IN A HIGH SCHOOL WORK PROGRAM

At the Villa of Hope, students participate in the Work-Based Learning (WBL) Program on a quarterly basis. This program includes a College and Career Readiness Class and, when available, an internship opportunity.

Students are nominated for the program by teachers and staff each quarter. Once nominated, they must go through an interview process with me and members of the WBL Team, which includes a teacher’s assistant, a social worker, support staff, and a few teachers.

To ensure fairness and consistency, we follow specific protocols:

• Grades are reviewed to assess the student’s academic standing.
• The nominating staff member must consult with the student’s homeroom teacher.
• The program’s class schedule must align with the student’s overall schedule.

Each quarter, between 10 and 20 students typically interview for the program, and we accept up to six participants during each quarter of the regular school year. This selective process ensures that students who join the WBL program are ready to thrive and make the most of this valuable opportunity.

After students are selected for the program, we distribute both acceptance and rejection letters. While the acceptance letters are straightforward, the rejection letters are more detailed and personalized to provide constructive feedback.

In some cases, rejection is due to scheduling conflicts, and we explain that while we would love to include them, the program cannot fit into their schedule at this time. In other instances, the rejection letters outline specific areas where the student needs improvement, which often aligns with their Individualized Education Plan (IEP) goals and supports their overall development.

Examples of behaviors we may address include swearing, leaving school without permission, poor attendance, or lingering in hallways instead of attending class. In the rejection letter, we encourage students to focus on improving these behaviors and invite them to reapply the following quarter.

When students re-interview, I look for self-awareness and accountability. I want them to acknowledge the feedback they received and demonstrate how they have worked to address the concerns outlined in their rejection letter. This process not only promotes personal growth but also prepares students for the realities of professional settings, where constructive feedback and continuous improvement are key to success.

Please feel free to email me with any questions or comments.

MaryLee Almekinder, Villa of Hope Work Based Learning Transition Specialist.