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 2.1 CAREER PREPARATION PERIOD PLAN

 
 

 Purpose

 

P1. To ensure the efficient, effective, and coordinated delivery of career preparation services to students, based on expectations for students to progress along a career pathway.

 

 Requirements

 

R1. Career Preparation Period Plan

a. Centers must prepare and implement a center Career Preparation Period (CPP) 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​.

b. Career preparation services reflected in the plan must be tailored to the individual needs of each student.

c. At a minimum, the CPP Plan must address:

1. The rationale for the center’s CPP design and how it will motivate student success and ensure the provision of individualized services to assist each student in preparing for full program participation, credential attainment, placement, and ongoing career progress and success

2. The organizational structure of CPP and detailed descriptions of how:

(a) CPP will be staffed to deliver a full array of services to meet each student’s needs.

(b) Staff will communicate across various departments to deliver the services.

(c) Staff will coordinate with Outreach and Admissions (OA) staff to ensure that school records are obtained before or during the CPP.

(d) Services and activities will be scheduled, paced, and delivered to ensure personalized learning opportunities are tailored to each student’s needs during the first 60 days of enrollment and are aligned with the student’s My Pathway to Achieving Career Excellence (MyPACE) career plan​.

(e) Student input and feedback will be encouraged and used.

(f) The center will create an environment where students regard staff as supportive, caring, and dependable.

(g) ​Career Preparation staff and an interdepartmental Career Management Team (CMT) will continuously monitor each student’s performance and progress in all areas including career planning efforts, and provide multiple levels of support that will assist the student to successfully create an individualized, viable career plan using the MyPACE system.

(h) Career transitional staff will be involved in the student’s career planning phase and interact with the student, interdepartmental CMT, and other staff during the Career Preparation Period. All interactions will be documented in Case Notes.

3. Examples of methods and materials to be used to teach each of the required content areas identified within this chapter. Because the MyPACE career planning curriculum is provided to centers, centers will not need to provide examples for these lesson plans or activities. Centers will need to address how MyPACE is scheduled and staffed

4. Methods to foster contact between students and employers to demonstrate the relevance of Job Corps career preparation and development activities to the workplace

5. The use of practical experiences to ensure students learn and practice skills

6. Methods and strategies to create student commitment to and ownership of his/her MyPACE Career Plan and Pathway Achievement Record (PAR)

7. A system to identify and address students’ personal needs and issues that may present barriers to full participation in the CPP

8. Approaches to involve Admissions Counselors in each students’ successful adjustment to Center Life

9. Methods to assist students in developing the confidence and motivation to achieve their career goals

10. Approaches that customize CPP to meet the needs of English Language Learners (ELL), as needed

11. Approaches that are aligned with MyPACE career planning results and progress to evaluate student readiness to participate in career development activities

12. Strategies to ensure a smooth transition from career preparation to career development for each student as he or she is determined to be ready​

13. How centers will ensure MyPACE instructors have planning periods. Planning periods must be:

(a) one block of time daily, i.e., between the beginning of the day and first break, between first break and lunch, etc.;

(b) during the Training Day, not before classes have started or after classes have finished; and 

(c) at a time when the instructor is not responsible for any students and not expected to fulfill any other duties