how student voice will be included in the assessment process, including a self evaluation, and how educator and professional feedback will emphasize growth and encourage improvement.

The 8 performance evaluations throughout the year include a self-evaluation and opportunities for the student, teacher, peer, and professionals to plan further development of strengths. The assessment will tie to job performance expectations and student needs for growth and coaching.

award clipart Work-Based Learning provides students with the opportunity to apply and document the knowledge and skills needed to progress in their chosen career paths. Clear evidence of learning outcomes and assessments that include reflection and feedback support student growth and present opportunities for students to share their achievements.