PRH Regional Supplement 032007_w revised GAP_J-22.doc

POLICY AND REQUIREMENTS HANDBOOK SUPPLEMENT

REGION 5 – CHICAGO

CHAPTER 1

OUTREACH/ADMISSIONS

Last Updated: March 2007

CHAPTER 1: REGIONAL SUPPLEMENT

CHICAGO JOB CORPS REGION

1.1

OUTREACH

R1.

Outreach/Public Education Plans

Plans will thoroughly describe the collaboration with other entities and highlight the coordination of the outreach/public education plans with those entities. Specifically, centers and OA contractors should describe in their plans how they will coordinate outreach and public education efforts/activities and how efforts/activities will be tailored for each geographic area.

The contractor-operated Job Corps centers shall submit the revised portions of the Outreach/Public Education Plan, as part of their Career Development Services System Plan, each year on the contract anniversary date, or submit updates as changes occur. The agency-operated Job Corps centers shall submit the revised portions of the Outreach and Public Education Plan, as part of the Career Development Services System Plan, each year on July 1, or submit updates as changes occur. If there are no significant changes to the plans, a letter stating that there are no changes to the plan may be submitted in place of the plan. Revisions shall be submitted to the Regional Office prior to implementation.

Outreach and Admissions contractors shall submit the required Outreach/Public Education Plan each year on their contract anniversary date or submit updates as changes occur. Revisions shall be submitted to the Regional Office prior to implementation. Job Corps centers that have Outreach and Admissions services attached shall submit a separate plan relating to the portion of the contract relating to Outreach and Admissions services, which outlines the services that will be performed from the perspective of an Outreach and Admissions contractor.

R3.

Center Information

Centers will work with national training contractors to ensure current information on career technical training programs is available and is provided to Outreach and Admissions contractors and One-Stops. Centers will work with career technical training instructors to increase collaboration efforts to improve information that is sent to Admissions contractors and One-Stops.

R5.

Partnerships and Linkages

Every effort should be made by contractors to be involved in local and state Workforce Investment activities and ensure that Job Corps is listed as an eligible training provider in the state system. Staff are encouraged to develop written MOUs detailing procedures and services to be provided by various entities.

R7.

Industry Council c.

The Industry Council meetings should be scheduled to provide timely recommendations to the Regional Office concerning changes in vocational offerings, upgrades and modernization requests, and corrective actions for trades on probation.

R9.

Community Projects

Centers shall ensure that participation in community-based projects and volunteer opportunities is structured in such a way that skills to be learned/practiced are clearly outlined, related to students’ Personal Career Development Plans, and achievement is documented.

1.2

ELIGIBILITY DETERMINATION AND SCREENING FACTORS

R2.

Eligibility

The OA Contractor will:

a.

Request a Regional waiver for individuals over the maximum age limit with disabilities by forwarding request through OASIS. The comments section should indicate “waiver of age limit for disabled applicant.” Upon receipt of age waiver from the Regional Office, the application should be processed according to procedures outlined in R6.

R5.

Recommendation for Enrollment and Assignment

3c.

If a denial of a reasonable accommodation is recommended, use the attached form in Appendix 105.

R6.

Regional Application Review

The Chicago Regional Office has established internal operating procedures relating to the application review process for admission. Job Corps centers are authorized to approve applications for admission. Job Corps centers are not authorized to disapprove or deny applications for admissions. They can, however, make a recommendation to the Regional Office for disapproval of an application due to medical, mental health, and/or behavior issues, or for denial of a reasonable accommodation request. The disapproval of an application or denial of reasonable accommodation rests with the Regional Office.

The OA Contractor will:

Provide electronic and hard copy of application with complete documentation to the Job Corps center, which will allow for either approving the applicant for arrival or recommending disapproval to the Regional Office.

b.

Respond to requests for additional information from Job Corps centers. Centers should receive a response within 10 working days of request.

c.

Upon receipt of a Regional Office decision, notify the applicant of disapproval of admission into the Job Corps program by using the denial letter provided in OASIS.

The Job Corps center will:

a. Review all applications within 10 working days of receipt.

b. Provide information to the OA contractor outlining any additional documentation needed to complete the application. If the OA contractor does not respond after 10 working days, the center should return the application by rejecting (not disapproving) in OASIS and returning the hard copy file to the OA Contractor.

c. Provide adequate written documentation, along with applicant file, to the Regional Office when recommending disapproval of any application. A completed “Request for Regional Review” form, Appendix 106 of the Regional Supplement, must be attached to the file.

d. Notify the OA contractor by e-mail when an applicant file has been sent to the Regional Office for review.

e. Return the file to the OA contractor with the attached cover sheet (Appendix 106) when an application is disapproved within 24 hours of receipt from the region.

The Regional Office will:

a. Review all applications within 10 working days of receipt.

b. Approve the application if the center does not provide adequate documentation to justify disapproval. Return the file to the center and notify the OA contractor.

c. Return the file to the center when an application is disapproved.

R8.

Documentation

Admissions Counselors will:

a. Enter all information completely and in accordance with the procedures specified in the OASIS Users Guide. NAMES SHOULD BE ENTERED IN ALL CAPITALIZED LETTERS FOR EASE OF MANEUVERING IN THE SYSTEM.

1.3

INFORMATION TO APPLICANTS

R1, R2, and R3.

Admissions Counselors will make every effort to provide applicants with center-specific program information in order for them to develop a reasonable understanding of the expectations and requirements for graduating.

Centers will provide center-specific program information and update the information as needed.

1.4

READMISSION

R1.

Readmission Criteria

Admissions Counselors will determine eligibility by assessing and verifying that applicants for readmission:

d.

have not been a graduate of the program, unless applicant submits written documentation indicating compelling and substantial circumstances or a major life change which prevents the graduate from gainful employment; or, e.

have not been a graduate of the program, unless the graduate is no longer eligible to receive the required post-placement follow-up services.

R3.

Regional Application Review

The Chicago Regional Office has established internal operating procedures relating to the application review process for readmission. The process for review of students wishing to be readmitted is identical to that described in 1.2, R6, with the following exception:

The OA Contractor will:

a.

Request a Regional waiver for graduates wishing to be readmitted to the program by forwarding a request through OASIS. The comments section should indicate “waiver for graduate to be readmitted.” The comments section should describe the compelling and substantial circumstances necessitating a second enrollment in the program. Upon receipt of the waiver from the Regional Office, the application should be processed according to procedures outlined in R6.

b.

Maintain a log of those applicants determined to be unsuitable for the program based on observed behaviors in accordance with Appendix 107.

1.5

APPLICANT ASSIGNMENTS

Regional Assignment Procedures

Outreach and Admissions contractors will:

a. Assign applicants to Job Corps centers located in their state of residence or in accordance with the Regional Geographical Assignment Plan. See Appendix 108 for the Geographical Assignment Plan.

b. Track arrivals according to the GAP in accordance with Appendix 109.

R3.

Arrival Scheduling

Centers will:

Develop selection and assignment procedures that provide for timely notification of applicants and project input need three to four weeks ahead of the arrival date.

b.

Communicate their projected arrival needs to appropriate OA contractors on a weekly basis and issue arrival orders pursuant to agreement between the center and the OA contractor.

c.

Schedule applicants for arrival by the date the application was first received at the center.

d.

Track arrivals according to the GAP in accordance with Appendix 109.

R4. Delays

Delayed Assignment

1. Delay assignment of an applicant if information indicates problems adhering to the provisions of the Job Corps Zero Tolerance Policy, specifically if the applicant has not been drug-free for a minimum of 30 days.

2. Not delay an applicant entry for more than 45 days.

R5.

Ticket Recovery

Outreach and Admissions contractors will:

Develop procedures to control, safeguard and track government tickets issued for applicant transportation. Such procedures will be submitted to the Regional Office for review and approval at the same time as other required contract procedures and plans.

1.6

ENROLLMENT READINESS

R1.

Pre-enrollment Needs

Admission Counselors will:

a. Make every effort to register/co-enroll applicants in the state Workforce Development System.

b. Initiate an electronic Personal Career Development Plan (ePCDP) for each applicant in OASIS that reflects a realistic depiction of students’ goals based upon intensive career planning that has occurred on an individual basis between the Admissions Counselor and applicant.

Pre-departure Activity

Admissions Counselors will:

d. Ensure that all items listed in PRH 1.6, R2d. are in the application file. Applications will be considered incomplete if these items, or a reasonable explanation, are not provided.

e. Have parent or legal guardian sign center-specific parental consent form for minors.

R3.

Pre-departure Center Contact:

Centers will contact students prior to scheduled arrival by letter and by telephone.

Appendix 105 Recommendation for Denial of Reasonable Accommodation Please attach explanation from the IDT and Medical and/or Mental Health documentation to support this recommendation.

I. Center Information

Center:________________________

Applicant Name:____________________________

SSN:_________________________

Center Disability Designee:____________________ Phone #:______________________

Interdisciplinary Team Members:

Name:____________________________________

Position/Agency:________________

Name:____________________________________

Position/Agency:________________

Name:____________________________________

Position/Agency:________________

II. Applicant Information Disibility:___________________________________________________________

Contact Dates:_______________________________________________________

Comments:

III. Accommodation Information Job Accommodation Network Contact Date:____________________ Staff person:___________

JAN Recommendation:

Department of Voc Rehab Recommendation (if applicable)

Appendix 105, continued Page Two IV. Explanation for Denial – Be sure to describe applicant’s needs and thoroughly explain why it is not possible to accommodate. Include a description of resources available, estimated costs, etc.

Signature of Center Director or Center Disability Designee:___________________________

Date:_______________________________

Appendix 105, continued Page Three Instructions for Denial Form

I. Center Information: Please include the name of the center, applicant, and center disability designee or other center contact person for this recommendation for denial. Also include the names of the Interdisciplinary Team members who reviewed the request for accommodation, with position title and agency name if not from Job Corps staff.

II. Trainee Information: Please include a description of the disability, and the dates the center made contact with the applicant. If a center is recommending denial of accommodation, staff must have made contact with the applicant prior to forwarding the recommendation to the Regional Office.

III. Denial Information: Please include contact information for the Job Accommodation Network/JAN with the date of contact. If a center is recommending denial of accommodation, staff must have made contact with the Job Accommodation Network/JAN prior to forwarding the recommendation to the Regional Office.

The center may also include the Department of Voc Rehab in the review process if appropriate. If so, please include a brief description of any DVR recommendation made. Finally, the center disability designee should sign the recommendation and attach any documentation that might be helpful in the Regional Office review of the request.

If the recommendation to deny is based on medical and/or mental health issues, those records must be current, within the past year, and must support the recommendation. Attach the documentation used to the Denial Form.

IV. Explanation for Denial: Thorough review of the applicant’s needs, review of medical and/or mental health issues, discussion with the applicant and parents if possible, discussion with JAN, research of available resources, and review of facilities requirements and costs for modifications is necessary before completing this section. Please list each accommodation needed, describe resources available to accommodate, include costs for services not available from state, and provide cost estimates for any facility modifications.

Resources:

http://www.jobcorpshealth.com/dosability

Job Accommodation Network (JAN)

1-800-526-7234

Appendix 106

2. Date of Request:

1. Center:

3. Name of Applicant:

4. Social Security Number:

5. Date of Application:

7. Explanation for Denial (as per PRH):

8. Name:

Title:

9. Signature:

6. FORMCHECKBOX

Medical FORMCHECKBOX Dental FORMCHECKBOX Mental Health FORMCHECKBOX Behavior FORMCHECKBOX Accommodation Reason for Request: (Check applicable box.)

Regional Nurse Consultant Report

10. Date Record Received by RNC:

11. Forwarded for Review _____

Or Action Taken _____

12. Health Consultant’s Recommendation:

FORMCHECKBOX

Approved - No reason to deny applicant for enrollment

FORMCHECKBOX

Disapproved - Forward to Regional Director for signature

14.

Name and Title:

15.

Signature:

Date:

13. Comments:

16. Regional Office Use Only:

Date File Received: _______________ Date File Returned to Center: _______________

FORMCHECKBOX

Application Denied FORMCHECKBOX Application Approved FORMCHECKBOX Other ___________________

Signature: _______________________________ Date:________________________

Request for Regional Review

Appendix 106, continued Page Two Instructions for Request for Regional Review Form

1.

Purpose. The purpose of this form is for centers to request a regional review of a folder they are recommending for disapproval.

2. Originator. Center submitting the file.

3. Frequency. Must be submitted with all documentation for each request.

4. General Instructions. The staff on center designated by the Center Director to manage folder reviews will forward all files to the Regional Office that are rejected by the center. A regional review of the file will be requested using the Request for Regional Review form.

5.

Detailed Instructions: Blocks 1-9 are filled out by the center submitting the file for review.

Block #

Description 1 Center submitting folder for review

2 Date this request is being made by the Center

3 Name of Applicant

4 Social Security Number of Applicant

5 Date applicant applied for Job Corps

6 Check the Box for Type of Review Requested

7 PRH reference for denial with concise explanation of the concern and results of communication with the applicant

8 Name and Title of staff member making this request

9 Signature of staff making the request

Blocks 10 and 11 are completed by the Regional Nurse Consultant.

10 Date file is reviewed by the RNC

11 Recommendation by RNC or disposition of the file

Blocks 12 and 13 are completed by the reviewing Regional Health Consultant.

12 Indicate recommendation by checking appropriate box

13 Explanation of recommendation – may be attached

14 Name and title of Health Consultant

15 Signature and date

Block 16 is completed by the Secretary and Regional Director if required.

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Appendix 107

Name of A/C: _________________

For Month of: _________________

Admissions Counselor Denial Log

Appendix 108

Regional Geographic Assignment Plan

Center

Denison

Pine Ridge

Flint Hills

Excelsior Springs

St. Louis

Mingo

Golconda

Joliet

Appendix 108, Page Two Regional Geographic Assignment Plan

Center

PSChicago

Blackwell

Humphrey

Atterbury

Cincinnati

Cleveland

Dayton

Appendix 108, Page Three Chapter 1: Regional Supplement, Chicago Region

Center

Detroit

Gerald R. Ford

Flint/

Genesee

Clements

GreatOnyx

Totals

Male

Female

Appendix 109

See Excel Spreadsheet attachment

MONTHLY OA REPORT

Analysis of Performance for: Contract

Reporting Month:

Contract Year-to-date:

Credit is the actual arrivals achieved to the assigned center.

Credit is the number of Non-Level I ZT separations during this period.

Rate is the percent of goal attained.

Rate is the percent of goal attained.

Credit is the actual arrivals achieved to the assigned center.

Credit is the number of arrivals that achieved 90+ days of enrollment.

Rate is the percent of goal attained.

Rate is the percent of goal attained.

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REGION 5 - CHICAGO

CHAPTER 2

CAREER PREPARATION PERIOD

Last Updated: March 2007

CHAPTER 2: REGIONAL SUPPLEMENT

CHICAGO JOB CORPS REGION

2.1

CENTER PLAN

R1.

Center Career Preparation Plan a.

The contractor-operated Job Corps centers shall submit the revised portions of the Career Preparation Plan as part of their Career Development Services System Plan each year on their contract anniversary date, or submit updates as changes occur. The agency-operated Job Corps centers shall submit the revised portions of the Career Preparation Plan, as part of their Career Development Services System Plan each year on July 1, or submit updates as changes occur. Career Success Standards should be incorporated into the CDSS Plan. If there are no significant changes to the plans, a letter stating that there are no changes to the plan may be submitted in place of the plan. Revisions/changes shall be submitted to the Regional Office prior to implementation.

b.

The plan shall describe how CPP services will be tailored to address both the program and personal needs of each student in order to adequately prepare them for full program participation.

In addition to the minimum PRH requirements the Center Career Preparation Plan shall address:

1. The procedure for assessing each student’s needs and how services will be provided to tailor CPP to meet student’s specific needs.

Organization to include descriptions of:

(a) How the center will utilize a quality customer service approach and maintain a positive supportive atmosphere with an emphasis on how personal problems and special needs are related to employability.

(d) How student input and feedback will be encouraged and utilized to evaluate the effectiveness and impact of the plan, and to determine the student’s level of customer satisfaction with services provided.

(g) How the assessment process will identify high risk students and the additional support services that will be provided for those students.

(h) How individualized services and activities will be scheduled, paced and delivered to each student to allow the time needed to meet each students needs.

13. How students will be provided the introduction to Career Success Standards and the staff responsible for assuring students’ skills in these areas will be assessed and documented on the Personal Career Development Plans.

14. How students will be assisted in the development of a comprehensive

Personal Career Development Plan and individualized career planning that includes goal setting to address life during and after Job Corps and steps to be taken to achieve those goals.

2.2

INTRODUCTION TO CENTER LIFE

R1.

Required Activities

To the maximum extent possible, centers shall provide new students with an introduction to center life in a manner that customizes the process to meet the individual needs of the student.

Centers should structure the introductory processes to ensure new students feel immediately welcome and supported by staff and other students. Students should be acquainted with JC benefits, behavior standards, and center rules and procedures in a positive manner to support successful and immediate participation in center life.

R2.

Student Handbook

Centers should explore the possibility of providing access to the Student Handbook through Web and computer applications whenever possible. This will facilitate the updating of handbooks and will provide current information to the entire student body on an ongoing basis.

2.3

STUDENT ASSESSMENT

Using Student Assessments

Staff will interactively assist students to apply the results of assessments to the development of their Personal Career Development Plans, individualization of their training schedules, identification of their need for additional support services, and identification of their transitional needs, as well as identification of their employment barriers.

2.4

PERSONAL COUNSELING

R2.

Personal Counseling Services

All staff working with students during the Career Preparation Period should place special emphasis on helping students understand how personal problems and special needs are related to employability and assist students in addressing these issues as a part of their Personal Career Development Plan. Staff should ensure that students are assisted in developing a full understanding of their personal career goals, training needs, and challenges they may encounter as they work to accomplish those goals.

2.5

STUDENT CAREER PLANNING

R1.

Career Exploration e.

Centers should develop and implement a mechanism that introduces all new students to Information Technology. The mechanism should provide sufficient IT skills training to enable students to access Labor Market Information and employment Web sites for job search related to their anticipated career technical training choice. Additionally, where feasible, students should register at the local One-Stop and use their computer skills to access Labor Market Information in their home area.

R2.

Student Personal Career Development Plan a.

Career Preparation staff will make every effort to individualize the career planning process for each student through collaboration with the student. Student plans and choices should be related to the student’s interests, the student’s individualized assessment results and chosen career goals. Each PCDP should clearly indicate student training needs (R2 5.a-d) to be addressed during CDP.

3f.

Driver’s License – Centers will make every effort to enroll a student in driver’s education as early as possible during enrollment. Plans for obtaining a driver’s license should be documented on each student’s PCDP.

R3.

Assignment to a Career Technical Training Program

The assignment of a student to a career technical training program should be based on the student’s individualized interest assessment, the student’s exposure to Labor Market Information regarding the chosen industry, and the availability of employment opportunities in the area to which they will return after separation. Students are often held in CPP longer than they should be because CPP is for 60 days. CPP is not a lock-step phase. The timing of the assignment should be based on the readiness of the individual, not the length of time spent in CPP.

2.6

NAVIGATING THE LABOR MARKET

R1.

Introduction to Center Life and R2. Job Search Skills

Scheduling of these activities should occur early enough in CPP to allow students to utilize the information in their career exploration process and in the development of their PCDPs. Students should be actively involved in the preparation of basic documents, such as resumes and/or portfolios.

2.8

PERSONAL DEVELOPMENT SKILLS

R1.

Conflict Resolution Skills

Staff should assist students in the development of an awareness of their own personal conflict resolution skills and personal challenges. This information shall be documented in the PCDP with steps to be taken to improve skills and deal with challenges.

2.9

CAREER DEVELOPMENT READINESS

R1.

Evaluation

The members of the Career Management Team should be identified on each student’s PCDP. Centers can refer to the signature page if signatures and position titles are legible.

R2.

Transition to Career Development Period

The centers will:

a.

Develop specific requirements for transition from CPP into CDP utilizing competency-based criteria. Staff and students shall be familiar with these criteria.

POLICY AND REQUIREMENTS HANDBOOK SUPPLEMENT

REGION 5 - CHICAGO

CHAPTER 3

CAREER DEVELOPMENT PERIOD

Last Updated: March 2007

CHAPTER 3: REGIONAL SUPPLEMENT

CHICAGO JOB CORPS REGION

3.1

CAREER DEVELOPMENT PLAN

R1.

Career Development Plan

The contractor-operated Job Corps centers shall submit the revised portions of the Career Development Plan (CDP), as part of their Career Development Services System (CDSS) plan each year on the contract anniversary date, or submit updates as changes occur. The agency-operated Job Corps centers shall submit the revised portions of the CDP, as part of their CDSS plan each year on July 1, or submit updates as changes occur. If there are no significant changes to the plans, a letter stating that there are no changes to the plan may be submitted in place of the plan. Revisions shall be submitted to the Regional Office prior to implementation.

Plans shall clearly describe how the center’s CDSS will provide individualized training options for each student, which support skills development and achievement of short- and long-term career goals.

In addition to the minimum requirements, the CDP will describe:

1. How the design will ensure the development of strong staff/student relationships, which will continue into the career transition phase. How the Career Management Teams (CMTs) will be structured, the staff positions assigned to serve on each student’s CMT, and why each member is important to the team in ensuring success for the student.

2a.

The role of the Career Development Specialists (CDS). At each of the eighteen Job Corps centers, CDSs will be located on the center and will work with students in designated career technical training programs.

2b.

How a support network approach will be provided for each student to ensure numerous staff are involved in monitoring and assisting with skills development and making progress toward goals achievement.

2c.

How center-based curricula and work-based learning activities will be continually developed/improved.

2d.

How the center will assist students develop an understanding of and demonstrate the skills related to the eight Career Success Standards.

3a.

What staff will be responsible for regularly monitoring the Career Development Resource Center Web site, and how staff will utilize the information/activities to revise and update curricula.

3b.

How development of applied academics, career technical training and career success standards will be thoroughly integrated and project-based learning activities utilized.

3h:

How staff will assist students in the development of a career plan and/or a plan for post-separation, and how career transition readiness will be determined. The criteria for determining career transition readiness, the procedures to be used to ensure students are competent in the required job search skills, and the process to be implemented to ensure the center incorporates career transition readiness throughout enrollment. How the assigned Career Transition Specialist will be included in the process. How the center will ensure students who are not separating in an orderly manner are prepared for career transition.

4.

How incentives and developmental activities will be used to encourage each student to become self-confident, independent, and responsible citizens/workers.

3.2

ADMINISTRATION AND MANAGEMENT OF CAREER DEVELOPMENT SERVICES

R1.

Managing the Learning Environment

The Corporation/Agency and Center Managers will ensure that all staff understand the minimum requirements listed in the PRH needed to support students career development and their role in assisting each student in their Career Management Team to achieve his/her goals as described on the Personal Career Development Plan.

R2.

Scheduling

Centers will:

a.

Ensure that individualized student schedules provide for the needs of each student and are not based on staff preferences or ease of administration.

R6.

Record Keeping

Centers will:

c. Use record keeping/monitoring activities as a means to encourage student progress, ensure adequate support, and develop positive relationships.

3.3 PERSONAL AND CAREER COUNSELING

Centers will provide each student with personal counseling and career counseling. Centers will ensure specific staff are designated to coordinate the support needed for each student to achieve the short- and long-term career goals in his/her Personal Career Development Plan. All efforts related to personal or career counseling shall be documented in the Center Information System with the exception of confidential information that is shared among staff on a “need to know” basis.

3.4 STUDENT STANDARDS OF CONDUCT

R1.

Incentives

In addition to PRH requirements, students will have input into the development of incentives for positive behavior.

R2.

Rules and Sanctions

In addition to developing center standards of conduct as described in the PRH, center staff and students shall be expected to model appropriate conduct both on and off center. Students will have input into the development of rules and regulations.

Investigation and Disposition of Incidents

The “Summary of Review Board Hearing” form should be used to document outcomes of disciplinary boards and panels. The form must contain complete information including the termination code. Signatures must be legible.

R4.

Appeal Process

Students shall be notified in writing of their right to appeal a decision of the Center Director to the Regional Appeal Board (RAB). Student appeals must be made within 30 days of their separation. Information relating to the appeal process must be contained in the Student Handbook. The written notification and the Student Handbook should note that appeals should be sent to:

US Department of Labor

Office of Job Corps

Attention: Chairperson, Regional Appeals Board

John C. Kluczynski Building

230 South Dearborn Street, Suite 676

Chicago, IL 60604-1505

Upon receipt of a student appeal, the Regional Office will contact the Job Corps center for relevant documents. Requested information will be provided in a folder and sent via overnight mail to the Chicago Regional Office in a timely manner.

Relevant documents to be provided are as follows:

a. The “Summary of Review Board Hearing” Form;

b. All applicable student incident reports;

c. Any investigative reports, witness statements, or other relevant information. All information including signatures must be legible.

d. A copy of the written notification of separation and right to appeal a decision of the Center Director to the Regional Appeal Board (RAB). Such written notification must include the name of the student and the date the appeal information was provided. In addition, the written notification must include the name of the Job Corps center.

3.5

EVALUATION OF STUDENT PROGRESS

R2.

Content of Evaluations

b. Centers shall modify existing evaluation forms, documents, and processes to include all eight Career Success Standards as well as any additional skills the center wishes to evaluate.

e.

Career Management Teams and Career Development Specialists should be assigned by career technical training area.

3.8 WORK-BASED LEARNING STANDARDS

R3.

Work-Based Learning Agreements

All written agreements with an employer must be established prior to the assignment of a student to a work site.

3.13

CAREER TECHNICAL TRAINING

R6.

Reporting/Documentation/Record Keeping Centers shall establish procedures for proper documentation of TARs and monitoring integrity of completion information.

3.15

INFORMATION TECHNOLOGY

In order to provide students with IT skills needed for employment and job retention, staff shall utilize results of the IT skills assessments conducted during the CPP to schedule appropriate learning activities for each student throughout the CDP. Instruction shall include a variety of practical application activities in order for students to learn/improve the needed IT skills. An example of a practical application is an Internet research project related to the student’s career technical training area of choice and chosen career field. Centers should provide adequate access to computers for all students to become competent in the required IT skills.

R6.

Business Etiquette

In addition to the basic requirements, centers shall assist students to establish and maintain an individual e-mail account, with an appropriate/professional user ID/address, and educate them on long-term use of e-mail during enrollment and after separation.

3.16

RESIDENTIAL LIVING

R1.

Student Self-management Skills Development

In addition to providing activities that involve students in the development of self-management skills, staff will be expected to model appropriate career success standards.

3.17

WELLNESS

R1.

Required Instruction

In addition to providing students with information about practices that lead to good physical, mental, and emotional health, staff will assist students in becoming responsible for their personal wellness and maintaining a healthy lifestyle.

3.18 RECREATION AND LEISURE TIME ACTIVITIES

R1.

Planning

Centers will submit a Memorandum of Understanding for Sporting Events on an annual basis on the contract anniversary. All participants in sporting events will review and sign an Athletic Code of Conduct prior to participation in an event.

3.20

DRIVER EDUCATION

R1.

Required Instruction

Centers will incorporate the goal of obtaining a driver’s license for all eligible students enrolled into CPP and document the plan for achievement on each student’s PCDP. Career Management Teams will track progress and ensure completion prior to separation from the program. Centers will develop a system to ensure enrollment into driver’s education classes is prioritized based on students’ needs.

3.21

CAREER TRANSITION READINESS

Job Search Skills

Job Corps centers will:

Assist students in utilizing the previously established (job search appropriate) e-mail account as part of an Internet job search.

R5.

Transitional Needs Assessment

Centers shall incorporate formal review and update each student’s transitional needs regularly throughout CDP to ensure information is current for separating students. All actions will be documented in the PCDP. Students should have an electronic or hard copy of their PCDP at all times.

The center should develop and follow a written operating procedure for assessing transitional needs throughout enrollment.

POLICY AND REQUIREMENTS HANDBOOK SUPPLEMENT

REGION 5 - CHICAGO

CHAPTER 4

CAREER TRANSITION PERIOD

Last Updated: March 2007

CHAPTER 4: REGIONAL SUPPLEMENT

CHICAGO JOB CORPS REGION

4.1

CAREER TRANSITION SERVICES PLAN

R1.

Career Transition Services Plan a.

The contractor-operated Job Corps centers and Career Transition Services contractors shall submit the revised portions of the Career Transition Services Plan, as part of their Career Development Services System Plan, each year on their contract anniversary date, or submit updates as changes occur. The agency-operated Job Corps centers shall submit the revised portions of the Career Transition Plan, as part of their Career Development Services System plan each year on July 1, or submit updates as changes occur. If there are no significant changes to the plans, a letter stating that there are no changes to the plan may be submitted in place of the plan. Revisions shall be submitted to the Regional Office for approval prior to implementation.

As for the Excelsior Springs, Flint Hills, Hubert H. Humphrey, and St. Louis Job Corps centers, the center shall submit two separate Career Transition Services plans. A plan will be submitted that outlines services performed by center operator staff, and a separate plan will be submitted that outlines services performed by the Career Transition Services staff.

c.

The Career Transition Services Plan will describe:

1. Rationale for the design and how it supports the assigned geographic area. Usually center personnel develop the closest relationships with former enrollees and graduates; therefore, it is imperative that center and CTS staff develop a team approach to provision of Career Transition Services. Job Corps center plans and Career Transition Services contractor plans shall describe how efforts will be coordinated and services will be provided to former enrollees and graduates utilizing a team approach.

2. Organization, to include detailed descriptions of:

(a) How career transition will be staffed.

Job Corps center plans will describe:

How the center operator will work in a coordinated and collaborative manner with Career Transition Specialists to serve graduates and former enrollees throughout the Career Transition Period.

Each center will designate an individual as the Manager/Coordinator of Career Development Services who will manage these activities.

Career Transition Services contractor plans will describe:

How the CTS contractor will work in a coordinated and collaborative manner with center staff to serve graduates and former enrollees throughout the Career Transition Period.

Center and CTS will designate an individual as the Career Transition Services liaison who will have responsibility for activities in this area.

(b) Geographic area to be served and where staff will be located to provide services for Job Corps centers.

Job Corps Center plans will describe:

How Career Development Specialists will coordinate efforts to provide Career Transition Services for students locating within regional geographic areas of assignment and outside of the region. After completion of the Career Preparation Period, each potential graduate will be assigned to the Career Development Specialist designated for their trade. The Career Development Specialist will work with these assigned individuals throughout the Career Development and Career Transition Periods. See Appendix 402 for geographic areas of assignment by center.

Career Transition Services contractor plans will describe:

How Career Transition staff will cover the assigned geographic area and provide services to former enrollees and graduates locating in their designated geographic area from within the region and from outside the region. Within each service area, a Career Transition Specialist will be assigned a geographic area of responsibility consisting of a single workforce investment area or a combination of workforce investment areas. The Career Transition Specialist should be located in the designated area and, if possible, should have offices in a designated One-Stop Career Center. See Appendix 402 for geographic areas of assignment by center.

(c) How career transition staff will coordinate and team with center career development staff to ensure continuity of service to separating students.

Job Corps center plans will indicate:

How the Manager/Coordinator of Career Development Services will manage the on-center component and interact with designated entities to coordinate provision of transition services to former enrollees and graduates.

How the designated Career Development Specialists will work with career transition staff to maintain contact with former enrollees and graduates during the post-center service periods.

Career Transition Services contractor plans will indicate:

How the Career Transition Services Coordinator will interact with designated entities to coordinate the provision of post-placement services to former enrollees and graduates.

How the designated Career Transition Services Specialists will work with on-center Career Development Specialists to maintain contact with former enrollees and graduates during the post-center service periods.

(d) How career transition staff will interact with students and other staff during the Career Preparation and Career Development Periods.

Job Corps center plans will outline:

How the center will involve career transition staff during both the Career Preparation and Career Development Periods. The plan must include details as to the role and level of involvement throughout the Career Development Period instead of being limited to the Career Transition Readiness Phase of the Career Development Period.

Career Transition Services contractor plan will outline:

How the career transition staff will be involved in center activities during both the Career Preparation and Career Development Periods. The plan must include details as to the role and level of involvement throughout the Career Development Period instead of being limited to the Career Transition Readiness Phase of the Career Development Period.

During each contract year, the contractor must ensure that, at a minimum, career transition staff visit a Job Corps center at least twice. Contractors are encouraged to schedule staff training opportunities at Job Corps centers whenever possible.

(e) How career transition staff will coordinate efforts with One-Stops, national training contractors and other post-center support contractors to meet the post-center needs of graduates and former enrollees.

Job Corps center plans will describe:

The process utilized to refer uncommitted students not eligible for post-center services to a One-Stop center or other service provider.

How various support services entities will be informed that students separating need transition assistance.

How support services entities will provide information related to transition needs and services provided and how centers will ensure the information is documented using CIS and CTS Case Notes.

Career Transition Services contractor plans will describe:

Efforts to develop a Memorandum of Understanding with the local workforce investment boards in their assigned workforce investment areas, as it relates to serving all Job Corps former enrollees and graduates. All Memorandums of Understanding shall be submitted as an appendix to the required Career Transition Services Plan.

Efforts to communicate and coordinate transition services with the various support entities.

How the coordinator will ensure that information received from support services entities related to transition needs and services provided will be utilized and documented using CTS Case Notes.

3. Methods to accomplish the following:

(a) Graduate and former enrollee contact throughout the service period.

Job Corps centers will:

1. Develop a Memorandum of Understanding with designated Career

Transition Services contractors, identified in Appendix 402, as to the coordination of services for former enrollees and graduates. Such memorandums of understanding shall be submitted as an appendix to the required Career Transition Services Plan.

2. In the MOU, include details as to staff responsible for making contact with separated students, the frequency of contacts with graduates and former enrollees throughout the service period, and procedures for documenting information using the Job Corps automated system application known as CTS Case Notes.

Career Transition Services contractors will:

1. Cooperate with designated Job Corps centers in the development of a Memorandum of Understanding describing coordination of services for former enrollees and graduates throughout the service period.

2. Ensure that contacts are made with separated students as outlined in the MOU and information relating to career transition needs and services is documented using the Job Corps automated system application known as CTS Case Notes.

Career Transition Services contractors will:

1. Make every effort to contact the former enrollee or graduate as per the

MOU with the Job Corps center, or within a week of notification of separation from the program.

2. Re-assess placement and transitional needs identified by the center. Update the electronic Personal Career Development Plan, if necessary.

3. Whenever possible, schedule a meeting with the former enrollee or graduate.

(c) Development of personalized job search skills and strategies

Job Corps centers will:

1. Discuss job search skills and strategies regularly with potential graduates throughout the Career Development Period.

2. Review and modify the electronic Personal Career Development Plan during each student evaluation meeting or as needed.

3. Implement procedures to involve the designated Career Transition Specialists in discussions relating to job search strategies throughout the Career Development Period.

Career Transition Services contractors will:

1. Utilize the electronic Personal Career Development Plan in outlining job search strategies.

2. Allow the Designated Career Transition Specialist to participate in student evaluation meetings during the Career Development Period, to the extent possible and/or practical.

(d) Job development and referral

Job Corps Centers will:

1. Make every effort to ensure that separating students are job-attached.

2. Use numerous resources for job development activities, and whenever possible, establish a formal relationship.

Career Transition Services contractors will:

1. Assist to the extent possible in center efforts to ensure that separating students are job-attached.

2. Use numerous resources for job development and referral, and whenever possible, establish a formal relationship.

(e) Identification of and referral to transitional support services

Job Corps centers will:

1. Within two working days of separation, former enrollees and graduates will automatically be assigned based on the student’s primary address to the appropriate Career Transition Services contractor using the Job Corps automated system. Assignments will be made to specific contractors based on the geographical career transition service areas.

2. Develop procedures for separating students remaining within the region to be served by a Career Transition Team, include instructions for the appropriate entity to invite designated team members to participate through the Job Corps automated system. The primary team members will be the designated Career Development Specialist and the designated Career Transition Specialist. The other members who may be invited to assist in providing placement and transitional support services include National Training Contractors. Procedures should describe how information relating to career transition services from team members will be entered using the Job Corps automated system application known as CTS Case Notes.

Career Transition Services contractors will:

1. Develop formal linkages or a written agreement with local transitional support providers to assist graduates and former enrollees. Such transitional support may include, but not be limited to, entities specializing in housing, transportation, child care, health care, work clothing and tools, food and nutrition, budgeting, counseling, mentoring, job retention, and legal services.

(f) Counseling for job retention

Job Corps centers will:

1. Involve the appropriate Career Transition Services contractor in career development efforts throughout…