Standards-based_Education_ _Training_Implementation_Guide.pdf

Standards-Based Education & Training Implementation Guide

Standards-Based Education & Training Implementation Guide

Prepared For:

The National Office of Job Corps

Prepared By:

Coffey Consulting, LLC

U.S. Department of Labor, Employment and Training Administration Blanket Purchase Agreement #: DOLQ121A21895

Job Corps High School Equivalency Transition

December 15, 2014

Table of Contents

Chapter 1: Introduction 1

Chapter 2: Admissions & Cohort Enrollment 10

Chapter 3: Cohorts on Center 36

Chapter 4: Industry Foundation Courses 59

Chapter 5: Academic Studies 85

Chapter 6: Career Technical Training (CTT) 113

Chapter 7: Evening Studies 132

Chapter 8: Career Management Team (CMT) 144

Chapter 9: Implementation Planning Tools 156

Standards-Based Education and Training System Implementation Guide Chapter 1: Introduction Page 1

Standards-Based Education and Training System Implementation Guide

Chapter 1: Introduction

INTRODUCTION TO THE GUIDE

Welcome to Job Corps’ Standards-Based Education and Training System Implementation Guide. This Guide will serve as a road map to successful implementation of Job Corps’ Standards-Based Education and Training System. Job Corps’ new authorizing legislation, the Workforce Innovation and Opportunities Act of 2014 (WIOA), places emphasis on improving the quality of training so that students will be prepared to enter, maintain and advance in high-demand occupations and careers.

The standards-based design is research-based and is specifically targeted to improve both the quality of program delivery and student attainment of industry-recognized academic and technical credentials. This Guide demonstrates how the standards-based design expands on and enhances all aspects of training by ensuring that we are teaching the right content using the best methods.

Implementation of the standards-based system represents the culmination of several years of in-depth research and development, and a significant investment of time and resources, all designed to ensure that Job Corps continues to achieve its mission of providing at-risk youth with high-quality training leading to attainment of industry-recognized credentials and success in a competitive labor market. Our ability as a program to adapt and change to meet the requirements of a dynamic, global economy will ensure that the program remains deserving of its reputation as the leading provider of job training for youth in America.

This Guide serves as a practical reference to help all Job Corps staff as they put the new standards-based system and its components into practice. This will not be an easy task. The standards-based system is not simply a new program component or an add-

on. It is an improved and comprehensive way of delivering training, and providing expanded support students need for success. Every staff member has a role. Everyone will need to learn about the standards-based design and how they fit in. This Guide and the resources it provides will facilitate the process.

The transition from Job Corps’ traditional training delivery model to a standards-based design is a major systemic change. It will take time and must proceed gradually with incremental changes being made over time. It will require changes in long-held traditions, systems and procedures; modifications to schedules and methods of training delivery; and adoption of new roles and responsibilities.

Chapter 1: Introduction Page 2

To remain competitive and profitable in today’s dynamic, global economy, employers are demanding more of workers, including those at the entry level. Young workers face unprecedented challenges as they compete for jobs with more experienced workers.

We can give our students a competitive edge by arming them with industry certifications and academic credentials that will help them get that first job in an in-demand industry.

And we can increase the likelihood that they will retain those jobs and advance in their careers by focusing on career success skills that enable students to function effectively in the workplace, and on study skills and techniques for continual learning in the work setting.

Just as industry adjusts to the reality of dwindling resources and greater demands, Job Corps must also become a leaner and more highly-focused training delivery system. To meet employers’ increasing expectations for our graduates as entry-level workers, Job Corps must respond with better, more intense and targeted education and training designed to get the most out of the relatively short time we have with our students.

Job Corps’ traditional methods for delivering student instruction have not kept pace with the ever-changing demands and competitive nature of the global economy. Recognizing the need for improvement, Job Corps has made a significant investment over the last several years in the development of a Standards-Based Education and Training System that will raise the bar on the quality of training provided to its students.

The first major step to transform Job Corps’ program design and delivery began with the revision of all Career Technical Training (CTT) programs based on the more rigorous industry standards and certifications employers demand. Then the Career Success Standards were developed in collaboration with recognized experts in the fields of education and training and instituted system-wide. These are the important skills that enable students to function effectively in the workplace, live independently and become self-sufficient. Finally, working with representatives of eleven high-growth industry sectors, Job Corps identified the academic standards specifically targeted to help students master the more rigorous CTT programs. The industry/technical standards, Career Success Standards and academic standards combine to form the content or programmatic foundation for Job Corps’ standards-based system. These three sets of standards define what students need to know and be able to do in order to complete their Career Technical Training programs, earn industry-recognized credentials, and obtain gainful employment in their chosen career pathways.

RATIONALE FOR CHANGE

Chapter 1: Introduction Page 3

Simply understanding ‘what’ students need to know and be able to do is only the first step. Clearly, with the increase in the rigor of our programs, the traditional instructional approaches and teaching strategies are not enough. Using the standards-based design, Job Corps will incorporate evidence-based instructional practices that will support student mastery of the standards. Research has shown that these teaching methods are effective with learners at all levels. Job Corps’ standards, along with evidence-based instructional methods, comprise the what and the how of Job Corps’ Standards- Based Education and Training System. The development and implementation of a standards-based design is the program’s comprehensive and integrated approach to providing students with the skills, guidance, and support that will lead to long-term employment, earnings growth, and continued educational attainment. The Standards- Based Education and Training System is designed to ensure we are teaching the right content using the best methods.

USING THE GUIDE

The Standards-Based Education and Training System Implementation Guide serves as the primary resource for the Job Corps community’s implementation of the standards-based system and each of the core components which comprise the design.

It is structured to provide easy access to the information needed for successful transition to and incorporation of Job Corps’ standards-based design. The Guide contains the following sections:

1. Core Component Descriptions. A description of each of the six core components including a definition of the component; the rationale for the component, i.e. why it is important; how it contributes to and supports the design; and how it supports and integrates with other core components. The core components are:

Core Component Description Cohort Enrollment Process of grouping students for enrollment by industry and/or CTT program selections; and expanding the admissions process to provide pre-enrollment career planning guidance and assessments to ensure applicants’ career and technical training goals can best be met through Job Corps; and that training program selections are attainable based on assessment results.

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Core Component Description Industry Foundation Courses

Development of highly structured, industry-focused courses that incorporate and expand on traditional Career Preparation Period (CPP) content by immediately immersing students in their chosen fields while developing the background technical, academic, career success and study skills needed to benefit from Career Technical Training programs.

Academic Studies Adoption of evidence-based instructional practices to teach academic standards that ensure learners at all levels will be able to master technical skills and earn academic credentials.

Career Technical Training (CTT)

Adoption of evidence-based instructional practices to teach industry/technical standards to learners at all levels, preparing them with skills to attain industry-recognized technical credentials.

Evening Studies Incorporation of structured evening study programming to enhance, remediate, and accelerate student learning, and support the retention of rigorous program content.

Career Management Team (CMT)

Expansion of student support, monitoring and early intervention through enhanced CMT communication to support Foundation Course completion.

2. Graphic Representation. A visual depiction of each component and its elements.

3. Roles. Roles, responsibilities and expectations for all partners (National & Regional Offices, operators, center staff, and OA/CTS staff).

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UNDERSTANDING JOB CORPS’ STANDARDS-BASED DESIGN

There are six core components that comprise Job Corps’ Standards-Based Education and Training Design. These components are both interrelated and interdependent, meaning that each contributes to the design as a whole, and each is supportive of and critical to the functioning of the others, resulting in improved program delivery and increased student outcomes. The core components are shown on the graphic below.

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It is important to understand how each of the core components of the Standards-based system enhances Job Corps’ traditional program model, and how the core components support improved program delivery and student outcomes. The information below provides an overview explaining how each core component fits in and how these core components impact the program under the standards-based system.

Table 1.1 Side-by-Side Comparison of

Traditional Job Corps Program and Standards-Based System

Traditional Job Corps Program Standards-Based System

ADMISSIONS PROCESS

Career Guidance & Industry/CTT Selection Minimal career exploration during

Admissions Applicant identifies 1-3 CTTs of interest for further exploration upon arrival at the center

Applicant’s CTT selection is based on cursory knowledge or expressed interest

AC administers and interprets career planning assessments o Career Interest Inventory o Academic assessment

AC provides career guidance AC determines if applicant’s academic and technical training needs can be met through Job Corps

Applicant makes informed, realistic industry sector and CTT selection prior to enrollment

Cohorts are formed prior to enrollment

Rationale: Ensures the needs of applicants selected for enrollment can be met through Job Corps enrollment; Provides higher quality services to applicants by ensuring they have information needed to make informed industry/CTT selections and are committed to enrollment as cohorts for a specific industry. Preparatory step to cohort enrollment.

Results/Outcomes: More realistic and informed industry/CTT selections; fewer trade changes;

increased retention; fewer misunderstandings regarding academic, training and completion requirements

Cohort Enrollment Input scheduled weekly or bi-weekly Input is on an open-entry/open-exit basis Input groups include students interested in any or all trades offered

Input is scheduled periodically by cohorts, according to center schedule and based on Industry Foundation Course start dates

Input by cohorts (15-18 applicants all pursuing a common industry and/or CTT)

Rationale: Use of cohorts is an evidence-based practice through which students share a common purpose and experience growth and development while being supported and challenged by their peer group. Pre-requisite for implementation of Industry Foundation Courses.

Results/Outcomes: Increased retention and completion.

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Traditional Job Corps Program Standards-Based System

INDUSTRY FOUNDATION COURSES

Program Content, Design & Delivery

Career Preparation Center provides brief (1-2 week ) Introduction to Center Life, prior to start of Industry Foundation Course

Open-entry/open exit (students learn at own pace)

Cohort enters and progresses through Foundation Course content together

Up to 60 days 6 week course of study Content:

o Intro to center life o Career exploration o Personal skills

Content:

o Personal skills o Industry-focused career exploration & planning o Reading, Writing, Math, HSE/HSD o Industry foundation skills: Key applied academics – vocabulary, following multi-step instructions, decision making, recording information, etc.

o Basic career technical skills o Study skills o Career Success Standards

Career exploration of all trades Industry-focused technical skill development

Trade assignment within 60 days Immediate immersion in industry studies Assignment to academics following

CPP (60 days) Early assignment to academics

Instructional practice is unspecified Instruction delivered using evidence-based practices

Curriculum content outlined in PRH Structured, sequential delivery of content specified in Foundation Course Curriculum Guide

No evening assignments Evening assignments to support & accelerate learning

No demonstration of mastery required to exit

Demonstration of skill mastery required to exit (Exit Exam)

Rationale: Provides students with the background technical and academic knowledge and skills to master the rigor of TARs in Career Technical Training programs; earn academic credentials and pass certification exams.

Results/Outcomes: Increased retention as students are connected to their Industry/CTT upon entry; students more fully prepared to participate in CTT; students earn secondary certifications; students demonstrate mastery of technical content and experience success on Exit Exams.

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Traditional Job Corps Program Standards-Based System

STUDENT TRAINING

Academic Studies Instructional design/delivery:

o Open entry/open exit o Worksheet driven o Students learn at own pace o Limited group instruction o Teacher as proctor

TABE gains Academic credential (HSD/HSE)

Instructional design/delivery:

o Evidence-based teaching and learning strategies o Pacing o Grouping/differentiation o Student engagement o Small & large group work o Focus on constructed response

(writing) TABE gains Academic credential (HSD/HSE)

Career Technical Training TAR skills Instructional design/delivery:

o Evidence-based teaching and learning strategies o Pacing o Grouping/differentiation o Student engagement o Small & large group work

TAR skills Top Ten academic standards Applied standards

TAR completion Industry-recognized certification recommended

TAR completion Industry-recognized certification required

Collaboration Teacher/instructor collaboration:

o Limited o Unscheduled o Unstructured

Collaboration:

o Regularly scheduled (3 hours per week) o Structured around:

Curriculum design & integration Lesson planning Student progress

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Traditional Job Corps Program Standards-Based System

STUDENT TRAINING

Assignment & Scheduling Student assigned to CTT of choice if slots available or assigned to ‘holding trade’

Students enter CTT training program of choice

A week/B week assignments or full-time CTT

A/B day recommended

Rationale: Content focused on standards (academic & technical) ensures that students learn what employers indicate workers need to know and be able to do and the skills that will be tested on certification exams; A/B day ensures that loss of learning due to breaks in training is minimized; collaboration facilitates integration of training and early interventions to address student needs.

Results/Outcomes: Improved instructional delivery through use of proven strategies; increased TABE gains; full preparation for HSE; more efficient and targeted training resulting from academic & instructor collaboration; increased attainment of industry-recognized academic & technical credentials; increased placements.

Career Management Team Evaluates student progress periodically o End of CPP (60 days) o Every 90 days thereafter

Formal Career Management Teams not required

Each student is assigned to a Career Management Team

Early involvement & intervention during Industry Foundation Course o Ongoing assessment o Weekly case notes & documentation o Individual learning plans

Evaluations every 90 days thereafter or as needed

Rationale: Early assessment and intervention designed to identify and address student needs to ensure completion of the Foundation Course.

Results/Outcomes: Increased retention, Foundation Course completion, Academic credential and technical certification attainment.

Evening Studies Evening & Leisure Time:

o Student free time o Leisure time employment o Facilities & staffing to support:

Sports, arts & crafts, cultural activities

Evening instruction and structured learning opportunities:

o Used to accelerate learning or remediate deficiencies o Facilities & staff schedules to support evening learning activities

Rationale: Facilitation of evening studies (group and individual assignments) increases student opportunities to learn & practice skills; remediates and accelerates learning.

Results/Outcomes: Students master rigorous content and pass technical and academic credential tests.

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Standards-Based Education and Training System Implementation Guide

Chapter 2: Admissions & Cohort Enrollment

OVERVIEW

What is cohort enrollment?

Cohort enrollment is an alternative to the open-entry/ open-exit system. By definition, the word cohort means a group of individuals who share a common factor: an associate, partner, ally, or buddy. In Job Corps, the term cohort is used to define a group of students who enter and move through a defined course of study together, sharing coursework and developing a sense of community and mutual support. The course of study for the cohort has a defined start and end date, i.e. students begin and end the course together, rather than the open-entry/open-exit approach used, for example, in academics.

In Job Corps, a cohort consists of a group of students who have selected to train in a common industry sector or Career Technical Training (CTT) program. Students enter the program and move through a structured, sequential Industry Foundation Course together, sharing coursework and learning, while experiencing growth and development and being supported and challenged by the group. Students begin and end the Foundation Course together prior to entry into a CTT program in the industry sector.

The term “cohort enrollment” as defined in this Guide is a full group of students recruited for simultaneous entry. This student group would arrive at the center on a specific start date and begin their Foundation Course together immediately upon completion of a short (1-2 week) period when center orientation activities and required assessments are performed. This period is called Introduction to Center Life.

How do cohorts change Job Corps’ traditional program design?

When a cohort of students arrives on center, they almost immediately enter an industry-specific Foundation Course based on the CTT program they selected during the admissions process. The course engages students in direct and relevant learning in their chosen industry area, providing them with industry-focused basic academic, technical, and career success skills training needed to succeed in their CTT program.

Traditional career exploration, where students are introduced to all center trades offered before selecting one in a specific industry, is no longer provided. Thus, it is very important for applicants to make an informed selection of the industry they want to pursue and a preliminary CTT program selection before they arrive at the center.

Traditionally, applicants declare an interest in one to three CTTs during the admissions process. But applicants often make this choice based on an incomplete understanding

Chapter 2: Admissions & Cohort Enrollment Page 11 of the requirements, academic skills needed, the training, and employment expectations in those fields. They typically solidify their choice – or change their minds completely – after they complete a career exploration experience on center. Because the cohort model requires that applicants make an informed and realistic choice before entry, career assessments, planning, and guidance must take place during the admission process.

RATIONALE

Why is cohort instruction so effective in retention and successful completion?

Training in cohorts is an evidence-based practice (that is, research shows it works).

Cohorts provide the structure needed to:

Support student retention and successful program completion by:

o Bonding students into a group with a common purpose;

o Building an “esprit de corps” – an extremely powerful force that capitalizes on peer power to engender a sense of belonging and support that helps every student, even those who struggle the most, keep up with the group and succeed; and o Creating a climate of cooperation and trust in the instructional setting.

Expose students to evidence-based teaching and learning strategies proven effective in helping learners at all levels master the rigorous content needed to complete the program and obtain industry-recognized certifications.

Eliminate many of the scheduling and instructional challenges inherent in an open-entry/open exit system.

Practice group process skills such as teaming and conflict resolution.

Provide peer tutoring and support.

Provide powerful peer “pressure” to participate fully and work hard to learn.

Promote greater satisfaction with the industry and CTT choices with fewer CTT changes once enrolled.

To support the enrollment of students by cohort, Outreach/Admissions (OA) providers must be equipped with better tools and resources to provide the level of career exploration and guidance needed. The recommendations that follow resulted from extensive research and the pilot testing of various career interest and academic assessment tools by Job Corps OA providers. Admissions Advisors/Counselors who used the recommended instruments found they were better equipped to help students understand how long it would take to complete the program based on their individual achievement and abilities. Admissions Advisors/Counselors also felt competent to guide the students toward programs where they would have the highest chance of success based on their assessment results.

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There are three key practices that facilitate cohort enrollment and require modification to the admissions process. The first key practice is Targeted Outreach, a focus on industry-specific recruitment using a consistent marketing message to applicants and employers. To accomplish this, admissions must use up-to-date industry-specific outreach materials aligned with the CTT programs and certifications the Job Corps center offers. The second key practice is providing effective Career Planning that enables applicants to make realistic and informed industry and CTT selections, using career planning and basic skills assessments. Finally, Center Assignment is the process of communication and collaboration between center operators and OA contractors to determine slot availability and projected arrival dates and to coordinate center assignments.

Targeted Outreach

To give accurate and consistent messages about Job Corps’ standards-based training model and specific industry and CTT information needed for applicants to make realistic career choices, OA providers use Targeted Outreach and Recruitment, including:

Industry-specific outreach materials;

Materials targeted to the CTT programs within the industry offered by the center;

and Consistent marketing messages that describe training under the standards-based system.

Outreach messages have typically described the Job Corps program in general, its benefits and the variety of programs offered at centers with the focus on overall goals.

To support cohort enrollments for industry sectors, the outreach message should include industry-specific targeted talking points, advertisements, and print materials

KEY ELEMENTS OF ADMISSION & ENROLLMENT OF COHORTS

Chapter 2: Admissions & Cohort Enrollment Page 13 designed to reach applicants interested in training in a specific industry. Center and OA providers must collaborate on the release of advertisements to align with the cohort input schedule. Targeted outreach for a specific industry or CTT program should be released 3-4 months prior to the cohort enrollment start date. This type of focused outreach ensures a sufficient number of qualified applicants are available and interested in CTT programs within a specific industry to fill available cohort slots.

In targeting specific industries, the marketing message must accurately reflect the training expectations under the new model. During implementation or transition to the new model, centers will be implementing at different stages based on varying degrees of readiness. Centers must inform admissions providers of their transition plans so accurate information can be communicated to the potential applicant. Admissions Advisors/Counselors are expected to know where each of their centers is in the transition process and communicate expectations for cohort enrollment and instruction, industry specific foundation courses, evening studies, academic support and CTT requirements.

To ensure Admissions staff have access to industry-specific outreach materials in support of targeted recruitment, Admissions providers will:

Obtain and provide staff with industry-focused outreach materials that describe the career pathways and Career Technical Training programs offered within each industry sector.

Develop and maintain relationships and partnerships with employers, professional organizations and educational institutions related to the assigned industry sector to ensure that they have an understanding of industry needs within the assigned locale.

Acquaint partners with the industry career pathways and career technical training offered in Job Corps, and the corresponding certifications and training requirements, and encourage direct referrals to Job Corps for training.

Communicate clear, consistent marketing messages on Job Corps’ standards-based education and training system to applicants, influencers, education and workforce partners, and employers.

Career Planning

The second key practice is providing in-depth career guidance during admissions in the career planning process. This practice builds on and expands career information that has been traditionally offered during admissions by using a toolbox of resources and materials to provide a more expansive level of career exploration and guidance to the applicants. The objective is to use career planning assessments to guide the applicant through the career planning process in a way that ensures students are making realistic career and CTT choices, and are fully committed to a trade selection and career pathway within a specific industry prior to enrollment. This will also help admissions staff determine the extent to which an applicant’s educational and career goals can be met through enrollment in Job Corps. This practice benefits all students and centers, and it is crucial to centers implementing the Industry Foundation Course and enrolling

Chapter 2: Admissions & Cohort Enrollment Page 14 students by cohort. Because these centers have very limited capacity to replace students lost through attrition, applicants must have a thorough understanding of the training options and make an informed commitment to their selection.

To support career planning, Outreach/Admissions providers will need to:

Determine which academic and career interest assessments their Admissions

Advisors/Counselors will be administering.

Provide the professional development necessary to ensure proper administration, scoring and interpretation of the career planning assessments.

The following flow chart shows the career planning and guidance process for admissions:

Set the Stage in Orientation

Admissions staff should begin the career planning process in orientation, emphasizing that Job Corps is, first and foremost, a job training program. Engaging potential applicants in career exploration during orientation will encourage them to focus on a career path from the beginning and prepare them to have more meaningful dialog when setting goals and making a trade selection. Recommended best practices for setting the stage in orientation include:

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1. Providing career and trade-related handouts for applicants to review prior to the interview, including a list of CTT programs by industry area, CTT factsheets and industry brochures.

2. Playing videos of occupations in the 11 industry areas.

3. Making copies of the TARs available for applicants to preview.

4. Giving applicants the O*NET Interest Profiler (found at http://www.onetcenter.org/IP.html) to complete at home and return during the interview; or suggesting they complete the career assessment using www.mynextmove.org/explore and bring a printout of the results.

5. Engaging potential applicants in an honest discussion about setting realistic expectations for what is possible to accomplish at Job Corps.

Determine Applicant Eligibility

The process for determining applicant eligibility is specified in the Policy and Requirements Handbook (PRH).. The applicant must qualify for the program, submit all the necessary paperwork and complete the Essential Admissions Requirements before moving into the career guidance phase of the admissions process.

Career Planning Assessments are administered after eligibility has been determined and are intended to support career guidance and realistic selection of an industry/CTT program.

Career Planning Toolbox

Moving career exploration into the admissions process creates a need for Admission Advisors/Counselors to provide an expanded level of career guidance to ensure applicants are committed to their trade selection and set realistic expectations for the program. To support this new role in Admissions, a comprehensive toolbox of resources and materials is available. The tools recommended in the career planning toolbox are supported by online professional development modules and lessons.

1. Career Interest Assessment: O*NET Interest Profiler

Developed under sponsorship from the U.S. Department of Labor, Employment and Training Administration (ETA), the O*NET Interest Profiler has been identified as a career exploration tool that will help applicants discover the type of work activities and occupations they would like and find exciting. Available online or in a downloadable paper format, the instrument is composed of 180 items describing work activities that represent a wide variety of occupations as well as a broad range of training levels. The assessment helps applicants identify and learn about career interest areas most relevant to them.

Applicants may access the assessment online prior to the interview and bring a copy of the printed results, or the applicant may complete it during the interview. The O*NET Interest Profiler usually takes applicants between 15-20 minutes to complete.

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There are six occupational interest areas: realistic, social, investigative, enterprising, artistic and conventional. To determine the applicant’s greatest area of interest, Admissions Advisors/Counselors interpret the results using the O*NET Score Report found at http://www.onetcenter.org/dl_tools/IP_zips/IP-SR-deskp.pdfThis tool shows the occupations that align with the applicant’s interests and is a starting place for Admissions Advisors/Counselors to discuss career pathway and CTT program options within a specific industry area. In addition to the traditional paper format, there is an electronic version available online at www.mynextmove.org. The online version is slightly more condensed, scores automatically and suggests career paths and employment opportunities that may be of interest based on the applicant’s results.

2. Academic Assessments: Test of Silent Word Reading Fluency (TOSWRF)

Introducing an academic assessment during the admissions process will enable both the applicant and the Admissions Advisors/Counselors to make more informed decisions about trade selection. The academic assessments used in admissions will only be used for informational purposes during the trade selection process and will not in any way impact an applicant’s eligibility or determine academic course work while on center. The assessment used during admissions provides only a small snapshot into the applicant’s basic reading level. A more thorough academic skill assessment (i.e., TABE) will still be provided once the student arrives on center.

After a thorough review of academic assessments, several options were pilot tested by Job Corps Admissions Counselors. The Test of Silent Word Reading Fluency (TOSWRF) emerged as best suited for the Job Corps admission process. The TOSWRF (Mather, Hammill, Roberts, & Allen, 2004) is a research-based method of measuring a student's ability to recognize printed words accurately and efficiently.

The TOSWRF measures a student's current reading skill levels by counting the number of printed words that he or she can identify within three minutes. It is thought to be best suited as an initial screening tool to determine applicants’ reading skill levels.

Admission Advisors/Counselors may administer the TOSWRF to individual students or in groups. The assessment takes approximately 10 minutes to administer and score. Staff are expected to complete an online course and pass an exam to certify their ability to administer the assessment properly. There are initial startup costs for each field office of $67 for a TOSWRF manual and $.85 per test form for each applicant. The TOSWRF should be administered to all applicants, regardless of their career interests, to assist in making an informed decision about trade selection and to set realistic goals for how long it will take to complete the program based on current academic skill levels.

The TOSWRF yields raw scores, standard scores, percentiles, and age and grade equivalents. The assessment is not intended to be used to make eligibility or academic placement decisions; rather, it is a tool to identify those applicants who

Chapter 2: Admissions & Cohort Enrollment Page 17 have difficulty with reading. The scores are for informational purposes only to help the applicant make informed decisions. The assessment will not replace or influence the TABE test students will take when they arrive on center.

3. Guidelines & Process for Selection of Alternate Academic Assessments

Outreach and Admissions providers who elect to use an alternative academic assessment in the admissions process are required to seek approval from the National Office of Job Corps. Alternative academic assessments must meet the following primary guidelines:

Appropriate for persons ages 16 to 24;

Yields normative scores such as grade level equivalencies and age-based percentiles;

Can be administered, scored, and interpreted by individuals with qualifications and backgrounds similar to Admissions Advisors/Counselors;

Has established high test-score reliability since individual learner decisions are based on the derived scores; and Beta testing was conducted with a national representative sample, similar to

Job Corps population, for test development, standardization, and norms.

Additional considerations should include:

Cost to administer assessment o Initial startup cost o Cost per instrument/applicant

Educational/skill requirements to administer, score and interpret the assessment

Training needed to administer assessment Primary purpose aligned with desired outcome Alignment with Job Corps student profile Test reliability Administration in group or individual setting Length of time to administer assessment Computer-based administration, scoring, and reporting option Accommodations for learners with disabilities Multiple forms Alternative language versions to English Data or studies to support the validity and/or reliability

4. Standards for Administration – Code of Fair Testing Practices

To ensure Admissions Advisors/Counselors provide equitable testing for all applicants, the Code of Fair Testing Practices should act as the guideline for administering career assessments. All staff assigned as assessors will understand their responsibilities for protecting the standardization of the assessments, ensuring accurate test administration, scoring, interpretation and reporting, and completing

Chapter 2: Admissions & Cohort Enrollment Page 18 administrative and procedural validity checks. The Code of Fair Testing Practices at http://www.apa.org/science/programs/testing/fair-testing.pdf provides guidance on these responsibilities.

5. Readability Charts and Projection Tables

The purpose of using Readability Charts and Projection Tables is to provide applicants with an understanding of the reading proficiency level of the curriculum and the length of time it may take them to complete the program based on their current academic skill level. These tools are to be used during the career planning process to help facilitate the discussion in a meaningful way so the applicant can make an informed decision and set realistic expectations for the program. The CTT Readability Chart by Industry (Table 2.1, below) and CTT LOS Projection Tables by Industry (Table 2.2, below) are to be used in conjunction with the academic and career interest assessments. These tools were not designed to stand alone and should only be used in the context of providing career guidance.

Table 2.1 CTT Readability Chart by Industry

Career Technical Training (CTT) Grade Level Range Health Care

Medical Administrative Assistant 10.2 - 12.2 Health Unit Coordinator 11 -13 Insurance Claims 15.5 Nurse Assistant/ Home Health Aide 9.0 - 12 Clinical Medical Assistant 12.2 – 14.2 Pharmacy Technician 11.5 - 16.9 Licensed Practical Nurse 11.1 – 14.5 Dental Assistant 16.1 Opticianry 8.5 – 14.9

Construction Basic Construction 7.8 – 14.2 Bricklaying 8.6 Carpentry 11.3 Cement Masonry 10.7 Electrical 10.1 - 11.8 Facilities Maintenance 9.9 – 10.5 Heating, Ventilation, and Air Conditioning (HVAC) 11.5 Painting 12.4 - 13 Plumbing 10 – 10.8

Finance and Business Accounting Services 10.3 – 13.1 Office Administration 6 - 8

Information Technology Computer Networking (CISCO) 12.6 Computer Technician 12 – 13.3

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Career Technical Training (CTT) Grade Level Range Network Cable Installation 12 Visual Communications 8

Hospitality Culinary Arts 8.5 – 12.3 Hotel and Lodging 11.6

Automotive and Machine Repair Automobile Technician 6 - 13 General Service Technician 6 – 10.7 Collision Repair 8.2

Advanced Manufacturing Machining 9.3 – 10.9 Manufacturing Technology 8.8 – 15.5 Welding 9.61

Homeland Security Security and Protective Services 12.4

Retail Sales and Services Retail Sales 10.4 – 16.6 Child Development 12.3

Transportation Heavy Truck Driving 8.5 – 14.1 Materials and Distribution Operations 13.4

Renewable Resources and Energy Forestry Conservation and Firefighting 14.5 Landscaping 11.9 Urban Forestry 11

The readability levels listed above are intended for the use of advising potential Job Corps students on the rigor and expectations of the Job Corps training program. The information cannot be used to determine student eligibility. This work includes only a sample of the curriculum recommended to support the TARs.

The Readability Charts provide the average reading grade-level equivalency for each center-based CTT program in Job Corps’ 11 industry areas. Curriculum materials recommended in the CTT Certification Guides were selected for the study based on frequency of use in the system and alignment with the TARs. The Readability Charts indicate the level of reading difficulty for recommended textbooks.

Certification exams were not included in this product due to proprietary issues in attaining the exams. The expectation is for admissions staff to use the charts for facilitating the discussion on an applicant’s current academic skill level and the classroom expectations while in Job Corps.

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Table 2.2 CTT LOS Projection Tables by Industry

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These charts provide an estimate of the months it may take students to complete Job Corps based on the student’s basic reading skills and CTT program selection. Estimates are based roughly on graduate data from PY 2010/PY2011 where available.

In conjunction with the Readability Charts, Projection Tables (above) provide a rough estimate of how long it may take the applicant to complete the program based on their current academic skills and the goals they want to achieve in Job Corps.

The projected length of stay estimates were derived from PY2010-PY2011 Job Corps graduate data. The tables include two sets of data: (1) students who entered the program with HSD/HSE and completed a CTT program and (2) students who entered without HSD/HSE and completed a CTT program and attained their HSD or HSE. At a minimum, completing a CTT program and attaining a HSD or HSE is the goal for every applicant who wants to enroll in the Job Corps program. Recognizing all applicants are unique in their learning and motivation, these tables provide rough estimates for expected length of stay based on the results of the career planning assessments.

6. Guidance on CTT Programs and Career Pathway Options

The goal for providing career guidance is to enroll applicants who are well informed about the CTT programs offered, understand how this training supports their long-term career pathway goals, and are committed to taking the time and making the effort necessary to graduate and attain certification. To achieve this goal, admissions staff must provide applicants with detailed information about Job Corps’ career technical training programs, certifications, career pathways, industry areas and local labor market information. General information is available through materials from the National Office. However, more detailed information on CTT requirements and the labor market should be obtained from the centers and local resources.

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The expectation is for Admissions Advisors/Counselors to have the knowledge and understanding of all CTT programs in each of the 11 industry areas, including a basic overview of the TAR, classroom environment, industry certification requirements, level of academic skills required, and background check requirements for employment. In addition, the Admissions Advisor/Counselor should be able to explain to the applicant what career opportunities are available upon completion of the program, the roles and responsibilities, certification requirements, and the associated career pathways and opportunities for further education and/or training.

This information is shared with the applicant through a process of career exploration.

The discussion begins by selecting an industry area that interests the student, identifying their long-term career goals in a particular pathway, knowing the job they envision after Job Corps, and selecting the training program that is best suited to get them to that goal.

For the applicant, the career planning process is one in which the Admissions Advisor/Counselor helps him/her select a training program based on individual interests, academic strengths, and commitment to the program. The applicant receives information that enables him/her to make an informed decision before enrolling in the program. The information should portray realistic expectations regarding the rigorous requirements of the program and the commitment need to be successful. Applicants should learn to think about what it means to make short- and long-term goals based on employment in their chosen career pathway.

7. Setting Realistic Expectations

Admissions Advisors/Counselors are responsible for managing applicant expectations and assisting the applicant in setting realistic short- and long-term goals. The standards-based system requires more from the student than the traditional program, and this fact needs to be communicated effectively during the interview process. The goal is for students to arrive at the center knowing the expectations of their selected CTT program, the level of academic skills required to be successful, and the approximate length of time it will take to complete. This conversation should take place during the career planning process while applicants are narrowing their trade selection. The Admissions Advisors/Counselors should give the applicant all the information necessary to make an informed decision and ensure that they are committed to the program.

Establishing realistic goals and expectations sets the applicant up to succeed.

Admissions Advisors/Counselors may initially feel challenged about having difficult conversations with applicants regarding their current academic skills and the level required to successfully complete the program. It is important to understand that Admissions Advisors/Counselors are not denying applicants the right to enroll in the

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Job Corps program. They are explaining what students can realistically expect, based on their current academic skills, and giving them guidance on how best to achieve their goals while enrolled in Job Corps.

Applicants should be aware of the academic requirements before they arrive at the center so they have realistic expectations going into the program. Some center operators and Off-Center Training (OCT) providers have established TABE score requirements for entry into particular CTT programs. For example, some Pharmacy Tech training providers require a 600 TABE score for enrollment. By informing the applicant of these requirements in OA, students with low scores can make a reasonable projection of when they could actually enter a Pharmacy Tech program.

ACs should explain that there may be better options for a first step on the career ladder, such as CNA/Home Health Aide program, where the student may continue pursuing a career in the health industry while increasing their academic skills. In this way, the student is arriving at the center ready to succeed, not starting off with the disappointment of not entering their CTT program of choice.

Center Assignment

The third key practice for enrolling students by cohorts is Center Assignment. Elements of this practice support recruiting, enrolling, and assigning applicants to a cohort either by industry or by CTT program. But the type of cohort for which a center recruits impacts the entire process. Both cohort options have benefits, but cohort enrollment by industry is an easier transition from the traditional model and has a significantly lower impact on a center’s OBS. For this reason, this section focuses primarily on cohort enrollment by industry and provides additional notes on differences when implementing cohorts by career technical training program. Both types of cohorts have been tested at Job Corps centers and significant lessons were learned and best practices collected to help inform this guidance. For a full discussion of the two options, see Chapter 3:

Cohorts on Center in this Guide.

The two cohort options require Outreach and Admissions providers to recruit applicants for a specific industry and ensure a strong commitment to one training program and career pathway within the industry. In both cases, applicants arrive on center with a group of students (a cohort) and immediately begin the Foundation Course after a brief Introduction to Center Life.

All students enter an industry-specific Foundation Course, even if enrolled by CTT program. Centers will need to monitor slot availability for industry cohorts since it is more conducive to trade changes within the industry area. With a CTT cohort, students cycle through the entire Job Corps program and graduate together. Slots do not become available until the center brings in the next CTT cohort.

Center assignment in the cohort enrollment process is best accomplished through strong communication and collaboration between centers and OA staff. Following are the primary steps:

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1. Creating and Communicating the Arrival Schedule

Centers should space cohort start dates based on the Foundation Course schedule, projected CTT openings for the applicable CTT programs within the industry, and maintaining center OBS. The cohort schedule should be completed on an annual basis, agreed upon by the providers, and approved by the Regional Office.

Example:

The Mesa Job Corps Center has developed the Annual Health Care Industry Foundation Course Start Date Schedule (Table 2.3, below) to show scheduled start dates for the Health Care Industry Cohorts for the upcoming Program Year.

The center will provide a two-week introduction to center life prior to…