# Presentation: 381182

## Career Success Standards

**Career Success Standards**
***Great Expectations for Every Student***
** ****Regional Office Training Presentation**

## Webinar Objectives

- To provide an overview of the Career Success Standards and the Model, Mentor, and Monitor approach.
- To show where the Standards fit into the larger National Office Job Corps vision.
- To describe how Regional Office staff will support the new PRH requirements and use center assessment tools.
- To provide information on resources available to Regional Office staff.

## What are the Career Success Standards?

_**Behavioral expectations**_** in the areas of:**
**Employability**
**Social development**
**Independent living**
_**The Standards are not a program**_**, a name for a building, or a position title.  They are 8 Standards that are expected to be infused throughout CDSS and all aspects of center operations.**

## Summary of PRH Changes

- Chapters 1, 2, 3, and 5: Career Success Standards
- Required integration of the Career Success Standards into each center’s CDSS plan
- Students introduced to the Standards in O&A
- Employability Skills, Social Skills Training, Diversity Training and Communication Skills replaced with Career Success Standards
- The Standards are a required component of the Evaluation of Student Progress and the Staff Performance Appraisal

## Expectations for Regional Offices

- Establish a Point of Contact for your Regional Office, by July 21, 2006.      (The National Office will have ongoing conference calls with POCs.)
- Issue regional guidelines and deadlines for center plan submittal.
- Schedule review of center plans and feedback to centers.
- Establish implementation timelines for centers. (Full implementation at all centers by June 29, 2007.)

## Where the Standards fit in a Highly Effective Student Learning Environment

- TARS
- Industry-Based                         Certifications/ Credentials
- PRH (content areas and competencies)
- State and national academic standards
- Test Requirements (GED, High School Diplomas, etc.)

**Career Success **
**Standards**

## The 8 Standards

- Workplace Relationships and Ethics
- Interpersonal Skills
- Multicultural Awareness
- Personal Growth and Development
- Information Management
- Communications
- Independent Living
- Career and Personal Planning

## Why did the National Office Develop the Standards?

- To support CDSS in individualizing student services
- To respond to workforce and high-growth industry demands
- To provide students with the foundational, cross-cutting skills they need to get and keep a job
- To offer staff a sustainable set of Standards and resources

## What is the difference between the new Career Success Standards and the old SST Curriculum?

| Social Skills Training Curriculum | Career Success Standards |
| --- | --- |
| Curriculum | Behavioral expectations |
| Discretionary
TAR items (check-offs) | Diagnostic assessments
ESP |
| Assigned day of the week
All students take same class | Based on individual and changing needs |
| Facilitated sessions | Experiential learning
Group activities
Workshops
Work-based learning
Field trips |

## The Standard Profile

- Standard Statement
- (Expected Outcome)

- Competencies
- (What Behaviors)

- Performance Levels
- (How Well)

- Staff Responsibilities
- (Reinforcement)

## The Standard Statement

- Each _Standard Statement_ begins with:
**“****The student will leave Job Corps...” = ****EXPECTED OUTCOME****.**
**For example:**
**Workplace Relationships and Ethics:**
**The student will leave Job Corps** with the ability to productively interact with co-workers and deal with problems and situations with honesty, integrity and responsibility.

## Competencies

- The _Competencies_ outline WHAT BEHAVIORS demonstrate skill and/ or knowledge of the Standard.
**For example:**
- Follows and promotes workplace policies and procedures including: good attendance, being on time and dressing appropriately for the job.
- Understands and supports organizational goals and structure and follows the chain-of-command.
- Observes and practices safety standards.
- Etc.

## Performance Levels

- _Performance levels_ indicate HOW WELL the Standard is being met.
- Each level corresponds to the ESP rating system:
- Needs Improvement (1-2)
- Meets Standard (3-4)
- Excels (5)
- A brief description of a student at each level is provided to guide staff in evaluating students.
- For example:
- (Needs Improvement) Student may lack knowledge of appropriate workplace standards of conduct and workplace relationships.  Student struggles to conform to regulations and is reluctant to improve his/ her demeanor.

## Staff Responsibilities

- Each Standard Profile includes _Staff Responsibilities_ to Model, Mentor, and Monitor the Standard.
- What it means to Model, Mentor and Monitor:
- Support practice of the Standards
- Produce a normative center culture
- Individualize services to students
- Give every staff person a voice in student progress
- Align staff efforts to the Job Corps mission

## Model, Mentor, Monitor

| By definition | Make it Real |
| --- | --- |
| Mo·del: Demonstrate appropriate behaviors to students. | Regardless of your position:
Be on time
Keep your appointments
Dress and speak professionally |
| Men·tor: Coach and support students | Any staff member can be a mentor to any student on an informal basis or as assigned in a formal mentor program. |
| Mon·i·tor: Intervene and correct inappropriate student behavior and highlight appropriate behavior. | Actively observe student interactions as well as staff interactions; and model or mentor where and when it is appropriate. |

## Multiple Implementation Models

- The pilot centers used different models of implementation, including:
- Appreciative Inquiry- asking positive questions to initiate change (Consultant)
- The Pacific Institute’s Fast Trak to Change- Cognitive psychology of the individual affects the group (Consultant)
- Existing normative culture facilitated the transition at 2 centers

## Project Manager Roles and Responsibilities

- Know the Standards and competencies.
- Be familiar with the CSS Website and resources.
- Review and approve center plans using the Center Implementation Plan Template
- Assessment, Monitoring and Technical Assistance (Regional Technical Assistance Center Visit Guide)
- Technical Assistance and Training: The National Office has transferred funds to Regional Offices.

## Ideas to Use Funds

- Regional Training
- Webinars
- Materials (Vstreet subscriptions, DVDs, resource materials for staff)
- Targeted Organization Design Training (workshops for centers with specific need)

## Assessment Resources

- PRH Changes
- What to look for: cultural and operational characteristics of a Standards-driven center
- Understanding levels of implementation
- Center Technical Assistance Visit Guide
- Center Implementation Template
- CSS Website (Live Demo)

## Cultural Characteristics of a Standards-Driven Center

- Staff has high expectations for every student
- Students feel staff care about them
- Staff and students know, trust, and respect each other
- Students take ownership and pride in their center
- Staff feel valued by management

## Operational Characteristics of a Standards-Driven Center

- Staff uses meetings, dormitory logs, and informal discussion to communicate about student progress on a daily basis
- Center has a well developed leadership program and regularly trains all students to step into leadership roles
- Students participate in experiential activities in the evenings and weekends
- Students have daily access to tools (computers) to assist them in their training
- Classroom and vocational instruction engages students in real-world learning opportunities for academic and social development

## Levels of Implementation 

- When the National Office visited the pilot centers, various stages of implementation were observed:
- Awareness (posters, t-shirts, CSS event, informational meetings)
- Skill Development (Individualized projects and activities for students, staff practicing how to Model, Mentor, and Monitor.)
- Application/Transfer (Students in leadership positions; Graduation House; Work-based Learning; staff actively Model, Mentor and Monitor.)

## Review Expectations for Regional Offices

- Establish a Point of Contact for your Regional Office, by July 21, 2006.    (The National Office will have ongoing conference calls with POCs.)
- Issue regional guidelines and deadlines for center plan submittal.
- Schedule review of center plans and feedback to centers.
- Establish implementation timelines for centers. (Full implementation at all centers by June 29, 2007.)

## Resources on CSS Web site

- Live Demo: _[http://](http://jccdrc.jobcorps.gov/CSS)__[jccdrc.jobcorps.gov](http://jccdrc.jobcorps.gov/CSS)__[/CSS](http://jccdrc.jobcorps.gov/CSS)_
- Review:
- Center Resources
- Regional Office Resources:
- Center Technical Assistance Visit Guide
- Center Implementation Template

## Questions and Answers

- The Web site contains a list of 31 Frequently Asked Questions.  The topics include:
- Background and development
- Cost of implementation
- Pilot learnings
- Organization development
- SSTs and employability skills
- Staff roles and responsibilities
- Student competency and performance
- Resources
- Others...
- Questions?/ Discussion

## National Office Support

- Contact:
- John Chowning (202) 693-3102
- chowning.john@dol.gov
- Araceli Curiel (202) 693-3119
- curiel.araceli@dol.gov
- Lisa Paul (202) 693-3252
- paul.lisa@dol.gov