Roswell CDSS Plan - 1-8-10 With CPP

ROSWELL JOB CORPS
CENTER
CAREER DEVELOPMENT
SERVICES SYSTEM PLAN
1PLAN SUBMITTED BY: ________________________

Malyn Smith
Director of CDSS
PLAN APPROVED BY: _________________________

Shawn Murphy
Center Director
REGIONAL DOL
APPROVED BY: _________________________
Deloris Kenerson
Project Manager
Roswell Job Corps Center

CDSS Plan
TABLE OF CONTENTS
PAGE
I. Mission 1
II Career Development Services System 2
A. Rationale 2
B. Overview 3
C. Areas of Responsibilities 4
III Outreach and Admissions 9
A. Overview 9
B. OA/CTS Partnership 10
C. Business Community Liaison 11
D. Industry Council 11
E. Community Relations Council 12
F. Community Projects 12
G. Community Participation 13
H. Partnerships and Linkages 13
I. Job Fairs and Presentations 14
J. Internet Webpage 14
K. Center Tours 14
L. Recruitment Materials and Publicity 15
M. One-stop Services 15
N. Direct Referrals 16
O. Monitoring and Documenting The Effectiveness Of Outreach 16
P. ELL Applicants 16
IV Career Preparation Period 18
A. Rationale 18
B. Overview 19
C. Introduction to Campus Life 20
D. Career Preparation Program Schedule 20
E. Assessment 25
F. English Language Learner (ELL) Program 26
G. Personal Counseling 27
H. Career Exploration 29
I. Personal Career Development Plan (PCDP) 30
J. Information Technology 32
K. Career Success Standards (CSS) 33
L. Independent Living 33
M. CPP Recreation 34
N. Employability Skills Development and CSS 34
O. Labor Market Information 34
P. Job Search Skills 35

CDSS Plan
Q. Diversity Training 35
R. Workplace Communication 36
S. Driver’s Education 36
T. Conflict Resolution 36
U. Career Development Readiness 38
VI Career Development Period 57
A. Rationale 57
B. Course Organization and Delivery 58
C. Instructional Methods and Approaches 59
D. Scheduling 61
E. Career Development Specialists 63
F. Behavior Management Program 65
Positive Normative Culture 65
Center Standards and Incentive Officer 65
Positive Behavior Incentive System 66
Negative Behavior 75
G. Evaluation of Student Progress (ESP) 77
H. Career Success Standards (CSS) 78
I. Work-Based Learning Program 81
81
J. Academic Training 84
Reading 84
Math 85
GED 86
High School Diploma Program 87
English Language Learner (ELL) 88
K. Career Technical Training (CTT) 91
Automotive 92
Culinary Arts 93
Health Occupations 95
Protective Services 95
Electrical Wiring 96
Facilities Maintenance 97
Painting and Remodeling 97
L. Off-Center Training 98
M. Advanced Career Training (ACT) 98
N. Information Technology (IT) 99
O. Independent Living and Self-Management 101
P. Wellness, TEAP and Mental Health 102
Q. Leisure Time Employment 103
R. Recreation 103

CDSS Plan
S. Student Government and Leadership 104
T. Activities, Supplemental Training and Support 105
U. CDP Career Readiness 107
V. Career Technical Skills Training (CTST) 107
VII. Career Transition Period 109
A. Rationale 109
B. Transition Goals & Objectives 110
C. Staffing 111
D. Career Transition 112
E. Geographic Area 114
F. Personal Career Development Plan (PCDP) 114
G. Local Linkages 115
H. Center Relocation Efforts 115
I. Verification of Placements 116
J. Six and Twelve Month Follow-up Services 117
K. Administrative Services Support 118
Appendix I – CPP SCHEDULE

Appendix II – TRADE ENTRY EXPECTATIONS

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MISSION
The Roswell Job Corps Center’s team believes in each student’s potential to
succeed and is dedicated to maintaining a safe and healthy learning environment
in which both staff and students create and support a positive normative culture
that provides opportunities for student success in achieving their career goals.

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CAREER DEVELOPMENT SERVICES SYSTEM PLAN
RATIONALE
(Reference- PRH Chapter 5-5.1 Program Management)
The purpose of the Roswell Job Corps Center’s (RJCC) Career Development Services System (CDSS) plan is
to provide an outline of how the Center provides programs of educational instruction, technical training,
independent living skills including a Positive Normative Culture adhering to the Regional values of Respect,
Integrity, Accountability, and Safety, recreational activities, career and personal counseling, career success
training including employability and social skills, work experience and job placement before students leave
the Center. The Center also provides post Center assistance for graduates to help them obtain meaningful and
unsubsidized employment, with support and follow up services to ensure long term attachment to the
workforce. The Career Development Services System will provide students the tools and training that is
needed to obtain and maintain a career. An integral part to all phases of CDSS is Positive Normative Culture.
The Roswell Job Corps Center integrates Positive Normative Culture, throughout the Center, through holding
Guided Group Interaction three days a week, Staff Team Meetings, placement of students on Lewin’s Force
Field Analysis weekly, utilization of the Delinquent Group Diamond to assist in student analysis, and
development of a student leadership team, called the Panther Pride, to assist in promotion of positive center
norms and incorporation of Panther Pride into the Student Government Association.
The purpose of the Roswell Job Corps Center is to prepare its students with a competitive set of skills and
credentials required not only to enter the workforce and maintain employment, but to prepare them for a
lifetime career. The staff members of Roswell Job Corps Center are committed to provide students with
relevant and rigorous training that will enable them to acquire necessary skills to propel them into a
competitive workforce. Working in collaboration with local industries and educational providers, the Center
will provide challenging and realistic opportunities for students to achieve excellence. Through collaboration
with the Center Industry Council (CIC), matriculation agreements with Eastern New Mexico University-
Roswell, collaboration with the Roswell Independent School District, the students will receive additional
higher level skills pertinent and necessary to meet the objectives of the Roswell Job Corps Program. Students
will learn to be self-actualizing, culminating in a higher level of excellence that is needed for the smooth
transition from the training environment to the world of work.

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OVERVIEW
The Roswell Job Corps Center CDSS Plan describes how the Center will ensure compliance with the
Workforce Investment Act (WIA), PRH 1.1 and implement Career Preparation, Career Development, and
Career Transition programs, which have been identified to best meet the needs of our students.
The CDSS plan incorporates integrated training programs that will enable our students to acquire the
knowledge and skills necessary to get and retain employment. The primary goal of an integrated training
program is to provide knowledge and positive attitudes in the actual work environment. Student retention,
rigorous academic development, employability and social skills, and relevant work-based learning are the
primary focus of the Center’s CDSS process.
The Center recognizes that open and effective communication with staff, students, and local community
agencies is necessary to create an atmosphere of teamwork and success. Our efforts include extensive training
in Career Success Standards, Positive Normative Culture initiatives, leadership, information technology and
other important skills.
The Roswell Job Corps Center is one of two Job Corps Centers located in New Mexico. The Center is located
at 57 G Street Roswell, NM, 88203.
The Center works closely with community leaders and has two standing councils, the Community Relations
Council and the Community Industry Council. The Community Relations Council (CRC) meets quarterly at a
luncheon with Center staff and students and assists the Center in the development of relationships with
businesses and support groups in the community. The Community Industry Council (CIC) meets quarterly
and provides support to our career technical training trades. Their advices and feedbacks on the changing
labor markets as well as the labor needs of local industry are critical to the Center’s ability to accommodate
student opportunities.
The Center’s Career Development Services System Plan consists of Four Chapters:
Chapter I: Outreach and Admission (OA) describes the efforts of the Admission Counselors, enrollment
criteria, and transition of appropriate documentation to the Center upon the enrollment of a potential student,
and the relationship between the Center and the Outreach and Admissions office. It also details the efforts of
the Business and Community Liaison in promoting a positive image of our Center. (Reference PRH Chapter
1-1.2 Outreach and Admissions)
Chapter II: Career Preparation Period (CPP) describes the sixty-day assessment and training process.
(Reference PRH Chapter 2-2.1 Career Preparation Period)
Chapter III: Career Development Period (CDP) describes the education and training aspects of the program.
(Reference PRH Chapter 3-3.1 Career Development Period)

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Chapter IV: Career Transition Period (CTP) describes the process of finding employment and services
needed in transition to the world of work. (Reference PRH Chapter 4-4.1 Career Transition Period)
AREAS OF RESPONSIBILITIES
At the Roswell Job Corps Center, all departments work together to provide individualized service that meets
the specific needs of students. All staff members play a vital role in the growth and development of our
students. Staff expectations include modeling of appropriate behavior and employability skills to demonstrate
characteristics of successful employees. Students are taught the need to develop time management skills and
appropriate dress standards for the work place.
Staff members are also dedicated to Positive Normative Culture at the Roswell Job Corps Center. Staff
believe PNC to be essential to student success within the Job Corps program and to career fulfillment after
graduation. 20 staff members participate at a time in Guided Group Interaction (GGI) either as Group
Leaders or Observers. Mid and top management support GGI either as leaders, observers, alternates, or as
quality control monitors. More than 50 staff members participate in weekly Team Meetings, including mid
and top management, where student force fields are developed and the Delinquent Group Diamond is
reviewed. Force field ratings are determined by a consensus decision from the members of the Team
Meeting. Attendance is taken at every Team Meeting and reviewed by all members of any Team Meeting to
allow for accountability among staff. Force fields developed by Team Meetings are posted on each dorm
floor and coordinated into a student status report that is posted throughout the center. The Team Meeting
develops intervention strategies to address any students identified as “concern” on the force field.
Modeling, Mentoring, and Monitoring is reinforced with the Center’s Positive Normative Culture initiative.
Staff and students alike are encouraged to confront negative behavior and provide feedback to individuals to
support growth and cultural positivity. Staff members receive copies of Positive Peer Culture, by Harry H.
Vorrath and Larry K. Bendtro to provide background on the concepts of Positive Normative Culture.
The Center Director is supported by two Directors who are in turn supported by a number of managers and
supervisors, whose roles are to maintain a cohesive organization totally committed to the success of our
program. The Student Government Association (SGA), an elected organization of student leaders from the
students of Panther Pride (students who model the Center’s Positive Normative Culture standards), is included
in the management process. The SGA is supported throughout the program and communicate student issues
to Center management. SGA’s and Panther Pride’s roles at the Roswell Job Corps Center are necessary in the
decision process and program development.

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AREAS OF RESPONSIBILITY BY DEPARTMENTS
Career Preparation Instructors
The Career Preparation instructors facilitate delivery of introductory information to new students. They
introduce norms and skills such as dressing appropriately, being on time, responding to supervision, following
directions, listening effectively, asking for clarification, working in teams, diversity, introduction to
information technology, the current labor market information, and individual Personal Career Development
Plan.
Career Development Specialists
The Career Development Specialists initiate and develop a first line approach for planning the developmental
needs of the students. They give assistance in terms of career goals, and personal and social growth and
development.
Independent Living Staff
The Independent Living staff provides dormitory supervision and utilizes the team concept. The team is
responsible for overall dorm management and dormitory activities. The Career Development Specialists and
Residential Advisors work closely to maintain open communication when dealing with student problems and
the possible solutions, to create an atmosphere of consistency and openness within each dorm. They also
facilitate employability and Career Success Standards that address areas such as dressing appropriately, being
on time, listening to and following directions, and working in teams.
Recreation Staff
The recreation staff provides programs that encourage student development, such as self-esteem,
sportsmanship, teamwork, and positive social interaction, choosing the appropriate use of leisure time, and
working effectively within groups. All students are required to participate in the recreation program in order to
earn weekend passes.
Education and Career Technical Training Staff
All Academic and Career Technical training staff are certified as educators or as training providers. They are
responsible for role modeling for appropriate behaviors in the classroom as well as on the job site. Aside from
delivering instructional curriculum, they are responsible for providing information on working in teams,

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working with diverse population, and utilizing community resources to assist the students in retaining
employment. To ensure employment competencies, each student is required to participate in the on-Center
and off-Center Work-Based Learning (WBL) Program.
Center Standards Officer (CSIO)
The CSIO ensures compliance with the Center’s standards and norms and manages the Center’s incentive
system to maintain a normative culture that is conducive to learning as well as to support a safe learning
environment. The CSIO assists students as they learn to master the skills of following directions, listening
effectively and working with diverse populations.
Wellness Staff
The Wellness Staff introduce students to appropriate health choices. They also provide support programs to
educate and encourage wellness, choosing an appropriate lifestyle to maintain wellness, practicing pregnancy
prevention through family planning strategies, identifying and accessing community health-related programs
as the need arises, and choosing a drug and alcohol free lifestyle.
ADMINISTRATIVE SUPPORT
Human Resources (HR)
The HR Manager schedules training for all staff to ensure program compliance, reviews departmental training
plans to facilitate the best training options available, and participates in job readiness activities such as
interviewing skills and techniques that are needed to acquire successful employment. Responsible for
ensuring that all staff are trained in Positive Normative Culture, techniques and standards.
Administrative Services
As a part of CDSS, the Administration department is committed to support the CDSS program by ensuring
that the needs of the students, as well as staff, are met within a framework of regulatory compliance.
The Records Department Staff
The staff in the records department evaluates all file folders submitted for admission. This process ensures the
Center is receiving students that meet the guidelines of the National Office of Job Corps requirements. The

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records supervisor chairs the input-output meetings to ensure that the Center is performing at the pre-
determined WTR goals set by the Regional Office.
The Finance Department Manager
The Finance Manager accurately tracks and controls Center budget to ensure student needs are being met
through accurate and timely submission of financial reports and budget information.
Purchasing Specialist
The Procurement Specialist supports the CDSS program by making timely and necessary purchases according
to the needs of the Center.
Property Specialist
The Property Specialist supports the CDSS program by receiving, marking, and distributing all purchased
items in a timely manner, establishes property accountability process that meets the Center’s needs, and
safeguards all Center properties and equipment as directed by the Department of Labor.
Maintenance Department
The Maintenance Department monitors and identifies all facility needs, ensuring that repairs and maintenance
concerns are given immediate and appropriate action to prevent interruptions in service to our program
participants.
Cafeteria Staff
The Cafeteria staff supports all areas of CDSS by providing special welcoming snacks and foods based on
requests received from the CPP department, three daily nutritious meals based on the input gathered from the
scheduled monthly student food committee meetings, foods to support special events, with the supervision of
the Center support program for students assigned to the cafeteria. The staff also identifies appropriate WBL
work sites for Culinary Arts students based on the needs of the career in technical trade.

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Computer Systems Administrator
The Computer Systems Administrator supports all aspects of CDSS by providing training for new students
during the CPP program, and initiate necessary repairs and support to computers that are utilized by the
students and staff.
Safety and Transportation Department
The Safety and Transportation Department provides the following services: scheduled town runs to transport
students to and from various pick-up and drop off points, provides safety training throughout the Center to
ensure personal accountability in the safety program and responsibility for individual safety procedures,
establishes and maintains a safety program that involves students in the decision making process and allows
for awareness of Center procedures and plans.
Business and Community Liaison (BCL)
The BCL works to promote a positive image of the Center throughout the community and region. It is also
the responsibility of the BCL to oversee the establishment and participation of both the CRC and CIC
programs to assist the Center in vital labor market decisions that affect our student's futures. The BCL ensures
that Regional value of Safety is also integrated into community programs partnerships that promote safety
including Roswell Main Street and Roswell Safe Coalition.

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CHAPTER I
OUTREACH AND ADMISSION (O & A)
RATIONALE
(Reference PRH Chapter 1-1.2 Outreach and Admissions)
In the commitment to achieve and maintain contracted strength, the Center has moved to establish an
aggressive outreach campaign, which includes the publication and distribution of recruitment materials, the
purchasing and publishing of recruitment ads in the various local communities, and the continued overseeing
of the contractor's functions and performance.
During the O&A process, prospective students learn about the Roswell Job Corps Center and the
opportunities available for them. They are informed about the responsibilities of being Job Corps students and
learn about the connection between their Job Corps experience and achievement of their long-term career
goals. To qualify for admission, a prospective student must meet certain eligibility requirements. The student
is referred to the Job Corps Center by admissions counselors based upon the initial assessment of each
student’s career goals, aptitude, and the availability of vocational offerings.
Outreach/Admissions Plan
A. OVERVIEW
The Roswell Job Corps Center (RJCC) operated by Chugach Industries, Inc. (CII) is committed to providing
the necessary support to recruit eligible students for admission to the Center. Through the combined efforts of
the Center and the Outreach and Admissions (OA) contractors, we are committed to reach and maintain 100%
design capacity. The Office of Job Corps, Region IV has designated Roswell’s geographic area plan (GAP) to
encompass New Mexico and West Texas. According to the plan, admissions and career transition services for
the Roswell Job Corps Center are the primary responsibility of Del-Jen, Inc (DJI), through the Albuquerque
Job Corps Center, and Texas Educational Foundation (TEF), through the David L. Carrasco Job Corps
Center. The OA contractors, in collaboration with the Center, consider the needs of the Center, local
community, and individual applicants in planning and scheduling outreach activities and enrollment meetings.
Key Center staff that assist with public education and outreach include the Center Director, Business and
Community Liaison, CDSS Director, Finance & Administration Director, CIS/Records Supervisor, Transition
Coordinator, Work Based Learning Coordinator, Administrative Assistant, Career Preparation Period (CPP)
staff, and recreation staff.
In the commitment to achieve and maintain contract strength, and to ensure accurate Job Corps information is
communicated to One-Stop Career Centers, youth advocates and organizations, communities, employers, the
general public, and eligible youth, the Center has established an outreach campaign, which includes the
publication and distribution of recruitment materials, the purchasing and publishing of recruitment ads in the
various local communities, articles and press releases in the local papers to promote the Center and the
development of an effective team with the OA staff.
All students enrolled in the Roswell Job Corps Center program have a signed copy of right to use likeness
form and the records department keeps a list of those students that do not want their image used. All forms
are located in their permanent record. (Reference Chapter 6, Appendix 601)
The Center maintains constant and positive relationships with the community, local and regional
governments, and media. All newsworthy events are documented in a bi-weekly report and monthly RIMS
report that is distributed to Chugach Industries, Inc. and the Dallas regional office. Media relations and
responses are included all of the Center’s disaster response plans.
An established and active Community Industry Committee, Community Relations Committee and Academic
Advisory Committee are maintained by the Business and Community Liaison and each committee meets
quarterly. These committees assist in enabling the Roswell Job Corps Center maintain a positive image in the
community as well as providing opportunities for community participation and community projects. The
Community Industry Committee for the Automotive Trade meets twice throughout the year to ensure full
compliance with outside certifications.
B. OA/CTS PARTNERSHIP
(PRH Reference 1.1 R3)
Recognizing that we are all on the same team, the Center has developed a communications system with the
OA staff as follows:
 The Center Director conducts monthly meetings with the OA staff to ensure they have up-to-date
information about the Center and are meeting the arrival goals of the Center.
 The Roswell CIS/Records Supervisor periodically visits the local OA offices, as well as the El Paso,
Texas admissions office, to provide current Center information and discuss Center needs.
 Recruitment videos and CD presentations have been mass produced by the Center and provided to
each OA office that recruits the Roswell Job Corps Center.
 The DJI Admissions Counselor is invited to the quarterly Community Relations Committee and
Community Industry Committee, in order to keep up to date on current Center activities and training
trends.
 Mandatory tours for candidates within 60 miles of the Center conducted by the DJI Admissions
Counselors; the Center has designated Thursday at 11am for tours and will provide lunch for those
candidates who are part of the tour.

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 Weekend tours are available for interested individuals who live greater than 60 miles from the
Roswell Job Corps Center; those tours are arranged and presented by the BCL.
 In coordination with the Eastern Area Workforce Development Board, DJI and TEF, the Center will
conduct video pre-arrival interviews via the Polycom system. Every Wednesday from 1:00pm until
2:00pm Center staff would be available for DJI applicants, and every Thursday from 4:00pm until
5:00pm Center staff will be available for TEF Applicants. DJI applicants would be able to utilize the
video conferencing system at any of the New Mexico One-Stops or Albuquerque Job Corps Center;
TEF students would utilize the system at David L. Carrasco Job Corps Center.
C. BUSINESS COMMUNITY LIAISON

The Business Community Liaison (BCL) is responsible for the outreach efforts of the Roswell Job Corps
Center. The BCL also provides the marketing resources for referral services, and presentations to groups,
agencies and organizations to promote the mission of the program. In the ongoing efforts to promote the
Roswell Job Corps Center and its programs the BCL is also a member of organizations which assist in the
referral of students to the program, these organizations include:
- Boys and Girls Club of Roswell, Board Member

- Roswell Hispano Chamber of Commerce, Pinatafest Board Member
- Eastern Area Workforce Development Board, Executive Committee and Vice Chair Youth Council
- Roswell Chamber of Commerce President’s Club, Member
- Chaves County One-Stop Coalition, Member
- Lend a Hand of Roswell, Member
- Roswell Business Alliance
D. INDUSTRY COUNCIL
The Roswell Job Corps Center has established an active Community Industry Committee (CIC). The CIC is
broken into industry clusters that consist of: Automotive Advisory Committee, Protective Services,
Construction Trades, Health Occupations, and Culinary Arts. Each cluster meets formally once a year on a
quarterly basis. The industry clusters’ membership consists of staff from the work based learning sites and
other employers within that cluster. The meetings always include discussion regarding current training
practices at the Center as well as current TAR requirements, as well as provide feedback on student progress.
Recommendations of the CIC are made to the Center through letters from the President of the CIC. There is
representation of the Eastern New Mexico Workforce Development Board which is the local workforce
investment board at every meeting.

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E. COMMUNITY RELATIONS COUNCIL
The Roswell Job Corps Center has established a strong and active Community Relations Committee (CRC)
which meets quarterly. The meetings are conducted on Center with the Culinary Arts trade providing the
meal. Membership of the CRC is diverse and includes civic organizations, local businesses, local
government, U.S. Representative Representation, U.S. Senate representation, educational organizations, and
community organizations. Student Government and staff participate in every meeting. The meetings serve as
an avenue for collaboration between agencies, organizations and the Center. These meetings provide
employment, community service and community participation opportunities for the staff and students of the
Center.
F. COMMUNITY PROJECTS:
The Roswell Job Corps Center participates in a large number of community projects. In conjunction with the
membership of the CRC, the Center is asked to participate in numerous activities throughout the year. The
Center also participates in National Groundhog Job Shadow Day, Global Youth Service Day and Make a
Difference Day, which all get tremendous participation and media coverage. Make a Difference Day has
grown from a Center project to a city wide project with over 40 agencies assisting in the effort. Other ongoing
community projects include:
 Boys and Girls Club Community Thanksgiving Banquet
 Character Counts Charity Flag Football Tournament
 Gus Macker 3 on 3 Basketball Tournament
 Roswell Community Kitchen
 Habitat for Humanity
 Lend a Hand of Roswell
G. COMMUNITY PARTICIPATION:
(Reference PRH 1.1 R10)
Through the Center’s relationships through the CRC, the Center is able to provide a large number of
community activities where students are able to interact and compete against local and distant residents. The
partnership with the City of Roswell allows the students to participate in all organized events at the Yucca

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Recreation Center. The Boys and Girls Club, provides sponsorship for Roswell Job Corps Center teams in all
of their leagues. Character Counts sponsors students in all of their activities throughout the year. The
students participate in the annual Relay for Life.
H. PARTNERSHIPS AND LINKAGES

Schools, community based organizations, WIA partners and other influencers play a major role in the overall
outreach effort. The Roswell Center and the Admissions staff are well served by a cadre of strong influencers
around New Mexico and west Texas who support the Job Corps mission. Youth agencies and schools that
have been strong partners have also been targeted in order to identify motivated youth who lack skills. A
targeted audience, which has been especially productive for the Roswell Job Corps Center, is the Navajo
Native Organization. Staff continuously develop and renew relationships with the many Native American
tribes and tribal councils of New Mexico.
The Roswell Staff has identified several local, regional and state, professional and youth developmental
conferences and organizations. These are widely attended events or organizations providing additional
networking and outreach opportunities for the Roswell Job Corps Center and its students. Students and staff
currently participate in several organizations and events, which include:
 New Mexico Youth Alliance

 Eastern New Mexico Youth Alliance
 Federal Law Enforcement Training Academy
 Roswell Regional Hospital
 Eastern New Mexico University – Roswell Campus
 New Mexico Youth Challenge
 International Law Enforcement Academy
 Habitat for Humanity
 Chaves County Lend a Hand
 Friends of the Roswell Public Library
I. JOB FAIRS AND PRESENTATIONS

(PRH Reference 1.1 R1 d)
The Outreach and Admission Staff attend regional job fairs and outreach awareness events in conjunction
with the BCL and CTS. The Roswell Job Corps Center provides all of the necessary brochures and

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multimedia information for the events to assist the Admissions Counselors in promoting the Roswell Job
Corps Center. The Business Community Liaison also attends these events to assist with the outreach and
promotion of the Roswell Center to greater Roswell Community and surrounding communities. Such fairs
include the Annual Department of Labor Job Fair held each April at the Roswell Convention and Civic
Center, the Roswell Chamber of Commerce “Business to Business Showcase”, and the Eastern New Mexico
State Fair. Presentations are also scheduled in smaller communities that may not be planning career fairs.
Every effort is made for Center staff to attend each job fair or presentation where the Center is invited. In the
event the Center is unable to attend, DVD presentations, brochures, and applications are sent to the job fair
representative so that a booth about the Roswell Job Corps program can be displayed.
Roswell Job Corps staff members are also asked to make presentations for job fairs, schools and various
organizations throughout the state. These are excellent opportunities to market Job Corps and network with
referring agencies and prospective employers. A PowerPoint presentation has been developed that has added
a new dimension to Job Corps’ presentations by providing music, photographs, and visual aids.
J. INTERNET WEB PAGE

The Rowell Job Corp Center’s web page can be accessed at www.roswell.jobcorps.gov. The Job Corps Data
Center is responsible for making changes to the website at the Center’s request. There is information about
the Center’s location, admissions requirements, trades offered, academic classes, dorm life and social skills
training. Those interested can click a link and send an e-mail to request information.
K. CENTER TOURS
(PRH Reference 1.1 R3 c)
Center tours provide an excellent means of presenting the Roswell Job Corps Center to the public as a positive
learning environment for young people. Schools, agencies, and individuals utilize Center tours as a way to
see the campus first-hand and learn more about the program. The tours are usually an hour in length and are
conducted by an Admissions Counselor or the BCL. They include a visit to each building on Center and a
complimentary lunch in the cafeteria. Highlights of each tour include watching students at work in their
career technical training and hearing introductions at each, by student leaders and career technical training
instructors. Visits to the dorms and recreation facilities help to provide a complete overview of campus life.
Weekend tours are conducted by the BCL for individuals interested in enrolling in Job Corps but live a
distance from the campus.

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L. RECRUITMENT MATERIALS AND PUBLICITY
The Roswell Job Corps Center has developed a number of advertising and outreach materials to assist area
OA teams in the recruitment of qualified students. These items include:
 Information brochures in English and Spanish produced by MP&F
 Center video
 Employer benefits flyer
 CTS banners
 Informational flyers
 Cable One Community Calendar
 Channel 10 Community Bulletin Board
 KBIM Radio community Calendar
 KBIM Round Table and Roswell Radio Morning Show
 Roswell Radio Public Service Announcements
 KBIM Radio Public Service Announcements
 Center produced posters and banners
 Roswell Daily Record
 Roswell Chamber of Commerce Newsletter
 Roswell Hispano Chamber of Commerce Newsletter
 Boys and Girls Clubs of Roswell Newsletter
M. ONE-STOP SERVICES
CPP staff will assist students with a visit to the local One-Stop. The local One-stop provides online resources
to register students for one-stop services. Additionally, the One-stop director facilitates student training on the
New Mexico Job Bank.
The Local OA office is co-located within the One-stop Center in Roswell, NM. The BCL is a member of the
Eastern Area Workforce Development Board and Youth Council. Whenever possible, these WIA meetings
occur at the Roswell Job Corps Center.
N. DIRECT REFERRALS
(PRH Reference 1.1 R1 f)

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RJCC will make every effort to work closely with the OA staff to utilize the direct referral system to its
fullest. All employers, human resources managers and/or unions that hire students or refer applicants will be
informed that they may refer unskilled youth to the Center and that, by writing a letter of recommendation,
they may enable that applicant to get into their trade more quickly.
O. MONITORING AND DOCUMENTING THE EFFECTIVENESS OF OUTREACH

(PRH Reference 1.1 R1 g)
Being committed to a strong outreach program the Center maintains a record of its continued efforts in its bi-
weekly reports and a monthly RIMS report. A media log is also maintained in the Center Directors office.
All electronic enquiries are forwarded to the appropriate OA contractor and records. As the first point of
contact for email enquiries, the BCL tracks progress from application to arrival.
P. ELL APPLICANTS
(PRH Reference 1.1 R1 i)
The Roswell Job Corps Center requests all written material to include both English and Spanish versions.
Both are distributed to the One-Stop and other providers. The Hispanic community of Roswell strongly
supports the efforts for recruiting non-English speaking students with the assistance of the Roswell Hispano
Chamber of Commerce and, the primarily Hispanic, church of St. John’s. St. John’s allows the Center to
periodically distribute Job Corps materials in their weekly bulletin; they hand out 500 bulletins a week. The
Center has staff in the CDS, CPP, Academics, Records, Wellness, Residential and Career Technical Training
departments who are readily available to assist non-English speaking students through the pre-arrival process
and once on Center.
Upon receiving an English language learner’s folders, pre-arrival phone calls to assist the student in
preparation for arrival will be conducted by the Career Development specialists, records staff and wellness
staff where applicable.
ELL students are co-enrolled into the ELL program operated by Eastern New Mexico University Roswell’s
Adult Basic Education program, which provides additional instructional resources.

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CHAPTER II
Career Preparation Period (CPP)

(Reference PRH Chapter 2-2.1 Career Preparation Period)
The Roswell Job Corps Center’s Career Preparation Period is designed to provide students with an
introduction to Center life including Positive Normative Culture and providing an accurate assessment of their
needs and interests for appropriate services. Students also receive information regarding Center rules, systems,
and procedures that offer each student a positive Job Corps experience. This is accomplished through a series
of discussions with the Career Development Specialist, Records, Independent Living and Wellness
Departments. These discussions will provide information on the students’ social, economic and health
history.
Upon arrival, each student will be given a comprehensive training schedule that outlines five weeks of
training. Presentations by managers and supervisors from each department will provide information on Center
rules, regulations, and systems. Students will receive introductory training on subjects such as Career Success
Standards, Employability Skills, Independent Living Skills, Customer Service Training, Information
Technology, and Resume and Portfolio development.
During the five-week program, students will advance to the Career Exploration Program where they study
different career options, learn to navigate the labor market, and research their trade selections. Students will
participate in projects and activities designed to give an overview of possible career technical training choices
and receive hands-on-training as they spend time in each career technical class of their choice.
Each student will develop a Personal Career Development Plan (PCDP). This plan outlines the student’s long
and short-term goals and charts their progress throughout the course of the program. Development of resumes
and portfolios will continue, as students gain additional training in Information Technology. All students will
sit before the Career Management Team (CMT) panel that reviews their progress and determines readiness to
transition to Career Development Period.
A. RATIONALE
Roswell Job Corps Center students participate in a five weeks Career Preparation Period (CPP) to help new
students adjust to Center life, understand the importance of making appropriate job and career choices, and
develop a lifelong career plan. Additionally, job search, job retention, and social and personal skills essential
to live independently are incorporated into CPP instruction.
CPP is a career and technical education system that prepares students through education and “hands on”
activities for employment and career path. The programs and activities incorporated throughout the CPP

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curriculum provide students with the opportunity to discover their own interest, aptitudes and preferences
relating to a wide range of employment paths.
Additionally, CPP provides students with a frame of reference for making career decisions and empowers
them with the acquisition of basic employment skills in the various trades that will eventually lead to skills
development for specific careers. Students enter into career-technical training having a background in basic
employment skills. As a result, they are prepared to make a smooth transition from the training environment
to the real world of work.
The staff of RJCC functions as a team in order to facilitate the career preparation, career development, and
career transition of all students. The Center staff is expected to be role models on how to function as a team
and work cohesively to accomplish goals. During CPP, staff from across the Center work together to ensure
that each new student is provided a safe and secure environment in which to make career choices, adjust to
Center life and learn the skills necessary to be successful in the program.
Oversight of the Career Preparation Period is the responsibility of the Career Services Manager.
Implementation of CPP is the primary responsibility of the Career Services Manager and the CPP staff which
includes CPP Instructors, CPP Specialist and a CPP Counselor.
B. OVERVIEW
The CPP Plan complies with the Workforce Investment Act, the Policy and Requirements Handbook (PRH)
and the Region IV CDSS Plan. The plan incorporates integrated training programs that enable new students
to acquire the knowledge and skills necessary for the acquisition and retention of employment. The primary
goal of the integrated training programs is to help students acquire the knowledge, skills, and positive attitude
necessary to be successful in the program and their career. The primary focus of the Center’s career
preparation period is retention of new students, emulation of an actual work environment, development of
career skills, information technology skills, and acquisition of social and employability skills.
Roswell’s Career Preparation Period schedule (Attachment 1) is designed to encompass a five-week program.
Students will be expected to complete all CPP requirements before transitioning into CDP. To determine
readiness for CDP, the case management team conducts a formal evaluation prior to each student’s entry into
CDP to ensure they are fully prepared for successful participation in the program. In addition to completion
of all CPP requirements as listed on the CPP Training Achievement Record, students must demonstrate their
understanding of social skills in the workplace by showing up on time and being ready to work, demonstrate
willingness to take direction and ability to follow instructions and to get along with other students and Center
staff.
RJCC will provide a specialized scheduling and classes for the English Language Learners (ELL) with the
assistance of community partnerships and the academic department. The ELL students will receive the full
benefits of CPP and will be expected to meet all requirements of CPP before transitioning to CDP.

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C. INTRODUCTION TO CENTER LIFE
(PRH Ref. Chapter 2.2, R1)
Prior to arrival on Center, each enrollee is mailed a Welcome Packet describing the Center’s educational and
career technical training offerings and includes a fact sheet that describes the Center’s daily operations and
expectations. The Welcome Packet also includes the names and phone numbers of the Academic, Career
Technical Training and Career Services Manager, and the CPP staff. If the enrollees have any questions about
the Center or the program, they are encouraged to call the Center and receive direct answers from the staff.
In addition to receiving the Welcome Packet provided by the OA staff, enrollees are contacted by the Career
Preparation Specialist. The “get-acquainted call” begins when the applicant shows up at the anticipated
arrival roster. There have been two calls made two to five days prior to arrival to the Center. This establishes
a relationship with the enrollee and helps reduce any anxieties the new student might be experiencing. The
Specialist reviews the information in the Welcome Packet provided by their OA counselor and answers any
questions the enrollee might ask. In addition, the Specialist reviews career technical training opportunities,
waiting lists, and Zero Tolerance policies and answers any questions the enrollee might have. These calls
establish a personalized relationship between the enrollee and the Center staff.
D. CAREER PREPARATION PROGRAM SCHEDULE
The CPP Schedule, as shown in Attachment 1, has been designed to welcome students to Center and help
them adjust to Center life. Additionally, during Introduction to Center Life, (ICL) new students will learn
about the Center systems, benefits, rule and procedures that will enable them to successfully participate in the
program. Students arrive on Center every other Tuesday and are engaged in ICL through the first and second
week on Center as follows:
Arrival Day- Depending upon travel schedules, the CPP Specialist, Safety/Transportation staff and student
mentors greet students that traveled to Roswell and transport them to the Center. They are taken to the
recreation Center where they meet other staff and students who help them settle in and become familiar with
their new surroundings. The new students meet their student mentors who will spend the first week with
them. The new student’s luggage is secured at this time for later inspection. Refreshments and snacks are
available, as well as literature about the Center and the City of Roswell. The CPP counselor and RA match a
trained student mentor with the new students in order to strengthen the Job Corps bond. This student mentor
shadows the new student the entire first week on Center.
After refreshments and a phone call home, the mentors provide a tour of the Center, introduce the new
students to staff and students, and answer any questions they may have. During the tour, the students visit the
CPP classrooms and the CPP floor of each dorm where they will live while enrolled in CPP. The CPP
Residential Advisor (CPP-RA) and a Career Development Specialist (CDS) are available to help the new
students settle into their room and answer any questions they might have.

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The CPP-RA spends most of the evening helping the students get comfortable in their new living quarters and
is assisted by student leaders. The staff and dorm leaders prepare arriving students rooms by cleaning and
making the beds with fresh linens and bedspreads. A welcome dinner with Panther Pride Executive Team is
included. The student receives their welcome packet from the dorm upon arrival which includes some
necessities such as; toothpaste, shampoo, body soap, bathrobe, shower shoes, etc. and even some goodies for
the students. The living environment is geared toward introduction to the program and developing career plan
and foundation with hands-on instruction from staff and student leaders.
The CPP RA provides the new students with information on Center services such as recreation, meal
schedules and transportation and outlines Center procedures and regulations the new student will need to
know to adjust to Center life and Job Corps.
Every effort is made to make a new student feel at home. If a student is experiencing coping problems, he/she
is paired in a room with a student they know or with a student from the same hometown or city when possible.
This practice helps reduce the homesickness and anxiety. It is the Center’s rule to diversify all dormitory
rooms whenever possible. This process supports the learning environment and diversity in the work place.
Day One- Student mentors accompany the new students to breakfast, escort them to class where they meet
with the CPP Specialist in the Introduction to Center Life suite. Photographs of key staff are displayed on the
room walls thereby enabling students to become familiar with staff members who can provide them
assistance. The CPP Specialist meets with the students for an overview of the 5-week CPP program and
instructs students about Center and CPP expectations. The CPP Specialist spends time to establish process of
connection to new students.
The CPP Counselor meets with the students to see how their first night in the dorm went and checks to see if
they received everything they needed to be comfortable in the dorm. The Specialist provides each student a
Career Preparation Period Portfolio, which will be used to track, document, and assess the student’s progress
during CPP. The main documentation format in the portfolio is the Training and Achievement Record (TAR)
which lists the skills the student will demonstrate in order to complete CPP. As students complete portions of
CPP, the TAR is updated and copies of student work are included in the Portfolio (i.e. resume, cover letter,
etc).
A completed Career Preparation Period Portfolio will include (at a minimum) the following:
 Welcome letter
 Welcome – Career Preparation Specialist – TAR
 Career Preparation Exploration -- TAR
 Career Preparation Workplace Communication Instructor TAR (Day)
 Career Preparation Specialist – Social and Academic Explorations -- TAR
 Career Preparation Specialist – Learning Strategies -- TAR

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 Social Skills Training Achievement Record -- STAR
 TEAP Classes -- TAR
 Personal Career Development Plan
 Resume’
 Cover letter
 Thank you letter
 Letter of Recommendation
 Letter of Resignation
 A completed job application (sample)
 Individual Recreation file
 ELL-CPP documents (if applicable)
 List of Acronyms
 Any additional documents necessary to facilitate the decision-making process for education and
trade choices (avoiding confidential materials- confidential materials should be maintained in
Records not in the CPP Portfolio).
Other Day One activities included:
 Review of the CPP Schedule by the Specialist

 Welcome from the Center Director
 Issuance of Identification Cards by the student records staff
 Medical and Wellness Intake
 Introduction to the Career Development Specialists (counselors) and introduction to Career
Services and their Personal Career Development Plan (PCDP). The students review their short
and long-term goals and focus on the importance of having an educational plan. Each student
meets with a Career Development Specialist to complete an individual counseling intake which
includes their personal history, personal and career aspirations, family status and living
environment, any legal and/or personal issues that may need to be handled, and post Center plans.
 Students are issued a student handbook that is used throughout the week for reference to
familiarize themselves with Center policies and services offered.
 Group development activities
After meeting with the Career Development Specialists, the new students are welcomed to the Center at the
New Student Luncheon by management and key staff. During this luncheon, staff and student mentors
introduce themselves and provide words of encouragement for the new students. The new students get an
opportunity to practice their social skills by introducing themselves to the group and talking about their career
plans.
Following the New Student Lunch, the new students regroup and do activity with the CPP Specialist. This
will be followed by presentations from Student Personnel Officer (SPO) and EEO staff.

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Following this presentation, students meet the Wellness staff for an introduction to Wellness and initial
physical assessment. At the end of the class day, students are introduced at the 4:05 PM dorm meetings and
accompanied to dinner by their mentors and then continue the introduction to Independent Living training
with the CPP RA.
Day Two to Three- During the student second day on Center, they are administered the Test of Adult Basic
Education (TABE).
As detailed on the CPP Schedule, during the remainder of Introduction to Center Life, students participate in a
variety of activities to become informed about Center offerings, policies and procedures that they will need to
know to be successful in the rest of CPP. These include:
 Overview of the Academic and Career technical training programs, including the importance of
earning a GED/HS Diploma in addition to a technical skill.
 Overview of administrative services including maintenance, food service, etc.
 Overview of safety and transportation including safety inspections, personal and work place
safety, transportation schedules and expected conduct, etc.
 Introduction to transition services; job/school and military placement opportunities, work-based
learning, etc. Includes Administrative Services, Safety, Security, and Work-based learning.
 Overview of behavior management program and living with laws and norms.
 Tour of local community including brief visits to the Department of Motor Vehicles, local public
library, post office, art museum, and the zoo.
 Introduction to recreation and an interest survey, water certification, teamwork, and Social Skills.
 Weekend recreational activities with student mentors.
 CSS Skills building using Project Adventure.
 O&A Counselor follow up contact.
In addition, the students take part in a class called TEAP (Training Employee Assistance Program) structured
to expose the student to topics that will cover drug and alcohol issues as well as how they relate to Job Corp
and future employment.
CPP SCHEDULE Week 2
Week two is focused on Assessments and Trade Introductions.
During this week, the following student assessments are conducted: career aptitude and interests, English
language proficiency (as needed), basic information technology skills and transitional needs. Students also
begin attending Guided Group Interaction (GGI) during their 2nd week in CPP. The students are expected to
participate in the sessions to the fullest including giving and receiving feedback, discussion of personal

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struggles or conflicts, or any other GGI topic. Students are briefed by their more senior peers on the purpose
of GGI, non-negotiables within GGI, and are provided with an outline of the criteria of force field rankings.
 Implementing of the Personal Career Development Plan and schedule of appropriate career
development classes and activities and determination of support systems needed to complete the
program.
 Personal counseling for students’ personal and social development needs
 Student career planning, career exploration, use of Labor Market Information, overview of career
technical training offerings, hands-on experience in trades, goal setting activities and career
counseling,
 Information Technology skill development, job search and retention skills
 Employability Skills development, Social Skills, conflict resolution skills and Driver Education.
 Career Development readiness assessment
 Project Adventure
 Trade exploration
The instruction incorporates different levels of structured classes and testing tailored to encourage the student
to strive for success. The employability skills classes focus on the critical areas that will enable students to
gain an edge in the job market place. The primary activities during week two and three include:
 Assessment of skills and knowledge

 Career planning
 Workplace Communication
 Diversity and Independent living skills
 Conflict Resolution
During this period the students are introduced to a variety of tools, techniques, and practices they will use
throughout their careers.
CPP SCHEDULE Week 3
Students will continue their career preparation by using the information technology skills to do labor market
research, getting an email address, registering with the local One Stop Career Center, and further career
exploration. Primary to this week will be learning to write a resume, a cover letter, a letter of resignation, a
letter of recommendation, and a thank you letter. In addition, a variety of employment topics are covered,
such as; employee rights, EEO and interview skills.

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CPP SCHEDULE Week 4
Students will explore their first trade choice as determined by performance during Trade Exploration and
other Career Assessments. The process provides the hands- on training, participation, and review of their
trades and expectations. Also, students will complete their CPP TAR focused on employability skills during
their CTT shadow period.
CPP SCHEDULE Week 5
On the Tuesday of this week students will participate in their CMT (Career Management Team) transition
interview to determine transition readiness. This meeting will include all CDSS Managers and evaluate
individual needs of the students to plan an appropriate training plan to finish CPP and to enter CDP.
E. ASSESSMENT
(PRH Reference Chapter 2.3 R1)
A number of tools are used to document a student’s readiness to participate in career development activities
and methods. The following assessments are completed during Introduction to Center Life, Career
Exploration, Career Preparation Classes, and Career Planning.
 Counseling intake
 Medical Status
 Basic Information Technology skills assessment.
 TABE (Test of Adult Basic Education)
 Interest/Aptitude Inventory Assessment
 Demonstrated ability to teach others
 Choices System
 COP Survey
 “I speak” cards.
F. ENGLISH LANGUAGE LEARNER (ELL) PROGRAM

(PRH Reference Chapter 2.3 R1 f)
The Career Preparation Program is the focal point of a student’s success in that it provides the foundation for
employment skills as well as providing the tools for survival in the labor market. In conjunction with the
English Language Learner (ELL) program, CPP will provide the bilingual students with translated material or
translator and the opportunity to apply learned English speaking skills directly to the labor market information
program. CPP and ELL classes will be paralleled within the framework of the CPP schedule in order to assist
each ELL student to successfully complete the first sixty days of the program.

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The CPP-ELL program will provide the student with a number of resources and opportunities to develop the
skills necessary to grasp the English language; acquire workplace information and skills and explore careers.
The program content and student scheduling will be tailored to meet the students by the following process:
 Assess each student’s English proficiency and design an individualized program to meet his or her
needs.
 Instruct ELL students in essential skills such as: Roswell Job Corps Center terminology; job
market terminology; and interview skills using the English language
 Focus on the student’s application of written English skills on those documents necessary to
effectively compete within the job market including: a cover letter, thank you letter, resume, and
other pertinent documents
 Teach job survival skills; employee/employer relationships
 Introduce ELL students to IT skills and help them access labor market information via the
Internet
 Introduce students to Career Success Standards
Curriculum
The English Language Learner Program strives to provide the student with the resources, instruction, and
opportunities to develop the English speaking skills necessary to function within a primarily English speaking
society. As such, the program provides the following either on Center or with its community partners: Basic
English Classes, the instructor leads the class in learning the basics of the English language. The instructor
goes over phonetics, pronunciation, writing rules, recognition, and application. This particular block allows
the instructor to provide group or individual attention. The instructor focuses all efforts toward building the
student’s self confidence along the path of learning the English language and its application to everyday life.
Instructional technology is used including “Rosetta Stone” computer-based program, the student goes through
a variety of programmed modules, activities, and/or exercises directed at the furthering their English speaking,
reading, and writing skills. The individual student is able to proceed at a comfortable pace. The computer-
based program gives the staff the ability to monitor the student’s progress. In addition, the staff has the ability
to identify problem areas and provide additional help ensuring the student’s forward progress.
Written and reading exercises derived from the Oxford resource book will be provided to the student. These
exercises will present the student with the opportunities to apply their learned skills on paper. The instructor
will evaluate them for progress.
Group interaction will provide the student varied opportunities to apply spoken English skills. The intent of
these group exercises is to get the student to gain confidence and experience speaking the English language.
This effort will encompass the activities of the Center and its students.

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Labor Market Information will be presented in both English and Spanish. The intent of this information is to
expose the student to the labor market environment and its particular requirements. The student will be
encouraged to research out information regarding their chosen career field. An emphasis will be placed on the
importance of being able to function in the labor market using the English language and the value of being
bilingual in today’s job market.
The job search and application process will be a guided effort. Emphasis will be placed on the ability to apply
learned English skills toward the job search and all of the particular requirements necessary to successfully
obtain a job. The end goal of this aspect is to encourage the ELL student to develop self-confidence in their
learned English speaking skills.
Interviewing is an extremely important aspect of the employment effort; therefore, CPP-ELL will provide the
student with ample opportunities to apply English-speaking skills in interview settings. Instructors will guide
the student through the steps of an interview and the techniques associated with interviews.
Social skills are an integral part of the student’s development both professionally and socially; therefore, CPP-
ELL will supplement and reinforce the social skills lessons being taught throughout the program in the dorms
and classes. Emphasis will be placed on English expression and application.
G. PROJECT ADVENTURE
RJCC Recreation Exploration Program

CPP Component: Project Adventure ™ Class
Curriculum
Threefold Purpose:
1. To reinforce the eight career success standards as outlined by The Department of
Labor/Job Corps National Office.
2. To promote a healthy normative culture by instilling a respect for the expressions of
the career success standards.
3. To instill a sense of leadership, teamwork, and personal goal-setting/getting in
participants through discovery-learning activities.
Parameters:
1. Facilitators required: 2
2. Project Adventure Box required: 1
3. Time allotment: three one-hour and fifteen-minute slots
Course Content:
Day 1:
1. Introductions and attendance documentation.
2. Explanation of course goals (listed above under “Threefold Purpose”).

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3. Platform-crowding (an attempt to fit all participants on a two-by-two foot platform). This
activity is designed to be fun while addressing the “Communications” and “Information
Management” (following instructions – students will be told that all their feet need to be
on the platform, leaving room for interpretation. Then they will be told that no body parts
may touch the floor, etc.) career success standards.
4. Thinking outside the box (an attempt to connect dots on a page using only four lines
without taking the writing instrument off the page). This activity is designed to be fun
while addressing the “Information Management” career success standard.
5. Boardwalk (an attempt to traverse a given distance by walking in tandem on the four-by-
four posts). This activity is designed to be fun while addressing the “Communications”
and “Interpersonal Skills” career success standards.
6. Review and dismissal.
Day 2:
1. Introductions and attendance documentation.
2. Review of course goals (listed above under “Threefold Purpose”).
3. Stacking Nails (an attempt to place a given number of nails on the head of one other nail).
This activity is designed to be fun while addressing the “Independent Living’ career
success standard – it is problem-solving based on incorporating “Communications”.
4. Rope Geometry (an attempt to make various geometric shapes out of a rope in a team
while blindfolded). This activity is designed to be fun while addressing the “Information
Management” (participants will be given definitions and parameters for each shape),
“Communications”, and “Interpersonal Skills” career success standards.
5. Trust Tree (an attempt to jostle one person back and forth among a team without letting
that person fall). This activity is designed to be fun while addressing the “Multicultural
Awareness” and “Personal Growth and Development” career success standards.
Day 3:
1. Review of course goals (listed above under “Threefold Purpose”).
2. Stand By Your Quote (an exercise in self-assessment and thought-sharing by standing by
and expressing one’s views concerning the quote with which s/he most readily identifies).
This activity is designed to be fun while addressing the “Multicultural Awareness”,
“Communications”, and “Interpersonal Skills” career success standards.
3. Role-Play (a team exercise that places students in the role of employer/supervisor in
dealing with under-performing subordinates). This exercise is designed to be fun while

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addressing the “Career and Personal Planning”, “Independent Living”, and “Workplace
Relationships and Ethics” career success standards.
4. Trust Carry (an attempt to pass a person’s body along in a supine position without letting
that person touch the floor). This activity is designed to be fun while addressing the
“Multicultural Awareness”, “Personal Growth and Development”, “Communications”,
and “Interpersonal Skills” career success standards.
Role-Play Scenarios
1. The employee has been consistently late to his/her shift. Policy clearly states that repeated
unexcused tardies will result in disciplinary action, including suspension without pay and/or
dismissal. The employee is in an abusive relationship and has difficulty finding affordable,
reliable child-care. Be sure the “supervisor” establishes a private setting and takes notes. – be sure
to seek a solution, not blame or punishment – as an end.
2. The employee takes excessive breaks and long lunch-periods. Policy clearly states that breaks are
only to be fifteen minutes and lunch only forty-five minutes. The employee is a former drug-
addict and uses tobacco-smoking to help control his/her cravings. Additionally, the employee has
a history of high-stress and anxiety attacks and needs the longer break periods to continue normal
function. Be sure the “supervisor” establishes a private setting and takes notes – be sure to seek a
solution, not blame or punishment – as an end.
3. The employee got in a fight with another employee. Policy clearly states that fighting is grounds
for immediate dismissal. The employee has recently been divorced and is facing heavy legal fees
in trying to keep his/her children. The person s/he fought with has a history of antagonizing the
employee in question and has gone too far this time. Be sure the “supervisor” establishes a private
setting and takes notes – be sure to seek a solution, not blame or punishment – as an end.
4. The employee is making an allegation of sexual harassment against another employee. The
employee is always complaining about something and is really not your best team-player. Be sure
the “supervisor” establishes a private setting and takes notes – be sure to seek a solution, not
blame or punishment – as an end.

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G. PERSONAL COUNSELING
(PRH Reference Chapter 2.4 R2.)
During CPP, the counseling emphasis focuses on promoting students sense of belonging on Center through
welcoming them, ensuring they feel safe, helping them adjust to Center life by acquainting them with
students, staff, the facilities and Center systems and policies. This is accomplished through immediate
mentoring and independent living skills discussions conducted by the CPP residential advisor each evening
for the first 2 weeks on Center.
A comprehensive system for communicating interactions and sharing information with staff exist. The CPP
counselor and CPP Residential Advisors communicate to determine any support services needed for the new
students. Any counseling issues brought to light during GGI sessions are discussed during staff Team
Meetings and with the students’ designated Career Development Specialist. CPP staff is included in the CPP
students’ dorm floor Team Meeting to ensure that students are quickly developing Positive Normative Culture
skills.
Through the CPP Counselor and Career Services staff, the Center provides intensive ongoing counseling
sessions early in the first sixty days. The CPP Counselor provides ongoing counseling services beginning
when the student arrives on Center. The initial development of the Personal Career Development Plan begins
in the Outreach and Admission portion of Career Development Services System. Career Development
Specialist, through structured scheduled and documented individual sessions; tailors each new student’s
career, social and personal development. In addition, the students also become involved in the group support
sessions. These sessions are designed to identify and address issue such as:
 Abuse
 Personal Relationships
 Childcare
 Home Sickness
 Cultural Barriers
 EEO Guidelines
 Health and Social Hygiene
 Independent Living
 Anger Management
Personal counseling sessions occur on a formal, structured, and documented basis, as needed. Informal
sessions occur regularly during all phases of CDSS through student interactions in the dorms, classrooms, and

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leisure time activities, Center events, and meals. The Career Development Specialists teach a Personal
Development Class to new CPP students during week two. This interaction helps not only CDS discover
potential student problems early in CPP, but also helps new student retention and new student adaptation to
the Center. The CPP Counselor and Career Development Specialists rotate weekend duty and are on-call
weekends and at periods of emergency, through assignment by the Career Services Manager.
Several methods are used to assist CPP counseling in the identification of students who are in need of special
or individualized services. The CPP Counselor and CDS staff continues to assess new students through group
sessions, staff feedback, observations, daily social development meetings, weekly CDS meetings, classroom
visits, and participation and progress reports. The CPP Counselor then develops and communicates to
appropriate staff the individualized counseling needs for each student. Once a student has entered career
development, staff members continue to assess and monitor student needs.
More sensitive service needs are staffed through an interdisciplinary team consisting of CDS staff, CPP
Counselor, Wellness Manager, Mental Health Consultant, TEAP Specialist, CSIO, and others as appropriate.
Intervention strategies and methods include, but are not limited to, the following:
 Regular one on one counseling sessions

 Assignment to a special group
 Stress and Anger management techniques training
 Homesickness and coping strategies
 Development/Implementation of a behavior contract
 Referrals to outside resources
 Performance contracts are developed in the forum of the team to provide comprehensive support
for the students. A special staffing determines the level of intervention necessary.
A number of working relationships have developed with community resources to assist students with
adjustment and progress. This includes Counseling Associates Inc., Home Education Livelihood Program
(HELP), Eastern New Mexico Medical Center, and Eastern New Mexico University- Roswell.
During CPP, the Counselor maintains a record of individual counseling sessions, including CIS case notes as
appropriate. The Counselor implements safeguards to assure that personal information is shared only to the
extent necessary. Records of counseling sessions are maintained in the traditional RAP format (description
for each session, assessment, and plan of action with appropriate follow up). Counseling files are considered
confidential documents and are kept in secured file cabinets in the Counselor’s offices. The confidentiality
policy is reviewed and signed with students during their intake interview, and is stored in the student file.
At the time the student transitions to CDP, their counseling file is transferred to the Career Development
Specialist assigned to the trade they have selected.

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H. CAREER EXPLORATION
(PRH Ref. Chapter 2.5 R1)
Students receive assistance in choosing career technical training suited to their interests and related to the
labor market in the communities they are planning to return to after Job Corps. During career exploration,
students use the Occupational Outlook Handbook to access labor market information and to identify and
access career opportunities. Every student takes the CHOICES Survey. This profile examines students’
interests, aptitudes, and values against different career clusters such as; science professional, science skilled,
technology professional, technology skilled, consumer economics, outdoor, business professional, and service
skilled. According to the CHOICES survey, the students are introduced to three career clusters and
encouraged to explore those areas. The student is then asked to choose a single occupation from each cluster
that interests them. The students select a Center trade that best meets their interests, aptitudes, and values.
The CHOICES survey is just one tool the Center uses. The Center also uses personality and interest surveys
from the COPS system. Another tool available to students is the College Freshman Master Student Guide
that addresses a number of areas directed at educational success. After exposure assessment and guidance the
student has a foundation from which to move forward.
Students then receive an overview of the Center career technical training areas they have expressed an interest
in, as well as, training programs available through Eastern New Mexico University - Roswell.
The overviews are tailored to each career technical training area and include the following:
 Wages
 Working Conditions
 Required training and academic skills
 General Safety Practices
As part of career exploration, students are given the opportunity to tour all Center trades and participate in
hands-on training in their three top career choices. Hands-on training occurs in the students’ fourth and fifth
week on Center. The student is encouraged and guided in a proactive effort to complete CPP and prepare for
future training.
The relationship between making good career technical training choices and career success is reiterated by the
CPP Instructor who interacts with students to promote effective questions to be asked during the tour of trades
and hands-on experience.
The CPP Instructor uses a variety of training methods to facilitate the student’s career exploration process.
During this timeframe, the student is exposed to a variety of classroom instruction, presentations, guest
speakers, and job site visits. Guest speakers come from the community present to the CPP students. The
speakers may range from communities’ law enforcement agencies, educational and financial institutions,

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private businesses, and/or support services. The classes are taken on the job site tours available in the
community. These objectives will build the foundation for students during the Career Preparation Period.
I. PERSONAL CAREER DEVELOPMENT PLAN (PCDP)
(PRH Ref. Chapter 2.5 R2)
The Roswell Job Corps Center utilizes the electronic PCDP that is found in the Center Information System
(CIS). The Applicant and the OA counselor initiate the Personal Career Development Plan. Once the student
has been arrived on Center in the CIS system, the PCDP then transfers from OASIS to CIS where the CPP
Counselor and student begin the process of refining goals and objectives. The PCDP plan focuses on the
student’s educational goals while at Job Corps and short and long term career goals. After CPP completion,
the PCDP is routinely updated in CIS by the assigned Career Development Specialist (CDS) to note changes
in training/support service needs and/or transition challenges, as well as to track the student’s progress and
accomplishments. The student and CDS review the PCDP during each Evaluation of Student Progress panel
(every sixty days) and the CDS then updates the document electronically and provides a copy for the student.
The PCDP contains the following information:
 Student career goals

 Desired geographic residence and work location
 Student entry status regarding:
 Pre-enrollment educational attainment/credentials
 TABE results
 Information Technology assessment
 Previous employment/skills
 English language proficiency
 Driver’s education
 Student career technical training preference/choices
 Student training need to achieve career goals:
 Academics
 Career technical training
 Social Skills
 Employability skills
 Independent living skills
 Public speaking skills
 Short term goals
 Progress/Accomplishment/Achievement
 Career Transition needs/Challenges/Strategies
 Housing

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 Transportation
 Child Care
 Health Care
 Work Clothing and Tools
 Food and Nutrition
 Budgeting/ Money management
 Counseling/Mentoring
 Job Retention Skills
 Legal Services
J. INFORMATION TECHNOLOGY
(PRH Ref. Chapter 2.6 R1, R2)
Roswell Job Corps Center recognizes that Information technology (IT) skills are essential to every student’s
success in today’s job market. Therefore, technology training is integrated throughout CPP. The IT
curriculum covers four main components as follows:
 Using technology to access labor market information

 Job search skills using technology
 The application of computer skills to the student’s chosen careers.
 The application of computer skills to enhance a student’s educational experience.
All four components include skill development in word processing, internet access and navigation,
spreadsheets, computer trends, graphic software and accessing educational web sites.
During the third week of CPP, all students are given a basic information technology skills assessment to
determine their computer abilities. Following the assessment, students receive an e-mail address and practice
online communication.
A keyboarding assessment is part of the initial IT evaluation and students who lack sufficient keyboarding
skills are placed in a keyboarding class using the Mavis Beacon software to either learn keyboarding or to
enhance their speed and accuracy. Following the keyboarding classes, students learn Microsoft Word and
practice word processing skills by developing a resume, cover letter and thank you letter.

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A critical part of the IT curriculum is learning job search skills via the Internet. Students learn to access Labor
Market Information on the Internet and research the job market in their home communities to help make a
training/career choice. Additionally, students learn how to access on-line employment databases such as
America’s Job Bank and register for the New Mexico and Texas One Stop Career Centers (as appropriate) via
the Internet.
The entire IT curriculum is integrated into the overall CPP class structure and activity. Throughout the CPP
period, the student is presented with opportunities in each class to use a computer and apply all acquired skills
accordingly. The biggest opportunities are presented when a student is given access to the following:
 Learning Express Library. Com – a web site containing many practice tests covering a wide range
of topics such as; practice GED tests, College entrance exams, Firefighter entrance exam, military
ASVAB, Secondary Grammar and math tests, Reading tests, Spanish-English or English-Spanish
tests.
 Classroom requirements such as building resumes, applying for a job using the computer, writing
essays, researching out academic subjects, do educational scavenger hunts, and web site scavenger
hunts.
 Communicating using the email system to identify possible job leads, markets, and locations.
The items mentioned above are only a few ways in which IT is integrated. Depending on student needs and
interests, an instructor works to assist the student in learning and utilizing IT as much as possible.
K. CAREER SUCCESS STANDARDS
(PRH Ref. Chapter 2.7 R1,2,3)
Career Success Standards incorporates integrated skills that enable our students to acquire the knowledge and
skills necessary for the acquisition and retention of employment. The primary goal of integrated training is to
provide knowledge and positive attitude changes within the actual work environment. Retention,
employability skills, and work-based learning are the primary focus of the Career Success Standards. The
Center recognizes that open and effective communication among staff and students is necessary to create an
atmosphere of teamwork. One of the key components to successfully implement the Career Success Standards
on our Center is for all staff to model, mentor and monitor the Standards at all times. While both staff and
students are expected to master and practice the Standards, staff is expected to consistently:
Model: demonstrate appropriate behavior to students

Mentor: coach and support students
Monitor: intervene and correct inappropriate student behavior and highlight appropriate behavior.

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The Career Development Services System will facilitate the delivery of CSS as a way of life. The concept
begins immediately upon arrival at the RJCC. Expectations, standards and goal setting dialogues take place
during the application process and continue on as a primary foundation of the Career Preparation Period. The
Career Preparation Period is where the students are acclimated to the Center, review the training program, set
goals and Center standards.
L. INDEPENDENT LIVING
Students are introduced to the independent living component of the Roswell Job Corps Center, meeting with
independent living and career development staff their first day on Center. These staff members assist in
acclimating the students to Center life. This includes, but is not limited to; clothing inventory, dorm
assignments, uniforms, personal hygiene, problem solving, and the Center’s lease program. This program is
designed to introduce individuals to the process of leased housing. Instruction at the dorm provides a number
of challenges that benefits each student. The primary focus of the student will be to learn how to live with
people from other cultures and backgrounds. Other pertinent issues are team building, objective development
and resolution. Leisure Time Employment, Work Based Learning, Food Services, Health and Wellness and
recreational activities also are discussed within the first fourteen days. Throughout CPP, all students will
attend Independent Living skills sessions.
M. CPP RECREATION
In the effort to receive and keep new students, recreation is the most important facet of the first two weeks.
The new students have arrived at a new location totally foreign to them. Over the next few days,
bewilderment, boredom, and homesickness are the biggest challenges. Therefore, the Center places
significant emphasis on the recreation program. The arriving CPP students spend the majority of their free
time in structured activities in recreation,
N. EMPLOYABILITY SKILLS DEVELOPMENT AND CSS
Early in the CPP experience, employability skills and social skills are emphasized and consistently referenced.
Weeks one and two are instrumental in establishing the tone of expectations for each student when it comes to
employability and the development of the Career Success Standards. It is during this time that presentations
by staff members set the example for professionalism and expectations. In Week two during the Career
exploration, the instructor presents a variety of employability skill topics such as; dressing for success,
interview skills, establishing a network of contacts, time management skill development, safety on the job,
dealing with co-workers, following directions, working for a supervisor and so on. The entire CPP program is
designed to set the student on the path toward acquiring, utilizing and reinforcing the skills necessary to
succeed in today’s labor market. CPP teaches the students to fill out a variety of applications and resumes.

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CPP presents the student opportunities to learn and apply interview skills. This part of the program takes it
lead from the labor department basics as presented on the labor department websites and resources.
O. LABOR MARKET INFORMATION
(PRH Reference Chapter 2.6 R1. & R2.)
During CPP, students learn how to use Labor Market Information (LMI) when researching careers and how to
access LMI via the Internet. Students are given the assignment of choosing a particular career or employment
category in which they are interested. The student is then provided classes explaining the importance of labor
market information. Several tasks are presented to the student containing instructions to identify and search
for labor market information. The intent of this class is to provide a number of experiences and relevant
information on career fields and career technical training areas that offer opportunities for experiences and
future job placement. This is taught during the third week of CPP.
P. JOB SEARCH SKILLS
The search for a job is a job in and of itself, as such, the student is taught to identify, organize, manage, and
seek out resources that will lead to job and career opportunities. During the third week of CPP, the student is
presented with classes covering a wide range of topics leading to the development of good job search
techniques. Techniques taught to students are as follows:
 Using the telephone to cold call local companies, agencies, and organizations
 Reading the local, state, and national newspapers and research job advertisements.
 Reading magazines containing information related to their careers and looking through the articles
and advertisements to gleam information leading to job opportunities.
 Using the internet websites such as: Hotbot.com, Monster.com, Intercristojob.com, and so on to
find job and career opportunities.
 Going to local, state, and federal building personnel offices and displays to find jobs.
 Utilizing the labor department database as well as other services provided by the Department of
Labor.
 Setting up and maintaining a network of personal contacts that potentially could lead to a job or
career.
Culminating the learning experience is the actual application of learned interview skills. Mock interviews are
integrated as part of the CPP instruction. The student is saturated with employment information with the

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intent of focusing toward his or her chosen trade. Education is emphasized and always kept at the forefront of
employability skills.
Q. DIVERSITY TRAINING
Diversity training introduces the student to different cultural, racial and ethnic backgrounds, family values and
virtues. The intent of this focus is to expose the individual to as much cultural information as possible in the
allotted time. The impact of this training and classroom instruction is to challenge the student to think as an
individual and find common ground in understanding the societal environment as a whole.
Early in CPP, the student is introduced to cultural diversity through classes that expose the student to different
cultures and backgrounds. Instruction includes the history of the American family and the diversity contained
within it. The primary source of information is that of the www.osv.org.education web site. The web site
contains the lesson plans, examples, and stories. The instructor uses this as the training foundation. The
student is then explained the social skills involved with diversity and presented facts and information
pertaining to the development of the skills necessary to understand a variety of cultures
R. WORKPLACE COMMUNICATION
Workplace communication prepares the student with the skills needed to participate successfully in their
workplace and communities. This course enhances skills and enables the student to seek improved English
grammatical skills for the purpose of completing the necessary documentation to obtain and maintain
employment. In essence it boosts the student’s ability to present themselves in writing and in person.
Communication emphasis will be on the development of skills necessary to successfully interview with a
potential employer and leave a positive lasting impression.
S. DRIVER’S EDUCATION
Driver’s education gives eligible students the opportunity to gain the necessary skills and knowledge to
acquire a New Mexico State driving license. In accordance with the PRH policies, students are provided with
Introduction to Driver’s Education, during CPP, which gives each student the information on state policies for
driver’s education. Students who need driver’s education will be scheduled to the next available driver’s
education class, based upon seniority in the program. All students who need a driving permit are enrolled in
the Driver Education Program and attend a weeklong course using the New Mexico driver’s manual. An
additional week long hands-on driving experience is provided. Each student is scheduled to driving time,
including the required driving test. Students then hold their driver’s permit for 6 months and drive 50 hours
additionally (according to state regulations) before they are eligible for a driver’s license. Students over the
age of 18 without a driver’s license are required to take a ½ day course on drunk driving awareness. After this

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course, additional driving time is provided including the state required road test. Course paperwork is mailed
to the state certifying office, and upon its receipt, a completion certificate is issued. With this certificate and
the ½ day course, a student is sent to the MVD to obtain his/her driver’s license.
T. CONFLICT RESOLUTION
Conflict Resolution or Conflict Mediation, is a vital part of the student training at Job Corps. The intent of
this class is two-fold. One is to teach the students how to identify, deal with, and seek assistance with respect
to conflict. Two is to teach the students how to identify personal conflict and handle peer pressure thereby
creating a personal and Center environment comfortable to the student.
Conflict Resolution is taught by the Career Services Department Counselors. The main focuses of the classes
are the particular social skills involving conflict and/or situations that may set up conflict. In addition, current
and vital issues to youth and the Center are reviewed, discussed, and examined for causes, results, and
prevention. Conflict Resolution is presented in classroom format. Counselors rotate and manage the
classroom, its resources and activities. The curriculum includes a series of video and CD-DVD presentations
that deal with issues, ideals, situations, and realities. Classroom discussion and role-playing are also
instrumental in the success of this class.
OTHER SKILL AREAS
CPP provides additional areas of individual development for the student. During week two Health services
provides classes in the following areas:
 Family Planning – a look at the responsibility of being sexually active.

 Sexually Transmitted Diseases -- a look at the transmission, detriment, and prevention
 Basic Stress Management – steps in taking control of stress presenting relaxation techniques.
 Sexuality and Relationships - Relationships, their value, their development and importance.
 A look at Parenting – what are the responsibilities of fatherhood or motherhood
 Dental Hygiene – a visit to the dental assistant, establishing good oral health habits
Various lesson plans are used in these areas including videos and power point presentations of issues such as
the dangers of sexually transmitted diseases and smoking with actual pictures.
During week three the student goes through a Consumer Mathematics class that presents mathematical
situations of everyday nature. The student completes the work and is exposed to areas such as:
 Rent rate calculations and deposits

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 Income tax filing
 Credit card interest and payment
 Transportation costs
 Utility costs associated with housing
 Buying a used car
 Budgeting and expenses
 Checking account
As an added challenge and activity, classes have created a scavenger hunt to improve student knowledge of
the Center and improve behavioral norms.
The use of scavenger hunts promotes the development of analytical thinking, critical thinking, creative
thinking, following directions, reading skills, communication skills, and teamwork skills.
U. CAREER DEVELOPMENT READINESS
Students will be evaluated by the Career Management Team (CMT) to assess the student’s progress and
readiness to participate in career development activities. The CMT is comprised of the CPP Counselor,
CSIO, as well as the Academic and Career Managers and meets as needed, usually weekly, to review
student’s transition readiness.
The CMT team reviews each eligible student and decides if they have met the requirements to move from
CPP to CDP. When necessary, a special staffing is scheduled with students who have personal issues that still
present barriers to full program participation. If the CPP Counselor or the CMT determines an issue exists
then a meeting is held with the individual student and invited staff associated the target issue, ex. A student
who is having anger outbursts in classes and in the dorms would meet with the CPP Counselor, CPP RA,
CSIO and Wellness staff to identify problems and develop a plan of action with students who have personal
issues that still present barriers to full program participation. The CMT collaborates with the student to
identify the personalized mix of academic and career activities that will move the student toward his/her goals.
Individual services, tasks, and activities are identified by the CMT. If the CMT determines the student is
ready to transition to CDP, an Evaluation of Student Progress, or Initial Career Assessment Panel is held to
officially transition the student to CDP. The CPP Team then facilitates the "hand-off" of the student to the
Career Development Specialist (counselor) or their newly assigned Career technical Instructor. During the
student’s performance evaluation, the Personal Career Development Plan is updated and modified every sixty
days as needed.

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A number of tools are used to document a student’s readiness to participate in career development activities
and methods. The following assessments are completed during Introduction to Center Life, Career
Exploration, Career Preparation Classes, and Career Planning.
 Counseling intake
 Medical Status***
 Career Preparation Period Portfolio – Training and Achievement documents from different CPP
classes.
 Career Technical Training Introduction TARs
 Individual demonstration of skills
 Demonstrates ability to teach others
 Other Assessments deemed necessary
All new students receive their entrance physical exam from the Wellness Center within fourteen days from
their arrival on Center. Past or present medical concerns are identified during this time. Trade choices are
discussed and evaluated in conjunction with medical restrictions. Accommodations are explored as
indicated. Eligibility for a career technical training trade as it pertains to a student’s physical or mental
limitations are discussed during the CMT team reviews (with confidentiality maintained) and accommodation
plans developed or revised as indicated.
CONTENT AREA
Career Preparation Period will introduce new students to the following programs:
 Assessment of basic needs and special accommodations

 Career Development Specialist Social Intake Interview
 Wellness Cursory and Physical Exams
 Introduction to employability skills
 TABE Testing
 Career Success Standards
 Student Services Paperwork
 Introduction to Information Technology
 Independent Living Skills
 Overview from departmental managers
 Initiate student case management file
 Interview and presentation by the Career Development Specialist
 SGA Presentations
 TEAP Overview

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 Community Services Project
 Positive Normative Culture Principles
COURSE OBJECTIVE
The career preparation period is conducted the first 45 days a student is on Center. The goal of CPP is to
provide the student with the necessary information and support to progress successfully through the program.
Students receive instruction regarding life skills, Career Success Standards, and employability skills. These 45
days will encompass rigorous training so that our students will develop skills needed to be successful at Job
Corps and in the job market. When the students successfully complete the Career Preparation Period program,
they will be able to identify with the following Quality Indicators as listed in the PRH, Job Corps Career
Success Standards, and Center standards.
QUALITY INDICATORS
Q1. Student transitioned effectively into the program

Q2. Student needs are accurately assessed and met
Q3. Student can articulate Center rules and describe Center systems, sources of assistance, and
available services.
COURSE PREREQUISITES
The student must meet minimum eligibility requirements to be admitted into the program. During the
admissions process, the students will be provided with information on employability, social and independent
living skills. The New Mexico Outreach and Admissions Staff register the students at the one stop Center.
Once the students arrive on Center, they are scheduled into the Career Preparation Period. This period
provides a smooth and successful transition to Center life and an assessment of basic needs, special
accommodations, and interests will be conducted.
INSTRUCTIONAL METHODS
 Role playing
 Inform students of Center rules and regulations
 Team Building Exercises
 Field Trips
 Group Discussions

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 Lectures
 Hands-on activities
 Videos
 Guest Speakers
STAFFING
The Career Services Manager oversees the Career Preparation Period Program.
The staff includes:
 Career Preparation Period Instructors

 Career Preparation Period Specialist
 Career Development Specialists
 CDSS Secretary
Supplemental Presenters:
 Counseling Services
 Independent Living
 Health & Wellness Services
 Behavior Management/Center Standards Officer
 Recreation
 EEO Officer
 Student Government Association (SGA)/ Panther Pride
 Food Service
 Safety & Transportation
 TEAP Specialist
COURSE EVALUATION
The Career Management Team conducts a 45-day evaluation to provide an assessment of the students'
adjustment. Upon successful completion of the Career Preparation Period, each student receives a certificate
of completion.

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COURSE DESCRIPTION
CPP
Introduction to Information Technology
CONTENT AREA
The class is aligned with the following content areas as outlined in the PRH; Employability Skills, Workplace
Communications, Career Success Standards, Reading, Math, and Career technical Training.
COURSE OBJECTIVES
Students will be able to utilize a personal computer for educational, personal and employability purposes.
This will allow the student to become more employable and competitive utilizing information technology in
the job market.
There are no course prerequisites; all students will be required to participate in the introduction technology
class.
COMPETENCIES
 How to properly turn the computer on and off

 Computer terms and definitions
 Location, function, and application of the terms on the computer keyboard
 Basic use of a word processing package
 Navigation and varied uses of the Internet
 Setting up and using an e-mail account
Students will be given tasks to complete during each training session. They will demonstrate knowledge of
the task before moving to the next lesson. The student has completed the class when all assigned tasks are
concluded and a demonstration of competency is reached.
 Hands on activities with use of work sheets and computers

 Small group activities
 Tutoring

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 Class Discussions
 Peer Tutoring
 Mavis Beacon Computer tutorial programs
Students will be given a checklist during the Career Preparation Period that will assess students who are
without computer basic skills or who have limited knowledge of the Internet.
MATERIALS AND RESOURCES
 Computers equipped with the Internet capability

 Various computer text books
 Worksheets
 Mavis Beacon Tutorial Program
ASSESSMENT
Student progress is measured by successful completion of each task. The instructor or other students will give
assistance to students having difficulty with the tasks in order to be able to facilitate their completion
STAFFING
The Career Preparation Period Specialist with the assistance of the LAN Administrator will ensure the classes
are being conducted with the appropriate material.
RECORD KEEPING
The students’ records are kept on Information Technology record sheets. The record sheets are placed in the
students’ folder and this information is added to the profile upon successful completion of the class.
COURSE EVALUATION
The instructor will evaluate progress and student achievement and provide appropriate feedback to the student
as a measurement of aptitude and success.

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COURSE DESCRIPTION
CPP
Leadership Training
CONTENT AREA
This course includes training on interpersonal communication, communication skills, problem solving skills
and strategies, peer counseling, and coping skills. This is delivered after training hours in the dormitories.
COURSE OBJECTIVES
Students will demonstrate competency by listening effectively, responding clearly, politely and positively,
avoiding conflict, seeking assistance, dealing with stress and active involvement in student leadership
activities.
There are no courses prerequisites, all students will be required to enter and complete this training
successfully.
COMPETENCIES
 How to effectively deal with stress

 How to handle conflict
 How to seek assistance and ask for clarification
 How to respond positively
 How to listen effectively
 How to be a part of a team
 How to confront negative behavior
 Understanding of what is a norm
 How to use peer group pressure to gain the desired norm in a given area
 Lectures
 Class discussions
 Role playing

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MATERIAL AND RESOURCES
 Handouts
 Leadership Application
ASSESSMENT
Students will be provided daily feedback in the form of verbal and written critiques as well by successful
completion of the first six weeks of Career Preparation Period
STAFFING
The CPP RA will teach leadership.
RECORD KEEPING
Records will be maintained by the instructors, entered onto the student’s profile, PCDP and filed in student’s
record upon completion.
COURSE EVALUATION
The Career Preparation Period Specialist and the Career Development Specialist designee will evaluate
progress.

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COURSE DESCRIPTION
CPP
Introduction to Center Life
CONTENT AREAS
The class is aligned with several content areas outlined in the PRH. It provides training in the areas of
employability and Career Success Standards.
COURSE OBJECTIVES
Students will be able to conduct themselves in a manner which is socially acceptable. They will be prepared to
deal with issues of housing, transportation, budgeting, banking, hygiene and housekeeping. Students will
display employability and Career Success Standards early and often.
There are no prerequisites for this course.
COMPETENCIES
 Students will demonstrate and understanding of budgeting, banking, record keeping and time
management
 Students will be able to utilize a public transportation system
 Students will be able to plan, purchase and prepare meals
 Students will know how and where to find local community resources
 Students will learn how to interpret benefits packages
 Students will live within society and Job Corps norms
 Students will practice good personal and home hygiene
 Students will know how to purchase and care for their clothing and personal items.
 Hands-on activities with work sheets

 Small group activities
 Guest Speakers
 Class Discussion
 Field Trips

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MATERIAL RESOURCES
 Computer/Internet
 Books
 Magazines
 Newspapers
 Bus Schedules
ASSESSMENT
Student progress is measured by successful completion of assignments as determined by the instructor.

Students experiencing difficulty with tasks will be given additional assistance.
STAFFING
The Career Preparation Period Specialist will teach this class. Outside guest speakers will also be utilized.
RECORD KEEPING
The instructor will maintain student records. Upon completion, the information will be entered into the CIS
system and reflected on the Personal Career Development Plan.
COURSE EVALUATION
The instructor will evaluate student achievement throughout the course.

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COURSE DESCRIPTION
CPP
Career Skills
CONTENT AREA
The Career Skills Program will assist students in choosing a career technical training program geared to their
interests, capabilities, goals, and current labor market opportunities for their area. All students will be placed
in Career Exploration during the Career Preparation Period.
COURSE OBJECTIVES
The following describes the Career Skills content area:
 Sources of Employment
 Pre-Employment Process
 Job Survival Skills
 Workers’ Rights and Responsibilities
 Work Place Values and Ethics
 Strategies for succeeding during the first weeks on the job
 45 day follow up by counselor including Personal Career Development Plan
 Continuation of Information Technology which includes assessing labor market, trade
information, and job preparation/search information
 Employability Skills
 Occupational Exploration
 Career Technical Skills Training Selection
 Career Interest Evaluation
 Community Services Project
COMPETENCIES
 Students can explain the relationship between their Career Technical training assignments and
their future employment plan.
 Students are assigned their career technical training choice and remain in that Career Training
program throughout their length of stay.

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 Lectures
 Hands-on Training
 Videos
 Use of Computer Technology
 Guest Presenters
 Group Discussions
*Career Exploration uses materials developed by the Job Corps National Office as its source of materials.
ASSESSMENT & RECORD KEEPING
During Career Exploration, a Personal Career Development Plan (PCDP) is initiated to assess the student’s
progress throughout the entire program. Students will be required to maintain a personal copy of their PCDP
and Resumes on a flash drive which will be provided for them in this phase. The CDS and Independent
Living staff performs a forty-five day written assessment.
STAFFING
A Career Preparation Instructor facilitates all activities.

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COURSE DESCRIPTION
CPP
Workplace Communication included in Career Skills
INTRODUCTION
To prepare students with appropriate communication skills needed to successfully participate in their work
places and communities.
OBJECTIVE
This course will enhance and enable students to learn and utilize proper English grammar in context to daily
use. They will improve their perception of, and grasp the specific information, that is needed to achieve the
above goal. They will be given the necessary instruction, so they will be able to understand, interpret, and
apply the principles of appropriate grammar. They will be given the mechanisms that will improve their
written and oral English usage. In addition, the students will develop the language skills necessary to find and
retain a job.
QUALITY INDICATORS
Students will achieve and develop certain skills and behaviors, which will be used as indicators of attainment
of the above objective.
Q1. They will communicate effectively with the instructor, classmates, supervisors, and co-workers.
Q2. They will demonstrate basic skills with personal computers.
Q3. They will be able to produce their own resume, cover letter, and fill out job applications
correctly and completely.
COURSE COMPETENCIES
Upon completion of the required assignments, the students will develop the following skills and
competencies:
 Listening effectively
 Asking for feedback
 Making verbal explanations
 Giving verbal instructions
 Spelling
 Use of Basic English Grammar and punctuation
 Writing a sentence

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 Writing a paragraph
 Writing instructions and directions
 Writing an essay
 Completing a job application
 Writing a resume
 Writing a cover letter
 Interviewing for a job
 Inquiring about a job over the telephone
 Using e-mail
 Accessing employment related data on the World Wide Web

Additional Competencies
Upon completion of the required assignment, the student will:
 Have learned the basics of English grammar and how it applies to the business world.
 Write both fictional and non-fictional essays as well as business correspondence.
 Use his/her understanding of correct English to demonstrate correct spelling at an acceptable level
of accuracy.
 Have an expanded vocabulary in which he/she will be able to use both written and oral
communication skills.
 Demonstrate correct usage of Standard English in verbal communication.
Class sessions will consist of illustrations and examples, which the instructor will demonstrate on the board.
Practice exercises will be utilized. Some will be done orally and others written, which the instructor will
correct with a 90% accuracy. A unit test will be given at the end of each unit of each competency.
When students demonstrate mastery of a particular skill, they will progress and move on to the next level of
competency. Those students that complete all tasks and test out of their current level will have the option of
working on related tasks or help tutor those students who have not progressed to the next level.
RECORD KEEPING
Students will be given a training achievement record-TAR to track their progress through the course.
Instructors will do the same. In addition, the instructor will maintain a separate file with students’ passing
scores of (90% or better). The instructor will determine when a student has satisfied all requirements and will
notify the Academic Manager of all courses completers.

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COURSE EVALUATION
Course effectiveness will be measured through the following:
 Students progress in a timely manner in which they will demonstrate mastery of all assigned
competencies.
 Students will be able to apply learned skills and knowledge through accelerated comprehension of
writing requirements, as measured by test scores.
 Students will be able to apply learned skills and knowledge through accelerated comprehension of
English and writing requirements, as measured by diagnostic test scores.

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COURSE DESCRIPTION
CPP
Diversity Training
INTRODUCTION
Diversity training is taught to allow students from diverse backgrounds to learn to cope with and work with
coworkers who have different backgrounds from their own. Students will learn that there are accommodations
they require intellectually, behaviorally, and personally that are necessary to retain employment in a diverse
workforce. These changes will foster an attitude of mutual respect by interacting with others with dissimilar
backgrounds and interests. This training will prepare the students for living and working in a diverse society
through the development of the required skills and strategies necessary for workplace survival and longevity.
OBJECTIVES
This course will prepare students to live and work in a diverse society and promote behavior, both on and off
Center, which is respectful and appreciative of differences between people. This course will also increase
understanding between members of various racial, ethnic, gender and diverse groups on Center of the need to
work together to accomplish common goals.
QUALITY INDICATORS
 Students will achieve and develop specific skills and behaviors that will be used as an indicator of
attainment of the above objectives.
 Students will demonstrate appropriate Career Success Standards on Center, in the workplace,
WBL and in the community.
 Students can describe the importance of the Career Success Standards for workplace survival.
 Students will demonstrate integration of skills into a demonstrable behavior on Center during the
training day.
 Students can demonstrate strategies for becoming and staying employable.
 Students will interact respectfully with others, both on and off Center.
 Students will show a commitment to the program.
 Students will realize the importance of doing their best in all areas of required competencies.
COURSE COMPETENCIES
Upon completion of the required assignments, the student will develop the following skills and competencies:

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 Understand, value and accept diversity
 Show respectful behavior to others
 Respect different genders
 Respect different races
 Respect different classes
 Respect other’s languages
 Respect other’s places of birth
 Respect different ethnicities
 Respect different professional and/or personal experiences
 Respect other’s personal preferences
 Respect different work styles
 Awareness of workplace rights and responsibilities
 Incorporation of employability skills in daily practice
 Understanding and utilization of process, skill and strategies required to obtain and maintain
employment
 Hands-on activities
 Lectures
 Large and Small group discussions
 Teamwork
 Videos
 Demonstrations
 Guest Speakers
RECORD KEEPING
 Instructors and Students will be given a training achievement record to track their individual
progress through the course.
COURSE EVALUATION
Course effectiveness will be measured through the following:
 Students are engaged and committed

 Students are not violent, combative or disruptive
 Students pass all tests and evaluations
 Students demonstrate more interpersonal empathy and improved Career Success Standards with
peers and supervisors.

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COURSE DESCRIPTION
CPP
Wellness
INTRODUCTION
Health education is especially important for the various Job Corps student age groups. At this point in
their lives, their adult bodies are new to them, and in some cases students are still growing and
developing. This is an appropriate time to help students understand their evolving feelings and help
them begin to make responsible health choices; choices which will affect the quality of their adult
lives both on and off the job.
OBJECTIVE
To enhance the employability of students by providing them with information about practices that
leads to good physical and mental health.
QUALITY INDICATORS
Students will achieve and develop certain skills and behaviors that will be used as an indicator of
attainment of the above objectives.
Q1. Students will describe how and when to access community health services
Q2. Demonstrate basic knowledge of the steps to maintain personal wellness.
COURSE COMPETENCIES
Upon completion of the required assignments, the students will develop the following skills and
competencies:
 Make appropriate nutritional choices

 Identify sexually transmitted diseases
 Demonstrating emotional and social well-being
 Identifying factors of alcohol and drug abuse
 Showing knowledge of reproduction and birth control
 Listening effectively
 Being on time
 Responding to supervision
 Following directions
 Asking for clarification
 Taking initiative
 Working in teams
 Working harmoniously with diverse races, sexes, ages person with varying disabilities,
and cultures
 Trouble shooting and problem solving
 Accessing and using information in manuals
The following methods will be incorporated: individualized and/or group instruction, videos, guest
speakers, individual and/or group projects, role-playing, brainstorming, discussions, case studies, and
writing. They will vary according to the needs of the students within the class.
RECORD KEEPING
The instructor will maintain a training achievement record for each student. After the student has
completed each unit, the instructor must initial and record the completion date on the student’s TAR.
COURSE EVALUATION
Students will be evaluated based on the following factors: passing unit test with a minimum score of
80%, active participation in class discussions and/or projects. This course is taught in compliance with
the requirements of the National Office of Job Corps.

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CHAPTER III
CAREER DEVELOPMENT PERIOD (CDP)

(Reference PRH Chapter 3-3.1 Career Development Period)
The education and training component of the Roswell Job Corps Center offers a variety of academic,
Career Technical Skills, and Career Success Standards training to meet the needs of our diverse
student population. Using the National Office of Job Corps vision, the curriculum used by all
instructors in the education and training department is aligned to meet the students’ needs. The
primary areas are Academics and Career Technical Skills Training. The academic classes include
Reading, Math, GED/HSD, Driver Education, Social Skills, Applied Academics and ELL. The Career
Technical Skills department offers the following trades: Automotive Technology, Culinary Arts,
Facilities Maintenance, Electrical Wiring, Health Occupation, Painting, and Protective Services.
Upon successful completion of their academic and Career Technical Skills classes, students will be
able to obtain employment in compliance with planned OMS goals.
Students are placed in Reading and Math classes based on TABE test results. Students with a high
school diploma or GED must attain a TABE reading score of 567 and a TABE Math score of 566 in
order to by-pass reading and mathematics instruction. The students select Career Technical Skills
classes on first come-first enrolled basis. These classes provide instruction in a classroom setting
geared to the students’ abilities. This will allow students who need individual attention to master the
intended content and help build their self-esteem.
Career Development Plan
A. Rationale
The primary goal of Roswell Job Corps Center’s Career Development Period (CDP) is to prepare
students to enter and remain connected to the workforce and/or obtain further education. CDP will
provide the foundation skills for students to acquire the specific skills and competencies they will need
to achieve their career goals. Students will concentrate on improving basic skills of reading and
mathematics; earning a GED or high school diploma; completing a Career Technical training
program; mastering the Career Success Standards; and learning to live and work in a diverse
environment.
Positive Normative Culture is integrated throughout CDP. Academic and Career Technical
Instructors serve as GGI Leaders and Observers and participate in Team Meetings. Students attend
mandatory GGI three times a week and are allowed various privileges based upon their force field
ratings. Expectations of negative behavior confrontations from staff and students and feedback
continue from CPP into CDP and beyond. As appropriate, behavior is addressed using the STAR
approach and STAR behavior intervention forms. Behavior documentation for minor offenses is

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expected to begin with counseling, and on a second offense, result in a STAR behavior intervention
form being completed
While students are acquiring skills and competencies needed to be successful in the workforce, the
Roswell Center will provide a safe and secure living environment. Students will be provided the
opportunity to achieve personal growth, learn self-management and Independent Living skills.
Students will learn to take personal responsibility for their actions and develop and achieve their
career and personal goals.
The CDSS Director will be responsible for overseeing CDP to ensure that students’ individual needs
are being met and that staff is properly trained to help students achieve their career goals. Reporting
to the CDSS Director will be the Academic Manager, Career Technical Manager, Career Services
Manager and Independent Living Manager. The CDSS Director will report to the Center Director.
B. COURSE ORGANIZATION AND DELIVERY
Training Responsibilities
Academic and Career Technical training will occur primarily during the work day which will be from
8:00 am until 4:00 pm, Monday through Friday. Additional training will occur after the regular
workday in the areas of Career Success Standards, Independent Living, leadership and community
living, academic tutoring, behavioral intervention, counseling sessions, and TEAP counseling and
education. Part of the additional training includes the Positive Normative Culture activity of GGI.
This three times a week training activity invokes students’ leadership skills, develops professional
communication abilities, and promotes individual growth while supporting a positive culture shift at
the Center.
The Academic Manager, under the direction of the CDSS Director will coordinate the development of
academic curricula, instructional materials, methods and techniques. The Career Technical Manager,
under the direction of the CDSS Director, will coordinate Career Technical training curricula as well
as Work Based Learning and Career Technical Skills Training projects.
The Career Services Manager and Independent Living Manager will ensure that Residential Living
and Career Development staff are trained to model, mentor and monitor the Career Success Standards.
These Managers will oversee the curricula and instructional methods and techniques that Residential
Living, Career Development and Recreation staff will use to teach independent living skills, personal
responsibility and self-management.
The CDSS Director will meet with the team of the Academic, Career Technical, Career Services and
Independent Living Managers each week to coordinate activities, services and strategies for helping
Roswell Job Corps students succeed.

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Transition to Career Development Period
Individually, students enter the Career Development Period after completing the requirements of the
Career Preparation Period. Students begin formal Career Technical Skills and Academic training only
after appearing before a Career Management Team (CMT) that determines the student’s readiness for
CDP.
The Career Management Team will include the student’s Residential Advisor or Independent Living
Manager, the Career Technical Manager, the Academic Manager, Scheduling Clerk, the Career
Services Manager, the CPP Counselor, and the student. The CDS and CPP Counselor will assist the
student in updating their Personal Career Development Plan (PCDP).
C. INSTRUCTIONAL METHODS AND APPROACHES
The Center uses materials and methods as outlined in Job Corps course guides. Some of the methods
and activities to be used are listed below:
 Group Projects
 Work Based Learning
 Study Groups
 Job Shadowing
 Collaborative work
 Techniques for motivating
 Role-playing
 Techniques for promoting and encouraging dialogue
 Information technology
 Systems for students to have control over learning
 Interactive technology and software
 Internet resources
 Facilitative techniques
 Audio production
 Hands-on projects
 Brainstorming
 Games
 Cooperative analysis
 Art
 Tutoring
 Research projects
 Peer tutoring
 Interviews
 Music

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 Repetition
 Hands-on problem solving
 Analogies
 Writing across the curriculum
 Divergent thinking
 Panel Discussions
 Observations
 Guest Speakers
 Field Trips
 Story Telling
 Discussion
 Video Taping
 Debate
 Skits/plays/jingles
 Awards/incentives
 Activities that build self-confidence and self-esteem
 Activities that teach interpersonal skills
 Activities in which young adults feel supported
 Guided Group Interaction
 Cognitive behavior therapy
 Feedback
 Positive peer group pressure
Materials and Resources
The Center continues to develop a comprehensive list of all materials and resources to be used for
teaching each specific competency. The list includes comprehensive use of information technologies
to include the modules developed by the National Office, electronic media to include computers,
projectors, cameras, scanner, video conferencing equipment and software.
A variety of texts are used for the math and reading competencies in the academic classrooms. These
are supplemented with videos, audiotapes, internet resources, and learning software. Specific projects
and “mock ups” are used. The Career Technical training instructors identify small work-based
projects to be completed in the classrooms through the cooperative effort of student groups.
Instructors and Center leadership arrange for students, both in specific courses and as a Center, to take field
trips, which are connected to certain competencies.
D. SCHEDULING

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(PRH Reference Chapter 3. R2.)
The Center uses an individual scheduling program that includes academic and career technical
training each week, depending on the students’ needs. The process includes a “split schedule.”
Students enrolled in the National Training Contractor, Home Builders’ Institute, career technical
training program have a varied schedule from other areas to allow for full completion of training
projects. The training day begins at 8:00 for both Academics and CTT classes. Monday’s training
day includes time for ESP panels with the release of Academic and CTT classes at 3:00 pm. Guided
Group Interaction time is scheduled 3 days per week.
Instructional Schedule:
Academic classes & CTT classes of Protective Services, Culinary Arts, Health Occupations and
Automotive Technology
Block Time
8:00 am - 9:15 am
1st Period
BREAK 9:15 am - 9:30 am
9:30 am - 10:25 am
2nd Period
10:25 am - 11:15 am
3rd Period
11:15 am - 12:15 am
4th Period
LUNCH 12:15 pm - 1:00 pm
1:00 pm - 1:50 pm
5th Period
1:50 pm - 2:45 pm
6th Period
BREAK 2:45pm - 3:00 pm
3:00 pm - 4:00 pm
7th Period
CTT classes of Painting and Remodeling, Electrical Wiring, and Facilities Maintenance
Block Time
8:00 am - 9:15 am
1st Period

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BREAK 9:15 am - 9:30 am
9:30 am - 11:30 am
2nd Period
LUNCH 11:30 am - 12:15 pm
12:15 pm - 2:45 pm
3rd Period
BREAK 2:45pm - 3:00 pm
3:00 pm - 4:00 pm
4th Period
The Center uses any changes in the traditional schedule as opportunities to promote training and
Career Success Standards. The following activities are considered part of the training day and are not
being viewed as interruptions:
 Awards/Incentives Assemblies
 Graduations
 Student Assemblies
 Connecting Activities
 Cultural Events and Special Presentations
 Social Development Activities
 Special Community Events
Employability Skills
The Outreach and Admissions Counselors introduce students to employability skills during the Job
Corps application process. All students are scheduled into an employability skills class that teaches
the essential skills needed to keep a job. Furthermore, each of the vocations has employability skills
that must be met prior to graduation and are reinforced in Center wide activities.
Communications Skills
A variety of opportunities and experiences are provided for students throughout CDP to learn and
practice communication skills. From the onset, students are required and encouraged to practice these
skills. They receive help with written communication and instruction in spelling, grammar, and essay
writing early in the program.
Students are provided opportunities to practice and apply their communication skills during their
career planning, staff and students alike practice “on the spot” presentations and interview skills. A
communication curriculum is integrated into all aspects of Center life. The Career Technical training,
academic, and career preparation instructors teach the required competencies; additionally, the

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workplace communications competencies are listed on the ESPs. Students are able to identify and
demonstrate the skills needed to participate successfully in their workplaces and communities.
Diversity Training
The Roswell Job Corps Center prepares students to live and work in a diverse society. Staff members
teach students to increase their understanding of members of various racial and religious groups,
genders, and students with disabilities represented at Roswell Job Corps Center.
Students are introduced to diversity-related issues during their Career Preparation Period in the career
skills class. This phase acquaints students with the diversity issues represented on the Center and in
the local community. Diversity training is integrated into all aspects of Center life and is taught by the
Career Preparation instructor.
The Recreation staff regularly schedules Center-wide events that promote understanding, acceptance,
and appreciation of diversity. The Academic/Career Technical Instructors are required to participate
in the integration activities, diversity issues, behaviors that are respectful and appreciative of
differences and similarities, and workplace rights and responsibilities.
The Recreation department and training staff plans and schedules cultural events throughout the year
to facilitate the need of understanding diversity and culture differences to the students’.
E. CAREER DEVELOPMENT SPECIALISTS
(PRH Reference Chapter 3.3 R1-4)
At the Roswell Job Corps Center, Counselors are known as Career Development Specialists, (CDS).
All students are assigned a Career Development Specialist when they complete CPP and have selected
their Career Technical training. The CDS staff is assigned according to Career Technical training
area. The CDS report to the Career Services Manager who ensures that all counseling responsibilities
are carried out for the benefit of the student.
The CDS function as career counselors and case managers to assist students in developing career
goals. In addition, they assist in creating and following an action plan to achieve those goals. Each
CDS is assigned particular areas in order to focus their counseling to those fields or careers. The CDS
utilize up to date labor market information specific to student’s Career Technical choice. The guidance
they provide includes determining what skills are necessary for a particular career and what wages to
expect for their geographical area. CDS collaborate daily with the Career Technical Instructors and
Career Transition staff to gather the most accurate and up to date information available. The CDS are
also very familiar with the Career Technical TARS to assist students with learning the correct skills
needed. All of the CDS efforts and guidance is documented in the student’s PCDP and counseling file
for the students and staff future reference.

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Each CDS utilizes the career and case management approach with their students. By carefully
tracking student’s progress with Career Technical Instructors, Academic Instructors and Residential
Advisors (RA), CDS ensure that students stay on track and their individual needs are met. When a
problem is identified in any area the CDS will call for and conduct a strategy meeting with the student
and identified staff as a proactive approach to prevent further performance or behavior problems.
Additionally, every CDS is a GGI group leader and a member of a Team Meeting. Issues arising
from GGI sessions are discussed with the student’s CDS to help assist with personal growth and
success of each student. Positive Normative Culture (PNC) is expected to go beyond each GGI and
utilize GGI as only one resource of the many offered by PNC to assist in a student’s overall
development.

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F. BEHAVIOR MANAGEMENT PROGRAM
(PRH Reference Chapter 3.4 R.1., R.2., R.3. & R.4.)
Positive Normative Culture
In compliance with our Regional Career Development Services Plan (2008) to implement the Career
Success Standards with concurrent emphasis on role modeling, mentoring, and monitoring by staff
and infusion of career-appropriate behavioral norms through-out the Center culture, we have
coordinated and implemented Positive Normative Culture initiatives including Guided Group
Interaction (GGI) meetings that focus on the development and growth of students and staff by
utilizing positive peer pressure to change negative behavior into positive behavior and using the group
dynamic for the development of a positive normative culture on Center. A positive normative culture
is supported and reinforced in all areas of the Roswell Job Corps Center by staff and students.
The GGI meetings are scheduled on Monday, Wednesday and Friday’s from 8:15a.m. to 9:15 a.m.
The students are assigned to the groups by dorm floor/wing. Each group is assigned a team leader, an
observer and an alternate (which is a Manager or Supervisor). The GGI meetings emphasize a Positive
Normative Culture through student ownership, accountability, respect, safety, values, and compliance
with dorm and Center rules.
Team meetings consist of 5 groups that are scheduled to meet every Monday at 4:15 p.m. in the
dormitory lounges. The team members consist of a staff from various departments on center coming
together to give a holistic analysis of each student’s behavior. The team meets to discuss student
issues, concerns, and progress in the various areas on Center and to evaluate students on a particular
floor utilizing the Lewin’s Force Field Analysis Worksheet and a Force Field Summary Spreadsheet.
These are posted in each dorm so that students are aware of where they are on the Force Field.
Additionally, student culture is analyzed at the team meetings through use of the Deliquent Group
Diamond, identifying possible Panther Pride members, and reviewing current Panther Pride members.
All students ranked as “concern” during the team meeting will have plans developed by the team to
counter the student’s inappropriate behaviors and to put them on the track to moving toward neutral or
positive.
Center Standards and Incentive Officer
The Center Standards and Incentive Officer (CSIO) has the primary responsibility for adjudicating
negative behavior and developing positive behavior management. Through this process, an incentive
program has been established to promote positive behavior as the norm for the Roswell Job Corps
Center. The CSIO encourages positive behavior by promoting this incentive plan to students when
they arrive on Center. The incentive program offers a number of rewards for students engaging in the
positive incentive program. The student status incentive system offers all students an opportunity to
receive rewards and privileges for their positive behavior.

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Positive Behavior Incentive System
The core of the behavior incentive system is Lewin’s Force Field Analysis Worksheet as developed
from weekly Team Meeting included in Positive Normative Culture. All students who demonstrate
positive behavior will be rewarded through the student status incentive plan.
A. Student Status Levels:

1. Positive
2. Neutral
3. Concern
B. Concern Employee Status Levels
C. Status Incentives:
1. Positive Behavior Status Incentives
2. Neutral Behavior Status Incentives
3. Concern Behavior Status Incentive
D. Behavior Status Chart
E. Student Awards
F. Residential Living Awards
G. Merit Points

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H. Status Levels:
Panther Pride
 Pledge and complete pledge period and
requirements
 Remain positive on the force field
(emphasis placed on confronting peers)
1. Can be neutral on the force field
for no more than 2 consecutive
weeks.
2. Cannot be concern on the force
field
Positive
 Student displays center values: Respect, Integrity, Safety &
Accountability
 Student confronts negative behavior of peers and acknowledges
positive behavior
● Perform all duties as assigned
● Receive no NIRs
● Student must complete Phase I of the Leadership Training Program
● No Contracts
Neutral
 Student completes assignments
 Student follows directions
 Student displays employability skills
 Student does not confront negative behavior of peers or
acknowledge positive behavior
 Complete Phase I of the Leadership Training Program
Concern
● Student fails to display center norms in front of peers or others
● Student does not hold peers accountable for their actions

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1. Panther Pride
Panther Pride student status is the maximum level that a student can achieve.
In order to become and remain a Panther Pride Member, a student must:

a. Be a student for at least 30 days on center
b. Express desire to pledge and then be positive on the force field for an additional 30
days (consecutive) and have an existing member act as a sponsor for him/her
during the pledge period.
Once a student has met all pledge requirements, the following is the criteria for
active membership:
a. Remain positive on the force field (emphasis placed on confronting peers)
b. Neutral on the force field for no more than 2 consecutive weeks. If this occurs,
the student will go to an inactive status. The student is recognized as a Panther,
but he/she cannot partake in any benefits offered to an active member. The
student will remain on inactive status until he/she returns to positive.
c. If listed as “concern” on the force field, the student will be deemed inactive until
he/she reaches positive status. The student is recognized as a Panther, but he/she
cannot partake in any benefits offered to an active member. The student will
remain on inactive status until he/she returns to positive.
d. Executive Board Determinations: If a student is listed as a positive or neutral, yet
the Executive Board (Panther Pride SGA and floor Presidents) receive news, or
report, that the active member student is exhibiting behaviors unbecoming of the
Panther Pride group and expectations, this student will appear in front of the
Executive team to speak to his/her case. The Executive Pride will determine
whether or not the student will remain in active status. At this time, if the student
is deemed to be an inactive member, the Executive Pride team will provide a list
of criteria the student must meet in order to become an active member again.
Progress will be reported to the Executive team.
Membership opportunity is open to all students.

Dorm leaders are required to be Panther Pride members prior to being appointed dorm
leadership.
2. Positive Student Status
This position status is for students who are demonstrating above average leadership,
displaying the ability to be employed by modeling career success skills and
knowledge, and supporting a positive normative culture on center which is the basis
for improving the quality of life and student success on center. This student reflects the
values established by the center which include safety, integrity, respect, and

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accountability. He/she is responsible for holding himself/herself and others
accountable for creating a safe, healthy and respectful living environment.
To maintain this status, the student must:

e. Perform all duties assigned
f. Receive no NIRs over a one week period
g. Positive on the Force Field Summary
h. Complete Phase I of the Leadership Training Program
3. Neutral Student Status
Neutral student status level is for students who are demonstrating satisfactory
performance. This student reflects the norms established by the center which include
safety, integrity, respect and accountability for himself/herself. This person holds
himself/herself accountable, however, this student does not confront negative
behaviors or acknowledge positive behavior of peers.
To maintain this status, the student must:

a. Student completes assignments
b. Student follows directions
c. Student displays employability skills
d. Student does not confront negative behavior of peers
e. Complete Phase I of the Leadership Training Program
4. Concern Student Status

Concern student status level is for students who fail to display the center’s norms in
front of their peers. This person does not hold his/her peers accountable for their
actions. This student has violated the behavior management system by receiving a
level II or III infraction, or has received repeated negative incident infractions over a
period of time. This student is restricted to center and must perform a community
service project determined by the “at risk” panel. Student must meet with the “at risk”
panel on a bi-weekly basis. To move off the concern status, student must perform all
duties assigned with no negative incidents over the course of the week.
Student will maintain this status if he/she:

a. Does not complete assigned tasks
b. Does not follow directions
c. Does not display employability skills
d. Appears on the High Risk List or NIR List
e. Receives Level I, II or the following Level III NIRs: MBC, Alcohol or Drug
Intoxication, Violation of Safety Rules, Overt Sexual Behavior, Vandalism or
abuse of center facilities or property. (All other Level III NIRs will be addressed
within GGI).

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I. Panther Pride Active Status Incentives:
a. Early pay line
b. Early lunch and extended lunch break
c. Panther Pride leadership trips
d. Other incentives as designated by Center Director
e. All positive Behavior Status Incentives (if positive on force field)
J. Positive Behavior Status Incentives:

a. Eligible for week-end pass after 4 weeks on center.
b. Eligible to go to church.
c. May participate in all off center recreation trips (with exception to trips involving
water-must be Water Safety Certified).
d. May participate in all on center recreational activities.
e. Eligible for unlimited off center passes. (Minor students must have parental consent
on file).
f. Eligible for week-end passes (must meet the criteria outlined for week-end passes.
g. Eligible for the Student of the Month Award.
h. Eligible for Leisure Time Employment (must meet the criteria outlined in the LTE
application).
i. Curfew is 10:00 p.m. on weekdays.
j. Curfew is 12:00 midnight on weekends (dorm leaders must be in the dorm by 11:30
p.m. to check work detail during the weekend).
k. Panther Pride students may stay up until 11:00 p.m. on the weekdays, but must be in
the dorm for the Bed Check Accountability.
l. Eligible for leadership positions, however, he/she must meet the following criteria:
1. Performance evaluations must reflect satisfactory performance in all areas (3.0 or
above in every category on ESP).
2. Promptness in reporting for duty, showing a desire to learn and a willingness to
follow directions.
3. Must present a positive image of the Job Corps Program.
4. Must be on center 60 days.
5. Must have 30 good days on center w/o any negative incidents.
6. Maintain a positive status on the Force Field Summary for 30 consecutive days.
7. 30 day pledge period.
8. Recommendation for a leadership position from the RA to the GGI Team
Members.
9. All leaders will pledge for membership with the Panther Pride.
m. Panther Pride students will get additional incentives which include:
1. 1st in pay line
2. 1st in cafeteria line
3. Quarterly off-center recreation trips.
4. Earn an automatic 20 merit points for being in a leadership position (he/she
will receive these during each ESP). These merit point will be good toward
the incentive awards.

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5. One ten dollar gift card.
K. Neutral student status incentives:

1. Eligible for 3 off center passes per week
2. Eligible for weekend passes (must meet the criteria outlined for week-end
passes.
3. Eligible for work based learning (must be on center 10 weeks)
4. Curfew 10:00 p.m. on weekdays.
5. Curfew 12:00 p.m. on weekends.
6. Eligible for leisure time employment after school (must meet criteria
outlined in the LTE application).
L. Concern student status Incentives:

1. Discipline Status for Level I –ZT (includes Level III drug & alcohol
incidents)
a. Confined to dorm room or safety office (until student is removed from
center).
b. RA must inventory and pack student belongings and secure them.
c. Removal from center.
d. Student may appeal to the Regional Appeals Board.
2. Discipline Status for Level II, III:

a. Confined to center except for attendance of religious services once a
week on Wednesday evenings or Sundays.
b. Eligible for 2 hours per day in the recreation hall or gym.
c. Not eligible for off-center town runs.
d. Not eligible to participate in off-center recreation activities.
e. Not eligible for weekend pass.
f. Not eligible for off-center passes.
g. Room curfew is at 9:00 p.m.
M. Behavior Status Chart
a. Level One Infractions

1. Possession of gun/illegal weapon on center. (Concern Status, BRP,
automatic termination).
2. Physical assault that causes bodily harm to student/staff (Concern Status,
BRP, automatic termination).
3. Sexual assault of criminal nature. (Concern Status, BRP, automatic
termination).
4. Robbery and extortion (Concern Status, BRP, automatic termination).
5. Arson (Concern Status, BRP, automatic termination).

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6. Arrest for a felony on/off center. (Discipline Status, FFB, automatic
termination).*Students arrested for felonies or misdemeanors and
subsequently found not guilty may be re-established per PRH; 6.4.
7. Possession, distribution, or sale of drugs on center. ( Discipline Status ,
FFB, auto-term.).
8. Conviction of use drug use, possession, or sale of off center ( felony or
misdemeanor). ( Discipline Status, FFB, auto- term.).
9. Use of drugs as evidenced by a positive drug test. ( Discipline Status,
FFB, auto-term.). Eligible to return to job corps, after one year of date of
termination.
b. Level Two Infractions:
1. Threat of assault with intent to intimidate or coerce any student or staff.

(Concern status and BRP).
2. Physical assault with intent to cause bodily harm to student or staff
(Concern status and BRP).
3. Sexual harassment. (EEO/at risk panel contract, Concern status and BRP)
4. Possession of an item that could be used as a weapon on center or
under center supervision (Concern status and BRP).
5. Fighting. (Concern status and BRP).
6. Theft or possession of stolen goods. (Concern status and BRP)
Restitution of damages up to $500.00.
7. Inciting a disturbance a disturbance or creating disorder. (Concern status
and BRP
8. Hazing, initiation, and harassment (without assault). (Concern status and
BRP).
9. Loan sharking. (Concern status and BRP
10. Destruction of government or property. (Concern status, BRP and
restitution of damages up to $500.00).
11. Arrest for a misdemeanor on or off center. (Concern status and BRP).
Students arrested for felonies or misdemeanors and subsequently found
not guilty may be re-established per PRH 6.4.
12. Gang activity including wearing of gang clothing, colors, or making signs
or handshakes that associated with known gangs. (Concern status and
BRP).
13. A pattern of inappropriate behavior, failure to follow center rules, or lack
of full participation in required center activities as determined by the
center director or designee. (Concern status and BRP).
14. Inhalation of volatile intoxicating substances on center or under center
supervision. (Concern status and BRP).
15. Use, possession, or sale of alcohol on center. (Concern status and BRP
16. Refusal to take a sobriety test. (Concern status and BRP).

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c. Level Three Infractions
2. Gambling. (GGI Referral)
3. Using profanity, abusive, or obscene language. (GGI Referral)
4. Ethnic agitation including racial name calling and racial remarks. (EEO
Referral and GGI Referral)
5. Refusal to perform assignment or failure to follow instructions. (GGI
Referral – Unless it is a pattern of inappropriate behavior).
6. Absent from assigned activity, including: work, classes, medical or
counseling appointments. (GGI Referral -Unless it is a pattern of
inappropriate behavior).
7. Disruptive behavior that interferes with the learning of others. (GGI
Referral Dorm Court Offense).
8. Being in an unauthorized or off limits area. (GGI Referral)
9. Violation of safety rules. (CSIO Contract and BRP).
10. Overt sexual behavior. (EEO referral).
11. Cutting lines. (GGI Referral)
12. Smoking in an unauthorized area. (GGI Referral)
13. Hitchhiking. (GGI Referral)
14. Maintaining or operating a private vehicle on center. (Center Director
Referral)
15. Vandalism or abuse of center facilities or property. (At risk panel
contract and restitution of damages up to $500.00).
16. Violation of center standards dress and appearance. (GGI Referral)
17. Unauthorized absences from training on center. (GGI Referral -Unless it
is a pattern of inappropriate behavior)
18. Other actions or behaviors established by the center director. (GGI
Referral)
19. Alcohol intoxication on center or under center supervision. (CSIO
contract, GGI Referral and BRP).
N. Student Awards
a. Student Awards: Each month an all center awards assembly is held to

recognize outstanding student achievement and accomplishment. The
following awards are given out monthly:
1. Safety Student of the Month:

The purpose of this award is to promote safety among the student
population. The Safety and Transportation Supervisor selects one student
that expresses relevant safety concerns and has not received a NIR for an
unsafe act and took affirmative action to prevent an accident and/or injury.
The selected individual will receive ten dollars.

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2. Outstanding Student Achievement in Academics:
An individual from each academic class selected each month as the
student of the month for that class. The selected student for this honor will
receive a certificate and five dollars. There will also be one individual
selected as most improved student for each class.
3. TABE Incentive (Test of Adult Basic Education):

a. A student with a TABE EFL Gain for the month receives a $10.00
gift card.
b. A student with a TABE Full Achievement (Reading-567 or Math-566
score) for the month receives a $10.00 gift card.
c. The student who goes up the most points on a Reading or Math
follow up test receives $100.00.
4. Career Technical Training Student of the Month:

An individual from each trade is selected each month as the vocational
trade student of the month. The selected student for this honor will receive
a certificate and five dollars. There will also be one individual selected as
most improved student for career technical training area.
5. Recreational Student of the Month:

An individual who demonstrates positive role model, sportsmanship,
leadership and volunteer service to the recreation department. Student
receives a certificate and five dollars.
6. Independent Living Awards:

A independent living awards program was established to promote and
encourage positive competition and to ensure all residential advisors with
students assigned to his/her dormitory maintain an excellent level of
responsibility, cleanliness, and hygiene on a daily basis in all dormitories.
As an added incentive measure for students to strive for consistent
cleanliness in their respective dormitories, the following awards will be
distributed at the monthly awards assembly.
a. Floor of the Month: Each dorm floor is rated on the following areas:
room fault percentages, AWOL/DID percentages, NIR percentages,
positives earned percentages, GED attainment percentages, and
recreation hours percentages. The winning dorm will be awarded with
a prize item for the floor or a field trip off center.

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7. Independent Living Student Leader of the Month:
Student must be on positive status, perfect attendance, and no NIR’s
higher than a minor write-up during the previous month. The winner will
receive ten dollars.
O. Merit Point
1-Merit point = One hour of volunteer labor work
3-Merit points = Perfect attendance for a month
3-Merit points = 3.0 to 3.5 score on ESP
5-Merit points = Student of the month award from either CTT, Academics,
Safety, Center Director, Recreation or Independent Living
5-Merit points = Math TABE score of 566 or higher
5-Merit points = Reading TABE score of 567 or higher
10-Merit points = Receive GED/high school diploma
10-Merit points = Receive trade certification
P. Incentive Rewards
10-Merit points = One coupon to SGA store
20-Merit points = One movie pass
30-Merit points = One gift certificate for $10.00
60-Merit points = One R.J.C.C. baseball cap (one time only)
70-Merit points = One R.J.C.C. watch (one time only)
80-Merit points = One MP-3 player (one time only)
90-Merit points = One R.J.C.C. sweat jacket (one time only)
100-Merit points = One iPod music player (one time only)
Negative Behavior
All staff are required to confront negative behavior on Center. Negative behavior entails behavior
which does not uphold and support the positive norms of the Center. All staff are required to use the
star approach, when confronting students on a minor level infraction. All staff are required to use the
CIS behavior management system, when confronting infractions of level I, II and III. Level I
infractions are ZT offenses and required CSIO investigation on all cases. Level II infractions are did
offenses; which also require CSIO investigation on all cases. Level III infractions are DID offenses,
but in most cases don’t require CSIO investigation. The CSIO will train all staff during the yearly staff
training and train all new staff for the 90 day training. All new students will be trained through the
CSIO during their first week of orientation on Center. All students will be trained in the behavior
management system through the CSIO in weekly meetings through GGI meetings and Social Skills

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classes on center. The positive norms on Center reflect the values of safety, integrity, respect and
accountability.
Deterring negative behavior
The CSIO attends regular meetings with CDS staff to discuss focus group topics. The CSIO routinely
attends dorm meetings and tours trade and academic class rooms in effort to be visible and pro-active.
In addition to these areas, the CSIO also participates in TEAP meetings and hosts a weekly behavior
management meeting. The CSIO through WBL, has an assigned protective services cadet(s) who
patrols and monitors student negative behavior by patrolling the Center grounds, academic hallways,
bathrooms and trade areas. The CSIO focuses on assisting students to utilize positive peer pressure to
deter negative incidents.
Behavior management meeting
The CSIO will conduct a behavior management meeting weekly with concern students or high risk
students. The purpose of the BMM is to encourage and help out students who need extra support from
staff to help them complete the RJCC program without being terminated. Any student that may be on
the high risk list or is demonstrating negative behavior during the week can be referred to the CSIO
for the behavior management meeting.
Negative behavior infractions
Negative behavior infractions are addressed any many ways depending upon CSIO investigations and
Center Director recommendations. According to the guidelines listed in the previous section and in
accordance with PRH guidelines, NIR results may lead to student termination from the program,
Behavior Review Panels, fines, GGI referrals, additional referrals, CSIO contracts, Center Director
contracts, work-off hours, or any combination of these consequences.

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G. EVALUATION OF STUDENT PROGRESS (ESP)
(PRH Reference Chapter 3.5 R1., R2. & R3.)
RJCC’s Evaluation of Student Progress (ESP) system has been designed to recognize performance
and achievement and help tailor services to meet individual student needs. The purpose of ESPs is to
communicate to students their individual progress to become successful, job-ready graduates through
appropriate assessment and intervention. Career Success Standards are emphasized in all evaluations.
By consistently evaluating students on the eight standards they are able to receive daily reinforcement
on the importance of CSS.
The student evaluation system will provide a means of regularly evaluating student progress and will
be used to:
 Evaluate progress in Academics, Career Technical training, and Residential Living

 Assess development and mastery of Career Success Standards
 Update personal career development plans (PCDPs)
 Encourage leadership participation
 Evaluate Career Success Standards development
 Provide referrals for special services
 Review any accommodation needs
 Evaluate schedules and recommend any changes
 Initiate transitions from Career Preparation to Career Development and from Career
Development to Career Transition
 Provide each student with 60 day goals that follow the SMART guidelines
All student evaluations will be preceded by private conferences between the students and their
Academic and Career Technical Instructors, Career Development Specialists and Residential Advisors
to discuss performance, and review and sign the Student Performance Evaluation Records (SPERs).
The initial student evaluation will include the career preparation counselor, the student’s chosen
Career Technical Instructor, Academic Instructor(s), Residential Advisor and the student.
The on-going student evaluations will be conducted every sixty days and include the student’s Career
Development Specialist (counselor), Career Technical Instructor, Residential Advisor, Academic
Instructor and the student, unless the student is having difficulty in other areas; in which case, the
evaluation team may also include staff that can assist the student to improve in the areas of concern.
The student’s Career Development Specialist will chair student evaluations. Each evaluation will
include a review of SPERs as well as a review of the PCDP. Each evaluation will be student driven
and focus on the needs of the student. Evaluations will include discussions about the student's
accomplishments since the last evaluation. The student will also set goals for the next evaluation
period. These goals will be work-based and specific to each individual student's needs and progress.

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Each instructor and or resident advisor is required to submit a SPER to evaluate students on 12 areas,
specific to CSS.
The student is evaluated using the following scale: 1=Unacceptable, 2=Below Average, 3=Average,
4=Above Average, 5=Exceptional. All scores, with the exception of a “3” require that the evaluator
provide justification for the score. The evaluators are also required to submit realistic scores reflecting
a real-world work environment.
All student evaluations will use interview style questions to monitor the progress students are making
progress in the program. This process will allow students to practice their interviewing skills and
affords the panel an opportunity to offer suggestions for improvement.
ESP’s can also be used to make recommendations on class schedule changes, performance or
behavior contracts, special recognition, and to determine eligibility for leisure time employment.
Students’ are encouraged to maintain a copy of their evaluation in their portfolio for future references
for documentation of their progress and accomplishment to show potential employers while in search
of employment.
Transition ESP’s are the evaluations scheduled prior to the student’s entry into the Career Transition
Period will consist of the student and their Career Development Specialist, Career Technical Instructor
and the Transition Coordinator from the Center’s Career Transition Services department. These
evaluations will assist the students in determining their readiness to enter the Career Transition Period.
H. CAREER SUCCESS STANDARDS
The eight Career Success Standards will be the focal point throughout student training at the Roswell
Job Corps Center. All staff and student leaders are committed to ensuring student achieve the
competencies outlined in each standard by providing direct instruction in the standards, and role
modeling, mentoring and monitoring and providing feedback to students. All students will be
evaluated on the eight standards during their daily interaction with staff and formally during their sixty
day evaluation of progress. The progress and evaluation will be documented in their PCDP and in CIS
using case notes and goal attainment. A student’s utilization of Career Success Standards will be
evaluated throughout the students training to include Career Development and Career Transition
Periods using various methods.
The Career Success Standards are reinforced in all areas. Students are evaluated on a daily basis from
the time they get up in the morning to the time they go to bed that night. The current evaluation
system is managed by a formal Evaluation of Student Progress (ESP). Students are evaluated and met
with to discuss progress and to develop a personal plan of action for success in the program. While the
ESP is a formal meeting, various less formal meetings are held with students throughout their stay in

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the program. These include; dorm meetings, employability review meetings, floor meetings, Social
Skills Training and individual meetings with staff and students. All of these are tools used to allow
students to evaluate their performance so they are aware of their status in the program.
Several concepts have been added to enhance the current program which strongly supports each of the
eight Career Success Standards. Some activities and special projects that the Center participates in are
developed to help students acquire the CSS skills. The day to day expected learning activities and
daily activities are not included, as those are the expected norm. Students participating in the
following activities are developing skills in developmental awareness, CSS development and process
application and transfer.
It is the Center’s goal that each student masters the following eight standards:
Workplace Relationships and Ethics – Ability to productively interact with co-workers and deal
with problems and situations with honesty, integrity and responsibility.
Communications – Ability to listen actively, follow directions and communicate with others to solve
problems and accomplish tasks.
Personal Growth and Development – Personal skills, attributes and behaviors that foster confidence
and drive for life-long growth.
Interpersonal Skills – Ability to get along with others and adjust to a variety of social and
professional situations.
Information Management – Ability to interpret and evaluate data, organizes and maintains
information, and uses technology to perform work.
Multicultural Awareness –Values diversity, practices cultural sensitivity and able to work with
people of different backgrounds and cultures.
Career and Personal Planning – Personal plan that outlines a step-by-step process for entering and
advancing in a fulfilling career.
Independent Living – Capable of finding, managing and utilizing the resources needed to maintain
employment, satisfy physical and emotional needs, and lead a productive life as an independent adult.
Throughout a student’s enrollment, a variety of seminars, workshops and classes will be used to
facilitate the career success standards. Facilitators will include both Center staff and guest presenters.
The concept will be modeled using hands on experiential approach to learning. For instance, in the
career technical area students in hard trades will learn interpersonal skills while participating in VST
projects. In the dorms, students will learn many of the Career Success Standards while performing
independent living tasks after the training day. Research indicates that learning takes place at a much

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higher rate when it is experiential, so the Center will use experiential learning concepts wherever
practical to facilitate CSS as a way of life.
CSS is observed on a daily basis such as dressing appropriately, appropriate communication,

multicultural awareness, problem-solving etc. Staff will model, mentor and monitor concepts through
reinforcement, direction, and education. All CSS will be facilitated throughout all Center activities
using a variety of curricula and teaching methods.

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I. WORK-BASED LEARNING PROGRAM
(PRH Reference Chapter 3.8 R1-7)
Program Overview
This is a planned program of job training and work experience that is coordinated with relevant career
technical training. A skilled employer working in consultation with classroom instructors does work
place mentoring.
Instruction regarding general work place competencies in all aspects of the applicable industry takes
place. Instruction may occur at:
Paid or unpaid work site.

On-Center and off-Center work sites.
Program Management
The Roswell Job Corps Center’s WBL Coordinator serves as the work site liaison. Career and
technical instructors are also responsible for developing WBL sites and for visiting the sites to monitor
student performance and progress. The Center Director, or designee, ensures program compliance by
conducting random visits.
In conjunction with CTT Instructors, WBL site Supervisors completes all performance documents
such as Career and Technical TAR’s and the Progress Evaluations (PE) for each student as
appropriate.
The Center Safety Officer checks all activities and potential sites to ensure that students are placed in a
safe environment to perform WBL. If any concerns are noted they are brought to the attention of the
employers. If concerns are not addressed by the employer, students are removed from the site and
placed elsewhere. The WBL Coordinator also makes safety checks when he does site visits and if any
violations are noted, it is brought to the attention of both the WBL employer and the Center’s safety
officer.
Student Learning/Connecting Activities
 Matching students with employer’s work-based learning opportunities.

 Providing needed assistance to employers and to Center staff in integrating WBL.
 Encouraging the active participation of “employers” and local industry leaders

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 Providing assistance to students in finding appropriate jobs, continuing their education,
entering into additional training/military service, and/or connecting with the community
services necessary for a successful transition from WBL.
 Collecting and analyzing information on post-program student outcomes.
Work Base Learning Sites
Cardinuto Masonry, Inc Raintree Apartments Tobosa

Jim Cardinuto Peggy –Owner Curtis
800 Conchas Marilyn –Manager 110 E. Summit St
Roswell, NM 9888203 1200 W. McGaffey Roswell, NM 88203
505-623-2635 Roswell, NM 88203 505-624-1025
505-626-7047 505-622-7770
Casa Maria Health Care RJCC Cafeteria Municipal Court

Blanca Joe Naquin 403 N. Richardson
1601 S. Main 57 G. Street Roswell, NM 88203
Roswell, NM 88203 Roswell, NM 88203 505-624-6726
505-623-6008 505-347-7448
CCDC
Dean Baldwin RJCC Dorms Danny Moreno
Juan Moreno Rosie Martinez 3701 S. Atkinson
Corky Chavez 57 G. Street Roswell, NM 88203
82 West Earl Cummings Loop Roswell, NM 88203 505-317-6745
Building 1083 505-347-7480
Roswell, NM 88203 Pepper’s
505-347-4168 RJCC Safety Adam Roe
505-420-1964 Joe Martinez 500 N. Main
57 G. Street Roswell, NM 88201
Home Health Care Roswell, NM 88203 505-623-1700
Stella Matta 505-347-7407
3200 Coronado
Roswell, NM 88201 RISD
505-317-8799 David Eldridge
Maint. Supervisor
IRC Occupation Clinic 508 College
Barney Rodriguez Roswell, NM 88203
311 W. Country Club Rd. #1 505-627-2742
Roswell, NM 88201 505-6265-0389
505-622-6365

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Roswell Museum
Joy Center Mark Simon
Patty Page 100 West 11th
1822 N. Montana Roswell, NM 88201
Roswell, NM 88201 505-622-6744 x14
505-623-4866
South Main Metal Bldg

Mistic Jim or Debbie Williams
Glenn Wells 4800 S. Main
122 Will Rogers Blvd Bldg #1166 Roswell, NM 88203
Roswell, NM 88203

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J. ACADEMIC TRAINING
Reading
Students are provided with the reading skills needed for employment in their chosen career path and to
function independently in society. All students are assessed during Introduction to Center Life with
the Test of Adult Basic Education (TABE). These test scores are used as a foundation for improving
the reading competencies of students. Follow-up TABE assessments are administered to chart the
progress of the student and to make any necessary adjustments in the student’s training plan. Gains
made in follow-up testing are recognized with varying incentives including an Academic Excellence
banquet monthly.
Students are provided with a strong reading program that integrates literature and the language arts.
Each course includes essential skills for writing, language, speaking, listening, study and research,
thinking, test taking, and applied English developed in the context of literature appreciation and
applied academic learning.
Every student who scores below 567 on the initial reading TABE test will be scheduled in a Reading
class in his/her applied academic schedule track. If a student scores 531 or higher on a follow-up
Reading TABE test, they may be recommended to take an official practice test (OPT) and take GED
classes. Students scoring below a 531 are scheduled to a TABE Reading course. Students with a
TABE score of 500 may be recommended to take an OPT test for further diagnostic purposes.
A TABE Reading section is included as part of each student’s applied academic TAR. As line items,
or competencies, are mastered within the applied academic TAR student progress is monitored toward
a goal of reading skills adequate for employment within each student’s career path. A student is
considered a “completer” when he/she obtains a 567 or higher on a follow-up TABE and instructor
evaluations of student progress indicate completion.
Student portfolios, or folders, will be kept for each student in TABE Reading, TABE Math, GED,
Applied Academics, ELL, and Basic Skills areas as required. It will contain materials for evaluation of
student performance across the entire range of reading and language arts skills (applied academic
TAR, testing results, and student work).

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Math
Students are provided with the math skills needed for employment in their chosen career training
areas. All students are assessed using the TABE test at the beginning of their enrollment in Job Corps.
Students are provided with math instruction appropriate for their level of ability. Follow-up TABE
test scores are used to assess the students’ rates of progress.
The RJCC math program follows the guidelines of the PRH. The curriculum is competency and
applied academic based, and students move through the program based on their skill levels.
Every student who scores below 566 on his/her initial math TABE test will be scheduled in a Math
class in his/her academic plan. If a student scores 531 or higher on a follow-up Math TABE test,
he/she may be recommended to take an official practice test (OPT) and take GED classes. Students
scoring below a 531 are scheduled to TABE Math or Basis Skills classes. Students with a TABE
score of 500 may be recommended to take an OPT test for further diagnostic purposes.
A TABE Math section is included as part of each student’s applied academic TAR. As line items, or
competencies, are mastered within the applied academic TAR student progress is monitored toward a
goal of math skills adequate for employment within each student’s career path and independent living.
A student is considered a “completer” when he/she obtains a 566 or higher on a follow-up TABE and
instructor evaluations of student progress indicate completion. Gains made in follow-up testing are
recognized with varying incentives including an Academic Excellence banquet monthly.
Once enrolled in TABE Math class the students begin testing. As they adequately pass each given test
and prove their knowledge in that competency, they move to the next competency and their progress
is recorded on the applied academic TAR. Ample review and practice is available and students are
encouraged to avail themselves of this as often as necessary.
Math instruction, in both the TABE and GED Math classes, is related to each student’s career path.
Additionally, students are scheduled with their trade peer groups to Applied Academics classes to
enhance math areas within their CTT TAR areas.

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GED
The Center provides every student with the opportunity to obtain a GED. The GED program is
designed to be flexible and one that enables each student to test as soon as the GED instructor and the
student determine that he/she is ready.
When students score 531 or higher on the TABE test, they are placed in GED classes. Students with
significant differences between Reading and Math TABE scores are scheduled on a individual basis.
Placement depends upon considerations such as class loads, the student’s own initiative, and
recommendations by instructors.
One of the first functions of the GED class is to determine, by means of pretests, if a student is ready
to test immediately. If they are ready, GED testing is scheduled at the earliest date possible. If they
are not ready, their weaknesses are determined by use of the analysis charts provided in the GED
books and OPT diagnostics through CIS. This enables an individual study plan to be made for each
student. Each student has a folder in which assignments are recorded as they are completed, his/her
applied academic TAR is kept, and scores are placed. Periodically, readiness to test is re-assessed,
and remediation of problem areas are ongoing.
Many students lack test-taking skills and may suffer from testing anxiety. Instruction on test-taking
skills will be included in the GED program. Topics will include mental and physical preparation, such
as proper rest and proper nutrition prior to testing, methods to reduce test anxiety, and techniques to
improve concentration. Instruction will emphasize skills and techniques that can improve test scores
for timed, multiple-choice tests.
The GED test relies on critical thinking skills and reading comprehension. While most students in
GED classes demonstrate literal reading comprehension ability, they frequently experience difficulty
with critical thinking skills such as analysis and evaluation. The instructors will emphasize lessons
addressing critical thinking, as these skills apply to all areas of the GED test. Some critical thinking
skills that will be addressed include:
 Identifying the main idea by summarizing or restating what was read

 Distinguishing facts from opinions and hypotheses
 Using hypotheses and the scientific method
 Drawing conclusions through inductive and deductive reasoning
 Determining faulty reasoning and unstated assumptions
 Evaluating adequacy of facts
 Evaluating roles of values and beliefs
 Determining the cause and effect pattern and relationship of events
 Analyzing through comparison and contrast

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 Determining sequence and time order
 Interpreting graphs, maps, and illustrations
Student instruction will concentrate on problem solving skills and provide ample practice in
developing these skills for each individual student.
The testing site for Roswell Job Corps Center is Eastern New Mexico University-Roswell (ENMU-
R). ENMU-R provides GED testing for Job Corps students plus the general public on a yearly
schedule which includes on average two dates per month and a Spanish GED testing date. A testing
schedule is provided each year with the provision that testing dates are subject to change.
ENMU-R requires that Job Corps provide them with a list of testers the Thursday before the
scheduled test. They also have established a weekly day and time (Thursdays at 2:00) when Job
Corps students can pre-register for GED testing. They allow testers to take any number of tests in the
same day. The Center is limited to 50 subtests on any given testing date.
HIGH SCHOOL DIPLOMA PROGRAM
(PRH Reference Chapter 3.11 R1., R2., R3. & R4.)
The Roswell Job Corps Center has a memorandum of understanding with Roswell Independent
Schools to utilize a local alternative high school, University High School. Any student who lacks six
or less credit hours and is under the age of 21 is eligible to co-enroll with this institution. For students
to graduate from University High School, they must not only complete the State mandated twenty-
three credit hours required for graduation, but also must pass a state mandated standards test. This test
is offered only twice a year. Should students not pass the test they will not receive a high school
diploma (HSD) even if all classes have been passed. A student who does not pass the state test is
awarded a certificate of high school completion. In the past, for students with marginal shortcomings
on the competency tests, they have been allowed an appeal panel and permitted to receive a HSD.
This program allows not only for high school graduation, but also students enrolled at UHS and RJCC
have shown improved independent living skills, retention in the Job Corps program, and contributed
to a positive reflection of the quality of RJCC students within the community. The partnership has no
fee and transportation is minimal; UHS is within walking distance of our campus.
Presently, when any of our students pass the GED test, they also receive a New Mexico High School
Diploma. This diploma is awarded to them by the State of New Mexico and is identical to high
school diplomas awarded to those who earn their diploma through the completion of a regular high
school schedule.
The Center has implemented the online HSD program, Penn Foster, in PY 2008. The previous online
programs did not fully meet the students’ needs and was discarded. Penn Foster is the selected
program for the Center. The track for the students is the Full High School Diploma track, which
requires 21.5 credits that may be transferred either from previous High School transcripts, GED

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scores, attained from work at the Job Corps Center, and/or attained through Penn Foster. Penn Foster
has indicated that the program is most efficient for students who have TABE scores of 500 or better
and are allowed a maximum of 24 months in the program. The target population for this HSD
program is students who have completed their sophomore year of high school. Additional parameters
for selection of Penn Foster students include commitment to the Job Corps program, student
independent work ethic, and high reading ability.
English Language Learner (ELL)
(PRH Reference Chapter 3.12 R1, R2. R2. & R4.)
The ELL Instructor works closely with the Center’s Academic Manager, to support ELL students,
track language progress, and coordinate with Eastern New Mexico University-Roswell (ENMU-
Roswell) for additional resources and services. ELL resource materials for both students and staff are
stored in the Academic Library in an identifiable section.
To ensure individualized needs are met, assessment of language proficiency is paramount. RJCC
utilizes the Basic English Skills Test (BEST) to assess beginning language proficiency and evaluate
progress on a four month schedule. The purpose of BEST is to assess the oral language proficiency of
adult English language learners. Oral language proficiency is understood as the underlying
competencies that enable the performance of communicative language functions that integrate both
listening and speaking skills. BEST assesses the ability to understand and use unrehearsed,
conversational, everyday language within topic areas generally covered in adult English language
courses. The assessment is administered at ENMU-Roswell after a student has been identified as an
ELL learner with the “I speak” sheets during CPP. Students in need of ELL instruction are placed in
ELL classes during CPP based upon their needs as determined in their initial BEST assessment.
Students who are assessed at a language proficiency of Low Intermediate and below will have
additional intensive ELL classes integrated within their beginning CPP schedule. Students who test at
above Low Intermediate will have additional ELL classes focusing on pre-career technical training
vocabulary at the end of their CPP schedule. Additionally, RJCC CPP staff is made up of
multicultural and many bilingual staff members to assist ELL students in transitioning efficiently to
Center life
ELL students are scheduled to attend half-day ESL courses at ENMU-Roswell and half-day ELL
classes at the Center. ENMU-Roswell has a limited ELL population and provides tailored classes for
the various proficiency levels of students. This is a best fit for our Center which serves an average of
5-10 ELL learners at a time. As part of the RJCC training, students spend one day a week in the
computer lab and have access to the computer in the classroom to use Rosetta Stone, English for All,
or AZTEC. Students are also involved in activities related to the three strands of English Language
Learning:
1. Life skills – survival skills for daily living, including health care, shopping, public
transportation, banking, post office transactions, and other daily interactions.

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2. Pre-career technical training English – language competencies for obtaining and
functioning on any job, such as following instructions, making requests, asking for
assistance and other general uses of language common in employee communication with
co-workers, supervisor and customers; and
3. Career technical training English (VELL) – language competencies related to specific
occupations.
The ELL classes serve as a learning environment for the practice of speaking English, adjusting to
new customs, as well as celebrating cultural heritage, and exploring the substance of English skills in
today’s workforce.
The ELL curriculum, Oxford Picture Dictionary Series, is the groundwork used to teach English
language skills to ELL students. In conjunction with daily verbal and social activities, the curriculum
supports the three strands of ELL instruction.
ELL learners are encouraged to utilize English throughout the training day. Students are integrated
into CTT classes upon their transition from CPP. Students are integrated into GED classes as their
language proficiency progresses as demonstrated by BEST results and instructor-noted competency.
RJCC CTT instruction is provided in a multicultural environment, and many of the CTT instructors
are bilingual. These factors allow for easy acculturation for ELL students. Additionally, the curricula
used throughout the trades are in the process of being translated to Spanish to assist ELL students in
understanding trade concepts.
Classroom computers have access to English For All and Aztec to allow ELL learners to continue
with technology-based ELL instruction. Classrooms are arranged to encourage group activities and
social interaction using English. ELL learners are allowed time to practice English writing skills from
a variety of approaches as incorporated through writing across the curriculum.
Students’ TABE results and attendance are documented and recorded in the automated Center
Information System. The ELL Instructor is responsible for the maintenance of student folders,
including testing progress, and with follow-up reports from ENMU-Roswell.
 In conjunction with the Scheduling Clerk and Academic Manager, ELL

instructors assess ELL needs and develop an individualized, tailored program to assist
student.
 The ELL Coordinator works closely with the Scheduling Clerk to ensure
ELL learners are integrated into proper GED and CTT classes.
 ELL Coordinator and Academic Manager will use the JCCDRC
(http://jccdrc.jobcorps.gov/ELL) to impart training materials and keep printed copies of the
website available.

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 Pre-arrival phone calls are administered and plan to begin utilizing a Home
Language Survey to more quickly meet the needs of ELL learners as they arrive on Center.
 Transition services for ELL students are completely available in both
English and Spanish. This includes the forms and websites used by Transition staff to
secure student success after completion.
A focus on employability and job readiness is integrated into instruction while assisting students to
develop their English skills. ELL students practice their communication skills by making speeches in
front of an audience of peers. As part of each ELL student’s transition process, a mock interview,
resume, and cover letter are to be provided to the Transition Coordinator for review to ensure a
student’s English proficiency is adequate for his/her employment goals.

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K. CAREER TECHNICAL TRAINING (CTT)
(PRH Reference Chapter 3.13 R1., R2., R3., R4., R5., & R6.)
After a student is transitioned to the Career Development Period, they are scheduled into Academic
(based on TABE scores) and Career Technical classes. Typically, students alternate weekly between
academic and Career Technical classes. Whenever students earn a GED/HSD, they are scheduled in
Career technical training with TABE instruction when needed.

In the Career and Technical training program, the Home Builder’s Institute (HBI) provides the
instructor and training in electrical wiring, painting and facilities maintenance. Other Career and
Technical courses are taught by industry certified instructors of the RJCC.
The Career Technical Instructors teach the required skills for each competency according to the
student’s individual Career Technical Training Achievement Record (TAR). They also provide
instruction to equip students with the skills necessary for employment and assist in developing work-
based learning sites.
The instructors use many methods to help students develop the skills needed to compete in the world
of work.
The Career Technical trades are involved in many activities throughout the year. Many projects
promote community involvement and community service; the instructors are responsible for
developing a variety of projects that help facilitate employability and Career Success Standards for
their students.
Additionally, projects that incorporate employability and Career Success Standards provide students
with a frame of references for making career decisions. It also empowers them with the acquisition of
basic employment skills in the various trades that eventually lead to skill development for specific
careers. Students enter into Career-Technical training having the background of basic employment
skills. As a result, they are prepared to make a smooth transition from the training environment to the
real world of work and are ready to compete for high wage careers.
The Roswell Job Corps offers training in seven Career Technical training areas including:
Automotive, Culinary Arts, Health Occupation Specialties, Facilities Maintenance, Painting and
Remodeling, Electrical, and Protective services.
The Career Technical Skills program uses curriculum developed by the National Office of Job Corps
in conjunction with feedback from the Center’s Industry Council, students and supplemental
information provided by the instructors. The program is designed to enable students to obtain and
hold jobs that will lead to careers providing them with income that meets or exceeds OMS standards.
The Roswell Job Corps Center currently employs seven Career Technical Skills instructors and offers
seven trades which are: Automotive, Culinary Arts, Electrical Wiring, Facility Maintenance, Health

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Occupational, Painting, and Protective Services. Home Builders Institute (HBI) provides instruction
in the Facilities Maintenance, Electrical Wiring, and Painting and Remodeling programs.
The students receive various types and methods of training. Instructional delivery will include
computer based hands-on instruction, as well as lecture, experiential training, group activities and
individual self paced learning modules. The curriculum is alternated so students can associate the
academics with actual hands-on training. Additional training is provided through the Career Technical
Skills Training (CTST) projects on Center and in the community that enhance and reinforce
classroom skills. These projects are designed to reduce Center costs, increase student experience, and
expand community ties.
The Work-Based Learning Program gives our students the necessary experience needed to compete in
the work force. The students are challenged to use their employability and Career Success Standards
at all times and this process gears the students toward positive job readiness.

Following is information about each Career Technical program:
AUTOMOTIVE
Automotive provides students with automotive repair training in the following areas:
Heating, Ventilation-Air Conditioning
 Employability skills
 A/C system diagnosis and repair
 Refrigeration system component diagnosis and repair
 Heating and engine cooling systems diagnosis and repair
 Operating systems and related controls diagnosis and repair
 Refrigerant recovery, recycling, and handling
Engine Performance/Emission Technician
 General engine diagnosis
 Computerized engine controls diagnosis and repair
 Ignition system diagnosis and repair
 Fuel, air induction, and exhaust systems diagnosis and repair
 Emissions control systems diagnosis and repair
 Engine related service
Brake Technician

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 Hydraulic system diagnosis and repair
 Drum base diagnosis and repair
 Disc brake diagnosis and repair
 Power assist units diagnosis and repair
 Anti-lock brake systems
 Miscellaneous (Wheel bearings, parking brakes, electrical, etc) diagnosis and repair
 Rear axle diagnosis and repair
Suspension and Steering Technician
 Steering systems diagnosis and repair
 Suspension systems diagnosis and repair
 Wheel alignment diagnosis, adjustment, and repair
 Wheel and tire diagnosis and repair
 Drive and half shaft universal and constant-velocity (CV) joint diagnosis and repair
Advanced Training
 Students completing the automotive trade have the opportunity to attend advanced career
training (ACT) at Eastern New Mexico University in Roswell
 Additional advanced training is available through the Job Corps program at the Clearfield
Job Corps Center in Utah
CULINARY ARTS

In Culinary Arts training, students learn the following:
Hospitality/Culinary Foundations:
 Employability Skills
 Sanitation and Safety, to include Hazard Analysis Critical Control Points (HACCP)
 Nationally recognized ServSafe certification
 The Culinary program is certified through the American Culinary Federation
Foundation
Cooking:
 Prepare and store vegetables and fruits

 Prepare breakfast dishes
 Prepare salads and dressing
 Prepare convenience foods

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 Prepare pastas, dried legumes, and other starches
 Cook vegetables
 Identify, select, and prepare meat, poultry, and seafood using specific cooking methods:
 Roasting, baking, sautéing, grilling, broiling, braising, and stewing.
 Prepare soups
 Prepare appetizers
Baking:
 Identify products of a bake station

 Yeast breads, rolls, and quick breads
 Cakes and cookies
 Pies and pastries
 Front of the House: Customer service, appropriate table setting, bussing tables etc.
 Nutritious and nutritional cooking
 Food management
Catering:
Provides student with additional food industry skills in fine dining
 Set up appropriate table setting for formal buffets and sit-down dinners
 Customer Services
 On-Center special events
 Nonprofit organizations in the community
 Serve up to four course meals
Graduates from Culinary Arts are qualified to work in the following positions:
 Cook’s Helper
 Salad, sandwich, or short-order cook
 Hotel/Restaurant Cook
 School, hospitals, or other institution cook
 Baker’s helper
Advanced Culinary Arts Training:
 Treasure Island Job Corps Center in San Francisco, California

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HEALTH OCCUPATIONS
Nursing Assistant/Home Health Aide:
Health Occupations students will learn about the following:
 Safety and emergency procedures
 The human body healing and aging procedures
 Patient positioning and moving techniques
 Infection control
 The role of a nurse assistant
 Physical, social, and emotional needs of patients in long-term care
 Patients’ legal rights
 Taking and recording vital signs
 Admitting, discharging, and transferring patients
Modifying care for patients with special needs
 Acute patient care

 Home health care
 Nutrition, fluids, and physical comfort
 Maintaining accurate records
Upon the completion of Health Occupations Training, students will be eligible to take the New
Mexico State exam. Students who successfully pass the written and the “hands-on” exams receive a
Certified Nursing Assistant certificate.
Graduates from of Health Occupations are qualified to work in the following fields:
 Home health aide

 Acute care nurse assistant
 Long term nurse assistant
 Community health aide assistant
 Home care-giver
PROTECTIVE SERVICES
The opportunities for a rewarding and successful career in the protective and security industry have
grown at a terrific rate the past few years. Whether the student is interested in a career as a security
officer, detention officer, military, law enforcement, or wish to gain knowledge in other aspects of
protective services and homeland security, this training has something for everyone.

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Students in Protective Services learn the following:
 Physical fitness and safety skills
 How to operate and maintain security related equipment
 How to integrate and apply laws and regulations
 How to conduct investigations
 Courtroom procedures
 Learn about employment opportunities in law enforcement
Graduates of Protective Services are qualified to work in the following fields:
 Private security companies

 Adult correctional companies
 Juvenile correctional facilities
 Radio dispatch
 Would be eligible for law enforcement training, and advanced career training at ENMU-R
 Student now are able to gain state certification as a Certified Security Officer
ELECTRICAL WIRING
Electrical students learn the following:
 Basic electric theory

 Residential and commercial wiring
 Lighting and device installations
 Use and care of electrical tools
 Use of cables, conductors, and cords
 National Electric Code terminology
 Conduit bonding
 Blueprint reading and more
Electrical graduates are qualified to work with the following:
 Builders
 Electrical contractors
 Electrical apprenticeship programs
 Supply companies
 Oil field companies and other

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FACILITIES MAINTENANCE
Students in this Career Technical training course learn the following:
 Plumbing
 Electrical wiring
 Painting
 Carpentry
 Floor covering
 Heating, cooling, and ventilation systems
Facilities Maintenance graduates are qualified to do work in the following fields:
 Hotels, schools, hospitals, and other public building maintenance

 Apartment maintenance
 Home remodeling
 Private business operators
PAINTING & REMODELING
Students in Painting learn the following:
 Safety
 Lead hazard awareness
 Trade basics
 Tools and equipment
 Surface preparation
 Paints and coatings
 Spray painting
Painting students are qualified to work in the following fields:
 Paint Stores
 Painting contractors
 Construction companies
 Apprenticeship programs

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L. OFF-CENTER TRAINING
(PRH Reference Chapter 3.14 R.2.)
The off-Center training opportunities offered by the Center include the ELL program at Eastern New
Mexico University-Roswell and the high school completion program offered by the Roswell
Independent School District at University High School.
Students are offered off-Center training to enhance and supplement their learning experience at the
Roswell Job Corps Center. Students involved in off-Center training are provided with the tools and
materials necessary to complete their trade or academic goals. The off-Center training programs
afford students the opportunity and exposure in various academic and training settings.
ACADEMICS
High School Diploma Roswell Public Schools

Roswell, NM
English Language Learner Eastern New Mexico University of Roswell
Roswell, NM
College Credit Hours Eastern New Mexico University of Roswell
Roswell, NM
Adult Education Classes Eastern New Mexico University of Roswell
M. ADVANCED CAREER TRAINING (ACT)
(PRH Reference Chapter 3.14 R.3)
The Roswell Center offers an Advanced Career Training Program (ACT) where students attend
classes at Eastern New Mexico University-Roswell. The Work Based Learning (WBL) coordinator
oversees the ACT program. The WBL/ACT programs are functional components of the Center’s
Career Transitional Services Dept. Students who enroll in the ACT program are expected to pursue a
course of study in their chosen career field. ACT students are permitted to enroll in introductory
academic courses that will lead to a bachelor’s degree in their chose field or advanced Career
Technical training programs offered by Eastern New Mexico University-Roswell.
Students entering the ACT program must meet all requirement of the PRH and have completed one of
Roswell’s Career Technical training programs. Prior to the start of each term, the WBL coordinator
accepts applications for ACT. ACT applications will include:
Step-by-step guide on getting into advanced career training that include:

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 Complete Basic Requirements
 Practice successful habits
 Decide on a program
 Apply for Federal Pell Grant
 Turn in your ACT application
 Roswell Job Corps Letter to the Applicant that explains eligibility requirements.
 Roswell Job Corps Center Application for Enrollment in ACT Program.
 Eligibility Checklist with required signatures
 ACT committee signatures for review and recommendation of applicant.
 Center Director’s signature of acceptance or declination of ACT committee’s
recommendation.
 Memorandum of Understanding/Student contract for Roswell Job Corps Center ACT
students, which require signatures.
N. INFORMATION TECHNOLOGY (IT)
(PRH Reference Chapter 3.15 R.1, R.2., R.3., R.4., R.5. & R.6.)
Information technology (IT) is integrated into all aspects of training and student life. Staff and
students are encouraged to become computer proficient. All students receive an e-mail account
during CPP and utilize the Learning Resource Center computers to build resumes and career letters.
Students are also encouraged to keep a copy of their resume in their e-mail box. This way, students
will always have access to it should they misplace their disc or the résumé’s hardcopy. This makes it
easier for students to make any needed updates. These resumes are also posted in the student’s PCDP
as another way of virtual storage.
Every Academic and Career Technical class has at least two computers in their area, and the
instructors are encouraged to purchase software for their areas. The automotive program’s textbooks
are linked to a computer program that further enhances students’ literacy skills. Upon completion of a
particular topic, students complete a computer assignment over the material learned.
While the Center has a variety of structured computer activities, the informal use of computers and
technology is encouraged. The Center recognizes that Information technology skills are essential to
every student’s success in today’s job market. Therefore, technology training is integrated throughout
the Training Plan.
IT covers four main components as follows:
 Using technology to access labor market information

 Job search skills using technology
 The application of computer skills to the student’s chosen careers.
 The application of computer skills to enhance a student’s educational experience.

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All four components include skill development in word processing, internet access and navigation,
spreadsheets, computer trends, graphic software and accessing educational web sites.
Throughout CDP students will continue to develop job search skills via the internet. Students will
access Labor Market Information on the internet and research the job market in their home
communities to help with their placement services. Students are encouraged to use on-line
employment databases such as America’s Job Bank as a resource to help find employment.
A Learning Technologies course is included as part of an academic student’s training day. This
course has a related applied academic TAR including workplace, higher education, and independent
living skills necessary and relevant to informational technology. This TAR is targeted to project,
research, creative, and problem-solving activities using workplace and learning technology.
IT is integrated into the overall training plan through structure and activities such as:
 Learning Express Library. Com – a web site containing many

practice tests covering a wide range of topics such as; practice GED tests, College
entrance exams, Firefighter entrance exam, military ASVAB, Secondary Grammar and
math tests, Reading tests, Spanish-English or English-Spanish tests.
 Aztec learning software which is a prescriptive and self-paced
learning tool with correlations to TABE, ASVAB, Applied Academics and CSS. .
 A variety of educational CD-ROM games and software that
challenge, develop and encourage thinking skills, problem solving skills, creativity
skills, reading skills, and everyday math skills.
 Classroom requirements such as updating and correcting resumes,
cover letter construction, online job applications, writing essays, researching academic
and CTT subjects, and career path research and computer skills.
 Communication with instructors using the email system, including
attachments, to establish workplace skills and introduce students to skills needed for
distance education.

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O. INDEPENDENT LIVING AND SELF-MANAGEMENT
(PRH Reference Chapter 3.16 R.1, R.2., R.3. & R.4.)
The Independent Living program is based on the premise that the Center will provide a safe and
secure physical and social environment seven days a week, twenty-four (24) hours per day. Students
will learn Independent Living and self-management skills.
The Independent Living component is the responsibility of the Independent Living Manager who
reports to the Career Development Services Systems Director. The Independent Living Manager
supervises the Residential Living and Recreation staff.
As individual student needs arise, Residential Advisors provide counseling, support, and referrals to
assist students in adjusting to Center life. Independent Living staff and student leaders help manage
the dorm environment in ways that support student success such as facilitating listening skills, Social
Skills Training, Career Success Standards, Leadership Training, and employability skills, which are
all lifelong living skills. Student rooms are encouraged to be personalized with photographs and other
appropriate personal décor to facilitate an environment of home and personal living. Students sign a
lease agreement when they move into their dorm room to provide a realistic independent living
situation and help the students understand accountability for their residential environment. Students
are responsible for self-management within the dorm room including getting themselves up in the
morning.
Each student is expected to take their turn in caring for the center as whole through assignments to
Center Support. This encourages students to take ownership over the center and promote a Positive
Normative Culture. Additionally, community service activities are sponsored by the Center where
students are afforded the opportunity to develop the sense of pride in community beautification.
The Independent Living staff is involved in supportive services such as monitoring of students that are
under Wellness Center care, assisting with transportation and ensuring student safety. The staff is also
involved in the structuring of human relations and patterns of group living to encourage positive
character and personality traits and to facilitate adjustments to life on the Center. The Center
encourages staff participation in all aspects of the program, to include recreation time, Residential
Living, Academic and Career Technical training. This concept involves all staff including support
and program staff. By doing this, it displays a broader understanding of both the students and the staff
in their respective roles. This is an excellent role modeling opportunity for students to observe and
additionally promotes caring and understanding for individual student needs. The student/staff
mentoring program is an excellent example of how staff is involved in this process. The expectation
of the Roswell Job Corps Center is that all staff and students be full members of a positive normative
culture by contributing to the Center’s positive norms built around the Dallas Regional values of:
Safety, Respect, Accountability, and Safety.
Student dorm leadership all belong to the Center’s overall positive club, Panther Pride. At dorm
meetings, ran by student dorm leadership, leaders encourage dorm residents to pledge into Panther

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Pride. Student behavior and its effects are also discussed at the meeting to try to curtail inappropriate
behavior. Monthly dorm floor of the month awards are provided to the dorm floor that can most
effectively promote Positive Normative Culture. Dorm student leaders meet amongst themselves
weekly to discuss dorm issues and discuss how to address the issues including solutions and impacts.
Team Meetings as part of PNC are held in the dormitories. Residential Advisors are key components
of these meetings. With consensus input from the Team Meeting membership, dormitory student
leaders are selected. Dormitory leaders are expected to remain positive on the force field rating and
maintain membership in Panther Pride. Dormitory presidents with SGA members make up the
Center’s Executive Panther Pride. This is the decision making body of the student population.
Panther Pride Executive members chair a monthly Panther Pride meeting where staff management
from all areas on Center bring agenda items for student involvement. This meeting is led by the
student Executive members. The Executive Team of the Panther Pride is a crucial component of
Positive Normative Culture execution at the Center. Through this team, partially instilled by dorm
leadership, the Center ensures that positive peer pressure exists beyond GGI sessions and into every
student interaction.
P. WELLNESS, TEAP & MENTAL HEALTH
(PRH Reference Chapter 3.17 R.1. & R.2.)
During CDP, the importance of maintaining a healthy lifestyle for employability enhancement is
stressed. The Health and Wellness staff assists the students in attaining and maintaining optimal health
by providing basic on-Center health services to include promotion, prevention, assessment,
intervention, treatment, and follow-up. The Wellness Center staff educates students on how to
maintain a healthy lifestyle that will contribute to their ability to retain employment. The Wellness
staff provides initial evaluation of student’s over-all medical, dental, and mental well-being. They
provide the students with a Wellness Plan that is individualized to their needs. They also give classes
on family planning, alcohol & drug awareness, and dental hygiene. Wellness staff also provides
counseling or advice to students about the anticipated changes and stress of leaving Center and how to
avoid the stress so that they do not succumb to detrimental influences that would prevent them from
successful employment.
The Wellness staff coordinates appointments for students in conjunction with their work/training
schedule, providing information about practices that lead to physical and mental health enhances
employability of students. The Wellness competencies are incorporated and taught in classrooms,
counseling groups, career skills classes, during mental health consultations, during presentations by
the Health and Wellness Department, and through recreation and leisure time activities.
Medical appointments are made with the Center physician as needed and dental problems resolved
and dental hygiene instruction given where indicated. Mental health services and TEAP services are
provided on Center with referrals to community resources as needed. Community, state, and federal
medical, dental, and mental health resources are explored. Community support groups like AA and

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NA are discussed. Information on insurance coverage through employers for medical and dental
services is given and workman’s compensation benefits discussed. Students with disabilities are given
information or assisted with applying for disability benefits and services through DVR.
Responsibility with appointments, punctuality, and Career Success Standards are encouraged and
consequences from irresponsibility discussed. Wellness programs, i.e. Weight Control, Family
Planning, Sports Health is offered during this time.
The primary goal of the Wellness staff is to provide each student with sufficient service and
instruction to assist them in becoming a wellness conscious and responsible person who is successful
in the workforce.
Q. LEISURE TIME EMPLOYMENT
(PRH Reference Chapter 3.18 R.7.)
When students have demonstrated appropriate employability skills and are progressing in all areas of
the Center, they can request Leisure Time Employment. The more opportunities students have to
demonstrate employability skills, Career Success Standards, Career Technical skills and leadership
skills, the better employee they will become. Although Leisure Time Employment may not be related
to a student’s Career Technical training, they provide good opportunities for students to use the skills
they have learned at Job Corps.
R. RECREATION
(PRH Reference Chapter 3.18 R.1, R.2., R.3., R.4., R.5. & R.6.)
Prior to enrolling in Job Corps, many students have not been exposed to a wide variety of recreation
and fitness activities. The Recreation staff, working in cooperation with the Career Development staff,
Independent living staff, Wellness staff and Food Service, will assist students with their fitness and
recreation goals by offering individual health, fitness, and leisure time activities consultation. For
example, students who express an interest in improving their fitness for participation in their Career
Technical training will be provided with an individual fitness map to include weight training, aerobics
or participation in-group sports. Students who express a desire to lose weight will work with the
Wellness, Recreation and Food Service staff to develop a food and exercise plan to help them reach
their goal.
Students will learn from experience the benefits of physical activity and recreation to assist them in
managing stress and anger. The Career Development Specialists and Recreation staff will design and
monitor individual recreation and fitness plans for students who need assistance in stress and anger
management. The force fields determined in Team Meetings affect student recreational activities as
well. Highly desirable on and off-center activities including the student paintball facility and wall
climbing activity are reserved for students who can demonstrate PNC abilities.

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A Recreation/Exploration Program serves as a vehicle for developing constructive character and
personality traits, e.g., good citizenship, habits of good cooperation, ability to cope with everyday
demands of life, and leadership. The Recreation staff is tasked with surveying and scheduling
activities that contribute to the personal and social growth of each student on Center. The program
also provides the students with individual enjoyment and entertainment. It also gives the students a
chance for individual recognition in an activity in which each might excel. Additionally, students are
required to have four hours of recreation per week and are provided a personal recreation attendance
card.
Through this process, students are offered opportunities to participate in inter/intramural sporting
events. The Center offers volleyball, softball, football, basketball and soccer in a competitive league
environment. The Center hosts events with other community teams to promote a positive image of
Job Corps and allow our students to display their talents and abilities.
Students who do not desire to participate in sporting events are offered a variety of arts and crafts
projects and may choose to be a Recreation Aid responsible for checking out equipment and assisting
with preparations for sporting functions. Recreation Aids also assist in planning and preparing the
monthly recreation calendars based on input they receive while surveying the various dorm floors.
S. STUDENT GOVERNMENT & LEADERSHIP
(PRH Reference Chapter 3.19 R.1., R.2., R.3. & R.4.)
The Center has a very extensive leadership program and provides students with a role in managing the
Center. RJCC has an established leadership club, named the Panther PRIDE. PRIDE stands for pride,
respect, integrity, desire, and excellence. Students are active members of committee and groups on
Center. Student government officers meet weekly with the Center management team.
Key student leadership positions which are included in the PRIDE are:
 The Student Government Association (SGA) Executive Board

 Recreation Leaders
 New Student Mentors
 Trade and Dorm Leaders
 Safety/Security Leaders
All students are encouraged to participate in Leadership Positions through their participation in our
Basic Leadership Training Program which gives them the opportunity to develop the skills and
confidence needed to lead others. Students must meet the established eligibility criteria to actively
participate in the various leadership positions on Center, although, all students are expected to lead by
example and support the Career Success Standards. Students desiring to participate in the Student
Government Association (SGA) must complete an application, which circulates through a staff

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approval process, be an active member of Panther Pride, and be elected from within Panther Pride.
Students who desire to fill a leadership role in the dormitories must apply for the position and
interview with the dorm staff, be a member of Panther Pride and actually be hired into the position.
The same process applies for student mentor positions. Active involvement in leadership helps
students learn skills such as supervision, self-management, giving directions, following directions and
taking initiative, etc. Through being leaders, students develop skills that will help them be more
successful in their life after Job Corps. Student leaders play a major role in the Roswell Job Corps
Center Management regarding addressing students’ needs, making and enforcing Center policies,
setting a position normative culture, coaching and mentoring their peers, and representing the student
body.
The following outlines the leadership training program:
 Introduction to leadership Phase I- conducted in CPP by residential staff

 Leadership development Phase II- conducted by residential staff and the CSIO
 Leadership Training Phase III- Elite Training conducted by Directors, Managers and
Supervisors.
The role of students in Center governance is very important to the growth and development of a
positive normative culture on Center.
Student Government leaders are considered part of the Roswell management team. SGA
representatives meet weekly with the Center Director and Panther Pride advisors. Monthly meetings
with Management staff are held. All Center policy revisions that will affect student life are reviewed
by SGA and Panther Pride before implementation.
T. ACTIVITIES, SUPPLEMENTAL TRAINING AND SUPPORT
Mentor Program
During a student’s first week on Center they are assigned a staff mentor. The updated list is then
distributed Center-wide through the e-mail process. The Center ensures that all students have an
assigned staff mentor. Staff is required to meet with their newly assigned student during their first
week on Center and get acquainted with them to discuss any immediate needs the student may have.
The Mentor Program is designed to assist students in adapting to their new surroundings. The Center
places emphasis on fostering and maintaining a positive, supportive environment thus, preparing and
assisting students for successful participation in and acclimation to the Job Corps program. At least
four times a year the Center hosts a student and staff mentor event. Examples might include a mentor
Easter Egg Hunt, an Ice Cream Social, a Pizza Party, Piñata Busting Celebration, and a Pumpkin
Carving Contest. These events are also prime times for Career Success Standards training and give
students a chance to practice their Career Success Standards.

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All staff takes an active role in guiding, supporting and meeting the student’s needs while they adjust
to their new responsibilities and environment. Staff monitors progress of their assigned students and
make periodic contacts to discuss problems and accomplishment and assess needs. This information
is shared with CDS staff when appropriate for further action and follow-up. Activities are schedule to
promote the program throughout the year. Students and staff alike enjoy the constant feedback from
one another, which supports the Career Success Standards.
Cultural Events
Throughout the year students have the opportunity to participate in activities that are culturally
diverse. The Recreation department plays an important role in scheduling activities and events that
highlight the each culture and are inspiring, educational and entertaining. The Food Service staff with
assistance from the Culinary Arts class and other Center staff that have the abilities to plan meals and
cook, prepare dishes that are unique to the different cultures represented on Center.
Essay Contests
Throughout the year the Academic and Recreational departments organize several essay contests.
These contests are another tool to showcase the achievements of our students. In addition, students
participate in the local “Character Counts” essay contests in which they compete at the High School
and College level against other schools in Chaves County during Character Counts Week. Students
who participate and excel are honored in the community and on campus and receive awards and
recognition for their accomplishments.
Health Forums
The Wellness Center holds several health forums to educate our students on good health practices.
Students are able to learn about healthy eating habits as well as the proper use of medication. The
Wellness Center staff provides new and up to date information about daily common health care that
most people take for granted, such as, washing your hands, the problems with sharing cigarettes and
personal hygiene.
Blood Drives
In cooperation with the American Red Cross, the Wellness Center holds several bloods drive a year
and receives an award each year for an outstanding job and for Center participation in the blood
drives. Students from the Health Occupations class assist the Wellness Center staff with the drive.
Students who donate blood feel good about being able to give back to the community.

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Alcohol and Drug Awareness
All across the United States alcohol and drugs are taking a toll on society. This grave problem is not
unique to our population. The Center takes a stern approach to addressing this problem. The TEAP
specialist actively promotes awareness of the dangerous effects of drug and alcohol abuse. Students
and staff work hard on innovative solutions to address this problem. The Center has found that
consistent dialog with the students helps broaden their awareness and educates them about the
downfalls of drug and alcohol use. The residential department also conducts weekly student seminars
at 4:00 pm discussing the drug and alcohol topics. Presentations and discussions have been given by
local law enforcement, Drug rehabilitation counselors, and other community members.
U. CDP CAREER READINESS
(PRH Reference Chapter 3.21)
Students are assessed for Career Readiness forty five days prior to entering the Career Transition
Period. The focus of CDP is to continue the process of learning and demonstrating the Career Success
Standards, as well as all of the skills learned in CPP to become “Career Ready” while obtaining
education and Career Technical Training.
Through the CDP Readiness Program, each student will be provided with appropriate, quality Career
Development Services customized for him/her. The Career Readiness Program will provide an
effective support system for assessing the student’s progress and Career Readiness well before they
enter the Career Transition Period. The key element in assuring the success of transition is effective
communication between members of the CMT as they monitor student progress throughout the CDP.
All staff will be responsible for setting the expectation that the student will work toward obtaining
long-term training related (JTM) employment prior to separation.
V. CAREER TECHNICAL SKILLS TRAINING (CTST)
(PRH Reference Chapter 3 Appendix 303)
CTST projects shall be described by the Center in an annual CTST plan, prepared for the upcoming
Program Year and submitted to the Regional Office for approval by February 1st, annually. When
HBI trades are involved, the annual CTST plan shall be developed in full cooperation with the HBI
instructor(s). The HBI Coordinator shall sign-off or provide a letter of concurrence on the annual
CTST plan and any modification to the plan being submitted to the Regional office. CTST plans shall
be based on providing a wide range of training experiences for students within the funding allocated
by the National Office of Job Corps, and the student training time available for CTST work during the
Program Year. Every effort shall be made to actively involve students in planning and budgeting
CTST projects. Career Technical Manager and HBI instructors hold a CTST progress meeting every
Thursday at 12:00 PM along with the Center Director, Finance and Administration Director, CDSS

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Director and Maintenance Supervisor. The objective of CTST projects are to allow students to
experience major projects that require all skill levels which are developed by students as the projects
progress and to involve students in much needed facility improvements. Through CTST, students are
able to contribute to the Center and take pride in their work. Students also participate in CTST projects
for not for profit agencies in the community.
The Center maintains all equipment in all learning environments in good repair and ensures that it is
equivalent and relevant to industry standards. Students are provided with industry-standard
occupational clothing and safety equipment.
The Center Safety Officer conducts regular inspections of all training sites, on or off Center for safety
and health compliance and provides safety and OSHA training to students and staff. In addition,
he/she ensures that personal protective equipment is worn to comply with appropriate standards. Staff
conducts daily safety inspections of their work area and concerns are immediately reported to the
Center Safety Officer.

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CHAPTER IV
CAREER TRANSITION PERIOD (CTP)
Roswell Job Corps Center Transition Services Plan
(PRH Reference Chapter 4.1-4.5)
A. RATIONALE
Career Transition Phase is the final phase of training while on center. Students must meet the
Eligibility requirements for entering the final phase of training on center. All students prior to
separation from the center will go through Career Readiness and Transition. Exceptions may
include students that are being separated for Disciplinary and/or Medical reasons. Students are
required to attend Career Transition Readiness at least 45 days prior to their projected graduation
or separation date from the center.
All students will be afforded the opportunity to learn skills which will help them to maintain and
grow both personally and professionally prior to and upon separation from the center.
While the staff is dedicated to the support of every student, it is also very important that the
student be dedicated and show a gained aptitude in Career Success Standards, Employability
Skills, Work Ethic, and Proficiency and Competency in their newly acquired Career Technical
Training.
Students entering the final phase of training will be assessing themselves while gaining
knowledge of Lifelong Career Planning.
The curriculum and course program are designed to meet the provisions of the PRH
Chapter 3: Career Development Period 3.21 Career Transition Readiness. The curriculum will
ensure students are able to conduct a successful job search, access resources and services, and
introduce them to various career, education, personal, and professional skills needed to become
successful and maintain in an ever changing global market.
The core curriculum will be taught in a workshop setting. This will afford the student an
opportunity to work both individually and within the group. Upon completion of the workshop
students will be given schedules to meet their individual needs. Students with identified
accommodations will be given the proper support services during their final phase of training.
Some of the curriculum requires interaction with outside employer partners and entities.
Students will be given an opportunity to attend Job Shadowing, attend presentations, and
participate in mock interviews. Students, dependent upon their career path, may be required to
take assessment test for college, advanced training, and military enlistment. Other students may
be required to apply for financial assistance, vocational rehabilitation services, or special services

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to meet their needs. Students entering advanced training will be given the opportunity to do
interviews, when available by both parties, by Polycom Video Conferencing for acceptance into
the advanced training program.
Students upon completing the Career Transition Phase of training should feel prepared for a
successful separation and be able to find assistance in meeting post-center placement and
transitional support services.
B. TRANSITION GOALS & OBJECTIVES
Roswell Job Corps Center’s goal is to provide each student with personalized career transition
services which will assist them in job placement in a career advanced training, education, or military
prior to termination. Eligible students will remain connected with transition and support staff from the
Center and/or within the community who will provide additional transitional services in order to
ensure long term employment, earnings growth, career progression and encourage further education.
Career Transition staff work closely with CDS staff to ensure that all possible separating students,
especially those separating other than ordinary, have meetings with Transition staff prior to leaving
center. Career Transition staff are included in each new student’s presentation of center services
during Career Preparation Period. Transition staff instructs hour long workshops on a rotating basis to
Academic students during the Career Development Period to ensure students are aware of transition
services, advanced training opportunities, labor market outlooks and other employability concerns.
The Career Transition Period is dedicated to reinforcing the Career Success Standards. Upon
completing CTP, students will have the standards reinforced and have a genuine awareness of the
importance Career Success Standards play in each area of their lives after they leave the Job Corps
program.
This goal will be accomplished by meeting the following objectives:
 Assess each student’s placement and transitional needs,

 Develop a roadmap to meet these needs by creating an appropriate Personal Career
Development Plan (PCDP). This plan will be implemented during the Career
Preparation Period. All students will have a six step plan implemented prior to
separation from the Center.
 Provide individuals with self awareness, educational and occupational opportunities,
Career Success Standards awareness, as well as decision making and career planning
skills. The plan will enable the student to begin on his/her career pathway.
 Ensure coordinated efforts between the Transition Staff and other Center Career
Development staff i.e. one stops, National Training Contractors and other post-Center
support contractors, in order to assure ongoing support services to separated students.

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These placement efforts will be initiated at the students’ entry on the Center, through the Career
Preparation Period, the Career Development Period, Career Transition Period, and continuing on into
the actual career.
C. STAFFING
(PRH Reference Chapter 4.1-1)
The Career Transition Department is dedicated to the success of each and every student who
passes through the Center. Roswell Job Corps Center has the following staff to assist students in
transition:
Career Transition Coordinator

Department Supervisor
Responsible for:
Career Readiness
Career Transition
Student Placement
Support Services
Work Based Learning
Advanced Career Training
Case Manager for Former Enrollees
Placement 6 & 12 Month Follow-UP
Career Specialist
Responsible for:
Career Transition
Support Services
6 & 12 Month Follow-Up
Career Specialist
Responsible for:
Career Transition
Support Services
Career Advisory for Former Enrollees
Work Based Learning Coordinator

Responsible for:
Work Based Learning Program
Advanced Career Training @ ENMU-R

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Projection Team
The Roswell Job Corps Center has implemented a Projection Team on Center which will include the
following representatives: Career Technical Training Manager, CIS Supervisor, Transition
Coordinator, Career Advisor, CSIO and the Center Director. This collection of personnel is also
referred to as the WTR team.
The Projection Team’s objective is to manage the flow of students exiting the Job Corps program by
utilizing assessment tools provided by the CDSS Department.
D. CAREER TRANSITION
(PRH Reference Chapter 4.1-1, 4.3-1 R.4)
Once the student is identified as meeting the eligibility requirements by the student’s CDS, a transition
evaluation of student progress (T-ESP) request form will be forwarded to the CTT instructor. The
CTT instructor will conduct a final SPER and attach it to the signed request form. The request form
will be forwarded to the Career Development Services provider. Once the CDS has completed the
required documentation and obtained the proper signatures, the request form along with the required
documentation will be given to the Coordinator for scheduling. Schedules for T-ESP panels will be
sent to the Career Management Team. Both the student and required staff must be in attendance at the
T-ESP panel for final processing. At the T-ESP panel a date for Career Readiness, Transition, and
tentative separation from the center will be given to the student. All projected separations will be
updated on the projected separation spreadsheet and forwarded to staff and the records department.
The final separation date will be decided at the following Projection Team meeting, and the student
will be notified by the CTS staff of the separation date. Separation dates may be subject to change
due to various circumstances.
During the T-ESP panel students will be assessed for readiness utilizing a support service plan. This
plan will help to identify and ensure students are fully prepared to meet their individual support
service needs for transition. Individual scheduling will be utilized to assist students in their support
plan. Students will meet with the CTS Coordinator or designee for assessing their transitional needs
while utilizing the support service plan for the foundation of the assessment. The support service plan
will identify needs and resources available to the student to include at a minimum:
1. Housing
2. Transportation
3. Child Care
4. Health care, including substance abuse support
5. Work clothing and tools
6. Food and nutrition
7. Budgeting, including checking and savings accounts
8. Counseling/mentoring
9. Job retention

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10. Legal services
Career Transition Services Provided
The Career Transition staff offer various services during the Career Transition Readiness classes
including; updating and completing the students career portfolio, completing the career transition form
checklist, using labor market information including O*Net to develop placement strategies, updating
all student contact information, and developing the student support plan and needs assessment. During
Career Transition classes, students are informed of the 6 and 12 month follow-up procedures
including that failure to report non-receipt of checks or failure to cash received transition payment
checks within 12 months of separation will result in forfeiture of transition payment and the
significance of updating their contact information with their CTS provider.
In addition to Career Transition classes and personalized job search assistance, each student will begin
Career Transition with a workshop as outlined below:
Career Transition Readiness Workshop
Documentation 5 Hours
Résumé 1 Hours
Letter Writing 1 Hours
Portfolio’s 1 Hours
Employment Forms 2 Hours
Job Search Skills 2 Hours
ETA-Search Tools 1 Hours
Internet Search 1 Hours
Networking 2 Hours
Focus Networking 2 Hours
Interviewing 8 Hours
Interviewing Skills 3 Hours
Mock Interviews 2 Hours
Job Shadow/Presentation 1 Hours
Phone Skills 1 Hours
Dressing for Success 1 Hours
Customer Service & 3 Hours
Work Ethics Customer Service 1 Hours
Work Ethics 1 Hours
Worker’s Rights 1 Hours
Independent Living 6 Hours
Support Services 1 Hours
Child Care
Health Care

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Community Assistance 1 Hours
Legal Services
Mentoring/Counseling
Budgeting and Financial 1 Hours
Personal Hygiene/Grooming 1 Hours
Housing 1 Hours
Transportation 1 Hours
Personal Career 10 Hours
Development Personal Career
Development 10 Hours
Total Hours 36 Hours.
E. GEOGRAPHIC AREA
The geographic area covered by this plan consists primarily of New Mexico and Texas, however
occasionally students from other states in the Region may be enrolled at Roswell Job Corps Center.
Coordinated transition service efforts will include the Career Transition Specialist assigned to a
student's home town or any place the students may consider relocating to in accordance with
relocation procedures, one stop, and national training contractors and other post-Center support
contractors.
F. PERSONAL CAREER DEVELOPMENT PLAN (PCDP)
The Career Development Specialist introduces the Personal Career Development Plan (PCDP) during
the initial Career Preparation Period, discussing its significance and importance for the student's
development on Center. A Personal Career Development Plan is established for each student on
Center as required by the PRH. This document will include personal career goals, training needs,
challenges, progress and accomplishments throughout enrollment and the post-Center career transition
period. The student’s career training interest, educational objectives, work history and employment
skills and goals provide the basis of the PCDP. The Transition Coordinator will upload the final copy
of the student’s resume on the PCDP portion of CIS prior to their separation from Center. A six step
support service plan is devised for each student and incorporated into the PCDP. This will enable the
Career Transition Specialist to assist the student in a more efficient and effective manner.

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G. LOCAL LINKAGES
A constant communications link is maintained between the Department of Labor One Stop Center in
New Mexico, the Albuquerque Job Corps Center, the David Carrasco Job Corps Center and other post
Center support contractors as appropriate. These agencies are provided any updated information on
students who have departed the Center.
The Center’s CRC and CIC committees have proven to be an asset in providing linkages for work
based learning sites, employment opportunities and overall program improvements. In addition,
members of the Community Relations Council provide invaluable contact with local community
leaders.
Potential employers are encouraged to visit the Center. These employers are not only encouraged to
observe the students at work, but to speak with them about employment opportunities, employers’
needs/requirements and the importance of good employability skills and attitudes.
H. CENTER RELOCATION EFFORTS
(PRH Reference Chapter 4.3-3 R. 5)
Relocation practices at the Roswell Job Corps Center are in accordance with the PRH for students
relocating outside of the Career Transition Services provider’s service area. The Career Transition
provider will follow the guidelines of the provider’s regional CDSS/CTS plan if the relocation is
within the original regional boundaries.
For relocating outside the region, the caseload is transferred to the career transition provider in the
geographic area to which the graduate intends to relocate. The Career Transition Coordinator will
contact the provider to supply relevant information and to arrange for the provision of services for the
remainder of the service period. Prior to approving relocation the Transition Coordinator must
ascertain whether the job offer is valid or tentative.
The CIS Supervisor must call or e-mail the appropriate Regional Office requesting relocation
authenticity. If approved, the Regional Office will provide appropriate information including name,
address and placement code of the responsible placement agency so that a relocating student can be
transferred to a transition service provider in the geographic area of relocation so the student can
contact that service provider for further assistance as needed. The gaining transition service provider
will be called prior to the students’ departure.

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ASVAB
Recruiters from the various services give presentations to interested students and give individual
counseling to students considering entrance. The Center will provide tutoring in preparation for the
ASVAB test at the request of any student(s). ASVAB Test Administrators are scheduled on a
quarterly basis and administer the ASVAB tests to all students interested in the military.
I. VERIFICATION OF PLACEMENTS
(PRH Reference Chapter 4.5)
The Roswell Job Corps Center Transition Coordinator shall verify 100% of all placements.
The Transition Coordinator or designee will verify all placement documentation and case
management. The wage, job title, weekly hours and actual date the student reported for work or
training and the date the Center verified the placement will be indicated on the ETA 678 form. The
ETA 678 will contain the name, title, address, date of contact and the number of the employer
representative who has provided verification information.
In the case of a student who is self employed, the Transition Coordinator shall try to obtain one of the
following source documents:
* Business license
* Employer ID number
* Copies of income checks
* Wage records
* Newspaper or other advertising for the business
The verification information shall be listed on the ETA 678; otherwise, the information shall be
forwarded to the appropriate placement agency.
Report all Former Enrollees placements that meet the placement definitions specified in the PRH . A
Former Enrollee Specialist is designated to track former enrollee students to make sure that all
transition placement services are provided.
No placement will be reported without appropriate verification and documentation.
Report placements and ensure acceptance by the Job Corps Data Center through the Career Transition
System within 60 days of placement verification.
Utilize Job Corps crosswalk training match guide to determine job-training match (Appendix 401).

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The Transition Coordinator will maintain the documentation of all placement verification for three
years.
Retention Panel
All students who wish to terminate prematurely (i.e., prior to having completed Career Technical
training and the GED program) will be instructed to notify their Career Development Specialist of this
intention. Students expressing this intent (no matter the source) will be referred to the Career
Development Specialist.
In a structured interview, the Career Development Specialist will determine the student’s reason for
wanting to terminate prematurely and encourage the student to remain in the program long enough to
complete training and receive maximum benefits. If necessary a panel will be convened to attempt to
determine the real and underlying reason for the student’s desire to terminate prematurely. They will
offer alternatives which might change the student’s mind.
The panel will either concur with the student’s desire to terminate or recommend alternatives, such as
appropriate leaves (in accordance with PRH policies) or choosing another training area. Special
counseling will be given to students being separated from Job Corps involuntarily.
The departing student will be told the location of the placement agency and One Stop Center in the
area they are returning to, and instructed that they should contact the agency representative as soon as
they arrive.
J. SIX AND TWELVE MONTH FOLLOW-UP SERVICES
The Roswell Job Corps Center will ensure that students are provided with appropriate and quality
Career Transition Services customized for the individual including the appropriate training related
employment and transition services throughout the twelve month period from the date the graduate
first reports for initial placement. Students are tracked at the 90 day, 4 month and 10 month periods
for pro-active measures.
When transition checks are returned or checks are outstanding, the CTS staff attempt to contact
student by certified mail, e-mail, and relative contacts. A strong emphasis is made to separating
students of responsibility of cashing transition payments and the risk of forfeiture of payment.

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K. ADMINISTRATIVE SERVICES SUPPORT
(PRH Reference Chapter 6)
The CIS/Records Supervisor chairs the Projection Team meetings and ensures the team is performing
at the pre-determined WTR goals set forth by the Regional Office. The supervisor provides meeting
minutes for all staff to be aware of the team’s decisions and the support needed to achieve our WTR
goal. The CIS Supervisor discusses weekly OMS goals and provides staff with actual weekly real-
time data as it relates to OMS and WTR. This information is shared at the beginning of the meetings
to establish the parameters for the meeting and 60-day projections. Through this process the Center
Director is then able to set forth expectations and assist the team in achieving Center goals.
The Records Department prepares and sends a weekly OA status report to the OA contractor in an
effort to keep them informed on the needs of the Center as it relates to OA/CTS.
The Finance Manager accurately tracks Center spending and budgets to ensure student needs are
being met through accurate and timely submission of financial reports and budget information,
disburse bi-monthly student pay based on the pay records submitted by the CIS/Records Department
and provides a staff member to assist the SGA with their financial needs.
The Procurement Specialist supports CDSS by making timely accurate purchases that meet the needs
of the Center, makes all purchases in accordance with the FAR and ensures that the best deal is made
to save each department critical program funds.
The Property Specialist supports CDSS by receiving, marking, and distributing all purchased items in
a timely manner. The specialist has established a property accountability process that meets the
Center’s needs, provides for proper safeguards of Center equipment, and enforces property guidelines
established by the Department of Labor.
The Maintenance Department monitors and tracks all facility needs ensuring that repairs and
maintenance issues are resolved immediately to prevent interruptions in service to our program
participants. The department supports CDSS by supervising the established Center support program
and ensuring that students assigned to this area meet the criteria for dress, employability and
performance. Maintenance also provides a WBL work site for the Facility Maintenance Career
Technical Skills students to assist with the CDP portion of their training.
.
The Food Service Staff support CDSS by providing three nutritious meals daily based on student
input received from monthly committee meetings. They also provide a WBL work site for culinary
arts students based on the needs of the Career Technical Skills students.
The Safety and Transportation Department transports students to and from the college, WBL sites and
various pick-up and drop off points for recreation and leisure time. The Safety/Transportation
Supervisor provides safety training for Center staff and students.

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The Computer Systems Administrator supports all aspects of CDSS by providing timely computer
repairs, support and training to students and staff. Staff is required to attend technology training
annually as part of the Center’s bi-annual training program. Additional training and support is
provided on an as needed basis as technology and programs advance. The Center is a strong
proponent of information technology and through this process has eliminated the use of paper logs in
the dormitories, and safety office.
The CSA has built and installed a great number of computers throughout the Center for student use.
This is allowing student access to technology in every classroom and dorm, as well as in the recreation
area. The CSA also teaches a technology class to CPP students and is now offering additional training
to students in building and repairing computers.

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APPENDIX I
CPP SCHEDULE
WK1 Monday Tuesday Wednesday Thursday Friday

8a CD Presentation Welcome & GGI
9a Handbook Review TABE Testing TABE Testing &
10a Records/IDs CS SET
11a CSO Presentation Health/Well/TEAP New Student Pay
12
noon Lunch Lunch NSL-Mngrs & Sup's Lunch Lunch
1p Rec Presentation Career Success Standards Off Center tour
2p Begin Arrival Wellness/Physical Wellness Labs &
Hearing, intro to
3p Exams MH
4p Wrap-up Wrap-up Wrap-up
5p Panther Pride Dinner
6p Dinner Issue Uniforms Water Certification New Student
7p Exec Team Activity


8a GGI Assessment 1st trade choice 2nd trade choice 3rd trade choice
9a Assessment (Career Assess.)
10a (COPS/VARK) Driver's Education
CDSS Dir.
11a Presentation
12
noon Lunch Lunch Lunch Lunch Lunch
1p Dental 1:30-2:30
2p MNGR Tours 2:30-4p Records Present.
3p CPP Instructor and IT/John Reid Project Adventure Begins at 2:30p Ends at 5p
4p CPP CDS as escorts EEO/Sex Harass
5p Well/Fam Plan. w/ Rec Staff
6p for those needing
7p


8a GGI CSS/Employability/ GGI Character Education GGI
9a Character Education Consumer Math Character Education CSS/Employability/ Workplace Ethics
10a CSS/Employability/ TABE Math/Reading CSS/Employability/ Consumer Math Consumer Math
11a Consumer Math/ Resumes Resume Building/PCDP Consumer Math/TABE Job Search Skills/e-mail Mock Interviews
12
1p *IT/Networking Conflict/Resolution Infor Tech/Job Search Diversity Stree Mngmt
Business Ltr
2p **Job Survival Skills Writing Financial Literacy Trip to Library & Dress for Success
3p Customer Service Customer Service One-Stop Trip Chamber of Comm Rights/Respons.
4p Training Training Job Search project Success Strategies
5p
6p
7p

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Page | 123
*Includes Word **Includes
Processing Keyboarding

8a Intensive Introduction Week In Trade
9a
10a
11a
12
1p Completion of
2p CPP TAR's via
3p CTT instructors &
4p submission to
5p CPP CDS & Mgrs
6p
7p


8a Center Support CMT's begin @ Center Support CMT's, if not Center Support
completed on
9a 8:30a Tues.
10a Center Support Begin at 8:30a
11a & Center Support

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12
1p
2p
3p ESPs
4p
5p
6p
7p


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APPENDIX Ii
TRADE ENTRY EXPECTATIONS

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Roswell CDSS Plan - 1-8-10 With CPP

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Roswell CDSS Plan - 1-8-10 With CPP

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ROSWELL JOB CORPS

1PLAN SUBMITTED BY: ________________________

PLAN APPROVED BY: _________________________

Roswell Job Corps Center

Roswell Job Corps Center

Roswell Job Corps Center

Appendix I – CPP SCHEDULE

Roswell Job Corps Center

Roswell Job Corps Center

(Reference- PRH Chapter 5-5.1 Program Management)

Roswell Job Corps Center

Roswell Job Corps Center

Roswell Job Corps Center

Career Preparation Instructors

Career Development Specialists

Independent Living Staff

Education and Career Technical Training Staff

Roswell Job Corps Center

Center Standards Officer (CSIO)

Human Resources (HR)

The Records Department Staff

Roswell Job Corps Center

The Finance Department Manager

Roswell Job Corps Center

Safety and Transportation Department

Business and Community Liaison (BCL)

Roswell Job Corps Center

OUTREACH AND ADMISSION (O & A)

(Reference PRH Chapter 1-1.2 Outreach and Admissions)

Roswell Job Corps Center

C. BUSINESS COMMUNITY LIAISON

- Boys and Girls Club of Roswell, Board Member

Roswell Job Corps Center

Roswell Job Corps Center

H. PARTNERSHIPS AND LINKAGES

 New Mexico Youth Alliance

I. JOB FAIRS AND PRESENTATIONS

Roswell Job Corps Center

J. INTERNET WEB PAGE

Roswell Job Corps Center

Roswell Job Corps Center

O. MONITORING AND DOCUMENTING THE EFFECTIVENESS OF OUTREACH

Roswell Job Corps Center

Career Preparation Period (CPP)

Roswell Job Corps Center

Roswell Job Corps Center

(PRH Ref. Chapter 2.2, R1)

D. CAREER PREPARATION PROGRAM SCHEDULE

Roswell Job Corps Center

Roswell Job Corps Center

Other Day One activities included:

 Review of the CPP Schedule by the Specialist

Roswell Job Corps Center

CPP SCHEDULE Week 2

Week two is focused on Assessments and Trade Introductions.

Roswell Job Corps Center

 Assessment of skills and knowledge

CPP SCHEDULE Week 3

Roswell Job Corps Center

CPP SCHEDULE Week 5

F. ENGLISH LANGUAGE LEARNER (ELL) PROGRAM

Roswell Job Corps Center

Roswell Job Corps Center

RJCC Recreation Exploration Program