Work-Based Learning Measures for the CCI

Background

The California Department of Education (CDE) has been continuing its efforts to meet the State Board of Education's (SBE's) directive to expand the College/Career Indicator (CCI) with more career measures. This page provides definitions and details on current work-based learning measures in the CCI that have been approved by the SBE. It also reviews new measures that are currently being considered for potential inclusion in the CCI and covers frequently asked questions. To access this information, select one of the following:

• Current Work-Based Learning Measures in the CCI
• New Measures Considered for Potential Inclusion in the CCI
• Frequently Asked Questions
• CALPADS Codes and Resources

Current Work-Based Learning Measures

• Pre-Apprenticeships
• State and Federal Job Programs
• Transition Work-Based Experience
• Transition Classroom-Based Work Exploration

Pre-Apprenticeships

All pre-apprenticeships require training.

A Registered pre-apprenticeship is connected to a registered apprenticeship with a formal agreement with an employer and/or sponsor-designated apprentice program. You cannot have a registered pre-apprenticeship program without being connected to an established apprenticeship program. In addition, a registered pre-apprenticeship program must be registered with the California Division of Apprenticeship Standards. A registered apprenticeship is recognized by business and/or industry and registered with the Division of Apprenticeship Standards.

Essential components of registered pre-apprenticeship include coursework directly related to a trade/occupation, relevant job-learning activities, and a certificate of completion.

Registered pre-apprenticeships provide students with entry-level skills necessary to enter a registered apprenticeship program and must directly link to a California registered apprenticeship program. A local educational agency (LEA) must work with a program sponsor to become a recognized training provider for registered pre-apprenticeship programs. Once approved by a program sponsor, the LEA must implement employer-designated competencies as outlined by the program sponsor as part of the curriculum. Registered pre-apprenticeship programs do not require students to be paid at set wages.

Learn about Federally Registered Apprenticeship and Pre-apprenticeship programs:
Explore Pre-Apprenticeship
Registered Apprenticeship Program

How to register a California Pre-Apprenticeship Program:
Pre-Apprenticeship Program Registration

Find a California Registered Apprenticeship Program:
Find an Apprenticeship Program

State and Federal Job Programs

This measure is applicable to Dashboard Alternative School Status (DASS) schools only. The following specific programs fall under this measure:

• Job Corps: a federal program administered by the U.S. Department of Education (29 USC Sections 3191-3212), which offers General Educational Development test (GED) and supports, and vocational training to youth ages 16 to 24 years old. Note that the completion of only the career training portion is required since the transition training often occurs after graduation.
• YouthBuild: a federal 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.
• California Conservation Corps: a state program administered by the California Resources Agency (CA Public Resources Code Sections 14000-14424), which engages students, ages 18 to 25 years old, to perform physical labor for environmental conservation and provides life skills training.
• Regional Occupational Center/Program (ROC/P): a state program administered by a ROC/P (CA Education Code Section 52301), which provides career/technical education and services to California high school students.

Note: Workforce Innovation and Opportunity Act (WIOA): The first data collection in 2018–19 was based on whether a student completed a state or federal job program. Beginning in 2019–20, the CDE began collecting which specific program a student completed under WIOA.

Transition Work-Based Experience

This measure is applicable to students with an Individualized Education Program (IEP) and who earn a Special Education Certificate of Completion.

Students who complete this measure must successfully complete a minimum of 100 hours of work-based learning since entering ninth grade of a program for students with disabilities on an IEP. The program must offer students work-based learning experiences that develop knowledge and job skills, in compliance with the Fair Labor Standards Act (FLSA) requirements.

These include one or a combination of the following:

1. Work-Based Learning: Participation in community-based experiences that develop knowledge and job skills through service learning and workplace mentoring experiences. Students may earn entry job certifications/permits (e.g., food handler’s permit, forklift operations permit) preparing them for competitive integrated employment (CIE).
2. Employment/Work Experience: Assist the student to obtain subsidized/unsubsidized work, and on-the-job training experiences.
3. Job Retention: Provide training on maintaining, upgrading, and leaving employment.
4. Job Coach: Support and assistance either on or off the job. Example, teaching or support for job tasks.

Please visit WorkAbility I Array of Services Definitions for more information about work-based learning and definitions pertaining to special education.

Transition Classroom-Based Work Exploration

This measure is applicable to students with an IEP and who earn a Special Education Certificate of Completion.

Students who complete this measure must successfully complete the equivalent of 4 courses of college and career exploration/preparation designed to prepare a student with an IEP for employment and independent living since entering grade nine. This classroom-based work exploration must offer students work-based learning experiences that develop knowledge and job skills, in compliance with the FLSA requirements.

These include a combination of the following:

1. Career Awareness/Exploration Activities: Provide opportunities to engage in activities that increase knowledge of career options and enhance informed decision making (e.g., career fairs, tours, job shadowing and use of technology to explore choices).
2. Post-Secondary Education Planning: Instruction/counseling/guidance that supports career decision making. This includes using student interest, abilities, and goals to develop a course of study, which culminates in an individualized education/career plan.
3. Career Preparation/Job Search: job readiness–basic job skills (soft skills, 21st Century Skills, SCANS skills). Seeking and obtaining CIE, develop applications, interview, create and update resumes, maintain a portfolio, use labor market information, and utilize social media responsibly to search and apply for employment opportunities.
4. Career/Vocational Assessments: Formal and/or informal career assessment which help students identify post-school career interests, abilities and goals.
5. Curriculum Integration of Work-Readiness Skills/Contextual Learning: Career curriculum integration: Common core college/career readiness instruction integrated with career development and work-readiness, including soft skills.
6. Destination/Transportation Training: Training to use transportation resources, and support student independence (including use of public transportation and/or obtaining driver's license).
7. Life Skills/Independent Living: Training in the use of community resources, domestic skills, money management, finding and maintaining housing, identification of post-school support. May include benefits planning.
8. Family Participation & Support of Transition: Involve, train parents/family and supportive adults to support and mentor youth as they transition. Includes knowledge of disabilities, accommodations, rights and access to programs and services.

The courses may have been completed during any grades 9 through 12.

Please visit WorkAbility I Array of Services Definitions for more information about work-based learning and definitions pertaining to special education.

Potential New Measures

Before new measures are included in the CCI, the CDE conducts an in-depth review and analysis with educational partners, such as the CCI Work Group, Alternative Schools Task Force, California Practitioners Advisory Group, Technical Design Group, and other relevant groups. These groups make recommendations on the inclusion or exclusion of each measure for the CCI and the placement criteria for Prepared versus Approaching Prepared. These recommendations are then presented to the SBE. The SBE approves whether a measure is included in the CCI.

Data on the following work-based learning opportunities will continue to be collected:

• Internships
• Student-Led Enterprise
• Simulated Work-Based Learning
• Armed Services Vocational Aptitude Battery (ASVAB) Armed Forces Qualification Test (AFQT) Score

Frequently Asked Questions

Resources

The following web pages provides details on the data collection of the work-based learning measures:

• CALPADS Flash #229 - This flash replaces Flash #184. It contains work-based learning codes and file fields, and updated definitions.