Employment Standards Act 2000

Co-operative Education students must review information regarding most employee's* Rights and Responsibilities as outlined in the

Employment Standards Act:

Please visit:

http://www.labour.gov.on.ca/english/es/pubs/guide/guide_intro.php

for an overview to this important document.


First time students must complete a quick and easy Internet Scavenger Hunt activity called WORKSMART


Returning students refer to Activity #4 Rights and Responsibilities for a in-depth look at the Act.


*Employees not covered by the Act:

• Federal Employees (Airline, Federal Civil Service, banks, post office, radio & television, and provincial railways
• Workers working for a program under the college of applied arts & technology or universities
• Co-op or WEX students
• People who do community service under the Ontario Works Act
• Police Officers
• Inmates (or Young Offenders) serving time in provincial correctional institutes and who work in various work situations
• People who hold judicial, political or religious positions
• Elected trade union offices
• Employees of the crown are excluded from some but not all of the ESA (see the Act for more info)

2011 First Semester Summary:

From September 2011 till January 2012, we had several Co-operative Education students and Work Experience (WEX) students successfully complete their various work placements.

AM STUDENTS: 

Of the five Co-operative Education morning students, only two students were first timers and both were searching for Information technology (IT) sectors but  only one got his desired placement at Staples-Business Depot while the other had to settle for a Rogers Plus position. Both students were very successful at their placements and one decided to continue in the second semester.  One of the three return students started at Sport Chek but decided it was not quite the match for him and transferred as an Education Assistant (at ECD).   Another return student worked at Wendy's Restaurant since she was interested in a job in the Food Services (& hospitality business) while our most experienced student had an OYAP placement at ECD Electrical (in our Maintenance Department).  

A morning Work Experience student was very successful working at our Goodwill Store in town.  He impressed his supervisor with a great work ethic.  Unfortunately, another WEX student did not work out quite as we had hoped (at the same placement), but was given important life-skills activities to do instead.

PM STUDENTS:

In the afternoon, we had our OYAP Electrical student continue his placement and another repeat student work very successfully as an Education Assistant for the Halton District School Board.  The teacher from the Developmental Education department wanted this student to tutor her non-verbal students with American Sign Language (ASL) and our student rose to the occasion. She reported that her students were more attentive, appreciated the importance of turn taking, and had general improved communication skills.  This was placement was so successful that our student returned in the same capacity for the second semester!

We also had a WEX student who struggled but passed his term at Goodwill.  He was happy that he did his best and continued to work at developing a consistent worth ethic.

SHSM STUDENTS:

We had three quite successful Specialist High Skills Major (or SHSM) students work for Cogeco Video, Oceana Whispers, and the Provincial Schools Branch graphic arts projects.   At Cogeco, our student hosted, shot and edited several excellent videos for our school's Community Service half-hour special interest shows that were broadcasted twice a week.  At Oceana Whispers, our SHSM student learned how to put together floral arrangements and store displays.  Our Graphic Arts student was very successful in creating great lay-out pages for the ASL Dictionary project as well as design informative brochures that stood out from the average design.  Overall, the SHSM students had a very successful semester.

Congratulations to all the students who successfully committed themselves to work hard at their individual placements and to all those who gained valuable Experiential Learning while off the campus!

Policy and Procedures for Co-operative Education Program:

Course Description:

Co-operative Education is a unique learning opportunity that extends the learning in one or more related subjects into the workplace. The opportunity to experience business, industry and the community helps students explore career options and gather information they need to make informed decisions about their post secondary destination. Students increase self knowledge while developing valuable transferable skills and gain an understanding of the importance of attitude, teamwork and personal management skills in the workplace.

Coop programs combine a full-semester, ½ day work placement in the community with a school based classroom component to earn 2 credits.

Pre-course Counselling and Interviewing:

Students applying to the Co-op department will be interviewed to determine if the student has the educational background, related courses and maturity required for the program. School personnel will ensure that the students’ programming is appropriate for their educational or career goals as identified in their IEP’s and AEP’s.

Placement Assessment: 

The Placement Assessment Form must be completed by the Co-op teacher prior to the Placement.

Personalized Placement Learning Plan:

The Personalized Placement Learning Plan (PPLP) outlines the course of study for the placement component and the basis for assessment and evaluation and granting of one or more credits in the specific subject. The PPLP must be developed within the first three weeks of the placement.

Work Education Agreement:

To ensure Workplace Safety and Insurance Board coverage for students at the placement, a Ministry of Education agreement form must be completed and signed by all parties prior to the placement.  Students will not be allowed to start at their placement until the WEA is completed

Teachers must follow WSIB and school reporting procedures when reporting accidents.

If an accident occurs, the Co-op teacher must complete a Form 7. If the student requires outside medical attention or medication, this report must be faxed to WSIB. The report must be kept in a WSIB file in the Coop office.

Start of the placement:

The placement should start after the second week of pre- placement classroom orientation activities (however some students may require an additional week to complete pre-placement activities).

Hours of the program:

Work placements for both programs will normally be scheduled during school hours, ie. between 9 AM and 3:20 PM.

Morning Co-op students normally leave the school at 9 AM and return at 12 Noon.

Afternoon Co-op students normally leave the school at 12:15 PM and return to school by 3:15 PM.

Work placements scheduled outside these hours requires authorization from the Principal or Vice Principal.

Transportation/Commuting to work:

Students will normally be transported to and from work in school vehicles. The student is responsible for signing into the office (or co-op dept) every day so that the teacher can report his/her daily attendance.  Students are responsible to be at the designated pickup location on time and ready to leave.

Written parental permission is required if a student walks to and from work.

Upon return to school, the student must sign in then report his/her return to the Co-op teacher.  All students are expected to complete their daily work logs, complete homework, or do other assignments as requested.

Changing Placements:

Placements will only be changed if circumstances make it absolutely necessary.

Placement Learning Assessment (Monitoring) and Evaluation:

The primary purposes of placement learning assessment are to advocate for and ensure appropriate student learning at the placement, to monitor the student’s progress, and to ensure the student’s safety at the placement. Frequent contact with the employer reinforces the importance of the partnership between the school and the placement.    Visits do not have to be lengthy but should be done once a week and at least once every two weeks.   

Placement Monitoring Forms:

A placement report must be completed by the teacher after each visit.  Policies and Procedures 2000 requires that minimum of three reports must be completed each semester.

Employer evaluations must be done once every reporting period(twice a semester) or more often if  needed.

Weekly logs are a record of the hours you have worked and must be signed off by your placement supervisor.    Weekly logs must be turned in every Fridays.   These logs are 15% of your in-class grade and must be kept up to date.  No log sheets, no hours for credit granted.

Integration:

Students must complete specific assignments and reflective journal topics for each block of placement time.     Students will be given one major reflection topic and choose two minor topics to complete.   These will be given out a week before each integration session and must be completed for the start of each integration session.

Attendance and Punctuality:

Students are expected to go to their work placements everyday they are at school.    

Students are to remain at their placement until it is time for them to return to school.

Students who miss their ride due to willful lateness will  be held back and not sent to work and will not receive credit for those hours.   Chronic lateness will be referred to school administration for disciplinary action which could result in the student being removed from the Coop program.   

If students arrive at school and say they are too sick to go to work:

- Go to the infirmary 

- If it is found they are able to go to work, they will be transported to work.

- If the student is ill, depending on the severity, they will stay in the infirmary or will be sent home.

Refusal to work will result in the student being sent home or referred to school administration.

Blackberries, and text messaging devices are to not to be checked or used during working hours.  However, we do allow the use of such devices for reporting illness, transportation issues, or other emergency situations.

Absences:

Students are responsible for telling their employers if they will not be at work.

Students who cannot make it to school for any reason must try to contact their Coop teacher so that the teacher can notify the employer.

If a student is absent for an extended period of time or needs to make up time, an additional assignment will be given in lieu of the missed hours.

Evaluation:

70 %          Employer Evaluation

30 %          In-class and assignment work

Weekly logs         15 %

Journals                   15 %

In-class Assignments   20 %

Major Assignment 30 %

Minor Assignment 20 %

Co-operative Education A Program Overview:

Each semester students who are interested in gaining valuable workplace experience enrol either in Work Experience (non-credit) or Co-operative Education (credit) courses. While these two courses remain separate (for credit/documentation purposes) they both exist within the Co-operative Education program. The majority of the policies, schedules, selected class work all fall under the Co-operative Education program and are generally referred to as "co-op." 

The needs of our students are different from those in a Public School Board program. Since we are a residential school, the majority of our students live in the residence facility or are bussed in daily from their home boards. Because of this,we are responsible for transporting students to and from their placements. We must find local placements (in and around Milton) to serve students registered in either Work Experience or Co-operative Education courses. 

Ontario Youth Apprenticeship Program (OYAP) is an apprenticeship opportunity sponsored by the Ontario government and open to qualified students who show a great deal of skill, interest or aptitude in a particular field. Apprenticeship training is more specific and goes beyond that which you can experience during a semester of high school. Ask your teacher for more details.

1. Work Experience: 

The focus of a Work Experience course is exposing the student to the world of work. The student is in class completing similar paper work, however the extent and depth of the number of assignments is limited. Students do not follow the course expectations as outlined by the Ontario Curriculum and therefore have a course content which suits their particualr needs (according to his/her Individual Education Plan or IEP). Students follow the same schedule as a Co-operative Education student while learning valuable work-related skills. The work placement and class assignments are modified according to the student's needs. Work experience courses are generally open to students in grades 11-12. This is a non-credit course.

1. Co-operative Education:

The focus of Co-operative Education course is to obtain a specificwork experience related to the student's post graduate aspirations. Typically, the student has course experience (& credits) relevant to their desired professional/trade goals. For example, if a student wishes to be an accountant, than he/she would have Math, Business, and Civics (or Law) courses completed (or being taken concurrently) as the Co-op course. If a student wishes to become a mechanic (or other trade) than he/she should have 1 or 2 credits of Auto Shop (or other trade credits) and be working to complete his/her 2nd or 3rd credit. Co-operative Education is a credit course since it follows the Ontario Curriculum.

Student who wish to be given a credit as a Co-operative Education student may have completed (or are in the process of completing) core requisite courses (such as Math, English, Science, or a particular technology). Students should discuss with their school counselor what type of pre-requisite courses they need to be eligible for a Co-op credit.

The majority of our students are in Grade 11 and 12 and are 17 to 21 years of age. The work placements are normally scheduled during school hours between 9 AM and 3:20 PM. Morning Coop students normally leave the school at 8:45 a.m. and return at 11:30 or at a time that is agreed upon. Afternoon Co-op students normally leave the school at 12:15 PM and return to school by 3:10 PM.

All Co-op and Work Experience students must have two weeks of pre-placement orientation in which they gain an awareness of topics such as Workplace Health and Safety, Employment Standards, WHMIS, appropriate workplace behaviours, workplace ethics and confidentiality as well as other topics in order to prepare them to enter into a work placement. See List of Course Materials for details.

• Insurance at the Work placement:

To ensure Workplace Safety and Insurance Board coverage for students at the placement, a Ministry of Education Work Education Agreement (WEA) form must be completed and signed by all parties prior to the placement. The school is responsible for WSIB coverage while a student is on his/her work placement. The employer is responsible for site specific safety training. Students will not be allowed to start at their placement until the WEA is completed. 

• Placement Assessment: 

A Placement Assessment must be completed by the Co-op teacher prior to the start of the placement. This is done to ensure that the facility is a suitable environment for student learning and provides a range of experiences for the student.

• Personalized Placement Learning Plan (PPLP):

In cooperation with the employer supervisor, a Personalized Placement Learning Plan (PPLP) will be prepared. The PPLP outlines the course of study for the placement component and the basis for assessment and evaluation and granting of one or more credits in the specific subject. The PPLP is usually prepared within the first three weeks of the placement. We will also do a minimum of three site visits and provide three employer evaluations to complete.

1. Application to be admitted into the Cooperative Education program:

Students must have a certain level of maturity, positive attitude and discipline to successfully complete the work in the Cooperative Education program. Students interested in being accepted into the Coop program must prove they are responsible, focussed, and job ready. It is up to them to prove they are an ideal candidate. Students must apply for and pass a pre-course interview in order to be selected and admitted into the Cooperative Education program.

• Pre-Course Interview:

The purpose of this initial interview with the student applicant is to ensure that:

• the student is ready to undertake learning in the workplace, and is taking, will be taking, or has taken courses that are related to the proposed cooperative education placement . Where a student's readiness or commitment is not sufficiently evident, his/her acceptance into the cooperative education program may be postponed until the requirements are met;
• barriers to success in the workplace are identified and appropriate supports can be put in place (eg: assistive devices, job coaches, etc);
• there is a placement that is appropriate to the student's goals or interests.

1. STUDENT REFEREES or References:

Students will need 2-3 referees for their job placements. Referees are typically teachers who will vouch (testify, verify) that a student has the maturity, responsibility, and self discipline to take on work experience at the proposed placement in question. Referees are also referred to as "references" in the real working world, and they can also be a former boss, or unrelated professional who will verify your work habits and/or skills.

• Assessment and Evaluation:

A qualified teacher must assess and evaluate a student's progress in achieving the curriculum expectations and in meeting the requirements identified in the student's PPLP through regular workplace monitoring/meetings (minimum of 3 per credit). During workplace monitoring the teacher will:

• observe student performance of workplace tasks, plan next steps, and trouble-shoot problems situations;
• conduct formal evaluations with the student's supervisor;

Student achievement is also assessed through:

• written assignments, seminar presentations, DAILY LOGS, reflective journals, and career portfolios;
• a culminating independent study activity that links the student's cooperative education placement experience with the curriculum expectations of the related course.
• a minimum of two performance appraisals written by placement supervisor(s)