R1. Instructional Strategies and Materials
a. Deliver career development services through a combination of center-based and work-based learning experiences designed to assist students to attain:
1. The academic, career and technical skills needed to achieve their short-term, mid-term, and long-term career goals
2. The career pathway preparation skills to obtain and retain employment that leads to economic self-sufficiency, to enter into apprenticeship programs, participate in advanced training, pursue a career in the armed forces, or to enroll in postsecondary education
3. The knowledge and skills to function as responsible citizens
b. Tailor instructional methods and expected rates of progress to the learning styles, abilities, and career goals of individual students.
c. Deliver training in the context of projects or workplace situations, using workplace materials and employer and Workforce Council input, whenever possible.
d. Develop year-round, job-shadowing opportunities with community, industry, and employers, which will enhance students’ educational and career technical skills training experiences.
e. Ensure instructor collaboration to identify instructional strategies and develop lessons, activities, and material that integrate academic, career technical, Career Success Standards, social development, and career pathway readiness competencies to ensure that students meet the rigor of academic credentials, career technical training programs, and certification requirements.
f. Develop and deliver student career development activities using materials and equipment that support the use of the following instructional approaches:
1. Hands-on activities
2. Large and small group activities
3. Individual, self-directed activities or projects
4. Class discussions
5. Field trips
6. Project-based learning
7. Job shadowing
8. One-on-one tutoring
10. Individualized, programmed learning
g. Develop techniques for assisting students to become independent learners, to include:
1. Alternative learning strategies
2. Study skills
3. A variety of analytical approaches
4. Memorization techniques
5. Goal setting for life-long learning
6. Self-advocacy skills for students with disabilities
7. Accessing community resources
R2. Curriculum Content Areas and Competencies
Centers must provide instruction in the following content areas. Specific required competencies are listed in the relevant sections of this chapter. Courses may be designed to include competencies from different content areas.
c. High School Diploma (HSD) and/or High School Equivalency (HSE) Certification
d. English Language Learning
e. Career Technical Training
g. Information Technology
h. Driver Education
i. Financial Literacy
R3. Course Structure
All required content area competencies must be integrated into a variety of courses. Centers must incorporate the following course design components:
a. Content that includes, but is not limited to nationally required competencies
b. Prerequisite competency levels for placement into each academic course based on diagnostic testing
c. Individual and group lessons or project assignments designed that help students master course competencies
d. Clearly established performance levels (standards of proficiency or passing scores) for competencies, tasks, assigned projects, and/or units of study
e. A definition of course completion stated in terms of demonstrated performance levels for each demonstrated competency
f. Methods to identify and diagnose the needs of students who have difficulty progressing
g. Methods to assess progress toward certification (when applicable)
h. A course guide for instructors that documents how the components above work together to create a course of study
i. Methods for evaluating the effectiveness of course design and delivery
a. Use formal testing procedures to evaluate the overall progress and mastery level a student has achieved in each content area, including the high school equivalency (HSE) tests, and other tests.
b. Administer the Tests of Adult Basic Education (TABE) in accordance with procedures specified in TABE requirements and instructions (Appendix 301) to assess:
1. The reading and mathematics capability of all students at entry in order to place them at appropriate training levels and course of study
2. The achievements of students in reading and mathematics during their enrollment in Job Corps
c. Verify student mastery of career technical skills through trade-related certification testing, as applicable.