Work-Based
Activity

Who Can Utilize?

Definition

Example(s)

School-Based
Enterprise

CTE Differentiated 

Programs and
 CTE students

A school-based business

enterprise exists within a school to provide services for students, staff, and/or customers from the community. Proper accounting procedures must be followed for any funds collected.

School Store
Credit Union

Copy/Print Shop

Flower Shop
Restaurant

IT Services
Auto Repair Shop

Job Shadowing

Students currently   enrolled in a CTE     program or course (excluding CFM)

A career exploration activity where a student follows an employee at a workplace to learn about an occupation or career of interest.

A student in an accounting course follows an employee at a bank to see what their workday entails because they are interested in finance. A reflection activity is completed by the student.

Community
Service*

Any BPS student

Students participate in volunteer experiences outside of the school day at an established not-for-profit organization that teaches them responsibility, community involvement, and an awareness of the needs of others.

A student volunteers at a soup kitchen.

The volunteer sheet is completed, signed by the site supervisor, and submitted to CTE Teacher.

*All Community Service Hours must be verified using the CTE Community Service Verification Form - linked below

Service Learning

Students currently   enrolled in a CTE     program or course (excluding CFM)

Community service that directly connects to the knowledge and skills learned in classrooms.  The interwoven service and learning outcomes derive from a singular, distinct pedagogy. This can be completed on school campuses.

A student in the differentiated horticulture program assists in maintaining the school grounds.

Industry-Based Project

Students currently       enrolled in a CTE        program or course
These experiences must take place under the supervision of a certified CTE teacher for the   program in which the student is enrolled

Industry-based projects take place in CTE classrooms when a business or industry partner provides students with a task or challenge that is for a real client.  These projects require that
students produce a real product or service to a
client’s specifications. 

An auto student conducts routine service to a staff member’s car.

Students in carpentry
produce a prefabricated house that is sold to a 
community member.

Cosmetology students host a “salon day” where the community can come and get services completed.

Mentoring
*NEW*

Students currently       enrolled in a CTE        program or course
Must directly connect to the knowledge and technical skills learned in the classroom

A formal, long-term supportive relationship between a student and a business/industry with similar career interests.

A mentor is a volunteer from the business/industrial community that helps students become aware of career opportunities and work ethics in a one-to-one relationship that goes beyond the formal obligations of a teaching or supervisory role.

A volunteer from The New York Power Authority provides career advice and activities for a small group of electromechanical technology students monthly.

Entrepreneurship

Students currently       enrolled in a
CTE program of study

Students plan and start up an actual company providing the public with a product or service. Students undertake the research and design of a business plan, financial

planning, and marketing
strategy under the mentorship of a business/industry partner or instructor.

BOSS students create a
pyrography business and sells products online.

School Year/
Summer Internships
*NEW*

Any BPS student
These are not registered work-based learning experiences – no academic credit may be awarded.

In certain circumstances, a school may partner with a community or youth employment agency to place students in internships that take place over the summer or during the school year.

Student participates in Mayor’s Summer Youth Internship.

Paid or Unpaid   Internships

(GEWEP, CEIP,
or CO-OP)

Students currently       enrolled in a
CTE program of study
Must directly connect to knowledge and technical skills learned in the classroom

A student participates in a paid or unpaid internship that    relates to the student’s CTE program of study
 
Must work directly with a

certified Work-Based
Learning Coordinator from the internship’s inception and complete required paperwork

A student is currently in a horticulture program and interns at a greenhouse

Career Awareness

Experiences

*NEW*

May only count for up to 20 total WBL hours

Students currently       enrolled in a CTE        program or course

The following experiences are considered Career Awareness:

Career Fair

Career Interest Assessment

Guest Speaker

Industry-Related Credential

Industry Tour

See below for additional required documentation & clarification

Career fair: There must be documentation of interaction with various business/industry partners. This can be done through a sign-off sheet, interactive activity, or other methods to verify that interactions took place. Documentation of the experiences should also be kept in the student’s file.  College fairs do not count as career fairs.

Career interest assessment: There must be some sort of student reflection on the assessments as to how the findings of the assessment line up with their postsecondary plans. Documentation of the experiences should also be kept in the student’s file.

Guest speaker: There must be documentation of interaction with the business/industry partner. There must be some sort of student-generated reflection on the guest speaker’s presentation and how it can be applied to their postsecondary plans. Documentation of the experiences should also be kept in the student’s file.

Industry-related credential: The industry credential being worked on should be related to the student’s postsecondary plans. Documentation of the credential and time spent working on it should also be kept in the student’s file. (ex. CPR for health assisting students, OSHA 10 Certification for building trades students).  

Industry tour: There must be documentation of interaction with the business/industry partner. There must be some sort of student-generated reflection on the industry tour and how it can be applied to their postsecondary plans. Documentation of the experiences should also be kept in the student’s file.

Work-Based Learning For Specific CTE Programs or Students

Work-Based
Activity

Who Can Utilize?

Definition

Supervised Clinical Experience

Senior Health Assisting students

Students performing health care services in a work-related setting after completing 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 required by the health care discipline for which the students are being prepared.

Supervised Agricultural Experience

Conservation & Horticulture students

A student-led, instructor-supervised, work-based learning experience that results in measurable outcomes within a predefined, agreed-upon set of Agriculture, Food and Natural Resources (AFNR) Technical Standards and Career Ready Practices aligned to a career plan of study.

Community-Based Programs

For students with disabilities who do not meet the requirements for participation in the state-approved work-based learning programs

The US Departments of Labor (USDOL) and US Department of Education (USDE) 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.
See below for more information

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 appropriate measurable postsecondary goals based upon age-appropriate transition assessments relating to training, education, employment and, where appropriate, independent living skills taking into account the student's strengths, preferences and interests, as they relate to transition from school to post-school activities.

The IEP must also include a 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, 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 that would be specified in their IEP.

Examples of such supports and accommodations may include but are not limited to job coaching, interpreter services, orientation and mobility training, physical modifications to a workstation, and assistive technology.