Work-Based Learning Programs

1. Work-Based Learning Programs Susan Gubing School/Industry Coordinator Smithtown Schools

2. “KNOCKS” ON TEENS WORKING • Work too many hours. • Work interferes with academic performance. • Teen takes fewer courses. • Dead-end jobs. • Lower g.p.a. • Teens have too much spending money. • A car becomes #1 goal.

3. Benefits to the Students • Career Direction • Employment Getting Skills • Job Success Skills • Path to higher education. • Links school learning to work. • Opportunity to develop skills not normally developed in class, i.e. leadership, decision-making.

4. Bridge to work world Update knowledge Resources for guest speakers Donations or sponsorship Benefits to the Faculty

5. Benefits to Community • Productive Citizens • Higher quality of living. • Less social problems. • Trained workforce.

6. Benefits to the Businesses • Trained workforce. • Higher quality of employees. • Input into school curriculum. • Opportunity to give back to community.

7. PURPOSES OF WORK-BASED LEARNING • Obtain workplace skills. • Obtain knowledge of work world. • Interact with people of all ages and backgrounds. • Explore career paths.

8. Work-Based Goals • Equip the student with employability skills, career awareness and the framework to make mature decisions about future education and employment. • Encourage the student to develop positive self-esteem, respect for others, independence and strive for personal excellence. • Provide the student with one or more work-based learning experiences.

9. DO NOT Let Your Program Become... • A dumping ground for immature students. • A “Get out of school early” program. • An easy way to make money.

10. Cooperative Work Experience Programs for the 21st Century • Is for all students. • Provides transferable skills for a variety of work experience opportunities. • Is a mixture of on-the-job experiences: paid, non-paid, mentoring, entrepreneurship.

11. Which Students Do You Wish to Serve? • Talented and Gifted • Learning Disabled • At Risk • Diversified • Adults • Physically Handicapped

12. NYS Approved Work-Based Learning Programs

13. Comparison of Programs

14. All programs must be registered with the NYS Education Department

15. Coordinator of Work-based Learning Programs for Career Awareness Requirements: • (1) The extension shall authorize the candidate to coordinate work-based learning programs for career awareness, such as programs providing extended shadowing experiences, the General Education Work Experience and Career Exploration Program (GEWEP), and the Work Experience and Career Exploration Program (WECEP).(i) The candidate shall hold a valid provisional, permanent, initial or professional certificate for classroom teaching service authorizing instruction in career and technical education.(ii) The candidate shall complete a program registered pursuant to section 52.2 1(b)(4)(vi) of this Title, or its equivalent.(iv) The candidate shall have completed 300 clock hours of work experience outside of classroom teaching.

16. Coordinator of Work-based Learning Programs for Career Development Requirements: • (1) The extension shall authorize the candidate to coordinate work-based learning programs for career development, such as the Cooperative Occupation Education Work Experience Program (COOP), the Career Exploration Internship Program (CEIP), programs of youth-run enterprises, and internship and youth apprenticeship/pre-apprenticeship programs.(i) The candidate shall hold a valid provisional, permanent, initial or professional certificate for classroom teaching service authorizing instruction in career and technical education.(ii) The candidate shall complete a program registered pursuant to section 52.2 1(b)(4)(vi) of this Title, or its equivalent.(iii) The candidate shall have completed 600 clock hours of work experience outside of teaching in the classroom teaching service.

17. Community-based Vocational Education Programs (CBVEP) • In addition to the Fair Labor Standards Act requirements, there are specific guidelines that the U.S. Departments of Education and Labor have jointly developed for school districts to use when providing non-paid, community-based vocational education/training programs for students with disabilities. Components should be designed as a continuum of learning and permit students age 14 and above to engage in: • Vocational exploration for up to 5 hours; • Vocational assessment for up to 90 hours; and • Vocational training for up to 120 hours.

18. CBVEP • Ideally, upon completing one, all, or any combination of the above program components, depending upon the student’s needs, he/she would be prepared to move into one the paid work-based programs, or obtain regular employment, or a supported-employment position upon graduation. Options will vary, depending on student experiences and abilities. • For further information about community-based vocational education programs for students with disabilities, contact Nancy Lauria, 518-474-7566, New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, Room 1609, One Commerce Plaza, Albany, New York 12234.

19. Answers to our Questions…. aschilli@mail.nysed.gov For further information about these programs, specific program guidelines, and registration forms, contact Tony Schilling, Coordinator of Experiential/Work-based Learning, New York State Education Department, Room 320EB, Albany, New York 12234 [518-474-4486].

20. Work-based experience related to career goals. In-school related training support. Experience supervised by adult. Legal employment and safe environment. Planned agenda of learning at the work-site. Evaluation of student’s in-school and out-of-school performance. Essential Elementsof Programs

21. Cooperative Work Experience • Job relates to career goals. • Student takes related class(s). • Regents credit(s)awarded for graduation sequence. • Written training plan. • Exceptions to the labor law regarding hours and types of employment. • NYS Certification required for coordinator. School Work Partnership

22. Comparison of Programs

23. Comparison of Programs

24. Cooperative Work Experience Any CTE teacher may operate a Cooperative Work Experience Program in his/her own discipline. • Business • Technology • Home and Careers • Health 2004 – Must have 2 certification courses.

25. Career Development Learning Standards Standard 1: Career Development • Students will be knowledgeable about the world of work, explore career options, and relate • personal skills, aptitudes, and abilities to future career decisions. Standard 2: Integrated Learning • Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings. Standard 3a: Universal Foundation Skills • Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace. And Standard 3b: Career Majors • Students who choose a career major will acquire the career-specific technical knowledge/skills necessary to progress toward gainful employment, career advancement, and success in postsecondary programs.

26. Career Plan • CAREER PLAN as prescribed in these learning standards is intended to promote exploration and research into broad career areas of interest to individual students. • Basic principles of career planning such as decision-making, self-evaluation, and goal setting have been integrated within the sample tasks. It is not the intent of these learning standards to limit options or narrowly define the educational preparation of students.