LAUSD

Work-Based Learning Coordinator

Manual
Table of Contents 

Table of Contents

1. Linked Learning: Introduction

Industry Sectors
A. Agriculture and Natural Resources
B. Arts, Media and Entertainment
C. Building and Construction Trades
D. Business and Finance
E. Education, Child Development, and Family Services
F. Energy, Environment and Utilities
G. Engineering and Architecture
H. Fashion and Interiors
I. Health Science and Medical Technology
J. Hospitality, Tourism, and Recreation
K. Information and Communication Technologies
L. Manufacturing and Product Development
M. Marketing, Sales, and Service
N. Public Services
O. Transportation
Linked Learning Overview
The Four Components of Linked Learning
1. Rigorous academic experience
2. Real-world technical skills
3. Work-based learning
4. Integrated Student Support

2. Work-Based Learning: Definition

Examples of Work-Based Learning
Work-Based Learning Coordinator Responsibilities

3. Creating and Maintaining an Industry Panel and Advisory Board

Industry Panel
WBLC Responsibilities
Creating an Industry Advisory Panel
Identifying Potential Members
Recruiting Industry Advisory Panel Members
Industry Advisory Board
Establishing an Industry Advisory Board
 Initial Meeting of Industry Advisory Board

4. Work-Based Learning Experiences

Definition
Work-Based Learning Continuum
WBLC Responsibilities

5. College and Career Readiness

WBLC Responsibilities
ConnectEd ECCCO Curriculum
Career Development 9
College Readiness 9
Career Development 10
College Readiness 10
Career Development 11
College Readiness 11
Career Development 12
College Readiness 12

6. Data Tracking and Collection

1. Linked Learning: Introduction 
Work-based learning is one element of the Linked Learning approach to education, which is designed to prepare
young people for academic and career success. Students in Linked Learning schools choose an industry-themed
pathway in a field that interests them, providing a high school experience that is both engaging and personally
relevant.

The California Department of Education (CDE) has identified 15 industry sectors. Each industry sector has
multiple pathways.

Industry Sectors 

A. Agriculture and Natural Resources

● Agricultural Business
● Agricultural Mechanics
● Agriscience
● Animal Science
● Forestry and Natural Resources
● Ornamental Horticulture
● Plant and Soil Science

B. Arts, Media and Entertainment

● Design, Visual and Media Arts
● Performing Arts
● Production and Managerial Arts
● Game Design and Integration

C. Building and Construction Trades

● Cabinetry, Millwork and Woodworking
● Engineering and Heavy Construction
● Mechanical Systems Installation and Repair
● Residential and Commercial Construction

D. Business and Finance

● Business Management
● Financial Services
● International Business

E. Education, Child Development, and Family Services

● Child Development
● Consumer Services
● Education
 ● Family and Human Services.

F. Energy, Environment and Utilities

● Environmental Resources
● Energy and Power Technology
● Telecommunications

G. Engineering and Architecture

● Architectural Design
● Engineering Technology
● Engineering Design
● Environmental Engineering

H. Fashion and Interiors

● Fashion Design and Merchandising
● Interior Design
● Personal Services

I. Health Science and Medical Technology

● Biotechnology
● Patient Care
● Healthcare Administrative Services
● Healthcare Operational Support Services
● Public and Community Health
● Mental and Behavioral Health

J. Hospitality, Tourism, and Recreation

● Food Science, Dietetics, and Nutrition
● Food Service and Hospitality
● Hospitality, Tourism, and Recreation.

K. Information and Communication Technologies

● Information Support and Services
● Networking
● Software and Systems Development
● Games and Simulation

L. Manufacturing and Product Development

● Graphic Production Technologies
● Machining and Forming Technologies
● Welding and Materials Joining
 ● Product Innovation and Design

M. Marketing, Sales, and Service

● Marketing
● Professional Sales
● Entrepreneurship/Self Employment

N. Public Services
● Public Safety
● Legal Practices
● Emergency Response

O. Transportation
● Operations
● Structural Repair and Refinishing
● Systems Diagnostics and Service

Linked Learning Overview 

The LAUSD Linked Learning initiative is transforming high school into a personally relevant and engaging
experience by bringing together ​strong academics, demanding career technical education, real-world experience
and integrated student support systems to help students gain an advantage in high school, in post secondary
education, and in their future careers. Linked Learning exposes students to previously unimagined college and
career opportunities.

Participation in Linked Learning prepares students to graduate from high school and succeed in a full range of
post secondary options, including two- or four-year colleges, certification programs, apprenticeships, military
service, or formal job training. Students follow career-themed pathways, choosing among fields such as
engineering and architecture, arts, media and entertainment, or health science and medical technology.

The Four Components of Linked Learning 

1. Rigorous academic experience 
A curriculum that includes the English, mathematics, science, history, and foreign language courses that prepare
students to transition, without remediation, to the state’s community colleges and universities, as well as to
apprenticeships and formal employment training programs.

2. Real-world technical skills 

Students gain the knowledge and skills that can give them a head start on a successful career - right in their own
classrooms.
3. Work-based learning 
Students are given opportunities for mentoring and job shadowing and move into intensive internships,
school-based enterprises, or virtual apprenticeships.

4. Integrated Student Support 

Services such as counseling and supplemental instruction in reading, writing, and mathematics
that help students master the advanced academic and technical content necessary for success in
college and career.

   
2. Work-Based Learning: Definition 
“Work-based learning” refers to activities and experiences that help students master and demonstrate academic,
technical, and 21st century skills and knowledge that will prepare them to succeed in college and their careers.

The work-based learning coordinator (WBLC) is responsible for providing “real-world” opportunities for students
to experience and learn about the world of work and careers.

Examples of Work-Based Learning 

● Guest speakers
● Job shadowing
● Student internships
● Teacher externships
● Mentoring
● Informational interviews with industry personnel
● Workplace visits
● Career fairs
● Mock interviews
● Consulting with teachers on student projects
● Advising/consulting with students on projects
● Judging student work

The WBLC assigned to a pathway works closely with personnel from the schools, the Linked Learning office,
industry personnel, and other associated organizations (United Way, ConnectEd, Center for Powerful Public
Schools, LA Chamber of Commerce, industry/trade organizations, etc.) to provide work-based experiences for
our students.

Using these resources, the WBLC works with the school to arrange activities such as the ones listed above. The
goal is for students to understand, through experience, the college and career options that are available to them
after high school and to prepare them to take advantage of these opportunities.

Work-Based Learning Coordinator Responsibilities 

The Work-Based Learning Coordinator is responsible for:

● Initiating and supporting industry partnerships for the Linked Learning pathways.

● Establishing a database of partners and opportunities to assist schools and offices.

● Coordinating work-based learning activities such as symposiums for industry partners to educate them
about district policies and procedures related to working with school sites and alignment of industry
standards with classroom learning assignments.
● Developing technology-based, work-based learning opportunities including online orientation for business
partners, online placement of students, virtual mentorships, virtual industry feedback for students'
projects, and virtual student-industry interactions.

● Coordinating work-based learning related services provided to Linked Learning pathways by external
partners.

● Developing a handbook for teachers and students including developing and adapting tools, forms, and
guides to manage work-based learning experiences.

● Working with coaches and teachers to embed WBL experiences into the curriculum of each grade level.

● Providing orientations for work-based learning school-based staff.

● Ensuring compliance with state and federal laws, particularly when establishing internships.

● Identifying and arranging student work-based learning opportunities and supporting schools in placing
students.

   
3. Creating and Maintaining an Industry Panel and Advisory Board 
Industry Panel 
An ​industry panel​ is a group of individuals who work in careers related to the pathway. The panel may also
include community members or parents, as well as those in academia such as college instructors.

Panel members provide feedback to help teachers understand the ​career focus​ of the pathway -- is the pathway
preparing the students for current and future career opportunities?

The industry panel also supports the school by providing

● guest speakers
● project advisors/judges
● mock interviews

Members of the industry panel are typically recruited to form an ​industry advisory board​ for the pathway. This
is a group of individuals who are committed to meeting regularly to support and advise the pathway.

WBLC Responsibilities 
Creating an Industry Advisory Panel 

Identifying Potential Members 

● Ask the school for names of individuals who have been involved in school activities in the past
● Survey the school faculty and staff for any industry connections they may have
● Contact organizations such as
○ local chambers of commerce
○ industry associations
○ community groups (such as OneLA)
○ church groups
○ United Way
○ WorkSource Centers
○ colleges and universities
○ Community colleges

Recruiting Industry Advisory Panel Members 

● Invite potential members to a school event. Some guidelines:
○ No more than 2 hours long
○ A midday meeting with lunch is a good idea
○ Have a clear agenda, sent to the participants a week for the meeting
○ Introduce the program at the school
○ Have the visitors interact with students; they could be part of a panel discussion, or review
students’ projects
 ○ Have details of the meeting/event; date, time, parking, location, etc. ready when calling
panel
○ Assist teachers in creating questions for the panel
○ Inform panel participants as to potential questions
○ Have panel participants bring materials to share
○ Have panel participants think about how the career focus can be exemplified in the
academic classes
○ At the end of the day, ask industry visitors (by questionnaire) if they are interested in
further involvement with the school -- being part of the advisory board, visiting occasionally
as guest speakers, providing workplace tours, etc.
○ Follow up with a thank-you email or phone call

Industry Advisory Board 

An ​industry advisory board​ is typically a smaller group of professionals who work in careers related to the
pathway, and parents/community members who are involved with the school. This group is often drawn from the
larger advisory panel. These individuals have committed to meeting regularly with school personnel to do
activities such as:
● Judge and provide feedback on student projects
● Advise the school on skills and knowledge that should be taught to prepare students for internships,
college, and career
● Provide externships for teachers
● Provide speakers for classes
● Provide speakers for career days
● Provide workplace visits for students
● Provide workplace job shadows for teachers and students
● Provide internships for students

Establishing an Industry Advisory Board 

● If the pathway does not have an industry advisory board established, it is the responsibility of the
WBLC to work with the pathway (principal, lead teacher) to set one up.
○ If the school has a number of industry partners with whom they have worked closely in the
past, these individuals could be asked to be on the advisory board.
○ If now, the first step would be to recruit new industry partners by creating an advisory
panel, as described in the section above.

Initial Meeting of Industry Advisory Board 

Advisory board members are often busy individuals, so meetings should be brief and to the point. Some
suggestions:
● 1 - 1.5 hours max; midday or early afternoon (ask when members are available)
● Supply food
● Send out agenda several days in advance
● Introductions
 ● School administrator or teacher describes the pathway program and needs of the school that
advisory board members can help meet
● Advisory board members talk about what skills & knowledge are needed from HS graduates
● Some interaction with students would be helpful, for example describing their pathway or
presenting a project they have done
● Appoint a chairperson for the next meeting & set time/date

Subsequent Meetings of Industry Advisory Board 

● 1 - 1.5 hours max
● Supply food/snacks
● meet every 1-2 months, typically 4-6x during the school year
● rotate chairperson
● school representative describes upcoming events & needs of school
● board members discuss how they can support the current & future needs of the school
4. Work-Based Learning Experiences  
Definition   
Work-based learning experiences provide students with opportunities to master and demonstrate academic,
technical, and 21st century skills. These experiences help prepare students for the demands of college and
careers.

Work-based learning experiences

● May take place in person or online
● Are integrated into the curriculum of the student’s class
● Are provided each year -- each student should have at least one experience each year

Work-based learning experiences should be aligned with the “Work-Based Learning Continuum”:
 
Typical work-based learning experiences for the grade levels include:

● 9th grade
○ guest speaker
○ workplace tour
○ career fair

● 10th grade
○ informational interview
○ job shadow
○ college tour

● 11​th​ grade
○ project consultation
○ project assessment
○ mentorships
○ simulated work
○ service learning
○ internship (summer after 11th grade)

● 12​th​ grade
○ work experience
○ on-the-job training

WBLC Responsibilities 
The WBLC is responsible for
● providing at least one work-based learning opportunity for each student every year
● working with the school team to integrate the work-based learning experience into the curriculum
● identify and train one (or more) individuals at each pathway to be the
○ person to contact the WBLC to request work-based learning experiences
○ conduit to industry personnel

5. College and Career Readiness 

Students in Linked Learning pathways receive college and career lessons and experiences that prepare them for
life after secondary education. They also acquire the necessary skills to succeed in the internships that they will
have in the summer before their senior year.

WBLC Responsibilities 
The WBLC will
● work with an appointed person or team from the school to ensure that the college and career
readiness lessons are embedded into the school’s curriculum units at the appropriate grade levels
 ○ Typically these lessons are incorporated into an advisory or CTE course

● ensure that students have completed the ​workplace readiness​ lessons by the end of 11th grade.
These include:
○ Completing a resume
○ Completing a job application
○ Professionalism
○ Effective interviewing skills
○ Financial Literacy

● use the electronic portfolio on the ConnectEd Studios website to verify that the ​workplace
readiness​ lessons have been successfully completed

ConnectEd ECCCO Curriculum 

The ConnectEd ECCCO curriculum is an important resource for WBLCs, coaches, and school personnel to
prepare and deliver the college and career readiness lessons.

The ConnectEd “Exploring College, Career, and Community Options” (ECCCO) curriculum can be accessed at
https://www.connectedstudios.org/curricula/index/​).

The ECCCO curriculum includes the following elements:

Career Development 9 
Students will begin to think about what is important to them and explore careers, terminology, and personal
finance. Students will also begin to build their own portfolios, which will be continually added to over their four
years of high school

College Readiness 9 
Students will begin to examine their own life goals, learn effective communication skills, practice setting goals,
and explore options after high school.

Career Development 10 

Students will begin to think about their own personal career development by focusing on values in the workplace,
interacting with a guest speaker, and planning and writing their resumes. Students will also learn about the
importance of maintaining a portfolio of work samples and begin to build their own portfolios.

College Readiness 10 

Students will begin to examine their own career and life goals, prepare to visit a college campus, and write a
reflective essay on their experience.

Career Development 11 

Students will continue to focus on their career development by working on their resumes, creating business
cards, and preparing for their summer internship by learning how to conduct themselves during job or internship
interviews. They will also continue to add to their portfolio.
College Readiness 11 
Students will research post-secondary options, hear from a guest speaker about college entrance exams, and
visit one college campus with the class. They will also prepare to visit other colleges on their own.

Career Development 12 

Students will arrange for an individual job shadow experience, write cover letters, and refine their own career
path.

College Readiness 12 

Students will prepare applications for college admissions, plan out financial aid options, and learn how to make a
successful transition to college.

6. Data Tracking and Collection 

Work-Based Learning Coordinators are responsible for keeping and tracking data for their pathways.
Whenever students receive a work-based learning experience at their school, certain data must be collected:

● the ​name​ of the ​pathway ​that received the support

● the ​type of work-based learning experience​ that was provided (job shadow, project judging,
guest speaker, etc.)
● who was responsible for ​arranging​ the work-based learning experience (school district, pathway,
outside organization, etc.)
● the following information about the person who provided the work-based learning experience:
○ name
○ job title
○ employer
○ department
○ phone number
○ email
○ date of work-based learning experience
○ number of students or teachers who participated
○ grade level of students who participated

This information will be reported quarterly.