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Administrative Procedures 6000 - Instruction
Administrative Procedure 6140 - Procedures Pertaining to the Office of Experiential Learning Programs

Administrative Procedure 6140 - Procedures Pertaining to the Office of Experiential Learning Programs

I. Purpose

To provide administrative guidelines and procedures governing work site selection, grading and credit, school-based hours of service, and employment status for students participating in experiential learning opportunities.

II. Policy

The Prince George’s County Board of Education firmly believes that the academic achievement of all students is paramount. Student academic achievement is supported by providing equitable access to high-quality education and resources to guarantee that every child graduating from the Prince George’s County Publics Schools (PGCPS) System is college and career ready (Board Policy 0118).  

III. Background

College, Career, Research and Development (CCRD) is a school-to-careers program of study designed to assist students to make a smooth transition into the world of work. School-based instruction includes a wide range of employability skills training that prepares students for on-the-job work experience with private industry and government agencies. The course is designed for high school students interested in exploring a variety of occupational areas.

IV. Definitions

  1. College, Career Research and Development (CCRD) 1 –– this is the first of three courses in the CCRD completer sequence. Students earn one (1) full academic credit for completing this course.

  2.  

    Experiential learning – An engaged learning process whereby students “learn by doing” and by reflecting on the experience.

     

  3. Student Training Plan – The Training Plan is an outline of progressive experiences, skills, and learning activities based on the student trainee’s current career pathway/interest.

     

  4. Work Based Learning (WBL) Class – This class trains and tracks student progress throughout the WBL Experience. This WBL class (CCRD-2) runs concurrently with the WBL experience. This is the second course in the CCRD completer sequence. Students earn one (1) full academic credit for completing this course.

     

  5. WBL Coordinator – This position is a Career Development, Preparation, and Transition (CCRD-2) teacher.

     

  6. WBL Experience – The WBL Experience is a Full Year Course (1 credit) that takes place at the worksite. This experience has a minimum requirement of 135 hours (paid or unpaid) of work-based learning. Students earn academic credits from hours worked.

     

  7. WBL Hours – These are the hours (paid or unpaid) of experiential learning that students can earn through the WBL Experience. Students earn one (1) full academic credit for meeting the 135 hour minimum requirement.

V. Procedures

The following procedures shall apply to all students enrolled in Experiential Learning Programs:

  1. Enrollment Criteria
    1. Students receiving the Work-Based Learning credit must take the related work-based learning class, College, Career Research and Development 2 (CCRD 2).
    2. Obtaining a job is the mutual responsibility of the WBL Coordinator and the student. The Department of Career and Technical Education does not guarantee employment.
    3. Students may not terminate or transfer to another job without the consent of the WBL Coordinator.
    4. When a student does not attend school at least 50% of the scheduled school day, they may not report to work (exclusive of the individual school’s policy on delayed openings). Work-based learning hours cannot be earned on any day that a student does not attend school.
      1. In accordance with Administrative Procedure 5113, a student is counted present for a full day if the student is in attendance 50% or more of the school day.
    5. The student is expected to follow the work schedule of the place of employment, including working on school holidays if desired by the employer.
    6. The student is responsible for accurately reporting hours and wages to the WBL Coordinator.
    7. Safe transportation to and from the WBL Experience is the responsibility of the student and parent/guardian.
    8. The workplace is an extension of the classroom. All school policies and procedures including the Student Rights and Responsibilities Handbook are applicable at the worksite.
  2. Worksite Selection
    1. A worksite must conform to the child labor laws of the political subdivision in which it is located.
      1. The Work-Based Learning (WBL) Coordinator monitors and documents the worksite’s adherence to the terms of the Work-Based Learning Training Agreement as part of regular on-the-job coordination visits using the WBL Safety Form.
    2. To ensure a safe environment, students are not permitted to work alone. Employers must provide supervision at all times and ensure that at least two (2) adults are present during the students’ hours of employment.
    3. The business must hold a valid license, conform to tax laws, and carry workers’ compensation on the student trainee.
  3. Job Loss
    1. It is the responsibility of the WBL Coordinator to investigate job losses and to determine whether the loss is acceptable under the guidelines of the Department of Career and Technical Education.  If the WBL Coordinator determines the job loss falls within the acceptable category, they shall work with the student to actively seek an alternative job site.
    2. Acceptable reasons for job loss:
      1. Seasonal cutbacks;
      2. Layoffs;
      3. Reduction in force;
      4. Request of WBL Coordinator; or
      5. Voluntary job change with permission of WBL Coordinator.
    3. Unacceptable reasons for job loss (reasons that might result in withdrawal from the program):
      1. Dishonesty;
      2. Unsatisfactory performance at the worksite cited by the employer based on the elements of the Trainee Evaluation Form;
      3. Use of dangerous and unlawful substances. This refers to conditions during the work period, including arriving under the influence, intoxicated, and substance abuse on the job;
      4. Unsatisfactory work habits cited by the employer based on the elements of the Trainee Evaluation Form
      5. Student terminates the job voluntarily without the WBL Coordinator’s permission; or
      6. Non-adherence to company/school policies.
    4. If a job is unavailable after a reasonable length of time, the student may be placed in a volunteer position. It is the student’s responsibility to locate the volunteer position, which must be approved by the WBL Coordinator.  A CCRD 2 student should find a job placement in the first semester of the academic year. If a student does not find a placement in the first semester of the academic year. Then the WBL Coordinator may approve to receive credit for serving in a volunteer capacity. The volunteer position must be approved by the WBL Coordinator.
    5. Students who do not have a job or do not accept or seek a volunteer position shall receive a letter grade of “E” for the work-based learning component during that grading period 
  4. Academic Difficulties
    1. Grades and Credit: A student receives one full academic credit for a minimum of 135 hours worked. The 135 hours must be expended within one (1) academic year.
    2. The Department of Career and Technical Education courses satisfy Career and Technical Education Program completer status for high school graduation requirements as follows:
      1. College, Career, Research and Development (CCRD)
        1. ) College, Career, Research & Development (CCRD 1 and 2) – Two (2) Credits
        2. ) CCRD – Work Component – One (1) Credit
        3. ) Total Required Credits: Three (3)
      2. For additional information, please refer to the Educational Requirements and Options in Secondary Schools, Administrative Procedure 6150.
    3. The student receives one grade for the classroom component and one grade for each credit earned in the work-based learning component.
    4. The grade issued for work experience is determined by the WBL Coordinator and is based on the objectives in the Department of Career and Technical Education classroom and the field-based work experience.
    5. The student must achieve passing grades for the classroom component to receive credit for work.
    6. The classroom teacher or school-based specialty program coordinator will refer the student needing academic support to the Student Intervention Team (SIT) per Administrative Procedure 5124 (SIT and SST)
    7. The academic support plan will be discussed and created by the SIT to include classroom-level interventions and other supports as needed. The program coordinator will provide written notification of the finalized academic support plan to the parent/legal guardian.
    8. Students who have received academic interventions or support for the identified tine period and have not consistently improved their academic achievement will be referred to the Student Support Team (SST) for further strategies and/or interventions. The Program Coordinator/SST Chair, or Principal’s designee will notify the parent/legal guardian in writing that the student has been referred to SST. Additionally, the parent/legal guardian will be invited to the SST meeting.
    9. Once the student is referred to SST, the academic support plan developed will be implemented and monitored as determined by the team.  If the student does not progress academically after the established timeframe, by way of passing grades, the SST should determine if a referral to the Section 504 team or Individualized Education Program (IEP) team is necessary. If the student is ineligible for a 504 plan or IEP, the Principal, in consultation with the school-based program coordinator, will decide whether the student can remain in the program or the student must return back to the comprehensive school program and notify the parent/legal guardian, Instructional Director, and the Office of Pupil Accounting and School Boundaries of the decision, as needed.
    10. At any time, parent/legal guardian, teachers, counselors, and/or administrators/coordinators may review the student’s grades in the student information system.
    11. Students with IEPs/504 plans
      1. Whenever it is determined that a student with an Individualized Education Program (IEP) or a 504 plan is experiencing academic difficulties, the school-based program coordinator will provide written notification of that action to the parent/legal guardian, teachers of record, and the student’s IEP/504 case manager. The school-based program coordinator, the student’s parent/legal guardian, and/or the IEP/504 case manager will determine whether the IEP/504 team should convene to address the student’s need for academic support.
      2. If the student is not making sufficient progress toward achievement of their annual IEP/504 goals at the end of any marking period, the IEP/504 team, including the parent/legal guardian, shall convene an IEP/504 meeting to determine the academic support and services that will be provided to the student, as appropriate (refer to the PGCPS Special Education Process Guide).
  5. Behavior Difficulties
    1. A student is considered to be experiencing behavioral difficulty when: (1)   exhibiting disciplinary conduct that significantly and/or persistently disrupts the educational environment; (2) causes actual or potential harm to other students, staff, or self; or (3) is out of compliance with the Code of Student Conduct in the Student Rights and Responsibilities Handbook, as documented in the student information system.
    2. For students who are suspended ten (10) days or more in a school year, if the student has an IEP or the behavior may be related to any disability of the student, the disciplinary procedures for special education must be followed.
    3. Behavioral support initiated by administrators, coordinators, and or school counselors will include a parent/legal guardian conference, strategic intervention provided by the SIT, and a written behavior support plan in accordance with AP 5124.
    4. Depending on the intervention, the behavior support plan should be reviewed and monitored by the SIT/SST for the identified time period. However, the parent/legal guardian, teachers, counselors, administrators/coordinators may request a behavioral review of a student's conduct by the SIT at any time.
    5. Due to the unique settings in which students are taught, certain behaviors may be grounds for a student forfeiting their placement in the program. The SIT and the Principal will weigh the specific circumstances of each case and the range of interventions, management strategies, and responses needed in accordance with the Code of Student Conduct in the Student Rights and Responsibilities Handbook and state and federal law.
    6. The SIT will reconvene as appropriate to discuss the student’s progress. 
    7. In the case of a student with an IEP who is experiencing behavioral difficulties, the IEP team will convene as appropriate to consider the use of positive behavioral interventions, supports and other strategies to address the student’s behavior. This may include but is not limited to, developing behavior goals, conducting a Functional Behavioral Assessment, and/or the need to implement a Behavioral Intervention Plan to address the student’s interfering behavior. The student’s IEP team will reconvene as appropriate to discuss the student’s progress.
  6. Attendance Difficulties
    1. Refer to AP 5113 (Student Attendance, Absence, and Truancy) as well as the specific Specialty Program contract regarding attendance policies.
    2. Additionally, the program coordinator should provide email notification to the parent/legal guardian regarding consecutive or chronic absences if the student has three (3) or more unlawful absences in a quarter. School administrators, coordinators, and teachers may request a review of a student’s attendance in PGCPS courses by the SIT if a student is in jeopardy of exceeding unlawful absences, as explained in AP 5113.
    3. Attendance interventions initiated by administrators, specialty program coordinators, or school counselors will include a parent/legal guardian conference(s) and strategic intervention(s) provided by the School Intervention Team (SIT). Whenever it is determined that a student’s attendance requires intervention, the SIT will provide written notification to the parent/legal guardian.
    4. If a student with a disability that has an IEP is experiencing attendance difficulties (i.e. school avoidance, medical issues) which are impeding their ability to access the general education curriculum, the IEP team including the parent(s), shall convene to consider the use of positive behavioral interventions and supports, and other strategies, to address the attendance concerns.
    5. Students with chronic absences, both lawful and unlawful, will be referred to the Student Intervention Team (SIT) to address the underlying problems that lead to the absenteeism. This is inclusive of students with 504 accommodations and students with an Individualized Education Program (IEP). A SIT or IEP meeting will be convened to discuss the attendance issues.
    6. If the student’s attendance does not improve after the established intervention has been implemented, the withdrawal process from the program will be initiated.
    7. Experiential Learning Programs will follow PGCPS procedures for delayed openings and early closings. Schools should refer to Administrative Procedure 2565: Modification of School Hour Schedules, Delayed Openings, etc.
  7. Academic, Behavior and Attendance Withdrawal
    1. If a student is not making progress after going through the SIT and/or SST process, including interventions and support plans, the school may begin discussing withdrawal from the program.
    2. If the team determines that withdrawal is the next step and a transfer back to the boundary school is recommended, the Principal will: 
      1. Create an official withdrawal letter to include information on the appeal process.
      2. Communicate with the central office program supervisor who will provide a form for the documentation to be uploaded. The Central Office Program Supervisor will work with the school-based coordinator to review all documentation and provide a recommendation to move on to the Instructional Director.
      3. Communicate in an email the recommendation along with the documentation to the Instructional Director, Associate Superintendent, Chief of School Support and Leadership and copy the appropriate Central Office Program Supervisor. 
      4. Upon approval of feedback and agreement from the Instructional Director and Central Office Program Supervisor, Associate Superintendent, Chief of School Support and Leadership, and the appropriate program Supervisor, the school counselor/registrar will advise the parent/legal guardian on the withdrawal and registration processes (see AP 5111 Registration and Withdrawal of Students) and will send a copy of the withdrawal letter to the parent/legal guardian via the confirmed email address on file in the student information system.
      5. The Principal will also send a copy of the withdrawal letter to the Office of Pupil Accounting and School Boundaries. Once this is completed, the student will be removed from the program file.
    3. If a student with an IEP/504 plan is being recommended for withdrawal after the IEP/504 team has also reviewed it, the IEP/504 team must also determine the appropriate placement for which the student’s IEP/504 plan can be implemented, as written.  The Principal will then follow the steps in the previous bullet. 
    4. Documentation must be maintained for easy access so that it may be provided to the Office of Appeals in case there is an appeal. The withdrawal supporting documentation must include (1) the student’s withdrawal letter; (2) the student’s appropriate support plan that the school implemented; and (3) any other documentation pertaining to the student’s withdrawal (e.g., report card, attendance record, emails related to support, etc.).
    5. This packet should be filed in the cumulative folder behind the withdrawal letter.
    6. For behavior withdrawals, it should be noted that a student may be subject to immediate removal from the specialty program for documented behavioral violations that include, but are not limited to: arson, assault, bullying, sexual harassment, theft, threat, use/distribution of controlled substances, and use/possession of weapons or instruments used as such.
    7. Withdrawal should only take place at the end of the first semester or the end of the year and after grades have been published.
    8. A parent/legal guardian may appeal a recommendation for removal as described in the letter sent and in the Appeal Process below.
  8. Appeal Process
    1. A parent/legal guardian who wishes to appeal a withdrawal decision must submit a written appeal to the Chief Academic Officer within ten (10) business days of the timestamp on the email containing the letter of withdrawal. The student is enrolled at their boundary school pending the decision of the appeal. 
    2. The parent/legal guardian should indicate in their written appeal the reason for seeking a review of the decision and may include additional information for consideration. 
    3. The Chief Academic Officer will determine if there was a material departure from the policies and procedures by the program coordinator, Principal, or Instructional Director which adversely impacted the appellant.
    4. The Chief Academic Officer will render a decision based on the information provided by the school and the parent/legal guardian in alignment with this administrative procedure. Notification of this decision will be sent electronically via the confirmed email address on file in the student information system. 
    5. An appeal of the decision of the Chief Academic Officer to the Office of Appeals be made in writing and received by the Appeals Office within ten (10) business days of the date on the decision letter by the Chief Academic Officer.
    6. The parent/legal guardian should indicate in their written appeal the reason for seeking a review of the decision and may include additional information for consideration. 
    7. The Office of Appeals will determine if there was a material departure from the policies and procedures by the school Program Coordinator, Principal, or Instructional Director that adversely impacted the appellant.
    8. The Office of Appeals will render a decision based on the information provided by the school and the parent/legal guardian in alignment with this administrative procedure.
    9. An appeal from the decision by the Office of Appeals to the Board of Education must be made in writing and received by the Board Office within 30 (30) calendar days of the date on the decision letter by the Office of Appeals, acting as the Superintendent’s designee.
    10. The Board of Education will determine if there was a material departure from the policies and procedures by the school Program Coordinator or Principal that adversely impacted the appellant.
    11. If additional information is included in the appeal to the Board of Education, the Office of Appeals will be allowed to respond in writing and shall provide a copy of its response to the appellant before the Board of Education considers the appeal.
    12. The Board of Education’s decision shall be rendered in writing. 
    13. If the decision to withdraw the student is overturned by an appeal at any level, and the parent/legal guardian re-enrolls the student at the specialty program school, the school counselor will add the student to the SIT agenda regarding classroom-level interventions and other supports as needed for re-acclimating.  

VI. Monitoring and Compliance

  1. Students enrolled in the College, Career Research and Development pathway will matriculate into a WBL Experience after successfully completing CCRD-1.
  2. The WBL Experience is guided by a formal Training Agreement and a student training plan developed among the student, parent, WBL Coordinator, and the employer.
  3. The WBL Coordinator is responsible for documenting students’ progress by “providing a rubric for the student training plan to measure academic, technical, and workplace readiness.
    1. The rubric will also measure students’ level of performance for each duty and task indicated.
  4. Continuous supervision and regular communication among the student, employer, and the CCRD 2 teacher/WBL Coordinator will provide the student with feedback and evaluation results from their WBL placements.
  5. Students will develop a final portfolio that will document proficiency in academic, technical, and workplace readiness skills as indicated in the student Work-Based Learning plan.

VII. Related Procedures

Administrative Procedure 2565 - Modification of School Hour Schedules, Delayed Openings
Administrative Procedure 5113 - Student Attendance, Absence and Truancy

VIII. Maintenance and Update of This Administrative Procedure

This administrative procedure originates with the Division of Academics, Department of Career and Technical Education, and will be updated as appropriate.  

IX. Cancellations and Supersedures

This administrative procedure cancels and supersedes Administrative Procedure 6140, dated December 16,2024.

X. Effective Date

October 22, 2025

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