General Education Work Experience Program (GEWEP) and Work Experience and Career Exploration Program (WECEP)
Introduction
The General Education Work Experience Program (GEWEP) is open to any student 16-21 years of age. These programs must be registered with the New York State Education Department (NYSED) Career and Technical Education Team and be re-registered every five years.
The Work Experience and Career Exploration Program (WECEP) is open to students14-15 years of age identified as "at-risk" youth. It is a federally sponsored program established under Title 29, Chapter V, Part 570 of the Code of Federal Regulations. These programs must also be registered with the NYSED Career and Technical Education Team and be re-registered every two years.
WECEP allows eligible 14- and 15-year old students to work up to 23 hours a week when school is in session, rather than 18 hours, the weekly limit for students in that age group and not in a work experience. Coordinators need to monitor the work load of students to ensure the experience does not interfere with school. In addition to learning skills specific to the careers they explore, WECEP participants typically exhibit improved school attendance, higher grade point averages, increased self confidence, and a greater sense of responsibility. At-risk youth participating in a WECEP experience are more likely to remain in school and graduate.
Both GEWEP and WECEP are collaborative school and business partnerships designed to provide a paid work experience that enables students of various academic abilities to:
· Learn about the world of work and explore career opportunities
· Develop broad-based transferable skills to be applied in school and the workplace
· Earn up to two units of elective credit towards graduation
· Earn money, which could be used for postsecondary education
Students with disabilities must, as appropriate, be provided access to both GEWEP and WECEP. Both provide the types of applied educational experiences, related classroom instruction, and motivation (both intrinsic and extrinsic) that can meet the needs of most students, including those with disabilities.
Administrative Considerations
Over recent years, the General Education Work Experience Program (GEWEP) and the Work Experience and Career Exploration Program (WECEP) increasingly have been used as vehicles for awarding academic credit to students 14-21 years of age who desire a career exploration experience in business and industry, need an alternative method of instruction, wish to learn about the work world and career possibilities, and/or desire to earn money. Students earn academic credit through a hands-on real-world experience rather than in the classroom.
The local school district must be willing to provide the necessary support, counseling, and instruction through a certified New York State teacher or guidance counselor who holds an #8981 extension for Coordinator of Work Based Learning Programs for Career Awareness. Depending upon the number of students and employers involved, one or more part-time or full-time WBL coordinators may be needed. The amount of time a coordinator spends supervising the program and monitoring student worksites varies and typically depends upon the geographic area the school includes and the needs and experiences of the students and employers.
The coordinator’s job includes helping students attain educational and career objectives in line with their abilities and ensuring that employers move the student through a variety of progressive learning tasks during the GEWEP/WECEP experience. The coordinator must spend considerable time in canvassing potential employment sites, meeting with potential employers, interviewing students, developing memorandums of agreement and training plans, visiting students on the job, advising/counseling students, and evaluating them.
The coordinator must be knowledgeable about New York State and federal labor laws, wage and hour regulations, Workers’ Compensation Insurance, employment fringe benefits, and the regulations and responsibilities of the local school district. The information provided in the following section gives a general overview of several of these areas. In-depth information can be obtained in the latest issues of Laws Governing the Employment of Minors in New York State and other publications available from New York State Department of Labor (NYSDOL) regional offices.
http:www.labor.ny.gov http://www.labor.ny.gov/workerprotection/laborstandards/workprot/minors.shtm
Workers’ Compensation Insurance
Students in GEWEP and WECEP must be covered under the employer's Workers’ Compensation Insurance. Workers’ compensation is payable for injuries that occur on-the-job resulting in: loss of more than a week’s work, placement in a position at lower wages, or permanent disability. Medical benefits are payable for injuries, regardless of loss of time. Students are covered by their employer at the lower rate because they must be in non-hazardous occupations. Double indemnity is paid if a minor is injured while working in violation of labor law, education law, or an industrial code rule.
Minimum Wage Laws and Prohibitive Occupations
The New York State Minimum Wage Law provides that all employees in the state, with certain specified-exceptions, must be paid the current minimum wage. Therefore, students participating in GEWEP and WECEP must be paid the prevailing minimum wage.
All employers must follow the guidelines in regard to prohibitive occupations as set forth by the US Department of Labor
http://www.labor.ny.gov/workerprotection/laborstandards/workprot/fedproc.shtm
Legal Forms
The following documents are required for GEWEP and WECEP:
Employment Certificate (Working Papers) – verifies that a student under age 18 is eligible for employment. The student, employer, and school must complete the form. A physician must sign that a physical examination was performed within the preceding six months. Employment certificates are obtained at the high school – typically the main office, health office, or guidance office.
Memorandum of Agreement – outlines the responsibilities of the student, employer, parent/guardian, and school/coordinator, all of whom must sign to confirm their support of the agreement. See: Section VI Sample Forms
Training Plan – identifies the general and specific job tasks the student will perform on the job, the desired learning outcomes of the experience, and the time frame the student will spend at each task. The training plan should be designed to ensure that the student will have a progressive learning experience. See: Section VI Sample Forms
Time Log/Record of Attendance – provides an official record of the weekly and cumulative hours the student has worked during the experience. It must be maintained for each student.
Developing and Implementing GEWEP and WECEP
While GEWEP and WECEP have a great deal in common, there are significant differences in age requirements, eligible criteria, and permitted working hours stipulated by the New York State Department of Labor. The Summary Chart of Program Guidelines that follows the next section provides an overview of requirements for GEWEP (for students 16-21 years of age) and WECEP (for at-risk students 14-15 years of age).
Additional information that will assist in developing and implementing either program in a school district is outlined below.
Related Classroom Instruction
A minimum of at least one class period per week of related in-school instruction must be provided to each student participating in GEWEP and WECEP. An additional unit of credit may be awarded for the completion of a one year course of daily related classroom instruction. To utilize this option, the principal must approve a locally developed 108-hour in-school course designed to support the 300 hours of on-the-job work experience.
The following are suggested topics for developing weekly or daily instructional curriculum. Coordinators should enhance and enrich the following outline according to local needs and conditions.
a. Securing a Job
· Job/career searching skills/techniques (e.g., online job engines, social media want
ads, employment agencies, contacts)
· Letter of application/cover letter
· Resume and references
· Interview techniques
· Employment certificate (working papers)
· Proper clothing, grooming and etiquette
· Personal image (e.g., attitude, courteousness, language)
b. Developing Good Human Relations Skills
· Employer-employee relations
· Ethics and how they apply to work situations
· Integrity, loyalty
· Getting along with other employees (e.g., being a team player, teamwork, avoiding
gossip)
· Diversity awareness – working in a multicultural society
c. Developing Academic, Technical, and Employability Skills
· Core subject area competencies (e.g., English, math)
· Specific technical skills
· Self-advocacy
· Communications (e.g., public speaking, writing, listening, reading)
· Problem solving
· Decision making
d. Understanding the Laws Relating to Employment
· Minimum wage
· Withholding taxes
· Other deductions (FICA/Social Security, union dues, medical/health insurance,
401K plans)
· Work hour restrictions for minors
· Employee rights
e. The World of Work
· Purpose/objective(s) of business
· Small businesses, franchises, large corporations
· Typical organization structures
· Typical business functions
f. Understanding Health and Safety
· Common sense precautions
· Sexual harassment and bullying
· Specific job precautions and safety (will vary by occupation)
· Hazardous/prohibitive occupations for minors
· Workers’ Compensation Insurance
· Disability benefits
· OSHA – Occupational Safety and Health Administration regulations
g. Opportunities for Advancement
· Continued preparation in high school
· Postsecondary education
· On-the-job training in business, industry, the military and Apprenticeships
· How to earn a promotion
h. Personal Financial Literacy
· Checking, saving plans, budget, investments
· Credit
· Financial aid
· Insurance
Records and Reports
Records and reports should be designed and generated by the WBL coordinator to meet New York State Education Department regulations as well the school’s local objectives for the program.
Required and suggested records and reports include:
1) For the WBL Coordinator for GEWEP/WECEP:
Placement
· Updated list of potential job opportunities in the community
· Record of local employers’ part-time employment needs and requests
· Record of pupil placements
· Sample letters of application/cover letters and resumes (for student use)
Student Employment (Required Records)
· Name/address/telephone number of employer
· Pay rate and daily/weekly hours worked log
· Copy of employment certificate (working papers)
· Copy of signed memorandum of agreement and training plan
· Summary of visitation discussions between coordinator and employer
concerning student performance, improvement needs, etc.
· Copy of coordinator evaluations of the student
· Employer’s evaluations/ratings of the student
Program History
· Annual record of job placements for each school program year
· Annual record of enrollments
· Annual program cumulative record of total student hours worked and earnings
· Information about typical changes in student attitudes and behavior
· Student and employer suggestions
· Graduate follow-up studies
2) For the Employer (Required Records):
· Copy of signed memorandum of agreement and training plan
· Summary of visitation discussions between coordinator and employer concerning
student performance, improvement needs, etc.
· Copy of coordinator work experience evaluations for the student
3) For the Student:
· Copy of signed memorandum of agreement and training plan
· Pay and hours worked log
· Summary of visitation discussions between coordinator and employer concerning
student performance, improvement needs, etc.
· Copy of coordinator work experience evaluations for the student
· Employer’s evaluation or rating of the student
· Daily journal of on-the-job experiences for coordinator’s weekly review
· Portfolio of all materials completed throughout the school year
4) For the Parent/Guardian:
· Copy of signed memorandum of agreement and training plan
· Telephone number for contact with the coordinator as needed
5) For the New York State Education Department (NYSED):
· Complete the BEDS (Basic Educational Data System) forms in the fall indicating the
number of GEWEP and/or WECEP sections and student enrollment for each
section (required report)
· Ensure that GEWEP and/or WECEP is properly registered
Refer to Section I for information about records retention requirements.
Suggested Student Eligibility Criteria for Participating in WECEP
The Work Experience and Career Exploration Program (WECEP) is specifically for “at-risk” students 14 or 15 years of age. Students shall be eligible if local school administrators identify them as being at-risk and able to benefit from the program. Suggested criteria (not all need to be applicable) for identifying students as able to benefit are:
• at or below the 25th percentile on standardized tests
• two or more years below grade level in basic skills and not relating to class work
• grade point average 1.5 or less (A=4.0)
• truancy problem, serious and continuous disciplinary problems, or limited performance
during the school day
• poorly motivated, disenchanted, or alienated, with negative attitudes toward school or
society
• potential drop-out
• in need of income to help support the family
• referred by a committee with representation from: principal, counselor, social worker,
psychologist, school nurse, and appropriate faculty
The General Education Work Experience Program (GEWEP) is open to any student 16-21 years of age. These programs must be registered with the New York State Education Department (NYSED) Career and Technical Education Team and be re-registered every five years.
The Work Experience and Career Exploration Program (WECEP) is open to students14-15 years of age identified as "at-risk" youth. It is a federally sponsored program established under Title 29, Chapter V, Part 570 of the Code of Federal Regulations. These programs must also be registered with the NYSED Career and Technical Education Team and be re-registered every two years.
WECEP allows eligible 14- and 15-year old students to work up to 23 hours a week when school is in session, rather than 18 hours, the weekly limit for students in that age group and not in a work experience. Coordinators need to monitor the work load of students to ensure the experience does not interfere with school. In addition to learning skills specific to the careers they explore, WECEP participants typically exhibit improved school attendance, higher grade point averages, increased self confidence, and a greater sense of responsibility. At-risk youth participating in a WECEP experience are more likely to remain in school and graduate.
Both GEWEP and WECEP are collaborative school and business partnerships designed to provide a paid work experience that enables students of various academic abilities to:
· Learn about the world of work and explore career opportunities
· Develop broad-based transferable skills to be applied in school and the workplace
· Earn up to two units of elective credit towards graduation
· Earn money, which could be used for postsecondary education
Students with disabilities must, as appropriate, be provided access to both GEWEP and WECEP. Both provide the types of applied educational experiences, related classroom instruction, and motivation (both intrinsic and extrinsic) that can meet the needs of most students, including those with disabilities.
Administrative Considerations
Over recent years, the General Education Work Experience Program (GEWEP) and the Work Experience and Career Exploration Program (WECEP) increasingly have been used as vehicles for awarding academic credit to students 14-21 years of age who desire a career exploration experience in business and industry, need an alternative method of instruction, wish to learn about the work world and career possibilities, and/or desire to earn money. Students earn academic credit through a hands-on real-world experience rather than in the classroom.
The local school district must be willing to provide the necessary support, counseling, and instruction through a certified New York State teacher or guidance counselor who holds an #8981 extension for Coordinator of Work Based Learning Programs for Career Awareness. Depending upon the number of students and employers involved, one or more part-time or full-time WBL coordinators may be needed. The amount of time a coordinator spends supervising the program and monitoring student worksites varies and typically depends upon the geographic area the school includes and the needs and experiences of the students and employers.
The coordinator’s job includes helping students attain educational and career objectives in line with their abilities and ensuring that employers move the student through a variety of progressive learning tasks during the GEWEP/WECEP experience. The coordinator must spend considerable time in canvassing potential employment sites, meeting with potential employers, interviewing students, developing memorandums of agreement and training plans, visiting students on the job, advising/counseling students, and evaluating them.
The coordinator must be knowledgeable about New York State and federal labor laws, wage and hour regulations, Workers’ Compensation Insurance, employment fringe benefits, and the regulations and responsibilities of the local school district. The information provided in the following section gives a general overview of several of these areas. In-depth information can be obtained in the latest issues of Laws Governing the Employment of Minors in New York State and other publications available from New York State Department of Labor (NYSDOL) regional offices.
http:www.labor.ny.gov http://www.labor.ny.gov/workerprotection/laborstandards/workprot/minors.shtm
Workers’ Compensation Insurance
Students in GEWEP and WECEP must be covered under the employer's Workers’ Compensation Insurance. Workers’ compensation is payable for injuries that occur on-the-job resulting in: loss of more than a week’s work, placement in a position at lower wages, or permanent disability. Medical benefits are payable for injuries, regardless of loss of time. Students are covered by their employer at the lower rate because they must be in non-hazardous occupations. Double indemnity is paid if a minor is injured while working in violation of labor law, education law, or an industrial code rule.
Minimum Wage Laws and Prohibitive Occupations
The New York State Minimum Wage Law provides that all employees in the state, with certain specified-exceptions, must be paid the current minimum wage. Therefore, students participating in GEWEP and WECEP must be paid the prevailing minimum wage.
All employers must follow the guidelines in regard to prohibitive occupations as set forth by the US Department of Labor
http://www.labor.ny.gov/workerprotection/laborstandards/workprot/fedproc.shtm
Legal Forms
The following documents are required for GEWEP and WECEP:
Employment Certificate (Working Papers) – verifies that a student under age 18 is eligible for employment. The student, employer, and school must complete the form. A physician must sign that a physical examination was performed within the preceding six months. Employment certificates are obtained at the high school – typically the main office, health office, or guidance office.
Memorandum of Agreement – outlines the responsibilities of the student, employer, parent/guardian, and school/coordinator, all of whom must sign to confirm their support of the agreement. See: Section VI Sample Forms
Training Plan – identifies the general and specific job tasks the student will perform on the job, the desired learning outcomes of the experience, and the time frame the student will spend at each task. The training plan should be designed to ensure that the student will have a progressive learning experience. See: Section VI Sample Forms
Time Log/Record of Attendance – provides an official record of the weekly and cumulative hours the student has worked during the experience. It must be maintained for each student.
Developing and Implementing GEWEP and WECEP
While GEWEP and WECEP have a great deal in common, there are significant differences in age requirements, eligible criteria, and permitted working hours stipulated by the New York State Department of Labor. The Summary Chart of Program Guidelines that follows the next section provides an overview of requirements for GEWEP (for students 16-21 years of age) and WECEP (for at-risk students 14-15 years of age).
Additional information that will assist in developing and implementing either program in a school district is outlined below.
Related Classroom Instruction
A minimum of at least one class period per week of related in-school instruction must be provided to each student participating in GEWEP and WECEP. An additional unit of credit may be awarded for the completion of a one year course of daily related classroom instruction. To utilize this option, the principal must approve a locally developed 108-hour in-school course designed to support the 300 hours of on-the-job work experience.
The following are suggested topics for developing weekly or daily instructional curriculum. Coordinators should enhance and enrich the following outline according to local needs and conditions.
a. Securing a Job
· Job/career searching skills/techniques (e.g., online job engines, social media want
ads, employment agencies, contacts)
· Letter of application/cover letter
· Resume and references
· Interview techniques
· Employment certificate (working papers)
· Proper clothing, grooming and etiquette
· Personal image (e.g., attitude, courteousness, language)
b. Developing Good Human Relations Skills
· Employer-employee relations
· Ethics and how they apply to work situations
· Integrity, loyalty
· Getting along with other employees (e.g., being a team player, teamwork, avoiding
gossip)
· Diversity awareness – working in a multicultural society
c. Developing Academic, Technical, and Employability Skills
· Core subject area competencies (e.g., English, math)
· Specific technical skills
· Self-advocacy
· Communications (e.g., public speaking, writing, listening, reading)
· Problem solving
· Decision making
d. Understanding the Laws Relating to Employment
· Minimum wage
· Withholding taxes
· Other deductions (FICA/Social Security, union dues, medical/health insurance,
401K plans)
· Work hour restrictions for minors
· Employee rights
e. The World of Work
· Purpose/objective(s) of business
· Small businesses, franchises, large corporations
· Typical organization structures
· Typical business functions
f. Understanding Health and Safety
· Common sense precautions
· Sexual harassment and bullying
· Specific job precautions and safety (will vary by occupation)
· Hazardous/prohibitive occupations for minors
· Workers’ Compensation Insurance
· Disability benefits
· OSHA – Occupational Safety and Health Administration regulations
g. Opportunities for Advancement
· Continued preparation in high school
· Postsecondary education
· On-the-job training in business, industry, the military and Apprenticeships
· How to earn a promotion
h. Personal Financial Literacy
· Checking, saving plans, budget, investments
· Credit
· Financial aid
· Insurance
Records and Reports
Records and reports should be designed and generated by the WBL coordinator to meet New York State Education Department regulations as well the school’s local objectives for the program.
Required and suggested records and reports include:
1) For the WBL Coordinator for GEWEP/WECEP:
Placement
· Updated list of potential job opportunities in the community
· Record of local employers’ part-time employment needs and requests
· Record of pupil placements
· Sample letters of application/cover letters and resumes (for student use)
Student Employment (Required Records)
· Name/address/telephone number of employer
· Pay rate and daily/weekly hours worked log
· Copy of employment certificate (working papers)
· Copy of signed memorandum of agreement and training plan
· Summary of visitation discussions between coordinator and employer
concerning student performance, improvement needs, etc.
· Copy of coordinator evaluations of the student
· Employer’s evaluations/ratings of the student
Program History
· Annual record of job placements for each school program year
· Annual record of enrollments
· Annual program cumulative record of total student hours worked and earnings
· Information about typical changes in student attitudes and behavior
· Student and employer suggestions
· Graduate follow-up studies
2) For the Employer (Required Records):
· Copy of signed memorandum of agreement and training plan
· Summary of visitation discussions between coordinator and employer concerning
student performance, improvement needs, etc.
· Copy of coordinator work experience evaluations for the student
3) For the Student:
· Copy of signed memorandum of agreement and training plan
· Pay and hours worked log
· Summary of visitation discussions between coordinator and employer concerning
student performance, improvement needs, etc.
· Copy of coordinator work experience evaluations for the student
· Employer’s evaluation or rating of the student
· Daily journal of on-the-job experiences for coordinator’s weekly review
· Portfolio of all materials completed throughout the school year
4) For the Parent/Guardian:
· Copy of signed memorandum of agreement and training plan
· Telephone number for contact with the coordinator as needed
5) For the New York State Education Department (NYSED):
· Complete the BEDS (Basic Educational Data System) forms in the fall indicating the
number of GEWEP and/or WECEP sections and student enrollment for each
section (required report)
· Ensure that GEWEP and/or WECEP is properly registered
Refer to Section I for information about records retention requirements.
Suggested Student Eligibility Criteria for Participating in WECEP
The Work Experience and Career Exploration Program (WECEP) is specifically for “at-risk” students 14 or 15 years of age. Students shall be eligible if local school administrators identify them as being at-risk and able to benefit from the program. Suggested criteria (not all need to be applicable) for identifying students as able to benefit are:
• at or below the 25th percentile on standardized tests
• two or more years below grade level in basic skills and not relating to class work
• grade point average 1.5 or less (A=4.0)
• truancy problem, serious and continuous disciplinary problems, or limited performance
during the school day
• poorly motivated, disenchanted, or alienated, with negative attitudes toward school or
society
• potential drop-out
• in need of income to help support the family
• referred by a committee with representation from: principal, counselor, social worker,
psychologist, school nurse, and appropriate faculty