Agenda - 06-22-1998 - 8ee - Laserfiche WebLink

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12 .Individualized, Self -paced Instruction — Student -based Training With a diverse student population, instruction must be individualized and progress must be self -pace. The CET Svv= allows students who learn quickly to move: rapidly through the course. Others with multiple barriers have the time required to gain needed stalls. No one is cast aside because he or she cannot keep up. Open Entry and Open Exit — Immediate and Intensive Training With a variable coarse length, applicmm may enroll and begin training at any time there is an opening. This means that most applicants can begin training immediately after completing orientation and will train for thirty - fivc hours a week This intensive training is required for students to overcame the many basic skills and language barriers as well as to learn vocational skills. Competency—based Learning — Training for the Rest World CET designs curricula not only to med the needs of individual stmde=. but to meet the needs of fimtrare employers as weiL Vocational training is designed to teach alI the skill needed to fimction on an entry-level job. Curricula ate designed around industry specified job tasks and competency is measured based upon the accomplishment of those tasks. As mach as 70% of a student's training is conducted using the machines or processes required on the job. In addition, training simulates actual worst conditions — students punch a time dock report to a single supervisor (instructor), and are exported to work produarveiy for a foil day with the same group of fellow workers (trainees). Developing proper work habits while in training is essential for graduates to succeed on the job. Integrated Instruction — No Fragmentation of Learning Remedial instruction in basic skills and English language fluency is integrated with job -skiM training — prvvided conctu=itly and usually in the same classroom. To avoid fragmentation of learning, a student spends most of his or her day in a single classroom where basic technicaL and language skills are taught by a team of instructors. Instructors teach basic and language skills in the contest of a gives vocational AM and to the extent passable, when they are relevant to accomplishing a `uacational task. In this way, basic skills are more readily understood and applied. Fn rich language instruction emphasizes an immersion in the language in a workplace setting. Primary instruction is provided in English and is reinforced only when necessary in the student's native language. In every way possible, CET's classrooms replicate conditions found on the job so that students gain valuable wort maturity skills while in rr , Market -Oriented — Focused on a Trainin; (elated Job Although trainees do get a Cerdfiate of Completion. a graduate's first paychecks, act a piece of paper_ is his or her real diploma. CET aims instrcction. counseling and support servv= at a single tar of — helping the student Set a permanent unsulmdized job. Professional job developers work with student s and employers to identify appropriate job opportunities and ensrue a good match. Support Guidance Resolamon of personal difficulties is as imponaat as the acquisition of marketable skills in obtaining and holding a job. Advising at CET takes place throughout the training process from intake to placement and follcm- up. Bath vocational and personal gmdaace are an integral part of the program Technical mstrut=m because of their daily contact with the trainees, have the primary resronsEnlity for providing continuing vocational and personal gaidaaace. The support resource advisor provides anc- when the trainer has Family, legal, or other personal problems helping the trainee to secure from other agencies services to which they are entitled. When groups of trainees, such as single parents, have common problems the support advisor helps to establish and facilitate support l