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Work-Based Learning (WBLR)�Data Population

Background & Intro

Submission Methods

Functionality

Data Details

Summary & Resources

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Objective

Familiarize

Explain

Implement

Prepare

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The objective of this training is to familiarize the CTE coordinators with the data collection and their responsibility. Additionally, we will explain the system requirements so CALPADS data coordinators can implement processes to meet the data population requirements in preparation of the EOY 1 Submission.

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Agenda

Overview

Data Submission

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Wrap-Up

Data Details

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Overview

Discuss Work-Based Learning background & introduce key concepts

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What is Work-based Learning?

Work-based Learning is an education strategy that links classroom instruction to work-related experiences, aims to increase students’ technical skills and knowledge, and helps shape career decision making. Work-based learning is offered on campuses or in community locations and includes explorations, simulations, student-led enterprise, service learning, community classroom or cooperative education, internships, and apprenticeships

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Purpose

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The purpose of the Work-based Learning data collection is to enhance the career-related components in the Career/College Indicator in the Dashboard

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Current Career-Related CCI Measures

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CTE Pathway Completion

Finish a sequence of courses totaling at least 300 hours
Capstone course must be in the same industry as the pathway

Prepared:

Complete CTE Pathway with a C- or better in the capstone course plus one of the following:

Score Level 3 or higher on either ELA or Math and at least Level 2 on the other assessment
Completes a-g requirements with C- or better
One semester/two quarters/two trimesters of college credit courses with a grade of C- or better

Approaching Prepared:

Complete CTE Pathway with C- or better in the capstone course

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Pre-Apprenticeship (Registered)

Prepared:

Completion of a program that is:

Recognized by business and/or industry and registered at the state or national level
Provide students with the entry-level skills necessary to be eligible to enter a registered apprenticeship program

Approaching Prepared:

N/A –No criteria for approaching

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Pre-Apprenticeship (Non-Registered)

Completion of a program that:

Is recognized by business and/or industry
Provides students with the entry-level skills necessary to be eligible to enter a registered apprenticeship program

Prepared:

Non-DASS Schools: must also complete CTE Pathway to earn Prepared
DASS Schools: must also complete either:

One CTE Pathway, or
One semester/two quarters/two trimesters of a CTE course

Approaching Prepared:

Completion of a non-registered Pre-Apprenticeship only

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State or Federal Job Program

Applies to DASS schools only
Completion of one of the following programs:

Workforce Innovation and Opportunity Act (WIOA)
Job Corps
YouthBuild
California Conservation Corps
Regional Occupational Centers/Programs

Prepared:

Complete a State or Federal Job Program and complete at least one semester/two quarters/two trimesters of CTE courses (with C minus or better)

Approaching Prepared:

Complete a State or Federal Job Program only

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Transition Classroom-Based Work Exploration & Work-Based Experience

Approaching Prepared:

Complete classroom exploration or work-based experience

Prepared:

Complete both classroom-based work exploration and work-based experience

Applies to students with an Individualized Education Program (IEP) who do not earn a standard high school diploma
Classroom-Based Work Exploration: Completion of four semester courses any time during grades 9 through 12 that offer college and career exploration/preparation that are designed to prepare a student for employment and independent living.
Work-Based Experience: Completion of a minimum of 100 hours of work-based learning since entering grade 9 that offers work-based learning experiences that develop knowledge and job skills.

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New WBL Data Collected for 2020-21

New Work-based Learning Codes will be analyzed for potential inclusion in the Fall 2022 Dashboard.

Internships
Student-led Enterprise
Virtual/Simulated Work-based Learning

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Data Collection

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LEAs are required to submit work-based learning completion information in any grades 9-12. Include all Work-Based Learning updates for students enrolled at any time during the Reporting Year

CALPADS Submission	Primary Data Submitted	Official Submission Window	Certification Deadline	Amendment Window
EOY 1	Course Completion for Grades 7–12 CTE Participants, Concentrators, Completers Work-Based Learning	May 10, 2021�to�July 30, 2021	July 30, 2021	July 31, 2021 to�August 27, 2021

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Preparing for the WBLR Submission

Things to consider

Review current business processes for administering Internships
Standardize the performance evaluation conducted by employers of student interns
Establish processes to collect the WBLR data (Student work hours)
Map courses that include the content for Work-Based Learning to valid CALPADS State course codes

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LEAs should review the data requirements and implement business processes to collect and maintain the data that will be submitted from the SIS to CALPADS. LEAs will need to:

Reviewing current business processes for creating, administering, supervising, and evaluating internships, and adjust as necessary to capture the required data (data related to number of hours, employer performance evaluation, sponsorship, and supervision).
Standardizing the performance evaluation conducted by employers to capture the performance levels included in the Internship Employer Performance Evaluation code set.
Establishing processes to collect the number of hours that students spend outside the school at the internship, working on a student-led enterprise, or engaging in virtual/simulated work-based learning.
Identifying (or creating) courses that include the content required for Student-led Enterprises and Virtual/Simulated Work-Based Learning.

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Roles and Responsibilities (1)

CTE Coordinators

Identify current work-based learning programs at a district and school

Work based learning (internships, community classroom, cooperative vocational education, work experience education, etc.)

Ensure local business process includes

Standardized process for employer evaluations
Process for collection of student logs for external hours spent on WBL

Review of CALPADS Certification Reports prior to certification

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Roles and Responsibilities (2)

CTE Teachers

Identification of courses that include and or contain work-based learning components:

Virtual or Simulated Work-Based Learning
Student-Led Enterprise
ROC/P

Coordinate collection of student logs for Virtual or Simulated Work-Based Learning and Student-Led Enterprise external hours

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Roles and Responsibilities (3)

Special Education staff

Identification of students with disabilities (SWD) that complete

Transition Work-Based Experience
Transition Classroom-based Work Exploration

Review of CALPADS Certification Reports prior to certification

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Roles and Responsibilities (4)

CALPADS/SIS Data Coordinators

Train key staff on:

Data entry into SIS
Key reporting deadlines and due dates

Work with program staff to:

Map courses that include the content for Work-Based Learning to valid CALPADS State course codes
Resolve CALPADS Errors
Ensure review and certification of CALPADS Snapshot Reports

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Data Submission

Review CALPADS submission methods and functionality

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Record Relationships

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Course Section ID

Staff Demographics

Course Section

Completion

Student Career Technical Education

Student Course Section Completion

Course Pathway Code

SEID

Work-Based Learning

Student Enrollment

SSID

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Where Does the Data Come from?

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There are three new work-based learning types, seven work-based learning types from the SENR and 2 work-based learning types from the SPED that combined make the 12 types in the WBLR file.

Where Does the Data Come from?

This information comes from the new work-based learning data as announced in Flash#184 as well as data that was formerly submitted in the Student Enrollment (SENR) and Special Education (SPED) files. LEAs are required to submit work-based learning completion information in any grades 9-12.

To give you a little bit more background, of the 12 work-based learning types, two were collected in the Special Education (SPED) file, and three were collected as indicators on the Student Enrollment (SENR) file. The State and Federal Program indicator from the SENR has now been broken into five separate work-based learning codes. Basically, there are three new work-based learning types, seven work-based learning types from the SENR and two work-based learning types from the SPED that combined make the 12 types in the WBLR file.

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Data Submission

The WBLR data can be submitted via batch file or online maintenance. It is expected that the SPED data formerly submitted via the SEDS system will now come from the SIS

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USER Interface Mock-UP

Submission of the WBLR will have the same functionality as the other CALPADS record types.

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WBLR Data Fields Mock-UP

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CFS#	Field Name
21.09	Work-Based Learning Type Code
21.10	Internship ID
21.11	Work-based Learning Hours - External
21.12	State Course Code -Embedded Work-based Learning
21.13	Internship -Employer Performance Evaluation Code
21.14	Internship -LEA Sponsored Indicator
21.15	Internship –Certificated Supervisor Indicator

21.09

21.10

21.11

21.12

21.13

21.14

21.15

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Data Details

Examination of Field Specifications and code values

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Work-Based Learning Type Code (21.09)

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The Work-Based Learning Type Code represents the work-based learning that the student completed during the academic year.

Students may have multiple work-based learning codes
Include summer work-based learning
Exclude summer internships that occur after the student has graduated
Definitions for each WBL Type can be found in the CALPADS Code Sets Document > Work-Based Learning Type Code Set

Code	Name	Previous
10	Internship	New
15	Student-led Enterprise	New
20	Virtual/Simulated Work-Based Learning	New
25	Registered Pre-Apprenticeship Program	SENR
30	Non-registered Pre-Apprenticeship Program	SENR
35	Job Corps	SENR
40	Workforce Innovation and Opportunity Act (WIOA)	SENR
45	YouthBuild	SENR
50	California Conservation Corps	SENR
55	Regional Occupational Centers/Program	SENR
60	Transition Work-Based Experience	SPED
65	Transition Classroom-Based Work Exploration	SPED

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WBLR field 21.09, Work-Based Learning Type Code is a coded value representing the work-based learning that the student completed during the academic year, in any grades 9 - 12. The codes are defined in the CALPADS Code Sets document.

LEAs should report the work-based learning in the year it was completed.

Students may have more than one work-based learning activity that can be reported for a student for the academic year.
You would want to report summer work-based learning for grades 9-11, however, do not include summer internships that occur after the student has graduated.

Please keep in mind that the Work-Based learning Code will dictate that other fields be populated. We will cover some of those conditional edits a little later in this training.�

So, now let’s take a closer look at each of these work-based learning type codes…

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WBLR Type: Internship (10)

Internships are county, district, or school-sponsored experiences that expose students to work in partnerships with local business, industries, or other organizations in the community.

Internships can:

be paid or unpaid
occur over the summer or during the school year
occur at any business type, profit or non-profit, in various settings such as community classroom, Co-Op CTE/ Vocational Education
Internships may, but are not required to be connected to a CTE pathway course or any course

Internships are not:

Job shadowing (there must be supervision and specific practice and working alongside an industry expert)
Apprenticeships
Jobs that students secure on their own (e.g., summer job)

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Internship

Internships are county, district, or school-sponsored experiences that expose students to work in partnerships with local business, industries, or other organizations in the community. If a student participates in an internship that spans more than one academic year, LEAs should report what the student completed (for example, number of hours) in each academic year.

Internships can:

be paid or unpaid,
be Community Classroom, see California Education Code Section 52372.1 and Title 5, California Code of Regulations Section 10080
be Co-Op Career Technical Education/Cooperative Vocational Education, see California Education Code Section 52372.1 and Title 5, California Code of Regulations Section 10100
occur over the summer or during the school year
occur at any business type, profit or non-profit
Internships may, but are not required to be connected to a CTE pathway course or any course

Internships are not:

Job shadowing (there must be supervision and specific practice and working alongside an industry expert)
Apprenticeships
Jobs that students secure on their own (e.g., summer job)

Definitions

Internship:

provides students an opportunity to participate in unpaid, work-based learning in an integrated setting for a specified period of time to learn about a particular industry or occupation. In most internship situations, a workplace mentor instructs the student, critiques the performance, challenges, and encourages the student to do well. It is critical to ensure that all aspects of criteria outlined by the FLSA are met to ensure that this experience is a work-based learning experience – not employment, or mock sheltered workshop activities

Community Classroom:

A method of instruction which utilizes unpaid on-the-job training experiences at business, industry, or public agency sites to assist students in acquiring those competencies needed to acquire entry-level, competitive, integrated employment. The intent of the community classroom experience is to augment classroom instruction that can be extended into the community. It is most typically associated with ROCP. It is critical to ensure that all aspects of criteria outlined by the FLSA are met to ensure that this experience is a work-based learning experience – not employment.

Community-Based Vocational Instruction:

the development of learning experiences in the community through WAI and in compliance with all FLSA requirements for a work-based learning experience

https://www.cde.ca.gov/sp/se/sr/wrkabltyiaryserv.asp

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WBLR Type: �Student-Led Enterprise (15)

A student-led enterprise involves the development and operation of a revenue-generating business outside the classroom but is associated with a course at the school and evaluated by the course instructor.

A Student-Led Enterprise:

must be operated by the student (student is not just an employee of the enterprise)
must be ongoing and not a one-day event
must be tied to a course in which students develop a business and marketing plan. This may be any course, including CTE courses
must be co-curricular (time spent in and out of the classroom)
must bring in revenue (but does not need to make a profit)
can include a non-profit venture

A student-led enterprise is not:

A student working at the campus bookstore or volunteering at the school bake sale

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Student-Led Enterprises

A student-led enterprise involves the development and operation of a revenue-generating business outside the classroom but is associated with a course at the school and evaluated by the course instructor. Students produce goods or services for sale to or use by people other than their selves. Examples include student-run cafes or video production studios that serve clients and generate revenue. Benefits include the development of entrepreneurial, technical and academic skills in a school-based environment.

A Student-Led Enterprise:

must be operated by the student (student is not just an employee of the enterprise)
must be ongoing and not a one-day event
must be tied to a course in which students develop a business and marketing plan. This may be any course, including CTE courses
must be co-curricular (time spent in and out of the classroom)
must bring in revenue (but does not need to make a profit)
can include a non-profit venture

A student-led enterprise is not:

A student working at the campus bookstore or volunteering at the school bake sale

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WBLR Type: Virtual/Simulated Work-Based Learning (20)

A Virtual/Simulated Work-Based Learning is a program where students can gain business experience through a virtual environment that is aligned to the classroom curriculum. The virtual or simulated program must be tied to a course in which students develop their own business plans and websites, but must consist of more than an online course

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WBLR Type:�- Registered Pre-Apprenticeship Program (25)�- Non-registered Pre-Apprenticeship Program (30)

Registered and non-registered pre-apprenticeship programs are designed to provide students with the entry-level skills necessary to be eligible to enter a registered apprenticeship program (i.e., an apprenticeship program that is registered at the state or national level). Typically, schools that offer pre-apprenticeship programs have a partnership with a local business.

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Apprenticeship

Youth apprenticeship programs are formal, multi-year programs that combine school and work-based learning at a competitive wage in a specific occupational area or cluster and are designed to lead directly into either a postsecondary program, entry-level job or registered apprenticeship program. Most apprenticeship programs are developed in collaboration with the State Apprenticeship Standards Board.

Registered pre-apprenticeship program The student

successfully completed, during the academic year, a registered pre-apprenticeship program that is recognized by business and/or industry and registered at the state or national level, and
is awarded a certificate of completion upon successful completion of the pre-apprenticeship program.

A pre-apprenticeship program is designed to provide students with the entry-level skills necessary to be eligible to enter a registered apprenticeship program (i.e., an apprenticeship program that is registered at the state or national level). Typically, schools that offer pre-apprenticeship programs have a partnership with a local business.

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WBLR Type: �- Job Corps (35)�- Workforce Innovation and Opportunity Act (40) �- YouthBuild (45)

Work based learning programs administered by the U.S. Department of Labor

Job Corps program, offers General Educational Development test (GED) support and vocational training to youth, ages16 to 24 years old.
A Workforce Innovation and Opportunity Act (WIOA) Youth Program works to overcome barriers between in-school or out-of-school youth and employment by placing them in (minimum wage) jobs.
A YouthBuild program trains youth, ages 16- to 24-year-old, who have dropped out of high school, in construction by building homes for low-income members of their communities.

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These three work-based learning types are Work based learning programs administered by the U.S. Department of Labor.

Job Corps - The student successfully completed, during the academic year, a Job Corps program, administered by the U.S. Department of Education (29 USC Sections 3191-3212), which offers General Educational Development test (GED) support and vocational training to youth, ages16 to 24 years old. Job Corps is described as a free education and training program that helps young people learn a career, earn a high school diploma or GED, and find and keep a good job. For eligible young people at least 16 years of age that qualify as low income, Job Corps provides the all-around skills needed to succeed in a career and in life.

Workforce Innovation and Opportunity Act (WIOA) - The student successfully completed, during the academic year, a Workforce Innovation and Opportunity Act (WIOA) Youth Program, administered by the U.S. Department of Labor (19 USC Ch. 32 (128 Stat. 1425)), which works to overcome barriers between in-school or out-of-school youth and employment by placing them in (minimum wage) jobs.

WIOA brings together, in strategic coordination, the core programs of Federal investment in skill development:

Employment and training services for adults, dislocated workers, and youth and Wagner-Peyser employment services administered by the U.S. Department of Labor (DOL) through formula grants to states; and
Adult education and family literacy programs as well as State Vocational Rehabilitation Services programs that assist eligible individuals with disabilities in obtaining employment; both core programs are administered by the U.S. Department of Education.

WIOA also authorizes programs for specific vulnerable populations, including the Job Corps, YouthBuild, Indian and Native Americans, and Migrant and Seasonal Farmworker programs as well as evaluation and multistate projects administered by DOL. In addition, WIOA authorizes other programs administered by U.S. Department of Education and the U.S. Department of Health and Human Services.

YouthBuild - The student successfully completed, during the academic year, a YouthBuild program, administered by the U.S. Department of Labor (29 USC Section 3226), which trains youth, ages 16 to 24 year old, who have dropped out of high school, in construction by building homes for low-income members of their communities. YouthBuild programs to provide students with vocational training, counseling, leadership development and an education leading to a diploma. YouthBuild programs vary according to local community needs, funding, and partnerships.

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WBLR Type: California Conservation Corps (50)

The student successfully completed, during the academic year, a California Conservation Corps program, which engages students, ages 18 to 25 years old, to perform physical labor for environmental conservation and provides life skills training.

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WBLR Type: Regional Occupational Centers/Program (55)

A Regional Occupational Center/Program (ROC/P) program, administered by an ROC/P (CA Education Code Section 52301), which provides career/technical education and services to California high school students.

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A Regional Occupational Center/Program (ROC/P) program, administered by an ROC/P (CA Education Code Section 52301), which provides career/technical education and services to California high school students.

The major goal of Career Technical Work-based learning is to develop and refine occupational competencies necessary to acquire paid employment or non-paid placements, to adapt to the employment environment, and to advance in an occupation. Career Technical Work-based learning extends vocational learning opportunities to students through a combination of related classroom instruction in Work Experience Education and supervised paid employment in the occupation for which their Career Technical course in school prepares them. California’s 49 ROCPs provide high school and adult students with valuable career technical education so students can

enter the workforce with skills and competencies to be successful in life,
pursue advanced training in higher educational institutions, and/or
upgrade existing skills and knowledge.

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WBLR Type: Transition Work-Based Experience (60) & Transition Classroom-Based Work Exploration (65)

Transition WBLR experience is a program requiring 100 hours of for students with disabilities on an individualized education program (IEP) that develops knowledge and job skills, in compliance with the Fair Labor Standards Act (FLSA) requirements.
Transition WBLR exploration requires four semesters of college and career exploration/preparation courses designed to prepare a student with an IEP for employment and independent living.

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Internship ID (21.10)

The Internship ID is for an internship work-based learning activity at the school of attendance during the academic year. The ID is only for internships, Work-Based Learning Type Code 10 (Internship). For any other Work-Based Learning Type the field must be left blank.

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Work-based Learning Hours – External (21.11)

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Work-based Learning Hours are the count of hours that the student spent outside of school in a work-based learning activity in the academic year being reported. Hours must be rounded to the nearest whole number. Only report hours for WBLR types 10 (internship), 15 (Student-Led Enterprise), and 20 (Virtual/Simulated Work-Based Learning).

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State Course Code-Embedded Work-based Learning (21.12)

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Required for Work-based Learning Type Codes 15 (Student-led Enterprise) or 20 (Virtual/Simulated Work-Based Learning), the State Course Code-Embedded Work-based Learning is the State Course Code that the student completed in which the Work-Based Learning was embedded. The course may or may not be a CTE course. An embedded work-based Learning code may be reported for an internship (10) but is not required.�

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Internship -Employer Performance Evaluation Code (21.13)

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The Internship-Employment Performance Evaluation is a coded value representing the student’s performance as evaluated by their employment supervisor. Possible code values are:
1 - Unsatisfactory or Unacceptable
2 - Less than Satisfactory
3 - Satisfactory
4 - Exceptional

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The Internship-Employment Performance Evaluation is a coded value representing the student’s performance as evaluated by their employment supervisor and should only be populated when the Work-Based Learning type code I s10 (Internship). Possible code values are:

1 - Unsatisfactory or Unacceptable

Employer evaluated student's overall internship performance as unsatisfactory or unacceptable. The evaluation should include the following four categories: 1) Foundational Skills, 2) Applied Workplace Skills, 3) Self-Management and Personal Responsibility, 4) Knowledge of the Field and Organizational Context. The student received a rating of "Less than Satisfactory" in two or more categories.

2 - Less than Satisfactory

Employer evaluated student's overall internship performance as less than satisfactory. The evaluation should include the following four categories: 1) Foundational Skills, 2) Applied Workplace Skills, 3) Self-Management and Personal Responsibility, 4) Knowledge of the Field and Organizational Context. The student received a rating of "Less than Satisfactory" in one category.

3 - Satisfactory

Employer evaluated student's overall internship performance as less than exceptional but satisfactory. The evaluation should include the following four categories: 1) Foundational Skills, 2) Applied Workplace Skills, 3) Self-Management and Personal Responsibility, 4) Knowledge of the Field and Organizational Context. Minimally, the student must earn a rating of "Satisfactory" in all four categories.

4 - Exceptional

Employer evaluated student's overall internship performance as exceptional. The evaluation should include the following four categories: 1) Foundational Skills, 2) Applied Workplace Skills, 3) Self-Management and Personal Responsibility, 4) Knowledge of the Field and Organizational Context. Minimally, the student must earn a rating of "Exceptional" in three of the four categories, and no rating less than satisfactory.

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Internship-Indicators

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Internship-Certificated Supervisor Indicator (12.14)

The Internship –Certificated Supervisor Indicator provides an indication of whether the internship was part of a program supervised (regularly visit the work site, elicit feedback from employer on intern’s performance). ) by a certificated staff member of the school, district, or county. This is only reported for Work Based Learning Type code 10 (internship)

Internship-LEA Sponsored Indicator (12.15)

The Internship -LEA Sponsored Indicator describes whether the school, district, or county played a direct role in securing the internship for the student. This is only reported for Work Based Learning Type code 10 (internship)

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The Internship indicators should only be populated when the Work-Based Learning type code is 10 (Internship).

The Internship -LEA Sponsored Indicator describes whether the school, district, or county played a direct role in securing the internship for the student. This is only reported for Work Based Learning Type code 10 (internship). A “Y” would indicate that the school, district, or county played a direct role in securing the internship. An “N” would indicate it did not. (Students obtain their own summer jobs the school, district or county has not played a direct role).

The Internship –Certificated Supervisor Indicator provides an indication of whether the internship was part of a program supervised by a certificated staff member of the school, district, or county. A “Y” would indicate that the internship was part of a program supervised by a certificated staff member of the school, district, or county. An “N” would indicate that it was not. Supervised can be described as a certificated staff member closely monitoring the student throughout the internship (i.e., regularly visit the work site, elicit feedback from employer on intern’s performance). This indicator should only be reported for Work based Learning Type Code 10 (Internships).

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Submission Validation Edits

Discussion of WBLR conditional validation edits

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Wrap Up

Key Points, Resources and Support

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Insert or Drag and Drop your Photo Here

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Summary

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THE WBLR FILE IS PART OF THE EOY 1 SUBMISSION

ALL WORK-BASED LEARNING DATA WILL COME FROM THE SIS

WORK-BASED LEARNING DATA SHOULD BE SUBMITTED FOR GRADES 9-12

STUDENTS MAY HAVE MULTIPLE WBLR RECORDS

THE WBLR FILE HAS CONDITIONAL FIELD VALIDATIONS BASED ON THE WBLR TYPE CODE

WBLR DATA FOR SWD MUST BE IMPORTED FROM THE SEDS INTO THE SIS FOR UPLOAD INTO CALPADS

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Proposed CTE WBLR CCI Indicator Levels

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Work-Based Learning Career Readiness Levels and Indicators
CAREER LEVELS	Career Awareness	Career Exploration	Career Preparation	Career Specific Training
CCI READINESS INDICATOR LEVEL	Not Prepared	Approaching Prepared	Prepared	Well Prepared
WBL INDICATOR
Career Interview	1 Interview
CALCRN Program Tools	One classroom project per year	Four classroom projects per year
Guest Speakers	1 guest speaker in a year	4+ guest speakers in a year
Career Research Visits	1 Visit	3+ Visits
Job Shadow	1 Day	3+ Days
Career Conference/Camp/ Summer/Weekend Academy Event	1 Day Career conference/camp	1 Week Summer Career Camp 1 Week Summer Academy Camp
Exploratory Work Exp. Ed. (WEE)	Complete Exploratory WEE course
General WEE	Complete one-year course	Complete second year course
CTE WEE (aligned with CTE MCS)			1 Semester	2+ Semesters
School Based Enterprise (aligned with CTE MCS)		1 year in SBE course	2+ Years in SBE course
CTSO Leadership/Skills Attainment		1 Year Participation	2+ Years Participation
CTSO Leadership/Skills Assessment (Practical and Written)			Achieved Cut Score on Assessment	Placement at State and/or National Level Competition
Summer Internship			40+ Hours	300+ hours
Community Classroom (CC) (unpaid)			1 Semester	2 Semesters
Cooperative Vocational Education (CVE) (paid)			1 Semester	2+ Semesters
Year Long Internship (Concentrator)			150+ Hours
Year Long Internship (Capstone)			150+ hours	350+ Hours
Explorer Program (Fire, Police, Paramedic)			Certificate of Completion	Acceptance into Academy
ROTC/Military Cadets		1 Year in ROTC	Complete ROTC Program	Enlist into Branch of the Military
Pre-Apprenticeship			Pre-Apprentice Certificate	Acceptance into Apprenticeship
Industry Certification				Industry Specific Certificate

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CALPADS Resources

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https://learn.fcmat.org/

https://www.youtube.com/c/CSISCALPADSTrainingChannel

https://documentation.calpads.org/Support/References

https://www.cde.ca.gov/ds/sp/cl/systemdocs.asp

https://csis.fcmat.org/resources

Here are some important resources related to EOY reporting.

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Work-Based Learning Resources

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Support

You can get help through these channels.

Phone

916-325-9210

Listserv

https://csis.fcmat.org/ListServ

https://www.cde.ca.gov/ds/sp/cl/listservs.asp

Web

http://www2.cde.ca.gov/calpadshelp/default.aspx

Email

calpads-support@cde.ca.gov

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Feedback

I have a question…

Please complete survey…

https://bit.ly/2MXsECg

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Thank You

CSIS Training Team

916-325-9200

csistraining@fcmat.org

https://csis.fcmat.org/