[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-605418-en":59,"doc-seo-605418-105":79},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":72,"language_code":73,"site_id":74,"html_lang":73,"table_of_contents":75,"faqs":76,"seo_title":77,"seo_description":66,"update_tm":78,"read_time":52},605418,137451211410,"\tCallum ","https://ap-avatar.wpscdn.com/avatar/2000bb0a9246f588df?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786362646172706240","Work-Based Learning Rubric","Work-Based Learning Rubric supports teachers and administrators in designing and delivering high-quality, equitable Work-Based Learning (WBL) experiences. It enables reflection on strengths, identification of improvement areas, and adoption of continuous improvement through embedded equity considerations that reduce barriers to access and participation. The rubric outlines performance expectations across levels for equity-guided learning, alignment of measurable student learning outcomes with standards, and verification of credit or outcomes through documented tangible and intangible evidence.","Work-Based Learning Rubric  \nThe rubric can be used by teachers, administrators, and other individuals to design and deliver quality and equitable Work-Based Learning (WBL) experiences for learners. It also serves as a resource for reflecting on strengths, identifying areas for improvement, and adopting continuous improvement processes. Equity considerations are embedded in the rubric to help eliminate barriers to access and participation. While the rubric focuses primarily on individual WBL experiences rather than programs, CTE WBL experiences must be at Level 3 or higher to meet the secondary Perkins V Program Quality Indicator for WBL, as outlined in the High Quality Program of Study Rubric for approved CTE Programs of Study.  \n\n| WBL Criteria | Level 1 | Level 2 | Level 3 | Level 4 |\n| --- | --- | --- | --- | --- |\n|  | Does Not Meet | Minimally Meets | Meets Requirements | Exceeds Requirements |\n| Guided by Equity Considerations\u003Cbr>Learners at the center of the experience | Work-Based Learning experience is not guided by equity considerations* for learners. | Work-Based Learning experience is guided by some, but not all equity considerations* for learners. | Work-Based Learning experience is guided by all of these equity considerations* for learners. | Work-Based Learning experience is guided by all of these equity considerations* for learners. WBL experiences are guided by additional locally identified equity considerations developed through analysis. Equity drives regular and systematic process improvements for WBL experiences. |\n\n* Equity considerations include, but are not limited to, transportation, alternative and flexible scheduling, review of application and selection processes, opportunities for learner voice and feedback, and through regular analysis of who is and isn't participating in WBL disaggregated by special populations.  \n\n| WBL Criteria | Level 1 | Level 2 | Level 3 | Level 4 |\n| --- | --- | --- | --- | --- |\n|  | Does Not Meet | Minimally Meets | Meets Requirements | Exceeds Requirements |\n| Aligned with Curriculum and Instruction\u003Cbr>Student learning outcomes | Work-Based Learning experience does not have measurable student learning outcomes* aligned with academic, technical, and/or employability learning standards. | Work-Based Learning experience has measurable student learning outcomes* aligned with academic, technical, and/or employability learning standards. Outcomes may lack clarity or relevance to the learner’s goals. | Work-Based Learning experience has clear and rigorous measurable student learning outcomes* aligned with academic, technical, and/or employability learning standards relevant to the learner’s goals. Learners are assessed on achievement of learning outcomes. | Work-Based Learning experience has clear and rigorous measurable student learning outcomes* aligned with academic, technical, and/or employability learning standards relevant to the learner’s goals. Learners are provided with regular opportunities for feedback from professionals and educators on progress toward meeting learning outcomes. |\n\n* For CTE WBL, the learning outcomes must be aligned with the learner’s Program of Study.  \n\n| WBL Criteria | Level 1\u003Cbr>Does Not Meet | Level 2\u003Cbr>Minimally Meets | Level 3\u003Cbr>Meets Requirements | Level 4\u003Cbr>Exceeds Requirements |\n| --- | --- | --- | --- | --- |\n| Leads to Earning of | There is no evidence* that | Learners produce limited | Learners produce | Learners produce robust |\n| Credit or Outcome | Work-Based Learning | evidence* for teacher | evidence* for teacher | evidence* for teacher evaluation |\n| Verification | occurred. | evaluation that Work- | evaluation that Work- | that Work-Based Learning |\n| \u003Cbr>Outcome/evidence of WBL experience (tangible and intangible) | \u003Cbr>Learners are unable to provide tangible or intangible evidence supporting the completion of a WBL experience. | \u003Cbr>Based Learning occurred. Learners can provide minimal tangible or intangible evidence suppor","cbCaibY7gJXP1sqf","https://ap.wps.com/l/cbCaibY7gJXP1sqf","pdf",241614,"English","en",105,"# Work-Based Learning Rubric Overview\n## Equity-Guided Experiences\n## Alignment With Curriculum and Instruction\n## Leads to Earning of Credit or Outcome Verification\n## Sustained Interaction With Industry, Business, or Community Professionals","[{\"question\":\"How does the rubric ensure equity in Work-Based Learning experiences?\",\"answer\":\"Equity considerations are embedded to guide WBL experiences for learners, including transportation, flexible scheduling, review of application and selection processes, and opportunities for learner voice and feedback. The rubric also calls for analysis of participation by special populations and regular process improvements driven by equity needs.\"},{\"question\":\"What does “Aligned with Curriculum and Instruction” require at higher levels?\",\"answer\":\"At Level 3 and Level 4, WBL includes clear and rigorous measurable student learning outcomes aligned with academic, technical, and/or employability standards relevant to learner goals. Learners receive regular opportunities for feedback from professionals and educators on progress toward those outcomes.\"},{\"question\":\"What evidence is required to verify that WBL leads to credit or an outcome?\",\"answer\":\"Level 1 indicates no evidence, while higher levels require learners to provide evidence for teacher evaluation and document achievement. Evidence may include work portfolios, skills assessments, completed projects and assignments, and other specific proof of measurable learning outcomes.\"}]","Work-Based Learning Rubric | PDF",1792132274,{"code":4,"msg":80,"data":81},"ok",{"site_id":74,"language":73,"slug":82,"title":65,"keywords":83,"description":66,"schema_data":84,"social_meta":138,"head_meta":140,"extra_data":142,"updated_unix":143},"work-based-learning-rubric","",{"@graph":85,"@context":137},[86,100,120],{"@type":87,"itemListElement":88},"BreadcrumbList",[89,93,95,98],{"item":90,"name":91,"@type":92,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":94,"name":9,"@type":92,"position":14},"https://docshare.wps.com/document/",{"item":96,"name":40,"@type":92,"position":97},"https://docshare.wps.com/document/research-report/",3,{"item":99,"name":65,"@type":92,"position":19},"https://docshare.wps.com/document/work-based-learning-rubric/605418/",{"url":99,"name":65,"@type":101,"image":102,"author":107,"headline":65,"publisher":109,"fileFormat":112,"inLanguage":73,"description":66,"dateModified":113,"datePublished":114,"encodingFormat":112,"isAccessibleForFree":115,"interactionStatistic":116},"DigitalDocument",{"url":103,"@type":104,"width":105,"height":106},"https://docshare.wps.com/thumbnails/work-based-learning-rubric/605418.png","ImageObject",300,407,{"name":63,"@type":108},"Person",{"url":90,"name":110,"@type":111},"DocShare","Organization","application/pdf","2026-11-01","2026-10-16",true,{"@type":117,"interactionType":118,"userInteractionCount":29},"InteractionCounter",{"@type":119},"ViewAction",{"@type":121,"mainEntity":122},"FAQPage",[123,129,133],{"name":124,"@type":125,"acceptedAnswer":126},"How does the rubric ensure equity in Work-Based Learning experiences?","Question",{"text":127,"@type":128},"Equity considerations are embedded to guide WBL experiences for learners, including transportation, flexible scheduling, review of application and selection processes, and opportunities for learner voice and feedback. The rubric also calls for analysis of participation by special populations and regular process improvements driven by equity needs.","Answer",{"name":130,"@type":125,"acceptedAnswer":131},"What does “Aligned with Curriculum and Instruction” require at higher levels?",{"text":132,"@type":128},"At Level 3 and Level 4, WBL includes clear and rigorous measurable student learning outcomes aligned with academic, technical, and/or employability standards relevant to learner goals. Learners receive regular opportunities for feedback from professionals and educators on progress toward those outcomes.",{"name":134,"@type":125,"acceptedAnswer":135},"What evidence is required to verify that WBL leads to credit or an outcome?",{"text":136,"@type":128},"Level 1 indicates no evidence, while higher levels require learners to provide evidence for teacher evaluation and document achievement. Evidence may include work portfolios, skills assessments, completed projects and assignments, and other specific proof of measurable learning outcomes.","https://schema.org",{"og:url":99,"og:type":139,"og:title":65,"og:site_name":110,"og:description":66},"article",{"robots":141,"canonical":99},"index,follow",{"doc_id":61,"site_id":74},1792875309]