PRH attachment ch 3.pdf

POLICY AND

REQUIREMENTS

HANDBOOK

CHAPTER 3:

CAREER DEVELOPMENT PERIOD

January 15, 2010

PRH Chapter 3: Career Development Period i

JANUARY 15, 2010 09-18

TABLE OF CONTENTS

3.0 OBJECTIVES ............................................................................................................. 3.0-1

3.1 CENTER PLAN .......................................................................................................... 3.1-1

Purpose......................................................................................................................... 3.1-1 Requirements............................................................................................................... 3.1-1

R1. Career Development Plan ..................................................................... 3.1-1 Quality Indicator ......................................................................................................... 3.1-3

3.2 ADMINISTRATION AND MANAGEMENT OF CAREER DEVELOPMENT

SERVICES................................................................................................................... 3.2-1

Purpose......................................................................................................................... 3.2-1 Requirements............................................................................................................... 3.2-1

R1. Managing the Learning Environment ................................................... 3.2-1 R2. Scheduling............................................................................................. 3.2-2 R3. Equipment/Clothing .............................................................................. 3.2-2 R4. Personal Tools ....................................................................................... 3.2-2 R5. Student Certification and Licensing ...................................................... 3.2-3 R6. Record Keeping .................................................................................... 3.2-3 R7. Performance Assessment ...................................................................... 3.2-3 R8. Career Technical Program Changes ...................................................... 3.2-3

Quality Indicators ....................................................................................................... 3.2-4

3.3 PERSONAL AND CAREER COUNSELING ......................................................... 3.3-1

Purpose......................................................................................................................... 3.3-1 Requirements............................................................................................................... 3.3-1

R1. Personal Counseling.............................................................................. 3.3-1 R2. Career Counseling ................................................................................. 3.3-1 R3. Coordination of Services ....................................................................... 3.3-1 R4. Reporting/Documentation/Record Keeping .......................................... 3.3-2

Quality Indicators ....................................................................................................... 3.3-2

3.4 STUDENT STANDARDS OF CONDUCT .............................................................. 3.4-1

Purpose......................................................................................................................... 3.4-1 Requirements............................................................................................................... 3.4-1

R1. Incentives .............................................................................................. 3.4-1 R2. Rules and Sanctions .............................................................................. 3.4-1 R3. Investigation and Disposition of Incidents ........................................... 3.4-1 R4. Appeal Process ...................................................................................... 3.4-2

PRH Chapter 3: Career Development Period ii

TABLE OF CONTENTS (continued)

R5. Regional Appeals Board ....................................................................... 3.4-2 R6. Reporting/Documentation/Record Keeping .......................................... 3.4-4

Quality Indicators ....................................................................................................... 3.4-4

3.5 EVALUATION OF STUDENT PROGRESS .......................................................... 3.5-1

Purpose......................................................................................................................... 3.5-1 Requirements............................................................................................................... 3.5-1

R1. Frequency .............................................................................................. 3.5-1 R2. Content of Evaluations .......................................................................... 3.5-1 R3. Reporting/Documentation/Record Keeping .......................................... 3.5-2

Quality Indicators ....................................................................................................... 3.5-2

3.6 CENTER-BASED LEARNING STANDARDS ....................................................... 3.6-1

Purpose......................................................................................................................... 3.6-1 Requirements............................................................................................................... 3.6-1

R1. Instructional Strategies and Materials ................................................... 3.6-1 R2. Curriculum Content Areas and Competencies ...................................... 3.6-2 R3. Course Structure.................................................................................... 3.6-2 R4. Testing................................................................................................... 3.6-3

Quality Indicators ....................................................................................................... 3.6-3

3.7 CAREER SUCCESS STANDARDS ......................................................................... 3.7-1

Purpose......................................................................................................................... 3.7-1 Requirements............................................................................................................... 3.7-1

R1. Required Career Success Standards ...................................................... 3.7-1 R2. Strategies for Delivery. ......................................................................... 3.7-3

Quality Indicators ....................................................................................................... 3.7-4

3.8 WORK-BASED LEARNING STANDARDS ........................................................... 3.8-1

Purpose......................................................................................................................... 3.8-1 Requirements............................................................................................................... 3.8-1

R1. Work-Based Learning Program ............................................................ 3.8-1 R2. Employer Partnerships .......................................................................... 3.8-1 R3. Work-Based Learning Agreements ....................................................... 3.8-2 R4. On-Center Work-Based Learning ......................................................... 3.8-2 R5. Career Technical Skills Training (CTST) Projects ............................... 3.8-3 R6. Work-Site Monitoring ........................................................................... 3.8-3 R7. Reporting/Documentation/Record Keeping .......................................... 3.8-4

Quality Indicators ....................................................................................................... 3.8-4

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3.9 READING .................................................................................................................... 3.9-1

Purpose......................................................................................................................... 3.9-1 Requirements............................................................................................................... 3.9-1

R1. Required Instruction.............................................................................. 3.9-1 R2. Placement in Reading Instruction ......................................................... 3.9-2 R3. Reporting/Documentation/Record Keeping .......................................... 3.9-3

Quality Indicators ....................................................................................................... 3.9-3

3.10 MATHEMATICS ..................................................................................................... 3.10-1

Purpose....................................................................................................................... 3.10-1 Requirements............................................................................................................. 3.10-1

R1. Required Instruction............................................................................ 3.10-1 R2. Placement in Mathematics Instruction ................................................ 3.10-1 R3. Reporting/Documentation/Record Keeping ........................................ 3.10-2

Quality Indicators ..................................................................................................... 3.10-2

3.11 HIGH SCHOOL DIPLOMA AND GED CERTIFICATE ................................... 3.11-1

Purpose....................................................................................................................... 3.11-1 Requirements............................................................................................................. 3.11-1

R1. High School Diploma ......................................................................... 3.11-1 R2. GED Preparation and Testing ............................................................. 3.11-1 R3. Concurrent HSD/GED Programs ........................................................ 3.11-2 R4. Reporting/Documentation/Record Keeping ........................................ 3.11-2

Quality Indicators ..................................................................................................... 3.11-3

3.12 ENGLISH AS A SECOND LANGUAGE (ESL) ................................................... 3.12-1

Purpose....................................................................................................................... 3.12-1 Requirements............................................................................................................. 3.12-1

R1. Center Requirements ........................................................................... 3.12-1 R2. English Language Skills ..................................................................... 3.12-1 R3. Special Support for ELL Students ...................................................... 3.12-1 R4. Reporting/Documentation/Record Keeping ........................................ 3.12-2

Quality Indicators ..................................................................................................... 3.12-2

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3.13 CAREER TECHNICAL TRAINING ..................................................................... 3.13-1

Purpose....................................................................................................................... 3.13-1 Requirements............................................................................................................. 3.13-1

R1. Approved Programs ............................................................................ 3.13-1 R2. Required Instruction............................................................................ 3.13-1 R3. Employer Involvement ........................................................................ 3.13-2 R4 Job Shadowing .................................................................................... 3.13-2 R5. Relations With National Training Contractors ................................... 3.13-2 R6. Advanced Training (AT) Programs .................................................... 3.13-2 R7. Reporting/Documentation/Record Keeping ........................................ 3.13-3

Quality Indicators ..................................................................................................... 3.13-4

3.14 CONCURRENT TRAINING .................................................................................. 3.14-1

Purpose....................................................................................................................... 3.14-1 Requirements............................................................................................................. 3.14-1

R1. General ................................................................................................ 3.14-1 R2. Off-Center Training (OCT) Programs ................................................ 3.14-2 R3. Advanced Career Training (ACT) Programs ...................................... 3.14-4

Quality Indicator ....................................................................................................... 3.14-6

3.15 INFORMATION TECHNOLOGY ......................................................................... 3.15-1

Purpose....................................................................................................................... 3.15-1 Requirements............................................................................................................. 3.15-1

R1. Applied Information Technology ....................................................... 3.15-1 R2. Computer-Based Learning .................................................................. 3.15-1 R3. Word Processing ................................................................................. 3.15-1 R4. Internet Proficiency ............................................................................. 3.15-1 R5. Business Technology .......................................................................... 3.15-2 R6. Business Etiquette ............................................................................... 3.15-2

Quality Indicators ..................................................................................................... 3.15-2

3.16 RESIDENTIAL LIVING ......................................................................................... 3.16-1

Purpose....................................................................................................................... 3.16-1 Requirements............................................................................................................. 3.16-1

R1. Student Self-Management Skills Development .................................. 3.16-1 R2. Supervision of Student Living Areas .................................................. 3.16-1 R3. Delivery of Services to Students ......................................................... 3.16-1 R4. Reporting/Documentation/Record Keeping ........................................ 3.16-1

Quality Indicators ..................................................................................................... 3.16-2

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3.17 WELLNESS............................................................................................................... 3.17-1

Purpose....................................................................................................................... 3.17-1 Requirements............................................................................................................. 3.17-1

R1. Required Instruction............................................................................ 3.17-1 R2. Reporting/Documentation/Record Keeping ........................................ 3.17-1

Quality Indicators ..................................................................................................... 3.17-1

3.18 RECREATION AND LEISURE TIME ACTIVITIES ......................................... 3.18-1

Purpose....................................................................................................................... 3.18-1 Requirements............................................................................................................. 3.18-1

R1. Planning .............................................................................................. 3.18-1 R2. Recreational Activities ........................................................................ 3.18-1 R3. Community Service Projects............................................................... 3.18-1 R4. Supervision ......................................................................................... 3.18-1 R5. Water Safety Training ......................................................................... 3.18-1 R6. Use of Videos ...................................................................................... 3.18-2 R7. Leisure Time Employment ................................................................. 3.18-2

Quality Indicators ..................................................................................................... 3.18-2

3.19 STUDENT GOVERNMENT AND LEADERSHIP .............................................. 3.19-1

Purpose....................................................................................................................... 3.19-1 Requirements............................................................................................................. 3.19-1

R1. Student Government Association (SGA) ............................................ 3.19-1 R2. Student Leadership.............................................................................. 3.19-1 R3. Student Benefit Fund .......................................................................... 3.19-1 R4. Reporting/Documentation/Record Keeping ........................................ 3.19-2

Quality Indicators ..................................................................................................... 3.19-2

3.20 DRIVER EDUCATION ........................................................................................... 3.20-1

Purpose....................................................................................................................... 3.20-1 Requirements............................................................................................................. 3.20-1

R1. Required Instruction............................................................................ 3.20-1 R2. Assistance for Students With Revoked or Suspended Licenses ......... 3.20-1 R3. Payment of Fees .................................................................................. 3.20-1 R4. Reporting/Documentation/Record Keeping ........................................ 3.20-1

Quality Indicator ....................................................................................................... 3.20-1

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3.21 CAREER TRANSITION READINESS ................................................................. 3.21-1

Purpose....................................................................................................................... 3.21-1 Requirements............................................................................................................. 3.21-1

R1. Separation Status ................................................................................. 3.21-1 R2. Job Search Skills ................................................................................. 3.21-1 R3. Personal Career Development Plan .................................................... 3.21-1 R4. Job Search Credentials ........................................................................ 3.21-1 R5. Transitional Needs Assessment .......................................................... 3.21-1 R6. Job Development ................................................................................ 3.21-2 R7. Transition Resources and Services ..................................................... 3.21-2

Quality Indicators ..................................................................................................... 3.21-2

EXHIBITS

Exhibit 3-1 Infraction Levels and Appropriate Center Actions

Exhibit 3-2 Requirements for the Conduct of Fact-Finding Boards and Behavior Review Panels

Exhibit 3-3 Center-Operated Career Technical Training Programs – Training Titles, Codes, and Student/Teacher Ratios

APPENDICES

Appendix 301 Tests of Adult Basic Education (TABE) Requirements and Instructions

Appendix 302 Memorandum of Understanding Between the NTC and Center Contractor

Appendix 303 Career Technical Skills Training

Appendix 304 Guidelines for the Accreditation of Job Corps’ High School Programs

Appendix 305 Checklist for Exemption From Tests of Adult Basic Education for Students With Documented Cognitive Disabilities – and Form for Request for a Disability Waiver From TABE Testing

Appendix 306 Career Technical Training Change Request Guidelines

Appendix 307 Career Technical Training Change Request Form

Appendix 308 Acceptable Work-Based Learning Activities

Appendix 309 OCT Program Code Request Form

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3.0 OBJECTIVES

To prepare students to enter and remain connected to the labor market, and/or obtain further education and training, by assisting them to:

• Acquire the foundation skills, specific knowledge, and competencies needed to achieve their career goals.

• Understand how to progress in the workplace environment.

• Move successfully from the learning environment to the work environment.

To provide a safe and secure living environment in which students:

• Experience personal growth.

• Learn self-management, personal responsibility, and both independent and community living skills.

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3.1 CENTER PLAN

PURPOSE

P1. To ensure the efficient, effective, and integrated delivery of career development training to students to enable their successful transition from learning to careers.

REQUIREMENTS

R1. Career Development Plan

a. Centers shall prepare and implement a Career Development Plan (CDP) as part of the overall Career Development Services System (CDSS) Plan. The plan shall be submitted for Regional Office approval in accordance with Chapter 5, Management.

b. Career development services reflected in the plan shall be tailored to the individual needs of each student, provided throughout enrollment, and coordinated with Career Preparation and Career Transition Services (CTS) to ensure continuity of services to students.

c. At a minimum, the CDP shall address:

1. The rationale for the design of career development services and how that design will ensure provision of individualized services to assist each student in meeting his or her career goals.

2. Organization, to include detailed descriptions of:

(a) How each component will be staffed.

(b) How center staff (instructional and other) will collaborate to ensure that training and services are effectively delivered in partnership with all staff concerned.

(c) How the center will ensure that Tests of Adult Basic Education (TABE®) will be implemented using the Student Testing System (STS) in a designated testing facility, following procedures for securing test materials, scheduling tests, and administering the tests.

(d) How center-based and work-based learning will be scheduled and what interruptions to the schedule will be allowed.

(e) How individualized services will assist each student in meeting all eight Career Success Standards.

(f) How the center will ensure the delivery of programs and services to English Language Learner (ELL) students.

3. Methods, materials, and activities to:

(a) Teach each of the competencies required by this chapter.

(1) Centers may use either materials and methods as outlined in Job Corps course guides or other materials and methods

PRH Chapter 3: Career Development Period Page 3.1-2 selected by centers to teach required competencies.

Centers must define requirements for student completion of course materials and competencies. Centers must also describe how students’ progress in training will be documented in Case Notes, through the Evaluation of Student Progress (ESP), or other means.

(2) If a center elects to use Job Corps materials and methods to teach a set of required skills, the plan need only reference the relevant course guide.

(3) Regional Offices may direct centers to use specified Job Corps materials and methods for given subject areas if training outcomes do not meet targeted levels.

(b) Integrate academic, career technical, and career success skills development and practice to impart knowledge and help students develop appropriate attitudes and behaviors in the context of the workplace.

(c) Encourage and support student certification attainment.

(d) Use center and employer work sites to teach required skills and competencies.

(e) Instruct students in workplace safety measures.

(f) Provide individual students with experiences and practice to help them meet each of the eight Career Success Standards.

(g) Acquaint students with diversity issues to promote respectful behavior and develop competency in responding to diversity issues.

(h) Utilize the Personal Career Development Plan (PCDP) to guide each student’s career progress and provide feedback on student achievements.

(i) Evaluate student readiness for CTS and ensure a smooth transition from center to post-center services.

(j) Provide students with options to achieve a high school diploma.

4. A description of the center’s student conduct system including incentives, rules and sanctions, procedures for adjudication of infractions, appeal procedures, and how behavioral expectations are related to the workplace.

5. Documentation of the accreditation of all high school programs that a center offers to students (see Appendix 304).

6. Documentation of the processes for assessing students for disabilities and programs for providing students with special education, if the center is subject to the requirements of the Individuals with Disabilities Education

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7. Improvement Act of 2004 (IDEA) or Section 504 of the Rehabilitation Act of 1973 (see Section 3.11).

QUALITY INDICATOR

Q1. Center practices are in accordance with the center’s Career Development Plan.

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3.2 ADMINISTRATION AND MANAGEMENT OF CAREER

DEVELOPMENT SERVICES

PURPOSE

P1. To assure the efficient, effective, and integrated management of career development services for students.

REQUIREMENTS

R1. Managing the Learning Environment Centers shall ensure that learning environments facilitate and support each student’s career development as follows:

a. Training facilities are safe, clean, orderly, and well-maintained.

b. Career technical training (CTT) facilities simulate workplaces in their layout, furnishing, and organization to the extent possible.

c. Current training-related materials and equipment are available in classrooms and CTT facilities.

d. Ample opportunities are available for students to attain industry certification, licensure, or pre-apprenticeship status.

e. Student-to-teacher ratio for instructional and training activities is 15:1 in accordance with Chapter 5, Section 5.2, except for CTT programs specifically authorized for lower ratios as specified in Exhibit 3-3. For purposes of defining training slots, one full-time student is equivalent to 2 training slots. Therefore, the 15:1 student-to-teacher ratio translates to a 30:1 slot-to-teacher ratio. Student-to-staff ratios for nationally contracted training programs shall be in accordance with contract provisions.

f. Staff shall:

1. Recognize positive behavior and achievement.

2. Intervene and correct inappropriate student behavior and non-performance.

3. Recognize and remediate student-learning difficulties.

4. Engage, actively instruct, and guide students.

5. Encourage students to be active participants in the learning process.

6. Maintain familiarity with current industry skill and safety demands and requirements.

7. Emphasize the relevance of training activities to career success.

8. Provide students with feedback on their progress.

9. Model, mentor, and monitor the Career Success Standards at all times.

g. CTT and academic instructors shall:

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1. Remain current and knowledgeable regarding available industry certifications, prerequisites, and examination requirements.

2. Provide instruction and remedial training support that will enable students to overcome barriers in obtaining industry certifications or participating in Advanced Training (AT) or Advanced Career Training (ACT).

3. Provide contextual learning opportunities for students to improve academic skills in the CTT learning environment.

4. Collaborate in developing lessons, activities, and other instructional supports to ensure that industry certification requirements are addressed in the academic and career technical settings.

5. For CTT instructors, in particular, maintain a comprehensive working knowledge of current industry skills, safety, and health requirements.

R2. Scheduling Centers shall:

a. In collaboration with each student, develop flexible, individualized training schedules tailored to the student’s individualized learning needs and career goals.

Interruptions to the regular schedule shall be kept to a minimum.

b. Provide time for project-based learning activities, field trips, and work-based learning experiences.

c. Develop a schedule that ensures that prior to graduation, students receive substantial practice and experience in working an 8-hour day or working hours and conditions consistent with the anticipated workplace.

d. Allow time for instructor collaboration, lesson planning, and career technical/academic integration activities.

R3. Equipment/Clothing Centers shall:

a. Ensure that equipment and facilities are equivalent and relevant to industry standards, and made available in the most cost-effective manner.

b. Maintain equipment in all learning environments in good repair.

c. Submit requests for equipment to the Regional Office for review and approval.

Conservation centers shall submit such requests through agency channels.

d. Ensure that students are provided with industry-standard clothing and safety equipment, in accordance with the guidelines in Chapter 6, Section 6.5, Student Clothing.

R4. Personal Tools

a. For those career fields in which the personal ownership of tools enhances the employability of the student, centers shall provide tool kits to students who

PRH Chapter 3: Career Development Period Page 3.2-3 graduate from a center-provided CTT program, at no cost to the student. National Training Contractors (NTCs) are responsible for providing tools at no cost to graduates of their programs.

R5. Student Certification and Licensing

a. Centers shall provide testing, certification, and licensing at no cost to students where such testing, certification, or licensing is required for employment or enhances the student’s career readiness. Examples include General Educational Development (GED) testing, driver licenses, and industry-specific CTT credentials. Students with disabilities must be informed of their right to request reasonable accommodation.

b. Training provided must enable the student to obtain a license or certification in the state where he or she will seek employment, if applicable.

R6. Record Keeping Centers shall:

a. Record skill acquisition and accomplishments by students, as they occur, using approved Training Achievement Records (TARs) and all appropriate modules of the Center Information System (CIS).

b. Establish methods for employers to record skill acquisition for students engaged in work-based learning at work sites, in consultation with center instructional staff.

R7. Performance Assessment Centers shall:

a. Assess and monitor the delivery of the career development services to assure that it conforms with the approved center plan.

b. Monitor outcomes and take corrective action when outcomes fall below set goals.

The National Office of Job Corps, in collaboration with Regional Offices, shall monitor and take corrective action when NTC outcomes fall below set goals.

c. Using state and local area labor market information and with the advice of employers and the center’s Industry Council, regularly assess the labor market demand for workers in the occupations represented on center, and initiate career technical change requests when needed.

R8. Career Technical Program Changes

a. All requests to add, delete, expand, or reduce training offerings must be made using the Career Technical Training Change Request Form in Appendix 307.

Centers must submit the requests directly to the Regional Director for initial approval, while Civilian Conservation Centers (CCCs) must submit the requests through agency channels. For any CTT Change Request affecting an NTC program, centers must work closely with the respective NTC officials and the NTC COTR, as appropriate.

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b. The Regional Director and program manager are responsible for the initial evaluation of change requests and shall forward the request and all supporting documents to the National Office of Job Corps to the attention of the Division of Educational Services, Career Technical Training & Certifications and Apprenticeships Team Leader, for review and final approval. In the case of federally operated centers, the federal operator and the Regional Director must mutually review and approve proposed changes prior to forwarding documents to the National Office of Job Corps for final approval.

c. The National Office of Job Corps has 30 days from receipt of complete CTT Change Request Forms and supplemental documentation to render a response or notify the Regional Office of its decision. The Regional Office will, in turn, inform the center operator of the National Office’s decision. When NTC programs are affected, NTC officials will be notified, concurrent with notification to the Regional Office.

Following approval by the Regional Director and the National Office of Job Corps, changes to center-operated career technical training programs must be written into contract requirements. In the case of federally operated centers, the federal operator and the Regional Director must mutually review and approve proposed changes prior to forwarding documents to the National Office of Job Corps for final approval.

d. Program, O*NET-SOC training title, Job Training Match title, or code changes to the Center Information System (CIS) must be approved by the National Office of Job Corps. The National Office will communicate all approved changes to the Job Corps Data Center (JCDC) for entry into CIS.

Specific roles and responsibilities for the timely processing and approval of requests for career technical training changes are detailed in Appendix 306.

QUALITY INDICATORS

Q1. Systems are in place to ensure that training content, scheduling, method, and pace are tailored to the individual needs, abilities, and career goals of each student.

Q2. Career technical training offerings and certifications are responsive to the labor market demands in high-growth, high-demand industries where graduates seek employment.

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3.3 PERSONAL AND CAREER COUNSELING

PURPOSE

P1. To provide ongoing assessments of the personal development, career development, and social development of individual students.

P2. To identify students’ career development needs and coordinate the delivery of center and community resources.

REQUIREMENTS

R1. Personal Counseling Centers shall provide ongoing personal counseling to students throughout enrollment, to include:

a. Availability of counseling services on weekends and in the event of emergencies.

b. Support services, to include assisting with AWOL retrieval; conferring with parents, admissions counselors, career transition specialists, and social service agencies; and providing referrals to community resources, as appropriate.

R2. Career Counseling Centers shall provide career counseling services throughout the student’s stay on center with the following features:

a. Ongoing structured, scheduled, and documented individual career counseling sessions, which may be scheduled as part of a student’s career development activities.

b. Management of students’ career development through student/counselor collaboration to assist students in:

1. Setting short- and long-term goals.

2. Developing strategies and identifying actions necessary for students to prepare for and attain certification.

3. Identifying personal strengths and career challenges.

4. Resolving personal issues affecting career readiness.

5. Assessing transitional support needs and developing strategies to meet those needs.

c. Counselors must know and stay current on industry certifications offered and requirements for attainment.

d. Regular evaluation of student progress in meeting career goals and in updating the student’s Personal Career Development Plan, in accordance with Section 3.5.

R3. Coordination of Services

Centers shall develop a career management system for counselors to interact and share information with other departments and community resources, as needed and in accordance with Chapter 6, Appendix 601, Student Rights to Privacy and Disclosure of

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Information, to ensure the coordinated delivery of services to students, especially in assisting them to meet the rigor of the training program.

R4. Reporting/Documentation/Record Keeping Centers shall ensure that counselors maintain ongoing records of personal counseling sessions in accordance with Chapter 2, Section 2.4.

QUALITY INDICATORS

Q1. Counseling services are effectively integrated into and coordinated with all aspects of center life.

Q2. Students view counselors as a resource in achievement of their career goals.

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3.4 STUDENT STANDARDS OF CONDUCT

PURPOSE

P1. To promote among students, standards of conduct that are expected and accepted in the workplace.

P2. To provide students with an opportunity to learn from their mistakes.

P3. To maintain an environment for students that is free from drugs and violence.

P4. To provide students with opportunities for due process in disciplinary proceedings.

REQUIREMENTS

R1. Incentives Centers shall develop processes for recognizing students for positive behavior and performance, including rewards and what students must do to earn them.

R2. Rules and Sanctions Centers shall develop standards of conduct, including a set of rules and sanctions. To the extent possible, conduct expectations shall parallel workplace expectations, and shall incorporate a policy of Zero Tolerance for Violence and Drugs. Each center’s policy shall include, at a minimum, those infractions and corresponding actions detailed in Exhibit 3-1 (Infraction Levels and Appropriate Center Actions). The following sanctions are prohibited:

a. Corporal punishment and measures designed to humiliate or degrade the student.

b. Physical force or solitary isolation. Physical restraint may be used only to the minimum extent necessary and only in situations that seriously threaten persons or property.

c. Dorm cleanup, KP, or other regular housekeeping chores, as a punishment.

d. Suspension of privileges for the dining hall, canteen, voting, religious services, or pay and allowances.

e. Restrictions to center in excess of 30 days.

f. Fines in excess of $5 per offense or per pay period.

g. Restitution in excess of $500.

h. Forced resignation from the program.

R3. Investigation and Disposition of Incidents Centers shall conduct investigations, fact-finding boards, and review panels as follows:

a. Convene boards and panels in accordance with the guidelines in Exhibit 3-2 (Requirements for the Conduct of Fact-Finding Boards and Behavior Review Panels), and the boards and panels should only consider evidence relevant to the infraction.

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b. Provide boards or panel with a written investigative report of the incident under consideration.

c. Recommend appropriate sanctions in keeping with the level of infraction as shown in Exhibit 3-1 (Infraction Levels and Appropriate Center Actions).

a. Report the outcomes of disciplinary boards and panels on the “Summary of Review Board Hearing” form.

R4. Appeal Process Centers shall develop a process for the appeal of disciplinary decisions. The appeal process shall have the following features, at a minimum:

a. Students shall be allowed to appeal disciplinary decisions from lower organizational levels to higher ones.

b. Students shall be notified in writing of their right to appeal a decision of the center director to the Regional Appeals Board (RAB). Student appeals must be made within 30 days of their separation.

R5. Regional Appeals Board Each Regional Office shall establish a RAB to review student appeals of disciplinary discharge from the Job Corps program. The RAB shall operate as follows:

a. The Regional Director shall determine the composition of the RAB.

b. In reviewing cases, the RAB shall utilize only written documentation, to include, at a minimum, the student’s appeal letter and the record of the student’s hearing at the center. The RAB shall not hear oral testimony from interested parties.

c. The RAB shall rule on student appeals within 30 days of the receipt of the student’s appeal letter.

d. In making a decision, the options open to the RAB are to:

1. Affirm the center director’s decision to discharge the student.

2. Overturn the center director’s decision to discharge the student.

3. Recode the separation (for zero tolerance offenses).

4. Remand the case to the center for rehearing.

5. Request additional information from the center and continue the RAB meeting to a later date.

e. If the RAB determines that all three of the following conditions are met, the RAB must affirm the disciplinary discharge of the student.

1. There is substantial evidence to support the alleged facts of the case; and

2. The procedural requirements of the law and Job Corps policies were adequately met; and

3. The facts of the case constitute an offense for which disciplinary discharge is permitted.

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f. If the RAB determines from the record that either of the following conditions pertain, the RAB must reverse the disciplinary discharge:

1. The evidence provided does not support the facts alleged; or

2. The facts are supported by the evidence presented, but these facts do not constitute an offense for which disciplinary discharge is permitted.

g. If the RAB determines that substantial procedural requirements were not met, the RAB may take either of the following actions:

1. It may reverse the center director’s decision to discharge.

2. It may remand the case to the center for rehearing.

h. If the RAB determines that there is not enough information in the record to make a determination, the RAB may continue the RAB meeting to another date and request additional written information from the center, the student, or any other source.

i. If the RAB overturns the decision of a center director to discharge a student from the program, the Regional Office shall reestablish the student.

1. If the student is allowed to resume training at the same center, the center shall reestablish the student in CIS and arrange for the student’s immediate return to the center.

2. If the student is transferred to another center, the sending center shall take the following actions:

(a) Reestablish the student in CIS

(b) Effect the transfer in CIS

(c) Provide the student with transportation to the receiving center

(d) Provide a complete copy of the student’s personnel record to the receiving center

j. Automatic appeal of felonies/misdemeanors (dropped charges/not guilty):

1. If the student is found not guilty, or if the charges are dropped, the center will forward the case to the RAB for disposition.

2. The RAB will decide if the student should be:

(a) Reestablished at the same center

(b) Reestablished and transferred to another center

(c) Re-entered into CIS with a different code

3. The center shall complete appropriate CIS entries as advised by the RAB.

k. Regional Offices shall maintain a log of all cases reviewed by the RAB and the disposition of the cases.

l. RAB decisions shall be communicated in writing to the student and the center.

PRH Chapter 3: Career Development Period Page 3.4-4

m. RAB decisions are final and represent the official decision of the Secretary of Labor.

R6. Reporting/Documentation/Record Keeping Centers shall ensure that all student incentives, infractions, and sanctions are documented and recorded using the automated Center Information System.

QUALITY INDICATORS

Q1. Positive student behavior is recognized and encouraged.

Q2. Students regard the conduct standards system as fair.

Q3. Students feel safe and secure on center.

PRH Chapter 3: Career Development Period Page 3.5-1

3.5 EVALUATION OF STUDENT PROGRESS

PURPOSE

P1. To provide students with periodic feedback and assessments of progress in achieving their career development goals.

P2. To collaborate with students in setting or revising their short- and long-term goals that will lead to achievement of career goals.

P3. To motivate and encourage progress and achievement.

REQUIREMENTS

R1. Frequency

a. Centers shall ensure that each student participates in ongoing evaluations, with appropriate staff, at least every 60 days.

b. Each student’s career management team shall conduct a formal evaluation prior to the student’s entry into CDP and CTP, at a minimum.

c. Special evaluations may be scheduled as needed at any time during a student’s enrollment.

R2. Content of Evaluations

a. Evaluations shall include the assessment of student progress in all major career development areas: academics, career technical training, industry certification attainment (if applicable), work-based learning, social development, and recreation.

b. Evaluations shall include all eight Career Success Standards as well as any additional expectations the center wishes to evaluate. Evaluations shall be calculated as follows:

Score Performance Levels

1–2 Needs Improvement

3–4 Meets Standard

5 Excels

c. Each student will be provided with a schedule of individualized projects and activities to assist him or her in meeting the Career Success Standards in which a “Needs Improvement” rating is received.

d. As part of each evaluation, staff shall collaborate with students in setting, affirming, and/or revising short- and long-term training and career goals. At a minimum, the student’s Personal Career Development Plan shall be updated, as a result of each evaluation, to reflect accomplishments and goal revisions.

e. Students shall be evaluated by career development staff who are in direct contact with them, such as counselors, instructors, residential advisors, and work site

PRH Chapter 3: Career Development Period Page 3.5-2 supervisors. Evaluators shall discuss their evaluations with students privately and in person.

f. Each student shall be provided with an updated copy of his or her Personal Career Development Plan following each evaluation, whenever the plan is changed.

R3. Reporting/Documentation/Record Keeping Centers shall document evaluations in the Center Information System (CIS).

QUALITY INDICATORS

Q1. Students can identify and assess their progress, achievements, areas needing improvement, and career readiness.

Q2. Students can describe their short- and long-term career goals.

PRH Chapter 3: Career Development Period Page 3.6-1

3.6 CENTER-BASED LEARNING STANDARDS

PURPOSE

P1. To establish minimum standards for curriculum design, development, and implementation throughout the Career Development Period (CDP).

REQUIREMENTS

R1. Instructional Strategies and Materials Centers shall:

a. Deliver career development services through a combination of center-based and work-based learning experiences designed to assist students in achieving their individual career goals.

b. Tailor instructional methods and expected rates of progress to the learning styles, abilities, and career goals of individual students.

c. Deliver training in the context of projects or workplace situations, using workplace materials and employer and Industry Council input whenever possible.

d. Develop year-round job-shadowing opportunities with community, industry, and employers, which will enhance students’ educational and career technical skills training.

e. Ensure instructor collaboration to identify instructional strategies and develop lessons, activities, and material that integrate academic, career technical, social development, and career readiness competencies to ensure that students meet the rigor of training programs and certification requirements.

f. Develop and deliver student career development activities using materials and equipment that support the use of the following instructional approaches:

1. Hands-on activities

2. Large and small group activities

3. Individual, self-directed activities or projects

4. Class discussions

5. Field trips

6. Project learning

7. Job shadowing

8. One-on-one tutoring

9. Multimedia

10. Individualized, programmed learning

g. Develop techniques for assisting students in becoming independent learners, to include:

PRH Chapter 3: Career Development Period Page 3.6-2

1. Alternative learning strategies

2. Study skills

3. A variety of analytical approaches

4. Memorization techniques

5. Goal setting for life-long learning

6. Self-advocacy skills for students with disabilities

R2.