a. Perform unannounced assessments on a risk management-based schedule. Regional Office Center Assessments (ROCAs) will occur twice during the life of a contract, ideally during Year 2 and Year 4. ROCAs for Forest Service centers will occur every 2 years. Assessments of centers on a Performance Improvement Plan (PIP) will occur annually. Targeted assessments, which may also be unannounced, will focus on program areas that are deficient in the initial or full assessment, or identified as potential causes of concern based on a risk analysis.

Triggers that could initiate a targeted or full assessment:

1. Unfavorable results of performance, operational and/or financial audits

2. Issues with student safety, security, and culture

3. Constituent complaints (includes e-mails, telephone calls, and hotline report)

4. Unsatisfactory center progress in response to a PIP

5. Category of performance that is significantly below standard

6. Failure to address initially cited Regional Office Center Assessment (ROCA) weaknesses

7. Significant Incident Reports (either a very serious single incident or a negative trend)

8. Sharp decline in Student Satisfaction Survey results

9. Significant facility issues

10. Significant findings and concerns on operator annual assessments

11. An excessive amount of students with high school diplomas or high school equivalency certificates were flagged for integrity issues

b. Conduct audits of approximately 10 percent (contracted On-board Strength (OBS) or average CTS caseload) of all student records associated with performance measurements during center and CTS program assessments, using targeted samples generated by the National Office of Job Corps.

c. Document the results of program assessments and audits, and provide a copy of the completed report to the National Office and the contractor or federal agency. If excessive reporting problems are present, the extent of misreporting shall be brought to the immediate attention of the Office of Job Corps.

d. Assess liquidated damages from contractor’s base/incentive fee for instances of misreporting data based on the following schedule:

Description	Liquidated Damages
Invalid HSD/HSE Credits	$200 each
Claiming credit for an HSD or HSE in OMS where cheating occurred, and the appropriate actions were not taken (see Chapter 3, Section 3.2, R9.b​)	$200 each
Invalid CTT Completion Credits	$500 each
Artificially Extending Enrollment and/or Invalid Leave Days	15% of the budgeted cost per day, per student
	The cost per day, per student is calculated as follows: (approved center operations budget that is in place for the contract year in which the misreporting occurs) / (duration of contract year in days) / (contracted student slots for the contract year)
Invalid Placement Credit	$750 each

​​

e. Require the operator to post the liquidated damages to the fee line applicable in the ETA 2110 form. The region will request an Annual Advanced Procurement Plan/Financial Operating Plan (AAPP/FOP) change to document the assessment or damages and recover the funds through a contract modification. Misreporting data by agency-operated centers shall be reported to the Office of Job Corps and the respective federal agency for corrective action.

Notify the Office of Job Corps and the Job Corps Data Center (JCDC) to remove invalid (High School Diploma/High School Equivalency (HSD/HSE), career technical training (CTT) completion, and Placement) credits from the Outcome Management System(s) (OMS).

Note: Invalid credits will be removed from each measure that is affected regardless of the report card (OMS, Outreach and Admissions Outcome Measurement System (OAOMS), Placement Outcome Measurement System (POMS), CTT Report Card (CTTRC)) or contractor responsible for the error (OA, Center, or CTS). For example, where verification of a HSD/HSE has been invalidated, credit would be removed for the HSD/HSE Attainment measure. In this instance, if the HSD/HSE was the sole determinant of his/her graduate status, the student would also be removed from the pool for any placement-related measure(s) in the OMS, POMS, and CTTRC report cards. Similarly, a credited placement that has been found to have been misreported by a CTS provider would lead to the removal of the student from the placement pool of both the CTS and the center OMS report cards. Both scenarios hold true whether the center operator and the CTS provider are separate, or one and the same.

f. Contracting Officers may exercise discretion when assessing liquidated damages in cases where an error or omission occurred, or when the action was determined to be careless or was the result of an innocent mistake.

g. When a Contracting Officer becomes aware of apparent fraud, the matter should be thoroughly investigated. If the investigation leads the Contracting Officer to conclude there is a likelihood of fraud, it should be referred to the Regional Office of the Office of Inspector General (OIG) by filing an incident report.

In addition to filing the report, the Contracting Officer will inform the OIG of the actions intended to address the incident. The Contracting Officer will make it clear that he/she intend to take these actions, unless the OIG specifically instructs the Contracting Officer not to do so. The Contracting Officer will then proceed with contract enforcement, unless otherwise directed.

R3. Standard Operating Procedures and Plans

Center contractors, agencies, and OA/CTS contractors must:

a. Establish Standard Operating Procedures (SOPs), as shown in Exhibit 5-1 (Standard Operating Procedures), and submit them to the Regional Office for approval within 90 days of contract award. Updates and revisions must be submitted as changes occur.

b. For agency-operated centers, provide up-to-date SOPs, as shown in Exhibit 5-1, with annual plans and amendments to SOPs submitted to the Department of Labor (DOL) Regional Office for approval by June 1 for the upcoming program year.

c. Career Development Services System Plan

Each Job Corps Center and each OA/CTS contractor must:

​1. Develop a Career Development Services System (CDSS) Plan. The Plan must include:

(a) An overview of the contractor’s/federal agency’s role in each phase of CDSS, as appropriate for each contractor/agency.

(b) A description of how services will be delivered and coordinated with other partners for Outreach/Admissions, Career Preparation, Career Development, and Career Transition Periods.

(c) The requirements shown in Chapter 5, Section 5.1, R5 – R8 and R10, as applicable.

2. The CDSS Plan must be submitted to the Regional Office for approval within 90 days of contract award. Agency centers must submit the plan for approval when required by the DOL Regional Office. Approval shall be based on a determination that all required parts of the plan are in place, and that the plan is consistent with the overall Regional CDSS Plan.

3. The CDSS Plan must be kept current. Revisions must be submitted to the Regional Office for approval prior to implementation.

R4. Reporting

Center operators, federal agencies, and OA/CTS contractors must submit reports in accordance with Exhibit 5-2 (Plan and Report Submission Requirements)​.

R5. Outreach/Public Education Plan

Contractors providing enrollment and placement services must develop and implement outreach/public education plans. The plan must demonstrate collaboration and consultation between contractors and centers, and must comply with the outreach requirements of the Workforce Innovation and Opportunity Act (WIOA)​, Section 188, Nondiscrimination, and nondiscrimination requirements at 29 CFR 38.41​. The plan must be submitted to the Regional Office for review and approval, in accordance with Chapter 5, Section 5.1, R3.c, Career Development Services System Plan, and must include, as applicable:

a. Outreach strategies to achieve and maintain overall design and capacity

b. Strategies to ensure coordination of efforts between contractors and centers, including the establishment and maintenance of relationships with community organizations that serve specific targeted groups referred to in c.4 below

c. A description of the public education and outreach methods, activities, events, and linkages that will be developed to:

1. Foster referrals of eligible youth from various targeted groups referred to in R5.c.4 below.

2. Promote positive public awareness of student and center achievements.

3. Respond to media and public inquiries with consistent and factual information.

4. Reach potential applicants who represent the diversity of the community in which the Job Corps center is located in terms of the following characteristics:

(a) Gender

(b) Race and ethnicity, including status as Limited English Proficient (LEP)

(c) Disability status

​5. Publicize the Job Corps program and the center in media that specifically target various populations referred to in Chapter 5, Section 5.1, R5.c.4, such as newspapers, television and radio programs, and websites with streaming audio and video. Ensure that the selected outreach tools include media in languages appropriate to the population served by the center.

​d. A description of outreach methods and materials to be distributed to, and maintained at, One-Stop Career Centers/American Job Centers; youth standing committees, if established; schools; social service agencies including those that serve youth, foster care, and homeless youth; youth programs; organizations; communities; the general public; employers; other employment and training programs; vocational rehabilitation agencies; and other organizations or entities that serve specific targeted populations referred to in Chapter 5, Section 5.1, R5.c.4, such as members of both sexes, individuals with disabilities, or various racial or ethnic groups. Such materials must:

1. Include center-specific information including available career technical training, certification, credentialing, and licensure opportunities.

2. Be designed to reach a diverse audience. Selected materials should be translated into languages appropriate to the population served by the center.

3. Be available in alternate formats for persons with disabilities (e.g., large print, audio tape, open captioning, Braille).

4. Include the exact language of the following tag lines, as required by 29 CFR 38.38​: “Equal opportunity employer/program. Auxiliary aids and services are available upon request to individuals with disabilities.”

5. Provide phone numbers for Text Telephone (TTY)/Telecommunication Device for the Deaf (TDD) or relay service contact for people whose disabilities prevent them from using voice telephones, where voice telephone numbers are provided for telephone contact.

6. Be distributed to schools; social service agencies, including those that serve foster care and homeless youth; youth programs; and other employment and training programs.

e. Be a direct referral system that provides unions, business/industry organizations, and individual employers a mechanism for referring youth who may be qualified to participate in Job Corps. Applicants recruited through direct referrals must meet all Job Corps eligibility and other requirements for enrollment, and fully participate in all career preparation activities. Direct referral applicants do not have priority over those waiting to enter Job Corps, nor do they have priority over those who are on a waiting list for a specific training program.

f. Provide a system to ensure timely follow-up on all referrals.

g. Have a system to document and monitor the effectiveness of outreach efforts, including efforts to collaborate with One-Stop Career Centers/American Job Centers.

R6. Limited English Proficiency (LEP) Plan

Outreach and Admissions contractors must have a LEP Readiness Plan that outlines the steps that will be taken to meet the needs of LEP applicants. This plan should comply with the U.S. Department of Labor Policy Guidance entitled “Policy Guidance to Federal Financial Assistance Recipients Regarding the Title VI Prohibition Against National Origin Discrimination Affecting Limited English Proficient Persons,” 68 Federal Register 32289 (May 29, 2003) (available at http://www.dol.gov/oasam/regs/fedreg/notices/2003013125.htm​).

R7. 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 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 (The MyPACE career planning curriculum is provided to centers. Centers will not need to provide examples for these lesson plans or activities.)

4. How MyPACE is scheduled and staffed

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

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

7. Methods and strategies to create student commitment to and ownership of the MyPACE Career Plan

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

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

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

11. Approaches that customize CPP to meet the needs of Limited English Proficiency (LEP), as needed

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

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

14. 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​

R8. 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 Chapter 5, Section 5.1, R3.c, Career Development Services System Plan.

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 Data Recognition Corporation’s (DRC) INSIGHT® testing system​ in a designated testing facility, following procedures outlined in DRC’s TABE® 11/12 Test Administration Manual and Job Corps’ TABE® 11/12 Student Testing System Administrator’s Guide​ for securing test materials, scheduling tests, and administering the tests. The Manual and the Guide are posted on the Job Corps Community website.​

(d) The center will implement a structured evening/weekend studies (EWS) program for all students, including the structure, staffing and schedule for the program​.

(e) Center-based and work-based learning (WBL) will be scheduled and what interruptions to the schedule will be permitted.

(f) Individualized services will assist each student in meeting all eight Career Success Standards (see Chapter 3, Section 3.4 R11).

(g) The center will ensure the delivery of programs and services to Limited English Proficiency (LEP).

(h) An interdepartmental Career Management Team (CMT) will case manage and continuously monitor performance and progress in all areas (including career pathway preparation activities), and provide multiple levels of intervention and support to assist the student in completing CDP requirements.​

​3. Methods, materials, and activities to:

​​(a) Teach each of the competencies required by Chapter 3:

(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 specific requirements for student completion of coursework and competencies. Centers must also describe how students’ progress in training and career pathway preparation will be documented in case notes, through the Evaluation of Student Progress (ESP), and the Pathway Achievement Record (PAR).

(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) Integrate the use of technology in teaching and learning.​

(d) Prepare students to attain industry-recognized academic, career technical and/or postsecondary credentials.

(e) Use center and employer work sites to teach required skills and competencies.

(f) Instruct students in workplace safety measures.

(g) Provide individual students with experiences and practices to help them meet each of the eight Career Success Standards (see Chapter 3, Section 3.4 R11).

(h) Acquaint students with diversity issues to promote respectful behavior and develop competencies in responding to diversity issues.

(i) Utilize My Pathway to Achieving Career Excellence (MyPACE) Career Plan, PAR, and student evaluation process to guide each student’s career progress toward achieving his/her mid-term career pathway goal​ and provide feedback on student achievements and goal planning.

(j) Evaluate student readiness for career transition services (CTS) and ensure a smooth transition from center to post-center services and mid-term career pathway goal.

(k) 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 302​).

(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) Operator or center Standard Operating Procedures (SOP) establishing basic preventive controls to inhibit cheating in high school diploma and equivalency programs

(f) 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 Chapter 3, Section 3.2, R5.d).

7. Center-specific criteria and procedures for student participation in WBL and assigned staff to support the center’s WBL activities.

a. Assess and monitor the delivery of the career development services to assure that it conforms with the approved center plan.

b. Monitor outcomes and take corrective action when career development outcomes fall below set goals. The National Office of Job Corps (NOJC), in collaboration with Regional Offices (ROs), must monitor and take corrective action when National Training Contractor (NTC) outcomes fall below set goals.

​a. Centers and Career Transition Services (CTS) providers must prepare and implement a Career Transition Plan (CTP), as part of the overall Career Development Services System (CDSS) Plan. The Plan must be submitted for Regional Office approval in accordance with Chapter 5, Section 5.1, R3.c, Career Development Services System (CDSS) Plan.

b. Career transition services reflected in the Plan must be customized to the individual needs of each graduate and former enrollee.

c. At a minimum, the Career Transition Period (CTP) Plan must include:

1. The rationale for the Career Transition Period (CTP) design and how it will ensure the provision of individualized services to assist each graduate and former enrollee.

2. The organizational structure of CTP and a detailed description of:

(a) How the career transition services function will be staffed

(b) Where staff will be deployed to provide center-based placement services

(c) How career transition services staff will coordinate and collaborate with center career development staff to ensure the continuity of services to graduates and former enrollees, including assistance with post-center certification testing or work experience requirements to attain industry credentials

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

(e) How career transition services staff will coordinate efforts with One-Stop Career Centers/American Job Centers, National Training Contractors (NTCs), and other post-center support providers to meet the post-center needs of graduates and former enrollees, including tracking and documenting student certification attainment

(f) How the My Pathway to Achieving Career Excellence (MyPACE) Career Plan and the Pathway Achievement Records (PAR) will be used to continue the development of a transition plan (including support services) for one of the following career pathways, based on students’ demonstrated skills attainment, and when applicable, students’ industry-recognized certification(s) and/or licensing:

• ​Direct job placement
• ​Apprenticeship
• Advanced training
• Military careers
• Postsecondary education

(g) How career transition services staff will inform graduates that transition payments will be forfeited if they do not cash received checks within 12 months of the date of separation, fail to report non-receipt of checks, or fail to update contact information to ensure proper delivery of transition payments

​​(h) How career transition services staff will make and document reasonable efforts to locate graduates when mailed checks are returned or undeliverable

​​3. Methods, resources, and tools to accomplish the following:

(a) Contacting graduates and former enrollees throughout CTP

(b) Assessing placement and transition needs utilizing MyPACE Career Plan and PAR, including assessment and counseling to determine competencies, capabilities, and readiness for career transition services

(c) Developing personalized job search skills and strategies

(d) Assisting graduates in improving skills in resume preparation, interviewing techniques and job search strategies

(e) Identifying and referring students to transition support services

(f) Identifying job leads or education and training opportunities through coordination with partners of local Workforce Development Boards; Center Workforce Councils; Youth Standing Committees, where established; One-Stop Career Centers/American Job Centers and community stakeholders such as, employers, apprenticeship programs, unions, and industry organizations

(g) Counseling to support job retention

(h) Distributing and safeguarding payments, to include locating graduates when checks are returned and/or unclaimed to ensure that students receive payments

(i) Informing graduates that failure to report non-receipt of transition payments or failure to cash a received transition payment check within 12 months of separation will result in forfeiture of the payment, and that graduates have the obligation to update their contact information with their CTS provider

(j) Identification of and referral to postsecondary educational opportunities and federal funding options, as appropriate

a. Submit an affirmative-action plan to the Regional Office for approval within 90 days of contract award in accordance with Chapter 6, Appendix 602 (Civil Rights and Nondiscrimination).

b. Submit a plan to employ and advance the employment of veterans to the Regional Office for approval within 90 days of contract award in accordance with Public Law 107-228 HR 4015, Section 2. 4215 (priority of service for veterans in Department of Labor job training programs), Part b (Employment of Veterans with Respect to Federal Contracts).

a. Submit for approval to the Regional Office an Annual Staff-Training Plan.

b. Include, at a minimum, the topics and frequencies specified in Exhibit 5-4 (Required Staff Training)​.

c. Submit a professional development plan for all staff on waivers.

a. Written preventive maintenance procedures must be submitted to the Regional Office for approval within 90 days of contract award, in accordance with Exhibits 5-1 Standard Operating Procedures and 5-2 Plan and Report Submission Requirements. A report on the status of accomplishing preventive maintenance must be submitted annually to the Regional Office. The preventive maintenance program and procedures and reports must include at a minimum those items on the Center Preventive Maintenance Plan (PMP) Checklist, Form 5-05​. Regional Offices shall use the PMP Checklist when reviewing the centers’ initial and annual submissions. These reports and reviews shall be submitted using the Construction, Rehabilitation, and Acquisition (CRA) website.

a. The annual Occupational Safety and Health (OSH) Program Review is conducted in accordance with Executive Order 12196, Title 29 Code of Federal Regulations (CFR) part 1960, Department of Labor Manual Series (DLMS) 4, Chapter 800, and the Job Corps Policy and Requirements Handbook (PRH). The review verifies that each center has implemented the Occupational Safety and Health program outlined in the PRH and identifies any outstanding occupational health and safety deficiencies. The review consists of an on-site visit including opening and closing conferences, walk-through of facilities, document verification, and student/staff interviews.

b. Documentation of Deficiencies and Abatement Activities

Job Corps centers are required to document and post deficiencies manually on the DOL Form DL1-2029. Blank forms can be obtained from the Job Corps Community website. Center abatement activities must be documented in ATS. The ATS website can be accessed at: https://ats.dol.gov/.

a. Center operators must develop, implement, and maintain a center-specific Occupational Safety and Health Plan, which must be signed by the Center Director. Corporate plans or templates cannot be used and are not acceptable. Plans must be tailored to each center. Center plans must include the following, if applicable (see referenced section below for plan details):

1. Personal Protective Equipment (PPE) Plan (see Chapter 5, Section 5.1, R16)

2. Fire Safety and Prevention Plan (see Chapter 5, Section 5.1, R17)

3. Emergency Action Plan (see Chapter 5, Section 5.1, R18)

4. Hazard Communication Plan (see Chapter 5, Section 5.9, R13)

5. Recreational Safety Plan (see Chapter 5, Section 5.1, R20)

6. Asbestos Operations and Maintenance Plan (see Chapter 5, Section 5.9, R12)

7. Confined Space Entry Plan (see Chapter 5, Section 5.1, R22)

8. Bloodborne Pathogens Plan (see Chapter 5, Section 5.1, R23)

9. Respiratory Protection Plan (see Chapter 5, Section 5.1, R24)

10. Hearing Conservation Plan (see Chapter 5, Section 5.1, R25)

11. Lead Exposure Plan (see Chapter 5, Section 5.9, R11)

12. Hexavalent Chromium Exposure Plan (see Chapter 5, Section 5.9, R16)

13. Lockout/Tagout Plan (see Chapter 5, Section 5.1, R28)

14. Powered Industrial Vehicle Plan (see Chapter 5, Section 5.1, R29)

b. Plans must be evaluated annually by the center and revised when one of the following occurs:

1. A new or revised PRH or regulatory standard necessitates revision of specific plan.

2. The center introduces a new trade resulting in new potential hazards.

3. New hazards exist due to changes in equipment or materials.

c. Plans must contain a revision tracking sheet that lists each component of the Plan and documents changes made to the Plan (i.e., specific change and date of revision).

d. Plans must remain on center when there is a change in center operator. Center operator policies and procedures regarding safety that are considered proprietary should not be part of center safety program plans. This information should be maintained separate from the PRH Occupational Safety and Health program requirements.

e. Each Occupational Safety and Health Plan must consist of the following components at a minimum, where applicable:

1. Center Safety Orientation

2. Staff Training

3. Basic Equipment for Safety Officers

f. All center Safety Officers must possess the following equipment, at a minimum, to effectively perform their responsibilities:

​1. A quality camera

2. Safety shoes

3. Safety helmet/hardhat

4. Safety goggles/glasses

5. Gloves

6. Use of computer with word processing, e-mail and Internet capability

7. Flashlight

8. Electrical circuit tester and Ground Fault Circuit Interrupter tester (GFCI)

Additional equipment may be required depending on the center’s hazard analysis.

g. The following items should be available when appropriate and necessary to identify and control hazards:

1. Lockout/tagout kits

2. Air flow meter (Alnor Velometer® Jr.)

3. Hearing protection

4. Swimming pool test kits

5. Low-volume air sampling pumps

6. High-volume air sampling pumps

7. Sound level meter with octave band analyzer

8. Noise Dosimeters

h. Regulations and Policies

All center operators, Center Directors, and Safety Officers must follow and refer to the following policy and regulatory information in performing their safety and health program review activities:

1. National Fire Protection Association (NFPA) 101, Life Safety Code® and Handbook

2. Current OSHA Standards (29 CFR 1904, 1910, 1926, and 1960)

3. Department of Labor Manual Series (DLMS) 4, Chapter 800, DOL Safety and Health Program

4. Job Corps Policy and Requirements Handbook (PRH)

5. NFPA 70, National Electrical Code® (NEC)

i. Occupational Safety and Health Committee

​1. Overview

​Each center must establish an Occupational Safety and Health Committee in accordance with 29 CFR 1960.58 to:

(a) Review reported accidents, injuries, and illnesses.

(b) Consider the adequacy of action taken to prevent recurrence of such accidents, injuries, or illnesses.

(c) Plan, promote, and implement DOL and Job Corps occupational safety and health programs.

​2. Committee Membership

​The Center Director must actively participate on the Occupational Safety and Health Committee. In addition to the Center Director, committee membership must include:

(a) The center Safety Officer (facilitator)

(b) Manager of Residential Living

(c) A Maintenance Unit Supervisor

(d) A Health Services Supervisor

(e) A Career Technical Training (CTT) Supervisor

(f) A Recreation Supervisor

(g) A Food Service Supervisor

(h) A minimum of two students, selected by their peers

(i) Representatives from other organizational units, as appropriate

​3. Duties of Committee Members

​Committee member duties must include, but not be limited to, the following:

(a) Assist in safety inspections when requested by the Safety Officer. Student committee members must participate in safety inspections at least monthly.

(b) Observe and report infractions of safety rules and regulations.

(c) Review accident reports to determine if corrective action is necessary or if harmful trends exist.

(d) Review inspection reports prepared by the center Safety Officer identifying unsafe/unhealthful conditions, and suggest techniques or strategies for correction/abatement.

(e) Review all suggestions and concerns submitted by students and staff, and make recommendations for implementation to the Center Director.

(f) Develop and implement a safety awards and recognition program.

4. Training for Committee Members

In accordance with 29 CFR 1960.58, safety committee members must complete training commensurate with the scope of their assigned responsibilities within six months of appointment. Such training must include:

(a) The center’s Occupational Safety and Health program (recommend training within 30 days of appointment)

(b) Section 19 of the OSH Act of 1970​

(c) Executive Order 12196 – Occupational Safety and Health programs for federal employees

(d) General content contained in 29 CFR 1904, 1910, 1926​, and 1960

(e) Center procedures for the reporting, evaluation, and abatement of hazards

(f) Center procedures for reporting and investigating allegations of reprisal, and the recognition of hazardous conditions and environments

(g) Identification and use of occupational safety and health standards, and other appropriate rules and regulations

5. Occupational Safety and Health Committee Meetings

Meetings must be held monthly and/or when called by the Center Director or Safety Officer. Copies of minutes must be maintained at the center for three years and made available upon request.

a. Perform hazard assessments for all trades and/or work areas to assess the need for PPE. Maintain hazard assessment records that identify hazards and risks, and document the type of PPE required. Develop procedures to notify the center Safety Officer when new processes are introduced or when existing processes change.

If a new career technical training (CTT) program is introduced, a hazard assessment must be performed to determine PPE needs according to training activities. Hazard assessment based upon other trades and activities cannot be the bases of the PPE requirements for a new trade.

b. Select PPE based on hazard assessments by the trade supervisor in conjunction with the center Safety Officer. Methods for selecting PPE are well-documented, appropriate, and properly implemented.

c. Develop a PPE training program that will address student and staff needs. The written training program includes:

1. When PPE use is necessary

2. What PPE is necessary

3. How to properly don (put on), doff (remove), adjust, and wear PPE

4. The proper care, maintenance, useful life, and disposal of PPE

d. Maintain PPE training records for students and staff for three years. Additional retention requirements are as follows:

1. Retain student training records for one year following completion of training or termination of enrollment.

2. Retain staff training records for one year following resignation or termination of employment.

e. Establish procedures to inspect, clean, and maintain PPE. Ensure that supervisors, staff, and students are trained in these procedures and follow the established criteria.

f. Establish procedures to remove damaged equipment from service.

a. Fire Prevention Plan

The center Safety Officer must perform the following activities to ensure that students and staff are familiar with all center fire alarms and evacuation procedures:

​1. Center Safety Officers must perform and log monthly inspections of:

(a) Fire alarm systems

(b) Sprinkler systems

(c) Illuminated exit signs

(d) Emergency lighting

(e) Fire extinguishers

2. Centers must conduct monthly fire drills during high student/staff activity levels and when students are in the dormitories. Center Safety Officers will document the accountability and timeliness of fire drills.

3. Centers must establish and implement a Fire Watch Plan, included as part of the Fire Prevention Plan, to be implemented when there is a nonfunctional alarm system. The Fire Watch Plan will include the following:

(a) Establishment of fire warden and security staff duties and responsibilities

(b) Establishment of minimum required equipment for security staff

(c) Establishment of a process for reporting fires and notifying building occupants

b. Fire Safety Plan Elements

The center Safety Officer must ensure that at least the following elements are included in the Fire Safety Plan:

1. List of major fire hazards and proper handling and storage procedures for hazardous materials

2. List of all potential ignition sources, control procedures, and the type of fire protection equipment or suppression system used to control a fire

3. List of staff responsible for maintaining fire protection equipment or systems to prevent or control ignition fires

4. List of staff responsible for control of fuel source hazards

5. List of staff responsible for sounding alarms and contacting local fire department or other appropriate officials

6. Evacuation and accountability procedures, including the posting of evacuation maps, assembly areas, and maintaining safe distance from affected buildings until areas are cleared for occupancy

7. Emergency notification telephone numbers

8. List of temporary shelters and contacts

9. List of staff responsible for assessing damage to center and coordinating re-entry to center or affected buildings

10. List of staff responsible for communications with local media, Regional Office, and National Office of Job Corps

c. Training

All centers must provide ongoing fire prevention and fire extinguisher training for staff and students according to their roles and responsibilities within the Fire Prevention Plan. Training resources include state or local fire marshals, insurance companies, universities, or the Occupational Safety and Health Administration (OSHA). Training programs must be customized to center location, offerings, and programs, and must include the following elements, as appropriate:

​1. Training for fire wardens and security staff

(a) Fire classes and the appropriate extinguishing agent

(b) Proper maintenance and use of fire extinguishers

(c) Evacuation and accountability procedures, as defined by NFPA Life Safety Code

(d) Proper use of warning equipment/alarm systems

(e) Fire watch system and alternative warning systems

(f) Fire warden responsibilities

(g) Fire safety inspections, including housekeeping practices, flammable and combustible waste materials accumulation, and inspection and maintenance of fire equipment or systems

2. Training for students

(a) Assigned evacuation routes and assembly areas

(b) Procedures for reporting a fire or potential for fire

(c) Procedures for disposal of combustible and flammable materials

(d) Location of smoking areas and receptacles

​3. Training for staff

(a) Proper use of fire extinguishers

(b) Assigned evacuation routes and assembly areas

(c) Procedures for reporting a fire or potential for fire

(d) Procedures for disposal of combustible and flammable materials

(e) Location of smoking areas and receptacles

d. Required Documentation

Documentation of fire safety training, drills, and inspections must be maintained on center for three years and made available for review upon request.

e. Incipient Fire Suppression and Portable Fire Extinguishers

​1. OSHA defines incipient fire as a fire in the initial or beginning stage that can be controlled or extinguished using a portable fire extinguisher, Class II standpipe, or small hose system without the need for protective clothing or equipment (e.g., breathing apparatus). OSHA requires centers to provide fire extinguishing equipment for an incipient fire. However, OSHA allows centers to address incipient fires and building evacuation in one of the following two ways:

(a) Evacuation of all or most of the building’s occupants to a safe area without attempting to fight the fire

(b) Evacuation of all building occupants except those who are properly trained and designated to use portable fire extinguishers

2. Fire prevention plans must comply with 1910.157, Portable Fire Extinguishers​, according to the center’s established policy concerning incipient fires.

3. Incipient firefighting should be based upon a thorough hazard assessment, and proximity and response time of local fire department or emergency response team.

a. Emergency Action Plan (EAP) Elements

​1. Procedures to handle hazards and threats including:

(a) Natural disasters typical for the geographic area in which the center is located; e.g., earthquakes, hurricanes, tornadoes, severe/extreme weather, blackouts, utility failures, and weather-related conditions

(b) Criminal activity including arson/fire, bomb threats, suspicious packages, vandalism, civil disturbance, and weapons on center

(c) Terrorist threats including radioactive, biological, or cyber attacks

(d) Medical emergencies, such as pandemic influenza or food poisoning (E. coli or Salmonella) outbreaks

(e) Other hazards specific to the surrounding area, such as hazardous materials spills or explosion

2. A list of emergency personnel and contact information (The Center Director or his or her designee must act as the responsible official during the emergency.)

3. The Center Director or his or her designee must ensure that an Emergency Coordinator and Area/Floor Monitors are identified, and ensure that assistance is available for the physically challenged

4. Procedures for emergency situations that require centers to shelter-in-place, evacuate, and provide for mass care of students and staff

5. Identification of assembly areas on and off center for students and staff to relocate depending upon the nature of the emergency

6. Evacuation route maps indicating emergency exits, primary and secondary evacuation routes, location of fire extinguishers and fire alarm pull stations, and assembly points must be posted in all center buildings, including but not limited to:

(a) Residential facilities

(b) Child development centers, if applicable

(c) Academic facilities

(d) Food service facilities

(e) CTT facilities and classrooms

(f) Recreation areas

(g) Warehouse(s)

(h) Center maintenance

(i) Administration facilities

7. Procedures for staff required to remain on center after an evacuation to perform critical activities (e.g., shut down utilities) and secure the center

8. Procedures to account for students and staff after evacuation to assembly areas on and off center, including students training or working off center at the time of the emergency

9. Procedures for transporting students and staff to off-center assembly areas, including students training or working off center

10. Procedures for staff and students responsible for providing medical assistance (The plan should also provide for instances when individuals responsible for providing medical assistance are not available.)

11. An alarm system must be implemented that provides a distinctive sound or tone for each purpose (type of emergency and procedure) in accordance with 29 CFR 1910.165

12. Procedures for returning the center to normal operations following an emergency (Procedures should be emergency-specific.)

b. Emergency Response Drills

1. Centers must perform fire drills on a monthly basis. The drills should be performed during normal business hours and after hours.

2. Centers must participate in federal, state, and local emergency preparedness drills, including terrorist attack and pandemic outbreak response, when possible.

3. Centers must establish and maintain contact with federal, state, and local emergency response coordinators to ensure that current information regarding emergency response procedures is maintained.

4. All drill and post-drill activities designed to improve student and staff performance during drills must be documented and kept on file in the Safety Officer’s office and made available upon request.

5. Copies of drill performance and improvement reports must be maintained on the center for three years and made available for review upon request.

6. Centers must coordinate with the local emergency management authority, local health department, and local fire department to participate in federal, state, or local emergency response drills.

a. Water Safety (See Chapter 2, Section 2.2, R7​.)

1. Job Corps centers operating swimming pools must incorporate the Centers for Disease Control and Prevention (CDC) chlorine disinfection timetable for killing common germs.

2. Cleaning and disinfecting procedures must also include the area surrounding the pool, including chairs, towels, floors, etc., to prevent the onset of recreational water-related illnesses.

3. Provide staff and students with awareness training on the prevention of recreational water-related illnesses.

4. Ensure that swimming pool areas are secured after hours to prohibit unauthorized access.

5. Post proper warning signs, safety rules, and emergency response procedures.

​6. Ensure that necessary rescue equipment is maintained in good working order and easily accessible.

b. General Recreational Safety

The Center Director must:

1. Ensure that students receive adequate training prior to engaging in recreational activities such as weight lifting, basketball, arts and crafts, etc.

2. Provide supervision during recreational activities to ensure that students follow proper techniques and are fit for the activity, thereby not placing the participant’s safety at above-normal risk and reducing the risk of injury at all times.

3. Advise students that “horseplay” is not tolerated during recreational activities.

4. Ensure that all recreational facilities and equipment are of safe design and free of known hazards.

5. Ensure that recreational and athletic equipment purchases meet safety guidelines established by agencies nationally recognized by the Consumer Product Safety Commission (CPSC).

c. Gymnasium and Recreational Equipment

1. Gym equipment must be positioned to allow for an unrestricted route of egress from the area during an emergency.

2. Personal protective equipment (PPE) such as helmets, padding, wrap-around eye protection, and gloves must be provided for students involved in recreational activities such as:

(a) Bicycling

(b) Skate boarding

(c) Rollerblading

(d) Racquet ball

​3. Recreational facilities and equipment must be inspected daily. Damaged equipment must be immediately removed from use and repaired or replaced as soon as fiscally possible.

d. Competitive Sports

To ensure student and staff safety and security during on-center and off-center events, centers are encouraged to prepare plans that contain the following elements, at minimum:

1. Consider limiting participants and spectators to current Job Corps students and staff.

2. Ensure that there is sufficient supervision for off-center games and events. The recommended ratio is one staff member for every five students.

3. Coordinate security arrangements between visiting and host centers in advance of each activity. Visiting centers must provide a list of team members, Job Corps spectators, and player family members at least one week prior to the event. Limit entry into events to pre-approved spectators with proper identification.

4. Host centers are encouraged to arrange for additional security through local law enforcement when there is a history of past serious incidents.

5. Communicate safety and security procedures to athletes, staff, and spectators prior to the event.

a. Overview

A confined space is one that is large enough and configured in a manner that would allow a person to enter the space to perform work. The space has limited or restricted means of entry or exit and is not designed for continuous human occupancy. Hazards may also exist in the space, such as combustible gases, toxic materials, or mechanical or electrical hazards, or the space may be oxygen deficient.

A Confined Space Entry Plan is not necessary if one of the following is in place:

1. There are no confined spaces on center.

2. Students and staff are prohibited from entering or performing work in any confined space.

b. Confined Space Inventory

​1. Centers must conduct a survey to identify and label all confined spaces located on center. Each space must be identified as “non-permit required” or “permit required.”

(a) A permit-required confined space is one that contains one or more of the following characteristics:

(1) Contains or has the potential to contain a hazardous atmosphere

(2) Contains a material that has the potential for engulfment or entrapment

(3) Has an internal configuration such that an entrant could be trapped or asphyxiated

(4) Contains any other serious safety hazard

(b) Non-permit-required confined space does not contain or have the potential to contain a hazardous atmosphere or any other hazard capable of causing death or serious physical harm.

(c) Re-evaluate all confined spaces annually and maintain documentation.

(d) Permit-required confined spaces are marked as such with appropriate signage.

(e) Ensure that permit-required confined spaces are locked or blocked to deter access (if possible).

2. Centers that require students, staff, or contractors to perform work in confined spaces are required to develop, implement, and maintain a Confined Space Entry program in accordance with 29 CFR 1910.146​. The Plan must consist of the following elements:

(a) Designated confined space entry coordinator

(b) Entrant and supervisor responsibilities

(c) Non-permit-required confined space entry procedures

(d) Location-specific, permit-required confined space entry procedures

(e) List of center departments and/or career technical training (CTT) programs that require confined space entry

(f) Emergency procedures

(g) Training and documentation of training

3. Maintain confined-space-entry training records for students and staff for three years. Additional retention requirements are as follows:

(a) Retain student training records for one year following completion of training or termination of enrollment.

(b) Retain staff training records for one year following resignation or termination of employment.

​4. Maintain cancelled entry permits for one year.

a. Centers must develop, implement, and maintain a Bloodborne Pathogens Control Plan that is in compliance with the OSHA Occupational Exposure to Bloodborne Pathogens; Needlestick and Other Sharp Injuries; Final Rule (29 CFR 1910.1030). The Plan, which is submitted to the Regional Office, must be reviewed and approved by the Regional Health Specialist. Once the Plan has been approved, the Plan does not need to be updated again until at least one of the following occurs:

1. New or revised PRH or regulatory standards necessitate revision of the Plan.

2. Center introduces a new trade resulting in new potential exposure to bloodborne pathogens.

3. New engineering controls, including safer equipment or procedures, are introduced.

b. The plan must contain the following minimum requirements:

1. Identification of job classifications where there is high, medium, or low risk of exposure to blood or other potentially infectious materials

2. Explanation of the protective measures in effect to prevent occupational exposure to blood or other potentially infectious materials and a schedule and methods of compliance to be implemented

3. Schedule and method of implementation for administering Hepatitis B vaccination and conducting post-exposure evaluation and follow-up

(a) Job classifications with high risk of exposure will be provided the Hepatitis B vaccine.

(b) Job classifications with medium risk of exposure should be offered the vaccine or administered the vaccine as needed (i.e., post-exposure vaccine). Staff trained in CPR and first aid and required to render aid in an emergency as part of their job duties must be offered the Hepatitis B vaccine or administered the vaccine as stated above.

(c) Job classifications with low risk of exposure should be administered the vaccine as needed (i.e., post-exposure vaccine).

​Regardless of job classification, staff who decline the Hepatitis B vaccine must sign a declination form in accordance with 29 CFR 1910.1030 Appendix A​.

4. Schedule and method of implementation for communicating hazards to employees

5. Schedule and method of implementation for recordkeeping

6. Procedures for evaluating the circumstances of an exposure incident

a. Centers must develop and implement a Respiratory Protection program, including a written plan in accordance with 29 CFR 1910.134, if any of the following conditions exist:

1. Center offers trades that could potentially expose students or staff to airborne contaminants that meet or exceed the OSHA eight-hour Permissible Exposure Limits (PELs) or action levels for known respiratory hazards.

2. Asbestos-containing building materials (ACBMs) are present and may be disturbed during routine maintenance, housekeeping, renovation, or demolition activities.

3. Lead-based paint or other materials are present and may be disturbed during renovation and demolition activities.

4. Students and staff are exposed or may be potentially exposed to airborne contaminants and disease through contact with individual(s) engaged in providing student and staff health services or engaged in allied health training.

b. Centers are not required to implement a written Respiratory Protection program if filtering face piece respirators (i.e., dust masks) are used on a voluntary basis and there is no potential for airborne particulate levels to meet or exceed the OSHA eight-hour PEL or action levels.

Voluntary use of tight-fitting, negative pressure air-purifying or powered air-purifying respirators requires a written plan, in accordance with 29 CFR 1910.134, Appendix D.

c. Centers must identify and evaluate respiratory hazards in the workplace through:

1. Air sampling and exposure monitoring;

2. National Institute for Occupational Safety and Health (NIOSH) trade-specific data regarding airborne contaminants; or

3. General or construction industry accepted best practices.

d. The Respiratory Protection program must contain worksite-specific procedures and elements for required respirator use.

e. Center Director or his or her designee must select a Respiratory Protection Program Coordinator to manage the center’s Respiratory Protection program.

f. The written Respiratory Protection Plan must contain the following elements:

1. Respirator selection procedures and criteria that ensure that exposure to hazardous substances occurs at or below maximum use concentrations

2. Medical surveillance for staff and students required to wear respirators

3. Fit-testing procedures for tight-fitting respirators

4. Procedures for the proper use of respirators in routine and emergency situations

5. Procedures and timelines for cleaning, disinfecting, storing, inspecting, repairing, discarding, and general maintenance of respirators

6. Procedures for ensuring air quality, quantity, and flow of breathing air for atmosphere-supplying respirators if applicable

7. Student and staff initial and annual refresher training that includes:

(a) Potential respiratory hazards during routine or emergency situations

(b) Proper use, donning, removal of respirators

(c) Limitations of respirator use

(d) Regular maintenance of respirators

8. Procedures for evaluating the effectiveness of the program

9. Medical evaluations conducted by a licensed health care professional in accordance with 29 CFR 1910.134(e)(1) through (e)(7)(iv)

​10. Maintenance of respiratory protection training records for students and staff for three years. Additional retention requirements are as follows:

(a) Retain student training records for one year following completion of training or termination of enrollment.

(b) Retain staff training records for one year following resignation or termination of employment.

g. Centers must establish a cartridge change-out schedule in accordance with OSHA and manufacturers’ recommendations to ensure cartridge effectiveness.

h. Qualitative and quantitative fit-testing of tight-fitting respirators must be done in accordance with 29 CFR 1910.134 Appendix A, Fit Testing Procedures (Mandatory)​. Fit-testing of respirators used to protect against asbestos or lead exposure must be done in accordance with the appropriate OSHA standards.

a. Centers must conduct noise monitoring at least every other year to identify potential sources of hazardous noise or whenever new noise sources are introduced into the working or training environment.

b. Centers must identify hazardous noise areas with warning signs or markings to ensure that hearing protection is used in those areas.

c. Centers must develop and implement a Hearing Conservation program in accordance with 29 CFR 1910.95 if the following conditions exist:

1. Results of noise measurements have identified hazardous noise sources that may result in staff or student exposures that exceed 85dB (decibels).

2. Exposure monitoring indicates that student and staff noise exposures equal or exceed an eight-hour time weighted average (TWA) of 85dB measured on the A-scale (slow response) or 50 percent dose.

d. The Hearing Conservation Program (HCP) must consist of the following elements:

1. Monitoring program that identifies students and/or staff for inclusion in the HCP and to facilitate selection of appropriate hearing protectors.

2. Audiometric testing to monitor staff and students whose exposures equal or exceed an eight-hour TWA of 85dB, including:

(a) Baseline audiogram to be administered within six months of the initial exposure equal to or in excess of 85dB to be compared against subsequent audiograms.

(b) Audiograms administered at least annually following the baseline audiogram.

(c) Audiogram evaluation.

(d) Purchase of audiometric testing equipment is not required. However, if the center conducts audiometric testing, equipment and the testing environment must meet the requirements set forth in 29 CFR 1910.95, Appendices C and D.

If the center does not conduct audiometric testing, the center must ensure that individuals included in the Hearing Conservation program are administered audiograms in accordance with the OSHA standard.

(e) Audiometric testing must be performed by a licensed or certified audiologist, otolaryngologist, or other physician, or by a technician certified by the Council of Accreditation in Occupational Hearing Conservation, or who has demonstrated competence in administering audiometric examinations, obtaining valid audiograms, and properly using, maintaining, and checking calibration and proper function of the audiometers being used.

​​A technician who performs audiometric tests using a microprocessor audiometer does not need to be certified but must be responsible to an audiologist, otolaryngologist, or physician.

​​(f) Centers located in rural areas that are not equipped to conduct audiometric testing on center or find it difficult to locate audiometric testing centers must contact the Job Corps Regional Office Project Manager who will contact the National Office of Job Corps safety representative.

3. Hearing protector evaluation for specific hazardous noise environments to ensure attenuation to below 85dB. Evaluation methods should be done in accordance with 29 CFR 1910.95 Appendix B, “Methods for Estimating the Adequacy of Hearing Protection Attenuation.”

4. Selection and distribution of hearing protectors:

(a) Hearing protectors must be provided at no cost to staff or students.

(b) The hearing protectors selected should be appropriate for the task and provide the required noise attenuation.

(c) Students and staff who have not yet had a baseline audiogram should be issued hearing protection.

(d) Students or staff who have experienced a standard threshold shift must be issued hearing protectors.

​5. Training that will be administered annually that includes but is not limited to the following:

(a) Effects of noise on hearing

(b) Purpose of hearing protectors

(c) Disadvantages, attenuation of various types of hearing protectors

(d) Instructions on selection, fitting, use, and care of hearing protectors

(e) Purpose of audiometric testing and an explanation of the test procedures

6. Staff and students, or their representatives, must have access to monitoring results, audiometric test results, and training materials in accordance with 29 CFR 1910.95​.

7. Centers must maintain records as follows:

(a) Exposure monitoring results are maintained for two years.

(b) Audiometric testing results are maintained for the duration of the student’s enrollment and the duration of staff employment.

(c) Student and staff hearing protection attenuation and selection, and training records are maintained for two years.

​8. Centers must retain all records associated with the hearing conservation program, upon transfer of center operations to another operator.

a. Centers must develop written procedures for the control of hazardous energy in accordance with 29 CFR 1910.147 if students and staff are responsible for servicing or performing maintenance of machines or equipment.

b. A Lockout/Tagout Plan is not required when one of the following scenarios exists:

1. Servicing equipment that is powered by plugging into an electrical outlet and is under complete control of the individual performing the work

2. Making normal adjustments, including minor tool changes and other minor servicing activities that take place during normal production operations which are routine, repetitive, and integral to the use of that production equipment, as long as workers are effectively protected by alternative measures that provide effective machine safeguarding protection.

c. When a written Lockout/Tagout Plan is required, the program must include the following minimum elements:

1. Name of the machines or equipment and its purpose

2. Compliance requirements (policy)

3. Type of compliance enforcement for violation of policy

4. Name of students or staff affected and method of communication

5. Name of students or staff authorized to perform lockout/tagout

6. Type and magnitude of energy, its hazards, and the methods to control the energy

7. Type and location of machine or equipment operating controls

8. Type and location of energy isolating devices; lockout/tagout devices are sufficient in number, uniform, legible, understandable, and durable

9. Types of stored energy—methods to dissipate or restrain

10. Methods of verifying the isolation of the equipment

11. Training for affected and authorized students and staff

12. Method for evaluating lockout/tagout procedures at least annually and documenting results

13. Procedures for removing locks/tags when the owner of the lock or tag is not available

14. Plan is updated when changes in process, equipment, procedures, or audit warrants revision

a. Centers that own or provide access to gas-powered or electric-powered fork trucks, tractors, platform lift trucks, motorized hand trucks (pallet jacks) or other specialized vehicles must develop a written Powered Industrial Vehicle Plan.

b. The plan must address the requirements outlined in 29 CFR 1910.178.

c. The plan must also include:

1. Complete list of covered vehicles

2. Fuel handling and storage procedures (if applicable)

3. Battery charging, changing, and storage procedures (if applicable)

4. Spill response procedures and fire prevention

5. Areas where trucks are used

6. Operator training

7. Daily inspection process

8. Process for removing vehicles from service

d. Powered industrial truck operators must be at least 18 years of age in accordance with the Fair Labor Standards Act (FLSA) 29 CFR 570.58​.

e. Operator training must be conducted by a certified trainer and the training must be in accordance with 29 CFR 1910.178(l)​.

a. Develop a structured process for sharing information between all center staff, departments, and community resources, as needed to ensure the coordinated delivery of services to students, especially in assisting them to meet the rigor of the training program.

b. Implement safeguards to assure that personal information about individual students, subject to the Privacy Act, is shared among staff only to the extent necessary to ensure the safety and effective provision of services to students, and no further, in accordance with Chapter 6, Appendix 601, Student Rights to Privacy and Disclosure of Information​.

c. Obtain DOL authorization (applicable regional office) prior to releasing personal student information to outside entities and ensure any such release is in compliance with the Privacy Act and other federal and state information privacy laws, including obtaining any necessary waivers and releases from students.

a. The Center Director must establish and develop mutually beneficial business and community relationships and networks, including with local boards, to enhance the effectiveness of the center. Relationships must be established and maintained, at a minimum, with the following:

1. Local and distant employers to the extent practicable (Outreach must be conducted in coordination with other Federal and non-Federal programs conducting similar outreach to employers.)

2. Applicable One-Stop Career Centers/American Job Centers and local boards to:

(a) Provide information on training opportunities available through Job Corps.

(b) Encourage referral of appropriate potential students.

(c) Identify job opportunities for Job Corps graduates.

3. Entities offering apprenticeship opportunities and youth programs

4. Labor-management organizations and local labor organizations

5. Employers and contractors that support national training programs and initiatives

6. Community-based organizations, non-profit organizations, and intermediaries providing workforce development-related services

b. Centers must establish a Community Relations Council to serve as a liaison between the center and the surrounding communities. The Community Relations Council will be used as a forum to:

1. Inform the community about projects of the Job Corps.

2. Share information about changes in center rules, procedures, and activities that may affect the community.

3. Plan events of mutual interest to create and maintain community relations and community support.

c. The Community Relations Council must have the following features:

1. Be representative of business, civic, and educational organizations; elected officials; law enforcement agencies; and other service providers, including organizations and entities that serve targeted populations.

2. Include student and staff representatives.

3. Meet at least once per quarter to consider issues of mutual interest to the center and the community.

4. Maintain records of Community Relations Council meetings, documenting attendance and recommendations.

d. The business and community participation requirements outlined above should be carried out for Job Corps centers that are not yet operating at least 3 months prior to the date on which the center accepts its first enrollee.

a. Each Job Corps center must establish a Workforce Council whose members are appointed by the Center Director.

b. The Workforce Council must include:

1. Non-governmental and private sector employers

2. Representatives of labor organizations, where present, and of employees

3. Job Corps students and graduates

4. In the case of the single State local area, a representative of the State Board

c. A majority of the Workforce Council members must be business owners; chief executives or chief operating officers of nongovernmental employers; or other private sector employers who have substantial management, hiring, or policy responsibility, and who represent businesses with employment opportunities in the local area and the areas in which students will seek employment.

d. The Workforce Council may include, or otherwise provide for consultation with, employers from outside the local area who are likely to hire a significant number of students from the Job Corps center.

e. The Workforce Council may also include members of applicable local boards, provided they meet the requirements described in b and c above.

f. Workforce Council Responsibilities

1. Work closely with all applicable local boards and review labor market information to determine and provide recommendations to the Regional Office regarding the center’s career technical training offerings, including identification of emerging occupations suitable for training.

2. Review all relevant labor market information, including related information in the State Plan or Local Plan, to:

(a) Recommend in-demand industry sectors or occupations in the area where the center operates.

(b) Determine employment opportunities in the areas in which students intend to seek employment.

(c) Determine the skills and education necessary to obtain the identified employment.

(d) Recommend to the Secretary the type of career and technical training that should be implemented at the center to enable students to obtain the employment opportunities identified.

​3. Meet at least once every six months to reevaluate the labor market information and other relevant information, to determine and recommend to the center director any necessary changes in the career technical training provided at the center.

g. The responsibilities outlined above should be carried out for Job Corps centers that are not yet operating at least 3 months prior to the date on which the center accepts its first enrollee.

a. Each center must develop resources and partnerships with outside agencies and programs that will assist the center in serving students with disabilities. Special focus should be given to developing resources and partnerships that can assist the center in identifying or providing accommodation support that promotes student independence and employability.

b. The Business and Community Liaison staff and other appropriate staff should be involved in this process.

c. Each center will document efforts to develop resources/partners by completing the Disability Partnership Tool available on the Job Corps Disability website or their customized Disability Partnership Tool available from their Regional Disability Coordinator.

a. Determine potential improvements to the physical accessibility (e.g., ramps, elevators, adjustable work stations, restrooms, etc.) of the center, by completing the ADA Checklist for Readily Achievable Barrier Removal (a link to this checklist is available on the Job Corps Disability website).

b. Determine potential improvements to the programmatic accessibility (e.g., communication options such as audio tapes, large print, etc.; center’s public materials contain a statement that reflects a commitment to providing reasonable accommodations for all of their programs, etc.) of the center, staff by completing the program Center Accessibility Tool (this document is available on the Job Corps Disability website).

c. Develop an accessibility plan with priorities and next steps based on the results of the ADA Checklist for Readily Achievable Barrier Removal and Center Accessibility Tool. The plan will be used as a tool for center staff to think about the simple things that can be done to ensure that students with disabilities can access/participate in the program on an equal basis with students without disabilities. This plan is not intended to be used to determine compliance for new construction or facilities being altered and is separate from the center’s facility survey requirement in Chapter 5, Section 5.8, R5-R10​.

d. The accessibility plan will be reviewed and updated annually by June 30 (see Exhibit 5-2).

e. The safety and facilities maintenance staff should play a primary role in completing the plan with support from managers in all areas.

a. Job Corps USDA Forest Service Civilian Conservation Centers (CCC) may, as necessary, provide emergency assistance, if requested by public officials, in response to national, state, and local disasters.

1. Such service shall be provided consistent with child labor laws.

2. Participating students must be properly trained, equipped, supervised, and dispatched consistent with the standards for the conservation and rehabilitation of wildlife established under the Fish and Wildlife Coordination Act (16 U.S.C. 661 et seq).

b. The National Director may authorize a Job Corps center other than a Civilian Conservation Center to provide emergency assistance if requested by public officials, in response to disasters in their community.

c. All students deployed during these situations must be volunteers and be at least 18 years old or have parental consent to participate.

1. Except during community-wide relief activities, no student shall participate in emergency relief on private property or where the actions would result in private profit.

2. No student shall participate in emergency relief connected with labor shortages, strikes, riots, or civil disturbances.

a. Has completed the National Incident Management System IS-700 training camp crew or obtained the Firefighter Type 2 (FFT2) certification crew

b. Is at least 18 years old and in good physical and mental condition; however, minors may participate on camp crews with non-suppression duties in accordance with agency policies

c. Is paid by the benefiting organization at the same rate and provided with the same rotational schedule as other firefighters

d. Works in mopping-up no more than five days after the fire is controlled

e. Works no longer than a total of three consecutive weeks, without Regional Office approval

f. Is counted as present for duty

a. Establish a program for sexual assault prevention, counseling, treatment, and follow-up care.

b. Develop a team response to sexual assault and involve center staff and outside resources.

c. Report sexual assaults:

1. To law enforcement authorities as required by state and local law

2. As significant incidents (see Chapter 5, Section 5.4, Significant Incidents) in the SIR System

a. Students are considered federal employees for purposes of the Office of Workers’ Compensation Programs (OWCP). OWCP benefits do not begin to accrue until the day following a student’s separation from the program.

b. The center must complete the appropriate OWCP form(s) whenever a student is injured, develops an occupationally related illness, or dies while in the performance of duty. The center must immediately comply with the procedures set out in the regulations at 20 CFR Chapter 1​. The CA form portion of the Employee’s Compensation Operations and Management Portal (ECOMP) form and a copy of the ETA Form 6-61 (Notice of Student Separation) must be filed with the OWCP district office only when the injury or illness results in separation and consent is received from the Office of Job Corps. When separation does not occur, such forms must be maintained in the student’s health record.

c. If the student dies while in Job Corps, the center must:

1. Inform the next of kin of any possible FECA benefits if death occurred during the performance of duty. If the student did not die during the performance of duty, the government shall pay only for expenses involved in the preparation and transportation of the remains to a mortuary in the area selected by the next of kin, within the United States and its possessions.

2. Arrange for burial at a site close to the center and at a cost not to exceed the amount authorized in Section 8134(a) of the Federal Employees’ Compensation Act in the event that the next of kin refuses to accept the remains.

3. Provide the Office of Job Corps with documentation authorizing OWCP eligibility. If next of kin is eligible for benefits, further review by the Office of Job Corps shall determine if any additional gratuity payments, not to exceed $10,000 in accordance with Section 651 of Public Law 104-208 (The Omnibus Consolidated Appropriations Act), shall be awarded.

a. Centers must promote the development and implementation of local linkages for child care for students to the maximum extent feasible.

b. Centers located in areas where local child care programs cannot meet student needs, and which have space and non-Job Corps funding sources for child care, may request approval to establish on-center child development programs, in accordance with requirements in Appendix 509 (Job Corps Child Development Programs).