I liked 3-point description of employer/business (company) orientations and introducing WBL…and, with a focus on the WBL coordinator explaining the WBL continuum and engaging them in activities related to career awareness 1st if necessary, not only career exploration-to-prepartion.

I liked the explicit, reiterated summary of the components of 1^st an employer/business (company) orientation vs. the 2^nd supervisor orientation.

Please note about Quiz #4: I got 100/100 (5/5 questions correct). However, for question on school district/school legal counsel review of WBL program forms, I answered from U.S. standpoint, i.e., this ACTE training, thus correctly. However, in New Jersey (NJ), to me there were multiple correct answers?! This is because forms are required by law per NJ Departments of Labor or of Education, as noted in the NJ Administrative Code for Child Labor (including Wage & Hour and Hazardous Occupations Orders) or for Health and Safety, respectively. Does anyone else live in a state like NJ with more formalized school-sponsored… >>>

I appreciated the multi-sensory summary of the role of formative assessments as part of monitoring/evaluation of student’s WBL training plan.

I liked pop-up box simply defining formative assessment (NJSS Canvas courses module activities) and summative assessment (final evaluation).

Comments:

I am not sure this is the case in NJ for students as long as the state and federal labor laws are complied with? I thought they can on weekends?

• “Other part-time employment will not be pursued while enrolled in the WBL experience.”

I am not sure this is the case in NJ for public schools and private schools for… >>>

I liked how ACTE talked about how WBL Coordinator has duties/responsibilities overlapping with other school-based counselors (guidance, etc.). I liked how ACTE introduced importance/concepts of FERPA and HIPPA; by age, some students are minors and some are adults but each in K-12. I liked how ACTE discussed the potential challenges of when the WBL coordinator is trying to set up a school-sponsored/credit-based WBL with an employer who had already become familiar with a student as a part-time paid employee over the summer, over holidays and/or school year.

Comments/Feedback: The second webpage of this section really caught my eye because… >>>

I liked how they start this section with the value of professional networking and intra-community networking to identify the stakeholders and champions for the WBL program at your district/school, and doing WWW research. For research, they also provided the website (I opened it in new tab) for the Perkins Collaborative Resource Network (currently FY2020-23 state plans and individual state profiles available from online data explorers). [Re: US DoEd Perkins V comprehensive local needs assessment required.]

I thought this first module/section and its subsections was interesting. Working in NJ, I kind of feel descriptions and examples of career awareness were similar to what we use. Note: Of multiple WBL models shown as figures/flowcharts at one point, GA was closest to NJ. I also feel, in NJ, there may be a difference in how we talk about/perceive career exploration activities vs. career preparation activities, i.e., NJ includes various topical trainings (in-person and online) in the career exploration phase. We also have in NJ a career preparation phase, with next step including pre-apprenticeship-to-apprenticeship positions (registered with USDOL). Finally,… >>>