2001 S DSS - Contract Renewal between Orange County and the Center for Employment Training

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Individualized, Self -paced Instruction — Student -based Training With a diverse student population, instruction must be individnaiized and progress must be Self paced. The CET Svstem allows students who learn quickly to ma-, e rapidly through the course. Others with multiple barriers have the time required to gain needed stills. No one is cast aside because he or she cannot keep up. Open Entry and Open Est — Immediate and Intensive Training With a variable course length, applicants 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- &c hours a week This intensive training is required for students to overcome the many basic skills and language barriers as well as to learn vocational skalLs. Competency -based Learning— Training for the Real World CET designs curricula not only to meet the needs of individual students. but to meet the needs of furore employers as welL Vocational training is designed to teach all the skills needed to function on an entry-level job. Curricula are designed around industry specified job tasks and. competency is measured based upon the accomplishment of those tasks. As much as 70 °/v of a student's training is conducted using the machines or pracses required on the job. In addition, training simulates actual work conditions — students punch a time dodo report to a single supervisor ( instructor), and are expected to work productively for a fu11 day with the same group of fellow workers (trainees). Developing proper work habits while in training is essential for graduates to sun red on the job. Integrated Instruction — No Fragmentation of Learning Remedial instruction in basic skills and English language fluency is integrated with job - skills training — promded concurrently 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 given vocational skill and. to the extent possible, when they are relevant to accomplishing a vocational task. In this way, basic skills are more readily understood and applied. English 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 oa the job so that students gain valuable Rrnk maturity skills while in training. Market -Oriented — Focused on a Training related Job Although trainees do get a Certificate of Completion. a graduate's first paycheck, not a piece of papet is his or her real diploma CET aims instruction. counseling and support services at a single target — helping the student get a permanent unsubsidized job. Professional job developers work with students and employers to identify appropriate job opportunities and ensure a good match. Support Guidance Resolution of personal difficulties is as important 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 follow - up. Both vocational and personal guidance are an integral pan of the program. Technical instructors. because of their daily contact with the trainees, have the primary n=xnsibility for providing continuing vocational and personal guidance. The support resource advisor provides assistance when the trainee has firmly, legal, or other personal problems helping the trainee to secure from other agencies services to which they are entitled. When groups of train= such as single parents, have common problems the support advisor helps to establish and facilitate support groups.