Paid Work-Based Learning - PA Secondary Transition

Building Real-World Skills for Post-Graduation Success

Empowering students through structured, paid experiences that develop workplace and career-specific skills proven to improve employment outcomes.

Learn More

Build

Real-World Skills

Achieve

Post-Graduation Success

What Is Paid Work-Based Learning (PWBLE)?

A proven approach to preparing students for life after school through structured, paid, real-world experiences.

To successfully transition from school to employment, students need more than classroom instruction; they require hands-on opportunities to develop both general workplace skills and job-specific expertise. Paid Work-Based Learning (PWBLE) provides students with structured experiences that simulate or mirror real-world employment settings. Research confirms that students who participate in paid, on-the-job learning are more likely to secure and maintain employment after graduation (Mazzotti et al., 2021).

Effective PWBLE is grounded in real-world tasks that directly support a student’s measurable post-school goals. These opportunities aren’t static; they are dynamic and responsive to a student’s growth, continually adjusted through ongoing evaluation and feedback. Whether in the form of internships, apprenticeships, or other paid experiences, PWBLE serves as a vital bridge between education and meaningful adult employment.

What Are the Core Components of Paid Work-Based Learning (PWBLE)?

Essential elements that shape meaningful, skill-building paid work experiences for high school students.

Student Participation in
High School

PWBLE involves students engaging in paid work experiences while still enrolled in high school, allowing them to develop critical employment skills before graduation.

Focus on Skill
Development

Experiences are designed to build both general employability skills (e.g., communication, time management) and career- or industry-specific job skills relevant to the student’s goals.

Variety of
Experience Types

PWBLE opportunities can include part-time or full-time jobs, paid internships, apprenticeships, and work-study programs, offering flexible formats to meet diverse needs.

Ongoing Assessment
and Evaluation

Continuous assessments are used to evaluate student performance on the job, guiding decisions around necessary accommodations, supports, and targeted instruction in work-related skills.

How does Paid Work Learning’s impact and outcomes align with IEP transition goals?

Any paid employment during the first year after exiting high school.
Working for at least minimum wage for 35+ hours per week for 3+ months after graduation.

Citations

Wagner, M., Newman, L., Cameto, R., Levine, P., & Marder, C. (2005). After High School: A First Look at the Postschool Experiences of Youth with Disabilities. National Longitudinal Transition Study-2 (NLTS2) Report. U.S. Department of Education, Office of Special Education Programs
National Technical Assistance Center on Transition (NTACT). (2017). Indicator 14: Post-School Outcomes.

Enrollment in 2 or 4-year college, university or CTE.
Full-time enrollment in 2- or 4-year college for 8 or more credits within 1 year of leaving HS.

Citations

Newman, L., Wagner, M., Cameto, R., & Knokey, A. M. (2010). The Post-High School Outcomes of Youth with Disabilities up to 4 Years After High School. National Longitudinal Transition Study-2 (NLTS2) Report. U.S. Department of Education.
National Collaborative on Workforce and Disability for Youth (NCWD/Youth). (2014). Postsecondary Education and Employment for Youth with Disabilities

Living on their own, with a roommate or spouse, in college housing or dormitory, or military housing in the last 4 years out of high school.
Socialization one or more days/week to get together with friends.

Citations

Wagner, M., Newman, L., Cameto, R., & Levine, P. (2006). Changes in Postsecondary Outcomes Over Time for Youth with Disabilities. National Longitudinal Transition Study-2 (NLTS2).
Institute for Community Inclusion. (2017). Charting the LifeCourse Framework. University of Minnesota.

Building Skills, Confidence, and Independence

Paid-Work Based Learning (PWBLE) provides more than just a paycheck; it bridges classroom learning with real-world application. Students gain confidence, career clarity, and critical life skills, all while building a strong foundation for independence and future success.

Who Are the Key Partners in Paid Work-Based Learning (PWBLE)?

Collaborative Efforts to Connect Students with Valuable Employment Opportunities

Central to the PWBLE process, students actively participate, set goals, and develop workplace skills.

Provides encouragement, helps coordinate logistics, and supports the student's engagement and growth.

Includes a range of staff who help design, coordinate, and support PWBLE experiences:

Work-Based Learning Coordinator / Transition Coordinator
School Counselor
CTE Teacher
Related Service Providers (e.g., Speech Therapist, Occupational Therapist, Physical Therapist)

Offers on-site support and skill-building, helping students navigate workplace expectations and routines.

Helps coordinate services and funding, supports planning for post-school employment, and ensures students have access to necessary accommodations and supports.

Provides the work site, supervises student tasks, and offers real-world opportunities for skill development in a paid setting.

Includes groups that enhance access to PWBLE opportunities and resources, such as