CDSS attachment 09.pdf

AUSDA Forest Service@ ALBJCCC CDSS Plan@

Lyndon B. Johnson Civilian Conservation Center (LBJCCC) Career Development Services System Plan

Introduction

This Center Operating Procedure (COP) supersedes any previous instruction or procedure regarding this same subject and will remain in effect until revised and approved by the Center Director and the Department of Labor’s (DOL) assigned Government Authorized Representative (GAR)/Project Manager (PM). The Center CDSS Plan is required to be updated at the beginning of the program year (PY), or as needed, and will be monitored by the Department of Labor’s Regional Office of Job Corps during Annual Center Assessments.

Governance(s): Job Corps Policy and Requirements Handbook (PRH)

Chapters 1-5

Date of Revision: July, 2009

Effective: Immediately

Responsible Staff: Career Transition Specialist Career Dev. Specialist

WBL Specialist Works Program Manager Student Records Staff Subcontract Manager Vocational/Academic Staff MTC Contractor Counseling Manager Career Transition Readiness Spec.

Center Director Odle Management Group

Center Career Development Services System Policy

LBJCCC recognizes the need for individualized, customer focused services for all students through an effective Career Development Services Systems approach. Each student, with staff direction and assistance, will cooperatively develop a Student Personal Career Development Plan initiating the case management system that will provide seamless services to the student throughout the appropriate service period. All students will receive clear employability skills training during the first 60 days on center with long-term student employment and success as the goal. LBJCCC will provide both on center and transitional needs assessment and develop appropriate internal and external partnerships to insure student needs are met. Placement services will be provided to all qualifying graduates or formal enrollees (see definition of both graduate and formal enrollee on pages 21 and 22 of the plan) until a suitable placement has been achieved and verified; until all reasonable efforts to place the student have been exhausted; or, until the student refuses documented placement efforts on his or her behalf. Post-placement services (follow-up) will be provided to all qualifying graduates or formal enrollees throughout the required post-placement service period.

Students completing with a GED or HS diploma and/or completing with a vocation will receive 12 months of placement and post placement follow-up career services. Students exiting with more than 60 days on center without a GED or vocation will receive 3 months of placement assistance.

Students with less than 60 days on center and who did not exit under the Zero Tolerance Policy will receive referral services only. Placement Specialist on Center will notify off-center CTS by email to let them know of the student’s departure. All graduating or separating students will be entitled to the full-scope of placement services except those students who: (1) separate within the first 30 days for Level 1 Offenses under the Zero Tolerance Policy for Violence; (2) separate within the first 45 days for a positive drug test; (3) are found ineligible after enrollment (i.e., determined after enrollment that he or she did not meet one or more of the eligibility criteria at time of enrollment); or, (4) have become deceased.

The NC CDSS Plan assigns the NC Job Corps Placement Service (Kittrell Job Corps or MTC) as the NC State CDSS provider with primary responsibility for post-separation services for students from North Carolina. This agency will also provide one part-time staff to LBJCCC to help insure seamless CDSS services to all NC students with a specific zone of influence covering Macon, Jackson, and Clay Counties in Western North Carolina. (we are not doing this) Students from other States will receive the same on center CDSS services and upon separation will be referred to the assigned State CDSS provider (as determined by each state’s consortium) for post-separation services. This Center Career Development Services System Plan establishes center-wide policy, operating procedures, and guidelines for administering a comprehensive approach to student CDSS services, as required in the Job Corps Policy and Requirements Handbook (PRH). This Plan considers the following center functions to be primary but not all-inclusive parts of this comprehensive CDSS approach:

! Introduction to Center Life Program ! Employability Development Plan/Individual Placement Plan (Personal Career

Development Plan-PCDP) ! Workplace Communications Skills/Social Skills/Diversity Skills Training ! Work Based Learning (WBL) curriculum ! Student Employability Certification Process ! Student Placement Readiness Services Including Job Search Skills (Student

Career Kit) ! Indirect/Direct Placement Services and Follow-Up/Post-Separation Services

The Lyndon B. Johnson Civilian Conservation Center (LBJCCC) will operate a Full Service CDSS/Placement Department with center-wide support from all USDA, Forest Service and subcontract staff, including National Training Contractors (NTC). The CDSS and placement staff will provide direct placement services to all qualifying graduates and former enrollees regardless of the source or the geographical origin of the student’s admission. The LBJCCC CDSS/Placement Department will coordinate its efforts with all Region III CDSS/Placement support and follow-up contractors.

On July 1, 2005, the USDA, Forest Service awarded a competitively procured subcontract to Career Education Services Company (CESC). Under this subcontract, CESC will manage and operate LBJ CCC’s Placement Department and Academic Program. The CDSS Coordinator will be under the supervision of Sub-contract Manager for CESC. Using the Region III Career Development Services System Plan as its basis and purpose for a continued and renewed approach LBJCCC will strive to meet and exceed all established OMS goals for each fiscal year.

The OMS standards used to establish Job Corps’ CDSS/Placement Goals focuses attention on those outcomes considered important for increasing a student’s life long learning and earning opportunity.

Each of the standards plays an important role in relation to each of the other standards. Placement in a job or advanced training or education is the first outcome measure that shows the impact of other outcome measures (GED attainment, vocational completion and employability certification). This outcome measure relationship confirms the need for a center-wide approach to CDSS/placement services and the need for a full-service CDSS/Placement Department. The LBJCCC goal for each student remains Placement: Job One from Day One.

Career Development Services System

Recognizing that the Career Development Services System have modified and/or increased several goals with the establishment of National Standards, LBJ CCC continues to believe that these goals are merely the foundation for the Center to build upon. While the Policy and Requirements Handbook (PRH) is clear in defining placement and related objectives, the expectation at LBJCCC is that placement efforts will exceed the PRH requirements, and that every student placement will go beyond the measures of validity in order to ensure that the outcome meets a high level of quality with opportunity for job retention and advancement.

A copy of the CDSS Plan is shared with all staff on center and any changes to the plan or emphasis that may need to be made or clarified is done at monthly full staff meetings. Training for the Career Development Services System is an ongoing process and is conducted twice a year during the student’s breaks and numerous times during the year when needed. The Center Director, Counseling Manager and Placement Specialist, provides this training.

We currently have all the counselors (3), Counseling Manager, Career Preparation Specialist, and the Placement Specialist being certified as Career Development Facilitators (CDF). They were chosen due to their constant contact with the students throughout their enrollment. The National Career Development Association tracks the trainees’ progress towards CDF.

Any RD Grams and other regional issuances received regarding Career Development Services Systems are distributed to all staff via electronic mail. Just as the Region’s CDSS plan has been utilized and integrated into the Center CDSS plan, any changes handed down by the Region, will also be integrated into the Career Development Services Process.

Besides the Regional office having input, the North Carolina Consortium that meets each quarter provides insight and input to each center’s Career Development Services Systems Plan. This is done through meetings, discussions and via electronic mail. It is a time for brain storming, and sharing information on how to better provide an effective Career Development Services Systems program for our students.

Career Success Standards

Another important part during this period is to introduce the student to Career Success Standards.

The ultimate goal for the Center is to incorporate CSS into the normative culture so as to make all eight standards second nature to students and staff alike. We will accomplish this by meeting several minor benchmarks:

1. By integrating CSS into the current Social Skills Training program as conducted by the residential living staff.

2. By integrating CSS into the current academic, vocational, and applied academic departments.

3. By integrating CSS into any and all other programs and disciplines on center, notably student leadership, Student Government Association, counseling and Evaluation of Student Progress assessments and panels.

Responsibility for insuring that these benchmarks are met lies with the center management team.

Current performance appraisals for staff members include the requirement that staff members act as a “role model” in the conduct of their daily duties - in conducting ESP’s, in upholding and modeling the Standards of Conduct, in complying with and modeling a dress code consistent with professional and employable appearance, and by performing professionally and to high standards in the classrooms, the vocational areas, residential settings, and center wide.

The CSS Committee will communicate the CSS plan and other DOL approved tools to the staff during all-staff meetings over the next month by conducting training sessions and refresher sessions.

Students will be informed via dormitory meetings and center assemblies simultaneously. Each new staff member will be trained in CSS within his or her department; and the center director and management team are responsible for annual CSS training for all staff. The Center will implementation CSS in accordance with the schedule on page 27 of the CSS Implementation Guide.

[NOTE: CSS Implementation Guide is attached]

Students will be expected to be able to meet or excel in the eight Career Success Standards. Staff will be expected to Model, Mentor, and Monitor these same standards.

Standards:

1. Workplace Relationships and Ethics – The student will leave Job Corps with the ability to productively interact with co-workers and deal with problems and situations with honesty, integrity and responsibility.

a. Introduction to Career Success Standards

b. Creating a positive environment

c. Dealing with change

d. Respecting differences/multicultural diversity

e. Emotions

f. Living standards

2. Communications – The student will leave Job Corps with the ability to listen actively, follow directions, and communicate with others to solve problems and accomplish tasks.

a. Recognizing different points of view

b. Listening

c. Having constructive conversations

d. Conflict management

e. Supervision

f. Leadership

g. Teamwork

3. Personal Growth and Development – The student will leave Job Corps with the personal skills, attributes and behaviors that foster confidence and drive for life-long growth.

a. Responsibility to oneself and others

b. Sharing

c. Standing up for oneself and others

d. Commitment

e. Becoming a contributing family member

f. Sportsmanship

g. Citizenship

4. Interpersonal Skills – The student will leave Job Corps with the ability to get along with others and adjust to a variety of social and professional situations.

a. Recognizing feelings

b. Expressing anger constructively

c. Expressing self-control

d. Responding to anger

e. Coping with relationship loss

f. Stress management

g. Dealing with embarrassment

h. Coping with loss and disappointment

i. Personal relationships – friendship

j. Relationships with peers and groups

5. Information Management – The student will leave Job Corps with the ability to interpret and evaluate data, organize and maintain information, and use technology to perform work.

a. How to set and define goals

b. Prioritizing

c. Problem solving strategies

d. Making and carrying out decisions

e. Predicting consequences

f. Dealing with outcomes

6. Multicultural Awareness – The student will leave Job Corps valuing diversity and practicing cultural sensitivity. They will also be able to work with people of different backgrounds and cultures.

a. Respecting diversity

b. Recognizing and addressing bias

7. Career and Personal Planning – The student will leave Job Corps with a personal plan that outlines a step-by-step process for entering and advancing in a fulfilling career.

a. Initiative, risk-taking, and recognizing maximum potential

b. Service learning and giving back

c. Citizenship

d. ESP & PCDP

e. CTS-career transition phase

f. ASVAB (vocational assessments)

g. LMI

h. OMS Committee

i. ESP Teams/Case Management Teams

8. Independent Living – The student will leave Job Corps capable of finding, managing and utilizing the resources needed to maintain employment and lead a productive life as an independent adult.

a. Time management

b. Etiquette

c. Manners

d. Money management

e. Living with laws and norms

f. Dorm life

g. Dress codes

CSS will not replace any of our existing programs but will be incorporated into all aspects of center life – just as CDSS (Career Development Services System) was infused across center culture in 2000. In short, CSS, like CDSS, is Job Corps. Beginning January, 2008, all new students entering the Lyndon B. Johnson CCC will be given a CSS Personal Inventory Assessment. This assessment will give the Center a snapshot of what incoming students will need in CSS to achieve success. We will also have assessment tools to constantly monitor their achievements i.e. ESP, Behavioral Management System, and Personal Goals established in their PCDPs.

Outreach & Admissions (O&A)

Career Development Services begins before the student arrives on Center. It begins with the Outreach and Admissions Specialists. He/she will produce a Personal Career Development Plan (PCDP) with the assistance of the student. It will include basic information pertaining to the student’s background and will include personal accomplishments made prior to coming to Job Corps and the goals the student has set for them to obtain while at Job Corps.

The LBJ CCC point of contact (POC) person for all O&A counselors is the records clerk for new trainees. That person is responsible for reviewing all incoming applications for completeness to include PCDP, school records, criminal check, and medical information. Any application without that information is returned to the Admission Counselor. Applicants are assigned dates based on the application’s arrival on center. Exceptions are made for students with dire and/or special circumstances, which include, but not limited to: homeless, interview date over 3 months past, or co-assignments.

Any application requiring special accommodations, medical, mental, disability or behavior review is done through the Center Director, Center RN, Center Physician and Center Mental Health Consultant. Upon his/her approval, it is forwarded to the appropriate area for specialized review.

Once the Mental Health Consultant or Health Services accepts the application, it is then added to the inventory to be ordered for arrival. Accommodation procedures are followed as listed on the Job Corps Web Site. If an application should be denied, it is forwarded to the Regional Office, which will be further reviewed by the Center’s Program Manager. A log is kept of all forwarded applications. When a folder is returned to the center for assignment from the Regional Office, the Admission Counselor is contacted to set up the best enrollment date for the applicant.

Reviews on center include reading all referral information, applicable documentation provided by medical/legal representation, the Admission Counselor Assessment Tool (ACAT) and accommodations documentation. An applicant’s replies to the questions, admission counselor’s comments, and letters of recommendation are considered before an applicant is sent for further review.

Once an applicant is assigned an arrival date, a prospective list is created by the Records Clerk. This list is issued to O/A Providers, Health Services, CPP Specialist, and the CDS Specialist. The CPP Specialist then sends a letter and brochure of the center to the applicants. The CPP Specialist phones each student at least a week prior to their arrival to verify they are still interested in enrollment. The applicants are given a list of items not to bring, advised of dress policy, Zero Tolerance policy, and general travel arrangements.

An account of the pre-arrival calls is given to the Center POC (Records Clerk). If an applicant expresses they are no longer interested in LBJ or the Job Corps Program, the POC contacts the Admission Counselor for that particular student. Like wise, the Admission Counselors contact the Center’s POC of intended “no shows” on Monday or Tuesday after they finish departures.

Admission Counselors are in contact with the POC via e-mail and phone. Any recruitment issues are discussed with the individual Admission Counselor and the Contractor Representative as needed.

Admission Counselors tour the facilities on a semi-annual basis and are welcome any time. They are given the opportunity to see the center, meet with students they enrolled, and discuss students that have left the program. They are also advised of the rules and regulations specific to this center.

Tours for prospective students and other visitors are provided by the Executive Corps. The Executive Corps is a group of students that have shown leadership, responsibility, maturity, and were recommended by staff.

Career Preparation Phase (CPP)

CPP personnel will collaborate with each student during this phase. Staff will continuously provide students with experience and practice in independent living and self-management skills and assess the student’s needs, capabilities, and progress. Staff will guide each student’s progress and provide feedback on student achievement via CIS. Until CIS is completely functional, his/her vocational instructor will keep a hardcopy of the students Training Achievement Record and his/her counselor will keep a hardcopy of the student’s PCDP. As students complete various competencies, the students PCDP and employability kit will be updated. Career transition readiness will be assessed prior to student’s assignment to Career Development Phase. To ensure that students are fully prepared for successful participation in the Career Development Period case managers will ensure that each student receive ongoing evaluations conducted by the career managers. These Case Management Performance Evaluations shall be conducted every 30-60 days, or as needed, to determine the following:

! Assess the students progress and readiness to participate in career development ! Assist the student in completing/ updating the PCDP ! Collaborate with the student on identifying the personalized mix of career development activities that will move the student toward their career goals.

! Transitioning students to CDP are based on academic, vocational and professional attributes conducive to the workplace environment and marketability ! Students failing to meet standards will receive additional training or counseling as needed to address issues that present barriers to full program participation. This additional training may include repeating part or some of the CPP courses, and/or updating or correcting some or part of the PCDP. Once the instructors and the CPP Specialist feel that the student has successfully completed the Career Preparation Phase (CPP), he/she will then advance to the Career Development Phase (CDP).

It will be assured that all students arriving at LBJ CCC will have completed a Personal Career Development Plan (PCDP) that will reflect the following:

! How services and activities will be scheduled, paced and delivered to ensure personalized learning opportunities tailored to each student’s need during the first 60 days of enrollment.

! Planning services to meet individual student career counseling needs and personal counseling issues through the Case Management Team Meetings.

! Conduct personal counseling sessions to identify and intervene in issues that could impede the professional development of the student.

! Conduct career planning with a conscious effort to personalize services while meeting the needs, goals and desires of the student and Job Corps. Document the progressive development of student’s preparedness skills: vocational, academic, employability and independent living.

! The PCDP will be a blueprint for each student’s working relationship with Job Corps. It will be updated continually through documentation, via Case Management Teams and/or CIS to assist, develop, and document progress, challenges, and strategies always with the student’s input. A copy of the student’s PCDP will be given to the student each time it is updated during a Case Management Team meeting. Copies of the Case Management Team’s notes pertaining to the student will be forwarded to their vocational instructor and the student’s counselor.

! PCDP will be maintained by the student’s counselor and electronically transferred to the CDS and Placement Specialist when the student has either exited from the program suddenly (Discipline, Medical, AWOL) or has been assigned a completion date by the Retention Committee. Then the CTS or Placement Specialist will electronically transfer the ePCDP to the Career Transition Specialist upon meeting employability as per the assigned zone of influence of the

CTT.

Case Management evaluations of students will be continuous through OA, CPP, CDP, and CTS with emphasis on, counseling sessions, Career Development and Case Management Team Meetings.

Students arriving on campus will receive a smooth transition in acclimating them to center life, systems, benefits, rules and procedures to successfully complete the program. The CPP Specialist will ensure that safe arrival calls are made to the parents/guardians of the students. The focus will center on the achievement of career development plans while documenting the progressive point of independent living. Students will receive intensive training in Wellness and Diversity, Employability Skills, and Information Technology. These classes are provided by staff from Southwestern Community College and administered under the supervision of CESC. The following are the experiences and information provided to new students during their first 60 days on center:

! The Job Corps Mission is given and discussed.

! The Career Development Services System (CDSS) is summarized and explained.

! The Center’s schedule of training and activities are discussed along with the support services, which include: food service, mail, telephone, legal issues and rights.

! Students will receive and discuss the Student Handbook during CPP.

! Center/Dormitory life, independent living skills, recreation, leisure time, community information, safety, security and health/wellness are all discussed during the CPP process a well.

! Assessment testing conducted by both education (TABE testing) and the CPP Specialist within the first two weeks is done.

! The student’s progress for the first 45 days is monitored by the Case Management Team, which is made up of various staff throughout the center.

! The rights and responsibilities of students, conduct, and accountability, leave and absence policies are also discussed in the first week of CPP.

! The Placement Specialist gives information to students regarding off-center CTS, advance training, college enrollment, and military options they will also enroll them with the Employment Security Commission (ESC) within the first 30 days on center.

Within 60 days each student will receive an introduction to computer skills necessary to function in the workforce and society. These will be integrated into aspects of the vocational aptitude, training and life. Class instruction will be provided on the following:

! Computer technology and its application in business and society

! Basic care and components of hardware and software ! Computer functions: keyboarding, word processing applications, e-mail communication, internet job searches and sources of employment, labor market information and exploration, community support service resources, i.e. one-stop and unemployment services

! Identifying personal skills; sources of employment; making applications in writing through resume and cover letters, and/or telephonic or written job applications

! Job survival skills: interviewing, apprenticeship application, legal issue in the workplace, strategies for succeeding the first weeks on the job

! Career Transition Services (CTS) through JC and one-stops ! Employability Skills taught by CPP Instructors and reinforced throughout their training (CDP) ! Diversity and Cultural Awareness Training taught through Southwestern

Community College ! Wellness and Health Training provided through Southwestern Community

College ! Conflict Resolution is taught by the counseling department along services provided through Smoky Mountain Mental Health ! Driver’s Education is taught during CPP by the full-time Driver’s Education

Instructor ! The SPO Officer, the counselors, residential staff, and the CPP Specialist teach social Skills Lessons 1-6 during CPP. Social Skills training then continues on a weekly basis during CDP.

LBJ CCC will provide an Employability Skills Training (EST), Diversity Training and Workplace Communications in accordance with requirements in the PRH Chapter 2. Numerous Work Based Learning applications will be practiced and utilized in the delivery of these courses. The overall goals of these student readiness courses are:

1) To integrate all student training activities on center into real workplace application; Included in this, but not limited to this goal are the following activities: Completion of computer literacy within the first 60 days on center, resume building, establishment of short term and long term career goals, interviewing skills, successful completion of simple job applications, employability concepts, interaction with supervisors, communication skills, hands on learning.

2) To teach students the necessary skills to obtain and retain meaningful and opportunistic employment within the first 60 days on center.

3) To teach students appropriate workplace behaviors; and,

4) To support all OMS placement goals and outcome measurements.

Students are evaluated on a weekly basis through the Retention Committee regarding their progress and success in CPP. If it is determined that the student is failing CPP, the Retention Committee along with the Case Management Team will determine the needs of the student and determine the best way of assisting the student so he/she will successfully complete CPP. The student may need to repeat parts or the whole part of CPP if the Case Management Team or the Retention Committee feels it is necessary.

The Case Manager during CPP is the CPP Specialist with the assistance from the CDS Specialist, counselors, residential advisors, the Case Management Team and the Retention Committee.

Career Development Phase (CDP)

Career Development Phase (CDP), in addition to Education/academic studies, provides vocational training and applied academics in specific fields such as: Carpentry, Culinary Arts, Cement Finishing, Welding, Brick Masonry, Facility Maintenance, Business Technology, and Painting.

Students completing the Career Preparation Phase will progress into the Career Development Phase.

The purpose of the CDP is to assess and ensure the students can demonstrate all CPP competencies taught and are fully prepared to effectively access resources/services, conduct successful job search leading to employment and, productive and timely transition into the workforce. Adjusting the PCDP to refine or reestablish professional development through student monitoring and counseling will reflect the natural design of the personalized plan.

Within thirty days new students will receive a case management performance evaluation review, which serves as a qualitative analysis of the transitional progress of the student. This evaluation is compiled from the students’ academic and professional development/progress, and such, is discussed jointly and cooperatively between the case managers and the student. Constructive counseling, encouragement and identification of special needs is determined and referred to appropriate sources for follow-up. This review is repeated every sixty days or as necessary to ensure progressive development of the student through the CDSS phase. This review will also identify the need for outreach services, retraining for adverse conduct, or potential separation. Students failing to meet established professional development would be referred back to CPP/CDP for retraining. This is accomplished through the Case Management Teams that meet weekly to discuss student progress.

Residential Living

The residential living area is a vital component to the CDSS program and it is part of the phases of CDSS: the Career Preparation Phase, the Career Development Phase and the Career Transition Phase. Within the residential living area, there are several key elements that the students learn. They are as follows:

Social Skills Training—Students are taught social skills within education and vocation by their instructors and in residential by their dorm manager and assigned staff. The social skills learned by the students will enhance their careers both on center and once they complete the program.

Leadership Training—Students are assigned to take a week long leadership training course that involves numerous staff on center discussing leadership issues. Then, the students are placed in leadership positions throughout the center to include recreation, Student Government, dormitories and vocation.

Citizenship/Community Training—Students are taught by the residential living department to work within the community and to interact with individuals both on and off center. This training is begins when they arrive in the residential living area and continues throughout their stay at the center.

Recreation and Team Work—Students learn both team work and physical education within the residential living program. Sportsmanship type conduct is taught and learned within a positive competitive atmosphere.

Independent Living Skills—Students are taught independent living skills throughout their entire stay on center. The independent living skills they learn will follow them throughout their entire lives. They will learn such skills as responsibility, initiative, motivation, planning, goal setting, attendance, personal hygiene to name a few.

Career Success Standards- CSS will be integrated with the current Social Skills

Training program conducted by the residential living staff.

Residential Evening Structured Program- The purpose and mission of this program is to enhance the Independent Living program. This program is structured to target the students’ time management skills, increase their knowledge and employability skills.

The types of training that this system will enhance but not limited to will be:

1. Career Study

2. Safety

3. Recreation Clinic

4. Center Wide Assembly

5. TEAP

6. *Dorm Sessions

7. Retention

Types of Dorm Session are as followed by *

1. *Bed Making Class

2. *Dress for Success Class

3. *Cleanliness Class

4. *Proper Hair Class

5. *Safety Meeting

6. *CDSS (Social Skills)

7. *Hygiene Class

8. *Proper Locker Organization

Note: This program process is evaluated through our Evaluation of Students Progress (ESP). This will give each student an opportunity to improve their evaluation through an implemented point system.

Another measured tool for the center will be the number of weekly disciplinary reports, Center Review boards and disciplinary separations, GED’s, Numeracy, Literacy and Ordinary separations

Residential Structural Program Schedule Lincoln Hall and Washington Hall TEAP and Career Study will be broke up into (2) 60 minute sessions with 32 students per session.

Kennedy Hall TEAP and Career Study will be broke up into (2) 60 minutes’ session with 27 students. Dorm 1 and beds 1-9 out of Dorm 2 will have 2 sessions in the CPP classroom. Kennedy Hall and Jackson Hall TEAP Sessions will be held in the new Conference Room. Jackson Hall TEAP will be conducted with a total of 28 students this dorm sessions will not be broke up. Jackson TEAP will only be one session Some dorms will be assigned the computer Lab and some dorms will be assigned Supervisor Locker Inspection, this may be subject to change or rotate. There are four crucial sessions our students need to attend through Three days of the weeks for 3 to 4 hours Monday, Wednesday and Thursday from 6:00-9:00pm. The students are being given Tuesday, Friday, Saturday and Sunday off from these structural sessions and Monday when Holiday applies.

Our mission is to provide our students with structural that will help themselves outside of Job Corps.

Monday Wednesday Thursday 1800-

1900- 2000 2000-2100 1800-1900 1900-

2000- 2100 1800-1900 1900-2000 2000-

Jackson A CSS Locker Inspection

Career Study

TEAP Computer Lab

Recreation Arts and Crafts

Jackson B Locker Inspection CSS Arts and

Crafts Recreation Career Study

1800-

1900- 2000 2000-2100 1800-1900 1900-

2000- 2100 1800-1900 1900-2000 2000-

Monday Wednesday Thursday

1800-

1900- 2000 2000-2100 1800-1900 1900-

2000- 2100 1800-1900 1900-2000 2000-

Jackson A CSS Locker Inspection

Career Study

TEAP Computer Lab

Recreation Arts and

Jackson B Locker Inspection CSS Arts and

Crafts Recreation Career Study

1800-

1900- 2000 2000-2100 1800-1900 1900-

2000- 2100 1800-1900 1900-2000 2000-

Kennedy A Career Study

Computer Lab Recreation CSS Locker

Inspection Arts and Crafts TEAP

Kennedy B Computer

Lab Career Study

Arts and Crafts

Locker Inspection CSS Recreatio n TEAP

1800-

1900- 2000 2000-2100 1800-1900 1900-

2000- 2100 1800-1900 1900-2000 2000-

Lincoln A Recreatio n

Arts and

Career Study TEAP TEAP CSS Computer

Lab

Lincoln B Arts and

Recreatio n

Locker Inspection

Career Study

Locker Inspection

Computer Lab CSS

1800-

1900- 2000 2000-2100 1800-1900 1900-

2000- 2100 1800-1900 1900-2000 2000-

Washington A TEAP CSS Computer Lab Recreation Arts and

Crafts Career Study

Locker Inspection

Washington B CSS TEAP Arts and

Recreatio n Computer

Lab Locker

Inspection Career Study

Jackson A Bays A & D

Jackson B Bays B & C

Kennedy A Dorm 1 & Dorm 2 – Beds 1 thru 9

Kennedy B Dorm 3 & Dorm 2 – Beds 10 thru 18

Lincoln A Bays 1 & 4

Lincoln B Bays 2 & 3

Washington A Bays 1 & 4

Washington B Bays 2 & 3

Student Personnel Officer (SPO)

The Student Personnel Officer (SPO) is responsible for providing incentives to students throughout all CDSS Phases. Positive Behavior/achievements are recognized during the Case Management Team meeting with the student and also during the monthly Awards Assembly held on the third Thursday of each month in the gymnasium. Also, the SPO will take all Gold students on a monthly incentive trip off center to various places of entertainment. The SPO will provide a watch for all graduates who complete the program with no major write-ups.

Along with incentives, the SPO also supervises discipline. Both advancements in the Color System (Awards System) and the Restriction List are managed by the SPO along with weekend passes.

Center Review Boards and Behavior Adjustment Panels are conducted under the direction of the SPO with the assistance of designated staff.

DICSIPLINARY STANDARDS

LEVEL 1

Fact Finding Board. Final decision within three (3) training days.

If facts substantiate charge, student(s) will be Automatically Discharged From The Program.

If student(s) are a threat to the Center, other students, or themselves, they will be Immediately Removed from the Center.

LEVEL II

Center Review Board. Final decision within five (5) training days.

If student(s) are retained, the Center Director will assign all Punishment and Sanctions.

Standard Punishment is $5.00 Fine, 10 Hours Extra Duty, 30 Days Restriction and Color Demotion.

LEVEL III

Behavior Review Panel. Hearing within ten (10) days.

Review Panel will assign All Punishments and Sanctions.

Standard Punishment is $3.00 Fine, 3 Hours Extra Duty, 14 Days Restriction and Color Demotion.

LEVEL IV

Three (3) hours Extra Duty

All Extra Duty hours for discipline will be worked for Residential, after 4:00 P.M. or on the Weekends.

Any student(s) that is on the Restriction List or Extra Duty Hours List are not eligible for any off Center Trips, Weekend Pass, or participation in the Athletic Programs.

The Center Director and Student Personnel Officer will review all Serious Incidents and Implement All Review Board Actions.

The Center Director will Implement All Judicial Custody Actions.

The Center Director will Implement All Administrative Terminations.

The Student Personnel Officer will review All Serious Incidents and send Serious Incident Reports with Center Director Approval.

Student Incentives

The Incentive Committee will meet once a quarter to monitor the incentives program for the students at LBJ. They will also be scheduling the next 3 months of Gold trips. Each department on center will be represented at the Incentive Committee each quarter along with the Student Government Association (SGA) President. See attached committee sheet.

I. TRADE OF THE MONTH AWARD-Pizza Party for the entire trade once a month

• Do a monthly inspection for each trade and give them a “Safety Inspection Rating” (i.e. 85%, 90%, etc). This score will be given by the Center Safety Officer (Kent Gibson). This score will be posted in each trade.

• Vocational instructors will provide to the SPO no later then the 5th of each month, the names of completers in their trade for the previous month. This will then be checked against Administrative records for accuracy.

• Safety Officer will provide to SPO and/or WPO by the end of each month the

“Safety Inspection Rating” for each trade.

• The winning trade will be determined by the “Safety Inspection Rating” score for the month and the percentage of completers in each trade based upon the number of slots.

• Trade completers received for the past month based upon a percentage of trade slots. This will be monitored by the SPO and/or WPO.

• This award will be presented by Vocation at each Monthly Awards Ceremony.

• Cost each month would be approximately $150 and for the year $1,800

• Only one trade will be recognized each month. In the event that there is a tie, the trade with the most percentage of completers will win.

• SPO and/or WPO will monitor each month completions along with Incentive

Committee on a quarterly basis.

• Pizza party will be arranged by the Vocation department and will be at a designated time so that both vocation weeks for the winning trade can participate in pizza party.

EXAMPLE:

Painting 5 completers 10 slots = 50% Monthly Inspection: = 86.25%

Total=136.25

Carpentry 9 completers 20 slots = 45% Monthly Inspection: = 87.50%

Total=132.50

Painting would be the winner and would receive the pizza party.

II. HALL OF THE MONTH AWARD-$250 awarded for the best Hall

• Based upon a Percentage (%) of students currently in the hall and not the actual number accomplished.

• It is also based upon the actual number of students and not the number of beds/slots.

• Percentage of Gold students at the end of the month from each hall based upon the last SPO report for that particular month.

• Percentage of students on restriction is deducted from total score based upon the last SPO report for that particular month.

• Average daily inspection score for the entire month.

• Residential will provide to SPO the daily inspection score for each hall by the end of each day.

• Need to have only (1) one person do dorm inspections so it will be consistent.

• SPO will take the percentage of gold students per hall and subtract the percentage of those on restriction from each hall and then add the average daily inspection score.

• This award will be presented by Residential.

• The award amounts will be $200 for Jackson or Lincoln Hall and $300 for

Washington, and Kennedy Halls due to the difference of available beds in each hall.

• Cost each month would be from $200 to $300 and for the year would range from $2400 to $3,600 depending on which hall wins each month.

• The Incentive Committee will monitor how much each hall has earned and all requests to spend money will go through Mrs. Betty Pannell. Copy of receipts will also need to be forwarded to Mrs. Pannell. Money can be spent as the hall feels appropriate by a majority vote coordinated by the Hall Manager.

• Money must be spent within 90 days or less from earning the award/money.

• Money will need to be spent by the middle of May each year. Only money from

June’s awards can carry over to the new budget year.

EXAMPLE:

Lincoln Hall Percentage of Gold Students = 20.00% 40 students, 8 are gold Minus Percentage of those on Restriction = 17.50% 40 students, 7 on restriction Total = 2.50% Add Average Daily Inspection Score = 87.5% Final Score = 90.00%

Washington Hall Percentage of Gold Students = 20.83% 48 students, 10 are gold Minus Percentage of those on Restriction = 20.83% 48 students, 10 on restriction Add Average Daily Inspection Score = 89.90% Final Score = 89.90% Lincoln Hall will win the $250 for the month.

III. OTHER AWARDS/INCENTIVES

When they 1st get into Gold They get $20 Wal-Mart gift card from SPO

Every time they get Gold scores on ESP They get gold card and $5 phone card from SPO.

When new students first arrive on center They get $5 phone card from SPO

Complete with no major write-ups They get a watch from SPO

Complete the week long Leadership class They get a jacket from Res.(cost $1,500 a year-comes from

Residential Budget)

Jacket leaders and Gold students go on trip Monthly Gold/Jacketed Leader trip from SPO

Complete their GED Certificate and t-shirt from Education Department

IV. ACADEMIC EDUCATION MONTHLY AWARDS

Pre-GED Reading Award-Certificate and $5 Pre-GED Math Award-Certificate and $5 Pre-GED Writing Award-Certificate and $5 GED 1 Award-Certificate and $5

GED 2 Award-Certificate and $5 HRD Class Award-Certificate and $5 Health & Diversity Class Award-Certificate and $5 Driver’s Education Award-Certificate and $5 Computer Lab Award-Certificate and $5 Information Technology Award-Certificate and $5 Overall Education Award-Certificate and $20

V. OCCUPATIONAL TRAINING MONTHLY AWARDS

Business Occupation Award-Certificate and $5 Administrative Systems Award-Certificate and $5 Brick Masonry Award-Certificate and $5 Facility Maintenance Award-Certificate and $5 Carpentry Award-Certificate and $5 Cement Masonry Award-Certificate and $5 Culinary Arts Award-Certificate and $5 Painting Award-Certificate and $5 Welding Award-Certificate and $5 Safety Award-Certificate and Pendant Overall Occupational Training Award-Certificate and $20

VI. RESIDENTIAL LIVING MONTHLY AWARDS

Lincoln Hall Award-Certificate and $5 Jackson Hall Award-Certificate and $5 Washington Hall Award-Certificate and $5 Kennedy Hall Award-Certificate and $5 Citizenship Award-Certificate and $5 K.P. Student of the Month Award-Certificate and $5 Kitchen Award-Certificate and $5 Overall Residential Living Award-Certificate and $20

Career Development Services System Coordinator:

At LBJCCC the CDSS coordinator will be the Academic Manager. This position is subcontracted by Career Education Services Company, out of Franklin, KY, to provide a Career Development Specialist (CDS) on site at LBJCCC under the NC State CDSS Plan.

The CDS will embrace the case management system to ensure the students receive the most appropriate set of services from existing resources. CDS will ensure that students receive the most appropriate set of services. The CDS will report to the CESC Subcontract manager located on center, who then reports to the Center Director. The CDS serves as the centers liaison for students’ progressive development between Career Preparation Phase and Career Transition Phase. The purpose of the Career Development Period is to assure the efficient, effective, and integrated delivery of Career Development training to students to facilitate their successful transition from a learning environment to careers and independent living.

The CDS responsibilities are mandated by the PRH, dated July 2001, Ch. 3., pp 3-3 to 3-66 and the Region III, CDSS Plan, dated July 2001.

The CDS Specialist/Manager will endorse all aspects of the Center Career Development Plan to ensure a comprehensive case management approach is applied on a personal and professional level with each student. This involves planning, coordinating, monitoring, and evaluation of each student’s ePCDP and progressive development. The ePCDP serves as a functional contract between the Job Corps resources and the student. The utility of the ePCDP is an established individualized services plan that identifies needed services, accessing services, and ensuring that students receive them.

Inclusive to the ePCDP is the continuum of interactive update and refinement of counseling, support, advice, practicum, and professional development of the student. This concept is synergistic to the requirements and goals of welfare reform and agencies such as Job Corps as front line case managers.

The concept will focus on the quality of academic, vocational and professional development of the student for career development and independent living. The Career Development Specialist will ensure that the students acquire the skills, knowledge, and attributes that will make them employable and the practice of those skills is integrated into all aspects of career development and student life on center.

Service integration throughout case management offers a continuum of diversity rather than similarity on formal and informal training opportunities throughout the student’s tenure on Campus.

Career managers will guide each student’s career progress through the ePCDP, while updating and also provide feedback on student assessment and achievement. In the climate of case management it serves in the best interest of both parties, client and services, that a strong rapport be established where trust, sincerity establishes the tone of the partnership. The holistic approach and sincere interest in the student fosters an environment the case manager and student can utilize to develop a productive relationship.

The PCDP serves as the service plan, setting forth a plan of action often following extensive discussion of realistic milestones and incentives. The goals of the plan must strike a balance between unrealistic or limited—they must be realistic and attainable within the parameters of utility and a motivated student. The student must acknowledge the incentives toward program completion and have this reinforced at every opportunity as they move toward CTP. Students will not exit CDP until they are employable.

Once the student is 60 days from completion in either the vocational or educational, the Career Development completion process begins, but it is not instantaneous, but rather progressive. The Vocational Instructor begins the student’s exit papers. They are then passed on to all department heads for their signatures, and ultimately returned to the student’s Counselor, who presents them to the Retention Committee for approval. Once the Retention Committee approves the exit papers, the Placement Specialist will prepare the student for the Career Transition Phase (CTP). Preparing students for employment and independent living is critical for the success of the JC, the Center, and the student; employability and independent living become priorities. The Career Development Specialist will work either independently or in-group environments in the application of the following continuum of professional development/s:

Interview skills

Advanced employment skills: searches, applications, inquiries Compilation of individualized Professional Career Portfolio included within are as follows:

* Letter of introduction or cover letter and/or samples for specific applications

* Professional resume’ documenting vocational, academic, experiential accomplishments and experiences; professional reference/s and career objective

* Certificates of completion for academic or vocational TAR

* Have a telephone interview with Career Transition Specialist of the area for which they plan to return.

Career Transition Phase (CTP)

Lastly, students will process through the CDP to CTP with the professional attributes of seeking and maintaining employment. CTP is designed as a transitional disengagement where the student has reached a satisfactory level of self-sufficiency or when the goals of the PCDP/service plan have been accomplished. The post-case management systems phase, or CTP, includes several topics and activities prior to departure from center which include: establishing procedures and conditions for uniting with the off-center CTS case manager; resume and PCDP updating; overview of interviewing techniques; address and personal information confirmed; and possible job interviews scheduled prior to departure.