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17 OnTRACK Scientific Process Skills
This binder contains seventeen separate resources focused on the scientific processes for conducting laboratory and field investigations.
11 OnTRACK Grade 8 Math: Proportionality
Students learn to to use proportional relationships to describe dilation; explain proportional and non-proportional relationships involving slope; and use proportional and non-proportional relationships to develop foundational concepts of functions.
Flashing Lights Senate Bill 30
Flashing Lights: Creating Safe Interactions Between Citizens and Law Enforcement is a product of the Texas Community Safety Education Act (Senate Bill 30), passed by the 85th Texas Legislature.
Determining Slopes from Equations, Graphs, and Tables
Given algebraic, tabular, and graphical representations of linear functions, the student will determine the slope of the relationship from each of the representations.
6 Section 2: Education Laws and Rules
This section provides an overview of general state and federal education laws and rules related to work-based learning (WBL).
5 Section 4: Local School Policies
This section discusses local school policies pertain to work-based learning (WBL), as well as how those policies are typically applied in Texas high schools.
5 Section 3: Texas Education Agency Rules Impacting Work-Based Learning
This section describes Texas Education Agency (TEA) rules related to work-based learning (WBL), with an emphasis on Section V of the Student Attendance Accounting Handbook (SAAH) and rules regarding career preparation and practicum courses. In addition, it provides a brief overview of career and technical education (CTE) funding and coding guidelines.
4 Section 7: Training Plans for Career Preparation and Practicum Courses
This section explains what a work-based learning (WBL) training plan is, how it is used, why it is important, and how to correctly complete it.
6 Section 5: Workplace Laws and Rules
This section describes workplace laws and rules that must be considered when overseeing student work-based learning (WBL) experiences and where to find additional information and resources related to the laws and rules.
7 Section 6: WBL Training Sites
This section explains how to identify and select appropriate training stations for students’ WBL experiences, and ensure that training sponsors understand their responsibilities.
4 Section 8: Recordkeeping and Documentation for WBL
This section describes the records that the Texas Education Agency (TEA) requires work-based learning (WBL) teacher-coordinators to verify, produce, and/or maintain to comply with federal and state laws and policies.
8 Section 9: Timeline for Implementing an WBL Program
This section explains the critical tasks and typical timeline for implementing work-based learning (WBL) in career preparation and practicum courses.
10 Section 10: Classroom Tips for WBL
This section explores some classroom practices that experienced work-based learning (WBL) instructors recommend for implementing the classroom component of WBL. Learners will learn strategies that will help them establish expectations, manage the WBL classroom, work with special populations, and much more.
5 Section 12: Preparing WBL Students for Life After Graduation
The primary purpose of career and technical education (CTE) is to prepare students for life beyond high school by helping them develop the academic, technical, and employability skills needed to pursue their chosen career. Participating in a work-based learning (WBL) experience is a major milestone on a CTE student’s career pathway. This section describes the WBL instructor’s critical role in preparing students for the transition from high school to the next phase of their life journey. It includes the definition of “college and career readiness,” a description of post-secondary opportunities for students, and a list of recommended WBL activities for students.