R1. Required Instruction
Centers must provide students with instruction in the following reading and mathematical content domains to enable students to master the U.S. Department of Education National Reporting System’s Educational Functioning Level (EFL) Descriptors for Adult Education as shown in the Exhibit 3-2, and to meet standards for continuing education, training, and employment:
1. Phonological Awareness
2. Phonics and Word Recognition
3. Key Ideas and Details
4. Craft and Structure
5. Integration of Knowledge and Ideas
1. Number and Operations in Base Ten
2. The Number System
3. Number and Operations – Fractions
4. Operations and Algebraic Thinking
6. Measurement and Data
7. Expressions and Equations
8. Ratios and Proportional Relationships
9. Statistics and Probability
10. Number and Quantity
13. Financial Literacy to include, at a minimum, the following subject areas:
(a) Understanding paycheck information and income taxes
(b) Managing money
(c) Banking and credit
(d) Becoming a wise consumer
14. Workplace mathematics related to the student’s specific career field
R2. Placement in Reading and Mathematics Instruction
a. Test each student’s reading and mathematics proficiency at the beginning of enrollment in Job Corps using the reading and mathematics component of the Test of Adult Basic Education (TABE) 11/12, in accordance with Appendices 301 and 303.
b. Provide each student who scores below EFL 5 in reading and EFL 6 in mathematics with instruction.
c. Continue instruction in reading as a part of the student’s overall academic and career technical skills training program and conduct follow-up TABE testing until the student achieves EFL 5 or higher on the TABE 11/12.
d. Continue mathematics instruction as a part of the student’s overall academic and career technical skills training programs, and conduct follow-up TABE testing until the student achieves EFL 6 on the TABE 11/12.
e. Consult Appendices 301 and 303 for exceptions that apply to students with cognitive disabilities, and specific requirements for TABE test administration.
f. Determine where targeted training in reading and mathematics will take place, for example, in separate reading and mathematics courses, high school equivalency classes, high school courses, or through applied academic skills training in career technical skills programs.
g. Determine where supplemental instruction in reading and mathematics will take place; for example, in evening and weekend studies.
h. Establish reading and mathematics scores for placement of students into reading and mathematics courses and programs.
i. Provide reading instruction and TABE testing for students as follows:
1. Administer follow-up TABE testing for students at Puerto Rico centers who test at EFL 4 or below on the TABE Español. (Initial Test Level – E-M; follow-up – Level M).
2. Administer follow-up TABE testing for students who test at EFL 4 or below on the initial TABE 11/12 Reading subtest and include these students in the pool for tracking learning gains as outlined in Chapter 5, Appendix 501a.
j. Provide mathematics instruction and TABE testing for students as follows:
1. Administer follow-up TABE testing for students who test at EFL 4 or below on the TABE Español. (Initial Test Level – E-M; follow-up – Level M.)
2. Administer follow-up TABE testing for students who test at EFL 5 or below on the initial TABE 11/12 mathematics subtest and include these students in the pool for tracking learning gains as outlined in Chapter 5, Appendix 501a.
k. Place students in English Language Learner (ELL) classes based on TABE scores as specified in “Initial Testing: All Students” in Appendix 301.
1. Administer the TABE within the first 90 days on center to Limited English Proficiency (LEP) students who test at the “Beginning ESL Literacy Level” as specified in the “National Reporting System for Adult Education (U.S. Department of Education): Test Benchmarks for Educational Functioning Levels” (see https://nrsweb.org/solr-search?search_api_views_fulltext=test+benchmarks&field_resource_type=All&field_tta_training_type=All, select Test Benchmarks for NRS, select Test Benchmarks for NRS Educational Functioning Levels).
2. Adhere to the protocols specified in Appendix 301, Tests of Adult Basic Education (TABE®) for students with disabilities.
R3. Center Requirements for Limited English Proficiency (LEP)
a. Develop strategies to meet the unique needs of LEP students in all phases of the Career Development Services System (CDSS).
b. Ensure the regular collaboration of English language instructors and career technical training instructors to develop strategies for working with LEP students in career technical training shops and classrooms.
c. Assign an English Language Learner (ELL)/LEP coordinator to oversee and monitor programs and services for LEP students.
R4. English Language Skills
Each center must develop the capability, and describe that capability in its Career Development Period (CDP) Plan (see Chapter 5, Section 5.1, R8), to provide instruction and training to LEP students aimed at enabling the students to demonstrate English proficiency.
R5. High School Diploma (HSD)
Centers must assist students in obtaining their high school diplomas, where feasible, during their enrollment.
Centers must implement a program to support student attainment of high school diplomas. At a minimum:
a. The program must be accredited by the state department of education in the state in which the program is located, or the General Council of Education of the Commonwealth of Puerto Rico, or a recognized accrediting body, if the state defers to a regional accreditation process. Acceptable accrediting bodies are listed in Appendix 302.
b. Centers must also ensure that all high school programs provided to students are recognized as public, private, charter, special purpose or other high schools by the states in which the programs are located.
c. The center must not require students to pay any high school program fees. In addition, if students are required to supplement high school diplomas with additional courses for acceptance into branches of the military, centers must provide courses to students at no cost to the student.
d. Centers that are degree-conferring high schools, Local Education Agencies (LEA), and/or receive funds from the U.S. Department of Education must assess students with disabilities who may be in need of special education services, and provide those services accordingly. Centers that meet these criteria must confirm with an appropriate local, state, or federal education agency official that its high school program is in compliance with Section 504 of the Rehabilitation Act of 1973 and/or the Individuals with Disabilities Education Improvement Act of 2004 (IDEA). The process for assessing students and providing special education services to those students with disabilities must be documented in the center plan (see Chapter 5, Section 5.1, R8).
R6. High School Equivalency (HSE) Preparation and Testing
Centers must implement programs to support student attainment of HSE certification as required by the states in which the centers are located or where students are sent for HSE testing.
a. Centers must provide instruction in content areas necessary for students to pass state-designated high school equivalency assessments and achieve state high school equivalency certification.
b. Establish linkages with local HSE test sites to provide regularly scheduled testing dates. A center that cannot access local testing sites may submit a request to its Regional Office (RO) to obtain permission to apply to the appropriate state department overseeing HSE testing for approval to become a local testing site.
c. Ensure high school equivalency tests taken at test sites on the center be administered by a third party test administrator from a local educational or community institution (e.g., a community college or local school district). High school equivalency tests must not be given by an employee of the Job Corps Center.
d. Pay all fees associated with student HSE testing and certification.
R7. Concurrent HSD/HSE Programs
Centers are encouraged to develop concurrent HSD/HSE program opportunities through local or public educational agencies, private educational agencies, or online/virtual learning programs, whenever such entities provide education and training substantially equivalent in cost and quality to that which the center could provide.
Concurrent HSD/HSE arrangements must be approved by the Regional Director and formalized by a Memorandum of Understanding (MOU) or contract. At a minimum, HSD/HSE MOUs or contracts must include:
a. Job Corps program eligibility of all participants
b. Name and location of the HSD/HSE program provider
c. Description of how services will be delivered and coordinated throughout the student’s Career Development Period (CDP)
d. Methods for determining student enrollment, progress, and completion in the concurrent HSD/HSE program
e. Accrediting body certifying attainment of the HSD or HSE certificate
f. All associated costs to the center
g. Nondiscrimination clauses and commitments to adhere to all applicable state and federal laws with regard to students with disabilities (e.g., IDEA, Section 504 of the Rehabilitation Act, ADA, etc.)
Every effort should be made to reduce class size in approved HSD/HSE programs. However, concurrent arrangements must ensure that both programs are not paying for the same services. Center operating budgets/staffing must be adjusted to account for services provided by other concurrent enrollment institutions.
R8. Online High School Program Requirements
Centers must adhere to the following requirements when implementing online high school diploma programs:
a. All guidelines and requirements established by the online high school diploma program.
b. Cell phones and other electronic devices, including cameras, must not be used for any purpose in the classroom.
c. Online high school program or other approved Job Corps sites must be the only sites authorized on the classroom computers.
d. Online high school teachers must create and maintain student passwords and usernames for the online program, and change them on a regular basis to prevent misuse.
e. Students must not take exams outside of the online high school classroom or the academic building.
f. Examinations must be administered in a controlled environment. Peers or other class activities must not interrupt students during exams. The teacher must closely monitor students during examinations to prevent disruptions or cheating.
g. Students must not use online search engines (e.g., google, yahoo, etc.) to find test answers.
h. Students must not leave the testing environment with examination codes or passwords.
i. Teachers must enter the test code for each exam for every student, or students must be provided the test code and at the conclusion of the daily training time in the online high school program, the teacher must change the codes for any incomplete examinations.