VEN-11 · HQWBL Entrepreneurship packet

Assemble the artifacts a work-based learning coordinator would recognize for an Entrepreneurship experience — and be precise about which pieces are the student's to produce and which belong to the school.

The division's own HQWBL requirements and forms, obtained from the WBL coordinator — not reconstructed from a web search, because divisions differ and the coordinator's version is the one that counts. The venture work from this bank as the student-produced evidence. Virginia's CTE High-Quality Work-Based Learning page, for the state framing the coordinator works from (https://www.doe.virginia.gov/teaching-learning-assessment/k-12-standards-instruction/career-and-technical-education-cte/hqwbl).

The division owns the compliance record. Training plans, supervision documentation, hour logs as official records, employer or sponsor agreements, and eligibility determinations are the coordinator's, not the student's. This brief produces the student-side evidence that plugs into that record, and it says so explicitly. A student who drafts a training plan is drafting an exhibit, not filing a document.

Producing paperwork that appears to be an official record. Claiming HQWBL status the coordinator has not granted. Reconstructing requirements from another division's website. Logging hours retroactively from memory. Confusing the capstone project with the work-based learning experience — they can align, but they are not the same thing, and the brief must keep them distinct.

A student-side packet: the venture work organized against the experience's learning objectives; a reflection log kept contemporaneously, dated; a clearly labeled student draft of any training-plan content the coordinator asked for; a one-page ownership statement naming which artifacts are the student's and which the school produces; and a note on what remains outstanding before the coordinator could consider the experience complete.

CT: distinguishing evidence from compliance record. CR: organizing work against objectives written by someone else. CO: the coordinator reviews the packet and their corrections are recorded. CM: a packet a coordinator can slot in without rework. CZ: the student who would be harmed by believing they hold credit they do not.

The division's WBL coordinator is the reviewer here, not an outside mentor. Standing instruction: reject any artifact that reads as an official record or asserts HQWBL status. School-supervised.

R1: one experience, one set of objectives. R2: logs contemporaneous and dated. R3: comparator is the division's own requirement list. R4: outstanding items named. R5: the packet is usable without rework. R6: the ownership statement is explicit and correct.

(a) A student-generated "training plan" that looks official and is not. (b) Requirements pulled from another division's site, so nothing matches locally.

Lane A for the capstone artifacts. Lane B is the coordinator's determination, never the brief's. No verified credit claim, and no HQWBL claim. No verified credit claim.