CTE

Career & Technical Education

Unregistered Work-Based Learning

Listed below are work-based learning experiences that do not need to be registered with the Office of Career of Technical Education.  These experiences do not count as academic credit on their own but may be embedded into a credit-bearing class at local discretion.  In order for unregistered experiences to count towards hours for a NYSED-approved CTE program or a CDOS Credential or Pathway to Graduation, they must be supervised by school staff.
It is highly recommended that all unregistered WBL experiences, such as job shadowing, community service/volunteering, career-focused research project, school-based enterprise, entrepreneurship, and community-based work program, include the following components:

  • Certified teacher or guidance counselor with the proper WBL extension
  • Advisory committee
  • Appropriate worksite placement
  • Supervised on-the-job training
  • Related in-school instruction
  • Coordination of in-school and worksite components
  • Student training plan
  • Emergency medical form
  • Employer evaluation
  • Copy of student working papers where appropriate
  • Memorandum of agreement where appropriate

Description of Unregistered Work-Based Learning Experiences

Career-Focused Research Project

 
The career-focused research project is primarily a research paper designed for students to explore possible career interests. It serves as a guide for the student to learn about the college preparation and skills training needed to be successful in a specific career pathway. This project could be developed within an existing course or as an independent study for ½ unit of credit. It is recommended that the teacher of record be a certified CTE teacher.

Community-Based Work Programs (for students with disabilities)

 
Research indicates that students with disabilities who engage in career planning and exploration and participate in community-based WBL programs are much more likely to remain in school and be employed after high school. These experiences help students to identify their career interests, assess their training needs, and develop the 21st century employability skills and attitudes necessary to enter the workforce.

For students with disabilities who do not meet the requirements for participation in the state-approved WBL programs, the US Departments of Labor and US Department of Education have jointly developed specific guidelines for school districts to use when providing community-based work programs for students with disabilities aged 14 or older. The NYSDOL and Workers’ Compensation also have guidelines schools must follow when implementing work experiences and internships. The USDOL Field Operations Handbook (FOH) Chapter 64c08 sets guidelines for determining if an employer-employee relationship exists and the payment of wages for students with disabilities. This information is available at https://www.dol.gov/whd/FOH/FOH_Ch64.pdf

For students with disabilities, beginning with the first individualized education program (IEP) in effect when the student is 15 (or younger if determined appropriate), the IEP must identify the student’s post-school goals based on the student’s preferences and interests and the coordinated set of transition activities designed to assist the student in attaining those goals. The coordinated activities are the transition services/activities the student will need to facilitate his/her movement from school to post-school activities, including instruction, related services, community experiences (such as community-based work experiences), employment, and other post-school living objectives and, if appropriate, activities of daily living and functional vocational assessment. To participate in community-based work programs, students may require support services and accommodations, which would be specified in their IEP. Examples of such supports and accommodations may include but are not limited to job coach, interpreter services, orientation and mobility training, physical modifications to a work station, and assistive technology.

Students with significant disabilities should also have the opportunity to participate in community-based work programs. Students taking the New York State Alternate Assessment (NYSAA) and exiting school after attending at least 12 years, excluding kindergarten, are eligible to obtain a Skills and Achievement Commencement Credential. This credential documents the student’s achievement of the CDOS learning standards at the alternate performance level and includes documentation of any career exploration and training and WBL programs in which the student participated.

For further information about WBL programs, including guidelines for developing such programs and addressing the needs of students with disabilities, refer to www.ncset.org.
The essential components of WBL programs provide parameters that will be useful when establishing community-based work programs. Progress should be monitored and reported, with modifications to the program and services made as needed.

Clinical Experiences (Appearance Enhancement and Health Sciences CTE students only)

 
Supervised clinical experiences are a required component of all health sciences and cosmetology occupations programs. Within each licensing content area, there are restrictions and mandates governing clinical experiences. Below are guidelines for clinical experiences in a CTE program that leads to licensure.

Health Occupations

 
Supervised clinical experience involves students performing health care services in a work setting after having instruction and practice in a supervised skills laboratory. The services must be performed under the supervision of an instructor who holds the appropriate NYS license/certification in the health care discipline for which the students are being prepared.

Cosmetology Occupations and Barbering

 
As stated in the NYS Department of State licensing law, individuals may not perform any services to the public unless they hold a NYS Appearance Enhancement license in the respective discipline. As part of the educational training, students may only perform services on clients under the supervision of a NYS certified cosmetology or barbering instructor who hold a current NYS license in the respective area of appearance enhancement or barbering. Appearance enhancement occupations that require licensure and include cosmetology, nail specialty, natural hairstyling, esthetics, and waxing. The barbering program is a separate license and must be taught by a certified master barber instructor. Students enrolled in these programs may not work on clients in a salon that holds a business license with the exception of individuals who are working under a barber apprentice license.

 

Community Service

 
In community service, students participate in volunteer experiences that teach them responsibility, community involvement, and an awareness of the needs of others. Community service does not directly connect to the knowledge and technical skills learned in the classroom. No credit is issued to the student for participation in these activities.

The following components should be included in a quality career-focused senior research project. The student should:

  • Research a career of interest within a career pathway and the many options for career choices within that pathway
  • Research the post-secondary training needed to achieve an entry level position and advancement within the chosen career of interest
  • Research projected future job opportunities in the career of interest
  • Conduct interviews with professionals working in that career*
  • Participate in job shadowing experiences within the career of interest*
  • Prepare and deliver a presentation of your research findings to peers

 
*Job shadowing and interviewing of professionals are the only components of the career-focused research project that may count as work-based learning.

Job Shadowing

 
Job shadowing is a career exploration activity for late middle school and early high school students. The student follows an employee at a workplace for 1-8 hours to learn about an occupation or career pathway of interest. These are observation experiences; no credit is issued to the student for participation in them.
On-Site Projects
On-site projects are projects that are completed as part of a classroom experience for a business and industry partner.  Such projects provide students with the experience of interacting with customers and learning customer service skills.  Examples may include working on a prefabricated home for a real as part of a construction technology class and designing marketing materials for a local business.

School-Based Enterprise

 
A school-based business enterprise exists within a school to provide services for students, staff, and/or customers from the community. No additional credit is awarded for participation in this experience; the credit exists within the related course. Examples of a school-based enterprise are a school store and a credit union. For further information http://www.p12.nysed.gov/mgtserv/accounting/docs/ExtraclassroomActivitiesJanuary2015.pdf

Last Updated: February 19, 2020