R1. Career Development Period Plan
a. Centers must prepare and implement a Career Development Period (CDP) Plan as part of the overall Career Development Services System (CDSS) Plan. The plan must be submitted for Regional Office approval in accordance with PRH Chapter 5, Section 5.1, R3.c, Career Development Services System Plan Management.
b. Career development services reflected in the plan must be tailored to the individual needs of each student, provided throughout enrollment, and coordinated with career preparation and career transition services (CTS) to ensure continuity of services to students.
c. At a minimum, the CDP Plan must address:
1. The rationale for the design of career development services and how that design will ensure provision of individualized services to assist each student in meeting his or her career goals.
2. The organizational structure of CDP and a detailed description of how:
(a) Each component will be staffed.
(b) Center staff (instructional and other) will collaborate to ensure that training and services are effectively delivered in partnership with all staff involved.
(c) The center will ensure that Tests of Adult Basic Education (TABE®) will be implemented using the Student Testing System (STS) in a designated testing facility, following procedures for securing test materials, scheduling tests, and administering the tests.
(d) Center-based and work-based learning will be scheduled and what interruptions to the schedule will be permitted.
(e) Individualized services will assist each student in meeting all eight Career Success Standards.
(f) The center will ensure the delivery of programs and services to English Language Learners (ELL).
3. Methods, materials, and activities to:
(a) Teach each of the competencies required by this chapter:
(1) Centers may use either materials and methods as outlined in Job Corps’ course guides or other materials and methods selected by centers to teach the required competencies. Centers must define requirements for student completion of coursework and competencies. Centers must also describe how students’ progress in training will be documented in case notes, through the Evaluation of Student Progress (ESP), or other means.
(2) If a center elects to use Job Corps materials and methods to teach a set of required skills, the plan need only reference the relevant course guide.
(3) Regional Offices may direct centers to use specified Job Corps materials and methods for given subject areas if training outcomes do not meet targeted levels.
(b) Integrate academic, career technical, and career success skills development, and practice to impart knowledge and to help students develop appropriate attitudes and behaviors in the context of the workplace.
(c) Prepare students to attain industry-recognized academic, career technical and/or postsecondary credentials.
(d) Use center and employer work sites to teach required skills and competencies.
(e) Instruct students in workplace safety measures.
(f) Provide individual students with experiences and practices to help them meet each of the eight Career Success Standards.
(g) Acquaint students with diversity issues to promote respectful behavior and develop competencies in responding to diversity issues.
(h) Utilize the Personal Career Development Plan (PCDP) to guide each student’s career progress and provide feedback on student achievements and goal planning.
(i) Evaluate student readiness for career transition services (CTS) and ensure a smooth transition from center to post-center services.
(j) Provide students with options to achieve a high school diploma (HSD) or high school equivalency (HSE).
4. A description of the center’s student conduct system including: incentives, rules and sanctions; procedures for adjudication of infractions; appeal procedures; student rights; and how behavioral expectations are related to the workplace.
5. Documentation of all center high school programs and center partnerships with local high schools (including charter schools) or school districts that serve Job Corps students. This written documentation must include:
(a) Names of all high school programs and school districts
(b) Letters or certificates from the state department of education affirming that the center, and/or its high school partners, are accredited and recognized in the state in which the high school programs are located (The letter should indicate whether or not the schools are public, private, charter, special-purpose or other schools. If the state defers to a regional accrediting body for high school accreditation, a certificate or letter should be included from the regional accrediting body confirming accreditation for the high school programs (see Appendix 304).)
(c) Memorandum of Understanding (MOU) with partner high schools
(d) Operator or center Standard Operating Procedures (SOP) outlining requirements for students to obtain a high school diploma
(e) Sample diplomas and transcripts
6. Documentation of the process for assessing students for disabilities, and programs for providing students with special education, if the center is subject to the requirements of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) or Section 504 of the Rehabilitation Act of 1973 (see PRH Chapter 3, Section 3.11).