1998 S Social Services - Center for Employment Training - Training Contract the 06-22-1998-8ee

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"~ . ,~ . .Individualized, Self-pac=d Instruction - Student-based Training With a diverse student population, instruction must be ittdividnalized and progress must beself-pacecl_ The CET Svstem allows students who learn quickly to mace rapidly through the cro~ase. Others with multiple barriers have the time regirired to gain needed skills. No one is cast aside because he or she cannot keep up. Open Entry and Opea Enit -Immediate anti Intensive Trailing With a ratiabie length, appIicauis may enroll and begin training at any time there is as opening. This mans that most appIic~ts can begin training immediately after complering orientation and will train for thitty- five hours a week. This intensive training is required for students to overcome the tt~aay basic skills and language barriers as well as to learn vocational skills. Comdr-bad Learning - Truning for file Res! World CET*'designs atrricula not only to greet the ne:.ds of individttaI students. bat to meet the needs of future employers as well Vocational training is designed to teach all the skills rueedetl to function on an entry-level job. Canicula ate designed aroand industry specified job tasks and competency is m~sured based upon the accomplishment of those tasks. As tench as 70% of a student's training is conducted using the machines or processes scgnired on the job. Ice addition, training simulates actual work conditions - studeats-pimch a .time dock. report to a single supervisor (instructor), and are expected to work ITS for a full day yvith the satae group of fellow workers (trainees). Developing Proper work habits while in ttainiag is essential. for graduates to sncc...°-d on the job. Integrated Instruction - No Fragmeatatioa of Learning Remedial insu~uction in basic skills and English language IIuency is inte;tated with job-skiIIs training - provided concurrently and usually in the same classroom. To avoid fragmentation of learning, a student spends roost of his or her day is a single classroom where basic technical. and language skills are taught by a team. of instrmctors. InstrtLCiars teach basic and language stalls in the wuiest of a given vocational skill and. to the e,cteat posstble, when they are rtlevani W accomplishing a ~~ttionai task. In this way, basic stalls are more readily understood and applied. English langtage instruction emphasizes as immersion in the language in a workplace sexing. Primary instruction is provided in English and is reinfonrd only whey nec~ary in the. studem's native lace; *a; la every way possible,. CEI"s classrooms replicate conditions found on the jab so that. students gain valuable work thattuit~r skills while is training. Market-0reeated -Focused on aTraining-related Jab Althoagh trainees da get a Certificate of Completion. a graduate's first paycheck, not a piece of Paper is his ar her real diploma. CET aims instruction, caaasding and support services at a single tares -helping the student gel a permanent tmsvbsidized job. Ptafessional job developers work with sundeats and employers to idehtih appropriate job opportunities and easutz a good thatch. Support Guidance A Resolution of personal difficulties is as important as the acquisition of marketable skills is obtaining and holding a job. Advising at CET. takes place throughout the training prods from intake to Plac: meat and follaa- up. Bout vocational and personal g~daace are as inr~~ part of the program. Technictl iasanLdors. berausz of their datZy cow with the; trainees,. have. the primary responstbiliiy fur providing continuing vacttional and Personal guidance. The support resource advisor provides asszsraace whey the trainee has family, legal,. ar other personal problems hefpiag they trainee to secmre from ether agencies services w which they are entitled When groups of trainees. sash as single parents, have common problems the support advisor helps to establish and facilitate support !~~