The modifications for this section submitted to Pete Calvo by the National Office regarding the Career Success Standards have not been included.  R6 should read:

R6. Staff Performance Appraisal

Center operators and OA/CTS contractors shall develop a staff performance appraisal system that allows for documentation of staff competence to include:

a.      Maintaining staff requirements specified in Exhibit 5-3

b.      The areas listed in Exhibit 5-4

c.      Staff’s modeling and mentoring and monitoring each of the eight Career Success Standards.

d.      Support of students’ career development goals, the zero tolerance policy, and student placement efforts.

Strategy: 

Ø      Review employee job descriptions, including required qualifications. Are they appropriate and do they include PRH requirements for specific positions? Are staff regularly evaluated based on performance in the functional areas of their jobs?

Ø      Review performance appraisals.  Are staff appraisals consistently administered?  , do they model employability standards, are they consistently administered?  Check for gaps in monitoring periods.

Ø      Observe staff in their work environments.  Do staff have a positive attitude and appear to enjoy their jobs?  Do you see staff acting as models, mentors and monitors to fellow staff?

Ø      Observe staff and student interactions.  Do you see positive staff and student interactions?  Do you see staff acting as models, mentors and monitors to students?

Any questions should be addressed to Lisa Paul (202-693-3252) or paul.lisa@dol.gov at the National Office.

Add:   Interview academic and career technical managers.  What role do you play in the IDT process?  Describe the IDT referral process.  Once a student has been referred, how do you receive feedback on the disposition of the IDT?

It is critical that the academic and career technical managers be involved in meeting with students with disabilities and involved in the development of reasonable accommodations, particularly for students with learning disabilities.

Add:  Interview academic and career technical education staff?  What outside community resources do you use to enhance services to students with disabilities?

Establishment of outside linkages and resources is critical to ensuring that the best services are provided to students with disabilities.

Add:   Interview students identified with learning disabilities.  Do they feel their classroom is inclusive?

ALL students should feel included, not be isolated or singled out, even those with diabilities. 

Interview career technical manager and employers.  How are employers made aware of the need for reasonable accommodations for a student with disabilities? 

Accommodations should be provided at WBL sites. 

What will the reports tell you?

The OMS-10 will give you a snapshot of how the center is doing with post center services.  If they are not meeting or exceeding their goals what recommendation will you give?  What do the reports from EIS Dashboard tell you?  Is there an inordinate amount of graduates that do not have their drivers license or GED or HSD?

What type of services are provided during Career Readiness?  Is there a formal CTR program where students are scheduled into the seminar for one to two weeks, where they can update their resume, look for jobs on the Internet, submit electronic resumes, and are the students scheduled into the CTR seminar timely and willingly?  Do students that are getting ready to graduate have a resume packet which includes all their certificates received while in Job Corps?  Do their resumes contain their Career Technical terminology?

A review of random selected student files in CTS in the CDSS suite of application should have monthly documentation of contact with each student.  What type of contact is entered in the case note?  "Tried to make contact - Left a message - Will call back - talked with grandmother and asked her tell him to call me." are not valid contacts.  There is no drop down box that allows staff to select "attempted to contact."