Manual of Operations

Transcription

1 Manual of Operations School Year July 2010 Ohio Department of Education Office of Career-Technical Education Career-Based Intervention Programs 25 S. Front St., Mail Stop 611 Columbus, OH Phone: (614) Fax: (614) Visit our Web site for updates! Go to and search keywords: CBI Manuals. The Ohio Department of Education does not discriminate on the basis of race, color, national origin, sex, religion, age or disability in employment or the provision of services.

2 Table of Contents Page Table of Contents Purpose 1 ODE Staff/Vision/Mission/Goals 2 I. CBI Program 2 A. Mission B. Description C. Structure 1. Related Instruction 2. Academic Intervention/Instruction 3. Work-Based Learning D. Teacher Coordination Time E. Applying for an initial CBI program F. Hiring a non CBI endorsed teacher G. Sample Program Design Models II. Certification and Professional Development 8 A. Certification for CBI Teacher/Coordinators B. Academic Certification and Endorsements C. Highly Qualified Teacher D. Professional Development E. Professional Association III. Course of Study and Core ITACs 11 IV. Career-Technical Funding Through EMIS 13 A. Career-Technical funding B. Student Reporting C. Work Experience and Career Exploration Program D. WECEP on EMIS (Educational Management Information System) V. Student Selection 16 A. Student Eligibility B. Selection Process VI. Student Enrollment Process 17 A. Student Application B. Parent Contact C. Home Visits D. Student Data VII. Job Placement 18 A. Work-Based Learning Activities B. School Employment C. Community Employment D. Wages E. Work Experience and Career Exploration Program (WECEP) F. WECEP Variances G. Work Permits and Procedures i Career-Based Intervention Manual of Operations For updates, go to and search keywords: CBI Manuals i

3 VIII. Work Experience 19 A. Teacher/Coordinator Responsibilities B. Job Supervisor Responsibilities C. Training Agreement D. Training Plans E. Evaluation IX. Coordination and Extended Service 21 A. Coordination Activities B. Extended Services X. Program Accountability through CBI Indicators of Performance 22 XI. Record Keeping 24 A. Student Files B. Teacher/Coordinator Records C. Program Data XII. Advisory Committee 25 A. Student Recruitment B. Student Placement C. Curriculum Development D. Facilities and Equipment E. Staff Development F. Public Relations XIII. Public Relations 27 XIV. CBI Student Leadership Activities and Contests 28 XV. Agency Coordination 28 XVI. Career Technical Education Planning Districts (CTPD) 28 APPENDICES A. ODE Minimum Graduation Requirements B. Sample Curriculum Map C. Statewide Testing D. Federal Poverty Guidelines E. CBI Student Program Application F. Sample Parent Letter G. Home Visit Checklist H. School Employees Retirement System Exemption I. Federal Unemployment Tax Exemption J. Training Agreements K. Training Plans L. Employer s Grade Sheet/Job Evaluation M. Employer Letter N. Student and Parent Contract O. Academic Pupil Data P. CBI Resource List Q. CBI Board of Directors and Regions R. CBI Program Indicators of Performance ii Career-Based Intervention Manual of Operations For updates, go to and search keywords: CBI Manuals

4 Purpose Career-Based Intervention (CBI) programs provide combined educational and workbased learning opportunities for Grade 7 through 12 students who are disadvantaged (academic, economic or both) and/or disabled with barriers to career and academic success to: improve academic competence; graduate from high school; develop employability skills; implement an Individual Academic and Career Plan (IACP); and participate in a career pathway in preparation for postsecondary education and careers Career-Based Intervention Manual of Operations For updates, go to and search keywords: CBI Manuals

5 Ohio Department of Education Staff Office of Career-Technical Education Career-Based Intervention (CBI) Programs 25 S. Front St., 611 Columbus, OH Fax: (614) Eric Landversicht, Consultant Cheryl Hamblin, Secretary (614) (614) CBI Staff Vision - To create and maintain the best system to deliver academic achievement, employability skills and work-based learning to students with barriers to career and academic success. CBI Staff Mission - To provide quality leadership to CBI programs for development, improvement and expansion of academic and work-based learning experiences for at-risk youth. CBI Staff Goals 1. Ensure program accountability. 2. Provide technical assistance. 3. Facilitate program coordination and collaboration. 4. Facilitate ongoing professional development. I. Career-Based Intervention Programs A. Mission To raise expectations, build capacity and improve results of Career-Based Intervention Programs by expanding and integrating academic and work-based learning experiences for students with barriers to career and academic success. B. Description The Career-Based Intervention (CBI) program is a Career-Technical Education Program designed for students ages in grades 7-12 who are identified as disadvantaged (either academically or economically or both) or students with disabilities and who have barriers to achieving academic and career success. The program is to help students improve academic competence, graduate from high school, develop employability skills, implement a career plan and participate in a career pathway in preparation for postsecondary education and/or careers. The CBI program provides a combination of educational and work-based learning opportunities for student success. The number of years a student spends in the CBI program is determined by the local program design and individual student needs. CBI programs are recommended to have a minimum of 15 and a maximum of 25 students per class and all CBI students must have scheduled related instruction. CBI program models can be single period which is referred to as Connections (or Career Connections) in the models section of this manual (page 5) or programs may be multi period in which students have separately scheduled related instruction and work-based learning periods. Academic instruction (for credits) by the CBI instructor is not a program requirement but is recommended if the instructor is age and subject appropriately certified/licensed. All programs must provide academic intervention to assist the student with study skills, assist with academic progress and success and prepare for appropriate standardized testing (Ohio Achievement Test or Ohio Graduation Assessments) Career-Based Intervention Manual of Operations For updates, go to and search keywords: CBI Manuals

6 The following key principals are based on seven of 10 High Schools That Work research-based key practices linked to student achievement and the integration of academic and careertechnical skills and are intended to guide CBI program design and delivery to best meet student needs. The seven key principles used as a guide for program designs are: Higher Expectations - Partnering with administrators, teachers, counselors, parents and community to support a belief system that all learners will achieve academic success, establish a career pathway and become contributing members of society. Common Curriculum - Engaging learners in the common curriculum of the school that provides opportunities for graduation and links with school district and state curriculum and performance expectations. Authentic Learning - Providing appropriate and effective instruction by meeting student needs through active learner engagement and relating subject matter to life and work. Supportive Structures - Achieving optimum conditions for learning through a student-teacher ratio that promotes effective interaction and instruction, physical location to develop psychological and social identity and instructional resources and technology to meet individual learner needs. Sense of Belonging - Providing activities and a classroom/community environment that lead to increased positive social interaction, citizenship practices and leadership development. Continuous Improvement - Monitoring and improving classroom achievement by using student assessment and program data in relation to the district's continuous improvement plan. Student Identification - In partnership with administrators, counselors, teachers and parents, selecting students who have barriers to career and academic success. C. Structure The CBI teacher/coordinator is a certified/licensed teacher responsible for the instruction of students in job-related competencies, employability skills development, career development, academic intervention and coordination of work-based learning activities of the students. Teachers may also teach for academic credit in any area in which appropriate certification or licensure is held. Classroom instruction should provide appropriate and effective instructional resources and technology for individualized instruction in a smaller group setting that meets learner needs. For every 120 hours of academic instruction there must be 120 hours of CBI work-based learning and/or CBI related instruction. Scheduled CBI related class time is not for academic credit recovery activities. The three required program components are: 1. Related Instruction Curriculum based on Core Integrated Technical and Academic Competencies (ITACs) connects academics to work-based learning. The six Core ITAC strands are: 1. Solving Problems and Thinking Skillfully 2. Communicating Effectively 3. Applying Technology 4. Working Responsibly 5. Planning and Managing a Career 6. Managing Resources Career-Based Intervention Manual of Operations For updates, go to and search keywords: CBI Manuals

7 Core ITACs represent what CBI students need to know and be able to do to be successful in further education, in a career and in life. The Core ITAC Competency List outlines the organization of 51 desired competencies within the six strands. Additional information on the ITACs is available online through The Ohio State University's Center on Education and Training for Employment Web at ; search for document ED The CBI Related class must meet for a minimum of 120 hours for the school year to qualify for career-technical funding. 2. Academic Intervention/Instruction Academics are taught for credit or remediation. It is a local decision whether to offer courses for academic credit required for graduation (see ODE Minimum Graduation Requirements Chart, Appendix A) or as elective credit necessary to prepare students for placement into required classes. All CBI academic classes must meet for a minimum of 120 hours per year; the CBI teacher/coordinator must be age and subject appropriately certified/licensed/endorsed to award academic credits and must also teach a CBI related class. CBI Academic teachers must meet federal Highly Qualified Teacher requirements (see page 8). Academic classes need to be separately scheduled class times in addition to but not a part of CBI-related classes. Academic intervention is to assist students with developing appropriate study skills and strategies by providing the best intervention options available in the school for students to succeed in academic classes and on standardized tests. Appropriate intervention should be arranged and provided as a part of the CBI related and/or CBI work-based learning class times. 3. Work-Based Learning Paid cooperative work experiences and/or Non-paid work-based learning experiences such as job shadowing, short-term field experiences, internships, volunteering at non-profit community agencies, career exploration and/or service learning activities. Students in paid work experiences should also be given the opportunity to participate in a non-paid work experience that reflects the long-term career goal as stated in the Individual Academic and Career Plan (IACP) - if different than what the paid work experience offers. All separate work-based learning classes must meet for a minimum of 120 hours per credit granted and must also have a CBI-related class. One CBI teacher/coordinator is responsible for the same set of students in the work-based learning experience and the related instruction components when the multi-periods model is used. D. Teacher coordination time is necessary for program planning and development and observing students participating in paid and non-paid work-based learning activities, job site coordination with employers and job supervisors, job development, community and agency contacts, school personnel coordination of students' academic support and behavior and follow-up. The amount of time allotted for coordination is relative to the program design model that is in place. Teacher coordination time must correspond to the students' work schedule when students are in paid and/or non-paid work-based learning experiences. It is recommended that single period CBI program models have a minimum of 120 hours of coordination time per school year. Coordination time must not include the required 30-minute lunch period nor the locally negotiated conference/planning period for all teachers Career-Based Intervention Manual of Operations For updates, go to and search keywords: CBI Manuals

8 E. Applying for an initial CBI program and modifying existing CBI program Administrators need to contact the ODE Career-Based Intervention consultant for current parameters to Career-Based Intervention programs and to discuss program options. An initial program may be added to a school that did not have a program that received weighted careertechnical funding the previous school year in a given building as identified by its Information Retrieval Number or IRN. An initial program is requested using form CTE-26 CBI, Application for Approval of Secondary Career-Technical Programs, found on the ODE Web site. Go to keyword search: CTE-26. CBI has developed a separate CTE-26 for this program. F. Hiring a new non CBI endorsed teacher Qualifications to obtain the Career-Based Intervention endorsement are in section (D)(4) of the Ohio Administrative Code, the Career-Based Intervention (CBI) endorsement shall require: a baccalaureate degree; verification of two years of successful teaching experience under a standard teaching certificate, a provisional teaching license or a professional teaching license; and evidence of the equivalent of one year of work experience outside education. Information for qualifications necessary to prepare and hire a teacher for a CBI position can be found also be found on the ODE Web site, go to keyword search: CTE Teacher Preparation and Licensure. G. Sample program design models The following are sample program design models that are provided to assist in program planning to meet the required CBI components. Models shown are based on teacher schedules. It is recommended for all models to be year-long to provide appropriate support systems for all CBI students. Contact the ODE Career-Based Intervention consultant for further details on possible program models. SINGLE PERIOD 1. Career Connections 2. Career Connections 3. Conference/Planning Period LUNCH 4. Career Connections 5. Career Connections 6. Career Connections 7. Coordination Period Each CBI class meets for one period totaling a minimum of 120 hours for the year and is the only CBI class for each group. The displayed model can accommodate five different groups of CBI students. Work-based learning activities must be included within this single-period class time. This model is referred to as Connections or Career Connections. SINGLE PERIOD PLUS ACADEMICS 1. Career Connections 2. Academic 3. Career Connections 4. Academic LUNCH 5. Conference/Planning Period 6. Career Connections 7. Academic 8. Coordination Period This model can accommodate up to three separate sets of students. This is an expanded version of the single-period model with increased emphasis on academics. Work-based learning must be integrated within this time frame. ALL students in the academic portion of this time block must be enrolled in CBI related (Connections or Career Connections). The CBI academic class is recommended but not required as a part of this model Career-Based Intervention Manual of Operations For updates, go to and search keywords: CBI Manuals

9 MIXED PROGRAM DESIGN 1. Career Connections 2. CBI Related 3. Academic 4. Conference/Planning Period LUNCH 5. Co-op Work Experience (Coordination) 6. Co-op Work Experience (Coordination) 7. Co-op Work Experience (Coordination) This model reflects a combination of a single period program and a traditional Occupational Work Experience (OWE) program and serves two different sets of students. The single-period model (Connections) must meet the three program requirements. The work-based learning component for the multi period model is a paid work experience. Coordination time is required for the number of periods and times corresponding with the student work experiences. Students need to work for only 120 hours to meet the separate work-based learning component. CO-OP PAID/NON-PAID WORK- BASED LEARNING 1. Academic (half of class) 2. CBI Related (all students) 3. Academic (other half of students) 4. Conference/Planning Period LUNCH 5. Co-op Paid/Non-paid WBL (Coordination) 6. Co-op Paid/Non-paid WBL (Coordination) 7. Co-op Paid/Non-paid WBL (Coordination) This model is similar to the traditional Occupational Work Adjustment (OWA) model in which the instructor is assigned one set of students for the entire school day. Work-based learning may be: paid cooperative work experience, non-paid work experiences or a combination of both. Non-paid work experiences can be: job shadowing, short term field experiences, internships, volunteering at non-profit community agencies, career exploration, mentoring and/or service learning activities. Students need to have work-based learning activities for only 120 hours to meet the separate work-based learning component. Multi periods are an option, not a requirement. Coordination time is required for the number of periods and times that correspond with the student work experiences. Coordination time is in addition to lunch break and locally negotiated conference/planning time. Academics are taught for credit or remediation. In this model, the academic class size is reduced to meet a lower teacher/student ratio Career-Based Intervention Manual of Operations For updates, go to and search keywords: CBI Manuals

10 NON-TRADITIONAL PROGRAM 1. CBI Related (own students) 2. Academic (own students) 3. Academics (other CBI students) 4. Conference/Planning Period LUNCH 5. Occupational Specific Lab (Coordination) 6. Occupational Specific Lab (Coordination) 7. Occupational Specific Lab (Coordination) This model represents two possible models. One includes two or more CBI instructors in a school setting and CBI students are rotated for academic instruction between the two teachers. The other is where skilled training programs are accessible. The work-based learning component is a rotation of six weeks in different occupationally specific labs where the CBI teacher coordinates the activities and is designated as the teacher of record. Students need to have a minimum of 120 hours of the Occupational Specific Lab to meet the work-based learning component requirement for the program. Block Scheduling Day A Day B 1 2 CBI Related CBI Academic Career Connections CBI Academic LUNCH 1 2 CBI Related CBI Academic Career Connections CBI Academic LUNCH 3 CBI Related 3 Conference 4 Coordination 4 Coordination If instruction within a block consists of two components such as: CBI Related and CBI academic; or CBI Connections and CBI Academic; or CBI Related and work-based learning); then each component must be identified with proper Curriculum Types (VN, VC or V3) and subject codes (252525, , etc.) and yearly hours of instruction for each component for EMIS. Each component must meet for a minimum of 120 hours for the school year. CBI programs are recommended to be year -long to provide students with appropriate support during the entire school year Career-Based Intervention Manual of Operations For updates, go to and search keywords: CBI Manuals

11 II. Certification and Professional Development A. Certification for CBI Teacher/Coordinators Eligible CBI teacher candidates include individuals who: 1. Have earned and hold a current valid OWA or OWE vocational teaching certificate/license (issued under prior Teacher Education and Licensure Standards); OR 2. Have earned and hold a current CBI endorsement attached to a valid teaching certificate/license (Ref. Ohio Administrative Code Section [E][4]). B. Academic Certification and Endorsements CBI teacher/coordinators can offer academic credit as part of the CBI program only if: 1. A current standard academic certificate or license is held; OR 2. Through an academic endorsement earned under an OWA/OWE certificate (valid if still in existence but not offered since 1998). Types of endorsements that have been granted to enable teachers to teach academics as an integrated component of the CBI program include: a. Reading b. Mathematics c. English/Language Arts d. Social Studies (American History and Government) e. General Science C. Highly Qualified Teacher 1. The federal Elementary and Secondary Education Act (ESEA) Highly Qualified Teacher requirements apply only to core academic subjects (English/language arts, science, mathematics and social studies). Information concerning highly qualified status can be obtained by going to and searching keywords: Highly Qualified Teacher. Career-technical teachers are not subject to the highly qualified teacher standards to teach non academic, career-technical classes. D. Professional Development 1. Ohio Administrative Code for Professional Development renewal of license Professional or Associate License Renewal (A) The professional or associate license is valid for five years and may be renewed by individuals currently employed in a school or school district upon verification that the requirements listed in paragraph (A)(1) or (A)(2) of this rule have been completed since the issuance of the license to be renewed: 1. Six semester hours of coursework related to classroom teaching and/or the area of licensure as approved by the local professional development committee of the employing school or school district; or Career-Based Intervention Manual of Operations For updates, go to and search keywords: CBI Manuals

12 2. Eighteen continuing education units (one hundred and eighty contact hours) or other equivalent activities related to classroom teaching and/or the area of licensure as approved by the local professional development committee of the employing school or school district. a) Each public school district and chartered nonpublic school shall appoint a local professional development committee to oversee and review professional development plans for coursework, continuing education units, or other equivalent activities. The local professional development committee shall be comprised of teachers, administrators and other educational personnel, and a majority of the members of the local professional development committee shall be practicing classroom teachers. School districts shall have the option of collaborating with other districts or educational service centers in establishing and completing the work of the local professional development committee. Chartered nonpublic schools shall also have the option of collaborating with other schools in establishing and completing the work of the local professional development committee. b) Each educator wishing to fulfill the license renewal requirements is responsible for the design of an individual professional development plan, subject to approval of the local professional development committee. The plan shall be based on the needs of the educator, the students, the school, and the school district. Professional development may then be completed in accordance with this plan. (e) Coursework or continuing education units or other equivalent activities may be combined. (J) Coursework for the renewal of a license shall be completed at an institution approved to grant the associate s and/or baccalaureate degree by the Ohio Board of Regents, or its equivalent if completed outside the state. All coursework should lead to new knowledge in the classroom and be related to student achievement. 2. Regional and State Inservice Regional meetings are held each fall to provide inservice on specific topics and resources targeted to reach every CBI teacher/coordinator statewide. The CBI teacher leaders from each region serve as the basis for a statewide CBI communication network. Attendance at CBI regional meetings can be used for professional development plan as continuing education units with pre approval by your Local Professional Development Committee. Regional meeting agendas, dates and locations are mailed by CBI-CC Regional representatives to all known CBI teachers in their region. E. Professional Association Teacher/coordinators can join the Career-Based Intervention (CBI) Division of the Ohio Association for Career-Technical Education (Ohio ACTE). Ohio ACTE can be accessed at The Association for Career and Technical Education (ACTE) is the national organization. Information on ACTE can be accessed at Career-Based Intervention Manual of Operations For updates, go to and search keywords: CBI Manuals

13 The philosophy of the CBI division, as stated in the June 26, 2004, Constitution and Bylaws is: A. To establish improved communications among local programs, the Ohio Department of Education, professional groups and all those who are interested in Career-Based Intervention programs. B. To promote a better understanding of the purposes, operations and standards of Career-Based Intervention at the local, state and national levels. C. To provide a means for the study and investigation of concerns and support which are of special interest to Career-Based Intervention instructors. D. To cooperate with and support the Ohio Association for Career and Technical Education through our active membership as a united affiliate with OACTE and (national) ACTE. For more information, go to and search keywords: CBI Professional Association or go to All CBI teachers are encouraged to attend teacher inservice activities provided at both the annual Ohio Association for Career and Technical Education Conference and the CBI Spring Professional Development Conference Career-Based Intervention Manual of Operations For updates, go to and search keywords: CBI Manuals

14 III. Course of Study and Core ITACs Each Career-Based intervention teacher/coordinator must have and use a CBI Course of Study (COS) based on the Core Integrated Technical and Academic Competencies (ITACs), developed using the following COS guidelines: Local Course of Study Components and Guidelines 1. Acknowledgements 2. Approval by School Board 3. Approval by Advisory Committee 4. District Philosophy 5. District Goals 6. Career-Based Intervention Program CBI Program Philosophy CBI Program Performance measures CBI Program Goals CBI Program Description Academics Articulation Technology 7. Scope and Sequence List of Core Integrated Technical and Academic Competencies Identify possible points of integration between academic and career-technical courses or programs. Pupil Performance Objectives and Terminal Performance Objectives Local decision to develop Follow district guidelines Interchangeable Sequence of competencies 8. Student Assessment Policy Pupil Evaluation and Grading Policy Proficiency tests Teacher Designed Assessments Performance Assessments Career Technical Student Organizations Events and Activities The Course of Study (COS) is an official school district document approved by the local board of education prescribing what shall be taught based on program philosophy, goals, objective statements and the Career-Technical Education mission. A sample course of study model is posted on the ODE Web; go to and search keywords: CBI Manuals. The CBI Course of Study (COS) shall delineate the work-based learning, academic and employability skills that are addressed by the career-technical program to provide students with the necessary competencies to successfully enter, compete and advance in a changing work world. The COS is to be revised every five years. Revisions and updates can be made at anytime and are encouraged. The COS is valid for five years from the date of local board approval Career-Based Intervention Manual of Operations For updates, go to and search keywords: CBI Manuals

15 The Core Integrated Technical and Academic Competencies (ITACs) are employer-verified competencies organized into the following six strands: 1. Solving Problems and Thinking Skillfully 2. Communicating Effectively 3. Applying Technology 4. Working Responsibly 5. Planning and Managing a Career 6. Managing Resources Curriculum based on Core ITACs connects academics to work-based learning. (NOTE: In 2009, there was discussion about updating the ITACs.) Core ITACs represent what individuals need to know and be able to do to be successful in further education, in a career and in life. The Core ITAC Competency List outlines the organization of 51 desired competencies within the six strands. Additional information on the ITACs is available online through The Educational Resource Information Center at search for document ED The CBI teacher/coordinator will need to use appropriate school district approved course(s) of study for any academic areas being taught. Use of a curriculum map (see Appendix B) to crosswalk Core ITACs to academics is encouraged Career-Based Intervention Manual of Operations For updates, go to and search keywords: CBI Manuals

16 IV. Career-Technical Funding Through EMIS A. Career-Technical Education funding Career-technical funding will be provided to traditional (non Community schools) school districts that had approved and funded CBI programs for FY2009. HB1 budget language for Evidence Based Model (EBM): Sets the payment for career-technical education services at ¾ of 1% more than the previous year s amount. Defines career-technical education teacher, for purposes of the EBM, as a person who is licensed to provide specialized instruction in career and technical courses. Specifies that school districts may use career-technical funding provided under the EBM only for career-technical programming approved by ODE. Directs ODE to require districts to report data annually to allow ODE to monitor spending of career-technical funding. Sets the payment for each JVSD at ¾ of 1% more than the previous year s amount. HB1 does not grant additional funding for new or additional CBI programs for FY11 to traditional or JVS schools but does provide a ¾ of 1% increase in preexisting funded career programs. Adjustments to EBM for payments to community schools and STEM schools as well as other payments/transfers are as follows: Sets the formula amount for community schools and STEM schools at $5,703 in FY11, except for computing deductions and payments for special education and vocational education. For special education and vocational education, specifies that deductions and payments be computed by multiplying the respective fiscal year 2009 weight times $5,732. OAC Use Of Career-Technical Education Additional Weighted Cost Funds and Career- Technical Associated Services Funds addresses the designated purposes for the use of vocational education weighted costs funds as follows: A. Career-technical education additional weighted cost funds and career-technical education associated services costs, as set forth in Revised Code section and , shall only be expended on career-technical programs and services. B. Career-technical education additional weighted cost funds shall only be expended on costs associated with the delivery of career-technical programming to career-technical students for which the school district provides enrollment, performance and fiscal data to the Ohio department of education. 1. No more than twenty-five percent of such funds may be used for personnel expenditures. 2. At least seventy-five percent of such funds must be spent on curriculum development, purchase and implementation; instructional resources and supplies; industry-based program certification; student assessment, credentialing and placement; curriculum specific equipment purchases and leases; career-technical student organization fees and expenses; home and agency linkages; work-based learning experiences; professional development; and other costs directly associated with career-technical education programs including development of new programs (e.g., research, communication) 3. Costs associated with career-technical extended programming, including personnel expenditures are allowable. Extended programming is defined as instruction beyond the regular school year that is based on locally approved courses of study and provides graduation credit to enrolled career-technical students Career-Based Intervention Manual of Operations For updates, go to and search keywords: CBI Manuals

17 C. Career-technical associated services funds must be used for apprenticeship coordination, career technical program development, career assessment/evaluation, career development, school improvement, postsecondary articulation or placement coordination. Concerns about the use of funds should be discussed with the local school treasurer. A CTE-26 CBI - Application for Approval of Secondary Career-Technical Programs must be completed when a new program is planned. (i.e., in a building where no funded program existed the year prior). The CTE-26 form can be obtained online at search keyword: CTE-26. Program approval is made via the State of Ohio Educational Management Information System (EMIS) by the ODE CBI consultant. Reports which reflect the status of program approval are generated at least bimonthly by the Ohio Department of Education and are then forwarded to local data acquisition sites for distribution to school district EMIS coordinators. Responsibility lies within the school district to follow up and ensure that accurate, error-free data has been produced. To facilitate your EMIS reporting, go to and search keywords: Career- Technical Education Program and EMIS Reporting. To best assist those responsible for entering the data, it is recommended that CBI teacher/coordinators and administrators familiarize themselves with CBI EMIS program components plus CBI and Career-Technical Education supplemental information in EMIS Manual. B. Student Reporting All CBI students must be identified on the local student demographic screen as academically and/or economically disadvantaged or a student with a disability. Report the Disadvantage Element as: 1 = Economic Disadvantagement 2 = Academic Disadvantagement 3 = Both or the Student Disability Element using the appropriate Valid Option. EMIS - CBI Subject Code - Located in EMIS Manual Use Subject Code for: CBI Single Period Class OR CBI Related Class AND CBI Work-Based Learning Component EMIS - Academic Subject Codes Located in EMIS Manual Use Standard Academic Subject Codes for CBI teachers teaching academics under a standard academic certificate or license. Codes are listed in the Certification and Licensure dictionary or the EMIS Manual at keyword search: EMIS Manual. Use Academic Endorsement Subject Codes only if earned under OWA/OWE certification and currently valid. These codes are: for CBI Language Arts for CBI Reading for CBI Mathematics for CBI Science for CBI Social Studies Career-Based Intervention Manual of Operations For updates, go to and search keywords: CBI Manuals

18 EMIS - CBI Curriculum Types Located in EMIS Manual The work-based learning component of CBI programs is considered the "anchor". Career- Technical curriculum type VN or VC must be included in any CBI program combination, as noted below. VN indicates Single Period* CBI class OR All students are in non-paid work-based learning OR Students are in a combination of paid- and non-paid work-based learning *Single period VN is the only anchor that can stand alone (i.e., nothing to correlate). VC indicates 100% of students are in PAID work-based learning experiences V3 indicates CBI related class CBI academic class - must have 100% CBI students - code academics as ROO if not 100% CBI students V3's must be correlated to an anchor class. This is done on the local Career-technical correlated class record screen and the anchor must be listed in the first (left) column. C. Work Experience and Career Exploration Program (WECEP) WECEP designation applies ONLY to 14- and 15-year old students in PAID work experience. The opportunity to offer WECEP to our students is granted by the US Department of Labor. EMIS helps Ohio provide required accountability data D. WECEP on EMIS as Student Program Code Located in EMIS Manual Use the 6-digit WECEP program code Report students as WECEP if they are 14 or 15 during the first full week of October. If a WECEP student turns 16 during the course of the school year, he/she is still coded as WECEP for June EMIS reporting. If a student turns 14 during the school year and enters a paid work experience, then report as WECEP through June reporting Career-Based Intervention Manual of Operations For updates, go to and search keywords: CBI Manuals

19 V. Student Selection CBI teacher/coordinator must be sure that counselors, principals and other appropriate staff members are aware of criteria for selection of students for the CBI program. A. Student Eligibility Any student who is at least 12 years of age and at least in the 7 th grade and identified as disadvantaged or disabled may be considered for the CBI program. Prospective students must be identified as at-risk of dropping out of school and as either academically or economically disadvantaged or both or having a disability. Typically atrisk students are unable to achieve in the regular academic or career technical program. Typically at-risk students attend school irregularly and are frequently tardy, have had many disciplinary actions and suspensions, participate infrequently in extra-curricular activities, have a negative self-image, may have poor health, may be insecure, can be aggressive, are usually delinquent and have barriers to academic and career success. Students with disabilities require an Individual Education Program (IEP) as well as special assistance deemed appropriate in the IEP. 1. Academically Disadvantaged Persons with an academic disadvantage are those who display any of the following: a. Reading and/or writing skill deficiencies below grade level; b. Math skill deficiencies; c. Performance 2 years below grade level on a standardized test; d. Fail a grade level; and/or e. Fail to attain minimal academic competencies. 2. Economically Disadvantaged Persons meeting any of the following conditions are considered to be economically disadvantaged: B. Selection Process a. Family income is at or below the national poverty level (see Appendix D); b. Parent(s) or guardian(s) of participant are unemployed; c. Parent(s) or guardian(s) receive public assistance; d. Students who are eligible to receive the free or reduced-priced lunch; and/or e. Participant is institutionalized or under state guardianship. Students are identified and selected through the combined efforts of principals, counselors, teachers and the teacher/coordinator. The selection process should begin by March and can include: a. Meetings with principal and counselors; b. Retention/promotion lists; c. Teacher recommendations; d. Standardized testing results; e. Student application; and/or f. Student interviews Career-Based Intervention Manual of Operations For updates, go to and search keywords: CBI Manuals

20 VI. Student Enrollment Process Once student selection has taken place, student enrollment should be completed in a timely manner to ensure the following processes can be completed prior to the start of the school year. Enrollment of additional students after the start of the school year is not encouraged unless the student is transferring from another school district CBI program. CBI is intended to be a comprehensive year-long program. A. Student Application All students should complete an application to the CBI program with proper signatures. See Appendix E for sample application. B. Parental Contact Parent contact may consist of letters, brochures, phone call, parent conferences and home visits. A typical enrollment process may begin with a letter to the parent and a follow-up phone call to set up a home visit. See Appendix F for a sample letter. C. Home Visits Home visits are recommended to optimize CBI student success. Typically a home visit will be made to enroll a student in the program prior to the start of the school year. Expect to spend between thirty minutes to an hour per visit. During the school year, at least one or two more home visits reinforce an adult support team. Additional visits may be scheduled as needed. See Appendix G for sample checklist. D. Student Data At completion of the enrollment process, the teacher/coordinator should have the following information for the student's file: o previous years' grades; o attendance; o suspension and disciplinary data; o standardized test scores; o copies of birth certificate and social security card; o completed physical card; and o picture identification Career-Based Intervention Manual of Operations For updates, go to and search keywords: CBI Manuals

21 VII. Job Placement A. Work-Based Learning Activities Career-Based Intervention is not a bona fide workforce development program within career-technical education programs and minor labor law definitions do not allow for minor student learners to work in any hazardous occupation as part of their work experience. Non-paid work experience must also adhere to any hazardous occupation minor labor law of Ohio Revised Code Chapter 4109 and the Federal Fair Labor Standards Act. B. School Employment Schools employing students will not have to pay minimum wages or overtime, but they must maintain records, adhere to state and federal child labor provisions and avoid placement in hazardous occupations. See Appendix H for the School Employees Retirement System exemption form. C. Community Employment All students in paid work experiences must work at employment that conforms to all state and federal wage and hour labor laws, minor labor laws (youth under 18 years of age) and to provide Worker's Compensation for all student workers. See Appendix I for the Federal Unemployment Tax Exemption form. D. Wages All wages paid to Career-Based Intervention students shall be in compliance with the federal and state minimum wage laws. Go to and search keywords: Labor Laws and Issues for further information concerning Minimum Wages and Minor Labor Laws. E. Work Experience and Career Exploration Program (WECEP) WECEP is designed to provide a carefully planned work experience and career exploration program for fourteen and fifteen year old youth, including youth in occupational work experience programs, who can benefit from a career-oriented educational program. Designed to meet the participants' needs, interests and abilities, WECEP helps dropout-prone youths to become reoriented and motivated toward education and helps to prepare them for the world of work. Approval to operate a WECEP is granted to a representative of the Governor by the U.S. Department of Labor. In Ohio, the only federally approved WECEP is the Career- Based Intervention program. See Appendix J for a WECEP work agreement. The following special provisions are granted to work experience enrollees participating in WECEP: up to three hours on a school day, up to 23 hours during a school week, anytime during school hours, under variances granted by the Federal Wage and Hour Administration that permit employment of WECEP participants in otherwise prohibited activities and occupations. Further guidance can be obtained at with keyword search: Child Labor Bulletin Career-Based Intervention Manual of Operations For updates, go to and search keywords: CBI Manuals

22 F. WECEP Variances Variances must be submitted to the Ohio Department of Education, Office of Career- Technical Education, Career-Based Intervention. After review, variance applications are forwarded to the U.S. Department of Labor for approval. No student may work at a prohibited job until the variance is approved. Approved variances are good for a two-year period beginning on the even number school year. Variances are only in effect during the school year, however, variance applications can be submitted at any time during the year. Current approved variances: 1. Retail Food Trade - to cook at the grill, make French fries, unload supplies from delivery trucks, retrieving and/or placing food in coolers/freezers. Note: Recent updates in federal child labor laws allows for WECEP students to operate deep fat fryers that are equipped with and utilize, during the frying process, devices which automatically raise and lower the baskets but still require a WECEP variance for this job duty. Also a variance for operating a dishwasher is no longer needed. 2. Outdoor Maintenance Assistant - to use a power driven lawnmower (non-riding) and weed eater (nylon line only). 3. Bus Garage Assistant - washing school buses under limited conditions. A variance is required for each place of business. If more than one school within a school district has students employed at the same business, only one variance is required. Go to and search keywords: WECEP job variances. G. Work Permits and Procedures Work permits or Age and Schooling Certificates (Section and.03 ORC), are required for all minors, ages 14 through 17 years of age and must be completed and on file before the student begins work. Work permits are issued by the local school district in which the student resides or JVSD, community or nonpublic school that the student attends. Appropriate forms are available from the Ohio Department of Commerce, Division of Labor and Worker Safety Web site at and are to be processed electronically through the school as described above. Districts will no longer be required to file work permits through their Educational Service Centers. For more detailed information on the components of an Age and Schooling Certificate, go to and keyword search: Labor Laws and Issues Guide and refer to the section on Child Labor Laws, The Employment of Minors. VIII. Work Experience A. Teacher/Coordinator Responsibilities The teacher-coordinator is responsible for overall administration of the work-based learning experience and for regular general observations of the student performance on the job. The observations should be weekly or bi-weekly, depending on the needs of the student and employer. Observations on job station visits address the general Career-Based Intervention Manual of Operations For updates, go to and search keywords: CBI Manuals

23 objectives of the job station, the student s training plan and coordination with the job supervisor/employer. The teacher-coordinator is responsible for developing the training plan with the employer and conferring with the employer concerning the student performance of that plan each grading period. Training plan revisions are to be made as needed. A new training plan will be developed with each new job. Teachercoordinator shall provide appropriate safety training for each student and anticipate any potential additional job duties that the student may progress into. The teacher-coordinator will also be responsible for reviewing the job supervisor observations and written evaluations with each student on a regular basis. B. Job Supervisor Responsibilities The job supervisor is responsible for providing work experience of instructional value and career exploration. Training should be provided under the close supervision of an experienced and qualified person. Student work must be performed under safe and hazard free conditions. The job supervisor is expected to confer with the teacher-coordinator concerning the student s performance and objectives as outlined in the training plan at least one time each grading period and provide an evaluation of the student performance at least quarterly. The job supervisor is responsible for employing the CBI student in accordance with all applicable Wage and Hour laws and regulations. C. Training Agreement All Career-Based Intervention student workers need a signed training agreement as a part of their employment. The training agreement is jointly entered into and signed by the student, parent or guardian, employer and the teacher/coordinator. It must address the responsibilities of all the parties involved. The Ohio Revised Code requires that the amount of pay any minor receives must be established in writing. Every approved program must meet the requirements of the Federal Child Labor Regulations, Orders and Statements of Interpretation. Each student in a non-paid work-based learning experience shall also have a learning agreement. It is also recommended to add documentation of the experience to the student's IACP (Individual Academic and Career Plan). A copy of the written training agreement for each student enrolled and participating in a work experience program shall be kept on file for a period of three years and made accessible to the Ohio Department of Education, Office of Career-Technical Education, Career-Based Intervention. See Appendix J for a sample training agreement and a separate sample specific to WECEP is provided as well. D. Training Plans The training plan is a tool to be used by the student, teacher and employer to develop and evaluate job competencies. Every student needs a training plan for every job that they will hold during the school year. The training plan specifies the competencies the student will learn and the use on the job. Included on the training plan are generic job competencies, competencies specific to the job that are taken from the job description and generic and specific safety competencies. These are competencies for which the student will be evaluated. See Appendix K for samples that contain the minimum components of a training plan Career-Based Intervention Manual of Operations For updates, go to and search keywords: CBI Manuals