FSH 1809.12 - JOB CORPS CIVILIAN CONSERVATION CENTER HANDBOOK 1/83 WO AMENDMENT 1 CHAPTER 200 - JOB CORPS TRAINING PROGRAM 210 - CURRICULUM INFORMATION AND SCHEDULING The Center Director shall provide and conduct a curriculum that will include: 1. Basic education from the nonreader to the high school equivalency certificate level. 2. Structured individual vocational skills training according to specified standards in selected job fields. 3. Comprehensive health care, health education, and physical education. 4. Recreational and avocational training and activities. 5. Programs of individual and group, personal and interpersonal, counseling. 6. Water safety, when necessary or appropriate. 7. Driver training for corpsmembers training for jobs in which driving is needed or for those corpsmembers who will most likely be returning to work in areas where a driver's license will be required for transportation to and from employment. All programs will be offered in a residential situation that provides round-the-clock supportive attention to each corpsmember's needs. The Job Corps programs described in this chapter constitute the minimum required curriculum for all centers. Bicultural centers will use these programs and additionally supplement them with education programs to include social and cultural activities suited to the needs of the cultural or ethnic group served by the center. Assistance and direction will be obtained through Forest Service channels. 211 - Curriculum Directives. Detailed instructions on materials and procedures for the required programs are given in a series of documents which, with any supplements issued since their dates of publication, are considered to be extensions of this handbook when approved through Forest Service channels. The current program directives are identified by number and title in those sections of this chapter in which the programs are described. Any future program directives issued to replace those now current will be issued in accordance with normal Forest Service procedures. Centers are obligated to carry out curriculum changes, but will not themselves make changes in required programs without prior approval through channels from the Job Corps national office. (See the ETH 700, Section 410.1.a and CFR 684.52) 212 - Center Developed Programs. All centers are encouraged to enrich their curricula by developing and conducting other courses in addition to but not in place of those specified in this handbook. Centers may request assistance through Forest Service channels in choosing materials, identifying techniques, and developing objectives, criteria, and procedures. 213 - Maximum Benefits System. This system is mandatory at all Centers. 1. System Requirements: a. Establish individual time schedules for each corpsmember (20 CFR 684.55, 80). b. Provide individually prescribed programs for each corpsmember according to ability (20 CFR 684.52, 53). c. Continually assess each corpsmember's progress through a Progress/Performance Evaluation Panel (P/PEP) in all program areas (20 CFR 684.72(d)(4)). d. Initiate efforts towards the positive placement of a corpsmember when it has been determined that the person has received the maximum benefits from the program. 2. General Description. (See ETH 700, section 410.3 and CFR 684.80.) Under the maximum benefits system, centers will develop individualized programs and schedules for education and training to meet the needs of each corpsmember. These programs and schedules are to be reviewed periodically by a Progress/Performance Evaluation Panel (P/PEP). Disciplinary problems do not come before the panel, and panel members should make every effort to ensure that corpsmembers view the panel's function as supportive rather than punitive. 3. Review Records. When an enrollee begins in the regular schedule of educational and vocational training, instructors, counselors, residential advisors, and other center staff members will channel regular reports of progress and participation to a central records office to be entered on the corpsmember Profile, MA 6-40 (see ETH 334). These data, coupled with attitude and development evaluations, form the basis for the panel reviews and subsequent interviews with corpsmembers. In order to submit the attitude evaluations to the panel(s) in a timely manner, counselors at all centers will submit periodic reports to the P/PEP reflecting entries on the corpsmember's Personal and Social Development Record. (Ref. ET Handbook 404E draft only.) 4. Recommendation for Initiation of Exit Procedures. When the P/PEP review indicates that a corpsmember is likely to complete the training program within the next 45 days, or when the panel determines that a corpsmember has attained as much progress from the total Job Corps program as possible, the P/PEP will recommend that the corpsmember be placed into an exit or phase-out program (20 CFR 684.37, 80). 214 - Scheduling Education and Training Programs. (See ETH 700 section 410.4.) Center Directors are responsible for designing schedules of educational and skills training activities that will make full, efficient use of available staff, space, and resources, and ensure flexibility in meeting the needs of individual enrollees (See 20 CFR 684.55). Center Directors are additionally responsible for ensuring that the central records office, or a staff member delegated the function of scheduling coordinator, be provided with the educational and training schedules of all corpsmembers so as to maintain corpsmember accountability at all times. Scheduling practices and systems will vary because of local factors, but the following procedures are applicable to all centers: 1. Entry Programs. Enrollees begin the orientation program the moment they arrive on center; staff members must ensure that enrollees are welcomed, made physically comfortable, and guided promptly through essential orientation activities. "Dead Time"-- time spent waiting for an activity or for the attention of a staff member--should be kept to a minimum. The length of the orientation program may vary from center to center but should never be extended beyond productivity. Enrollees should be placed in their regular program as soon as all orientation activities are complete. The scheduling coordinator will then schedule the corpsmembers' time between educational and vocational training in accordance with their individual needs, motivation, and goals. When the corpsmembers' program, goals, and schedule have been agreed upon, the scheduling coordinator and the corpsmember will complete the Job Corps Goals and Program Identification (Job Corps Form 55 or equivalent), which requires a corpsmember to be committed to completion of the specified program. 2. Corpsmembers of Limited Learning Ability. The fact that a corpsmember is progressing slowly in a particular area of the educational program does not necessarily suggest that the corpsmember is unable to progress in any area or will have difficulty adjusting to the residential living situation and engaging in ordinary social interaction with other corpsmembers. The P/PEP may ask the Center Director to have a corpsmember of apparent limited ability interviewed by the center mental health consultant. Should the mental health consultant's report indicate that the corpsmember has a serious learning disability which would limit chances for success in the program, the Center Director, with the approval of the Job Corps regional office, will give the corpsmember a medical termination (see 20 CFR 684.36 and ETH 330 TS-D). The corpsmember will be referred by the center to an appropriate agency near home, in accordance with ETH 330, TS-E. 3. Exit Programs. Exit programs--activities scheduled during a corpsmember's last 45 days on center--are designed to help the corpsmember make the transition from life on center to the working world. (Ref. ETH 343, 20 CFR 684.37 and ETH 321.) 220 - EDUCATION AND TESTING PROGRAMS This section deals with corpsmember educational records. (20 CFR 684.38, .80, .123 and .133; ETH 338, 334). The first information required on an enrollee's educational record will be that generated during the diagnostic testing administered during the orientation period. The staff member responsible for the testing program will ensure that enrollee's RJS1 and MJS1 scores are entered on the corpsmember Profile Form MA 6-40. The RJSI score will also be entered on the JC Form 188, Teacher's Reading Placement and Progress Chart, which will be transmitted to the reading instructor to whose class the enrollee will be assigned. Similarly, the MJS1 score is entered on the corpsmember's Mathematics Progress Chart, which is transmitted to the enrollee's math instructor. After the enrollee begins regular educational programs, instructors will maintain in-class records of progress in each program, using the forms and methods prescribed in the various educational program directives. Whenever a corpsmember completes a milestone in any program assigned, the instructor will submit a report of the milestone passed to the Center's records office to be entered on the corpsmember Profile or equivalent form. Thus each instructor will have a record of each corpsmember's progress in class, and the Form MA 6-40 will contain a record of the corpsmember's progress in all classes. Centers will develop such internal reporting procedures as are necessary for transmitting progress information from the classroom to the central records office, but should keep these systems as simple as possible so as not to increase the instructor's paperwork burden unduly. When a corpsmember transfers from one instructor to another instructor of the same subject, the instructor's in-class record is transferred with the corpsmember so that it consists of a continuous history of the corpsmember's total progress through a program. When a corpsmember leaves the Center, however, in-class educational records will be sent to the office where they will be used to check accuracy and completeness of the entries on the corpsmember Profile MA 6-40. The in-class records can then be destroyed, since the MA 6-40 will constitute the only required permanent record of the corpsmember's work. 221 - Basic Education 221.1 - Reading Program. The Job Corps reading program is defined in ETH 402. The program consists of three major segments: beginning reading, covering literacy skills from zero to the equivalent of school grade 3.4; graded reading, covering skills from 3.5 to 7.4; and advanced reading, covering skills from 7.5 to approximately the second year of college level. Beginning and graded reading are usually organized as separate classes, while advanced reading is handled as an extension of graded reading or as a supplement to the Advanced General Education (GED) Program. Each of the major segments contains a number of steps or skill levels, and enrollees are placed into appropriate entry levels through a sequence of diagnostic tests, described in section A of ETH 402. Work is individualized and self-paced; all classes are to be small to allow instructors time for tutoring individual corpsmembers. (20 CFR 684.50, .52; ETH 402, 402A, 338). 221.2 - Language and Study Skills. (See 20 CFR 684.52). The language and study skills program is designed to improve written and spoken English skills and to teach reference and study skills. Study areas in the program include basic language skills, vocabulary, pre-dictionary skills, grammar and usage, letter writing, and reference skills. Four areas acquaint the trainee with the rules and conventions of mechanics, grammar, and usage. The fifth applies to the construction of business letters, informal letters, and letters of application and the sixth area acquaints the trainee with the types of information available in reference books and teaches some of the skills involved in the organization, evaluation and interpretation of information. As in other Job Corps programs, language and study skills is individualized, self-instructional, and self-pacing. In most areas placement and advancement are determined by a pre-test and post-test for each unit. A pre-test may indicate that the student need not work in a particular unit. If work must be done in a unit, a post-test is given afterwards. Should the post-test be failed, additional exercises from a tutorial program are given before the student takes the test to progress to the next unit. Supplementary materials for the improvement of the language and study skills are provided for administration to students who particularly need strengthening of vocabulary, grammar and usage, reference, or letterwriting skills for vocational or more advanced academic work. 221.3 - Mathematics. The Job Corps mathematics program, defined in ETH 403, does not equate precisely with school grades, but follows a skills progression from whole number operations through fractions, measurements, decimals and percentages to personal and consumer math. The program is built on a diagnosis and prescription plan that allows a corpsmember to omit the study of any skill in which proficiency is demonstrated and concentrate on those skills where weaknesses are demonstrated. Instructional prescriptions usually involve programmed workbooks that offer work problems as well as occupational exercises. (ETH 700 section 420.4, 403, 338; 20 CFR 684.50, 52). 222 - Advanced General Education Program. (See ETH 700 section 420.5; ETH 324, 20 CFR 684.52). The instructional material is designed to prepare students for the high school equivalency tests given under the auspices of the American Council on Education. The materials are available only as a total set from the Government Printing Office; components cannot be ordered separately. The mathematics units of the present edition have been shown to be relatively ineffective and it is essential that centers purchase and use either supplementary math materials listed on pages i, ii, and iii of ETH 324-TM or similar materials suited for individualized use which cover the same skills. Qualifications for entry into the Advanced General Education (GED) Program shall be a skills level at or above that required for completion of the basic reading and math program. Utilization of the Stanford Achievement Test (SAT) is optional. Field testing of the General Educational Development program yielded information that of corpsmembers averaging at or above the sixth grade level on the SAT, more than 90 percent of those completing the program achieve the minimum passing score on the GED test as recommended by the American Council on Education. 1. Test Administration. The actual administration of GED tests is under the control of the various State departments of education. Each State department of education has the authority to impose age and residency prerequisites for admission to take the GED test, and to establish its own standard for what is considered to be a passing score. Test administration practices, such as observance of time limits for taking the test and time that must elapse before an applicant who failed can be retested, also vary widely from one area to another. Admission to GED testing of younger Job Corps enrollees and enrollees who are not permanent residents of the State in which the center is located are matters that require careful and tactful negotiation between the Center Director and the local GED testing center(s). At its 1971 meeting, the Commission on Accreditation of the American Council on Education (ACE) adopted several policy recommendations that have a bearing on the testing of Job Corps enrollees. The individual States are in no way obligated to adopt these ACE recommendations, and until the recommendations have been formally accepted within a given State, center staff members should use their knowledge of the ACE policies cautiously to urge the testing of corpsmembers who would otherwise be excluded. The two ACE policy recommendations relevant to the Job Corps population concern the testing of 17year olds and the use of Spanish versions of the GED test for state certification. 2. Recommended Policy for Admission to Take the GED Tests. The Commission of Accreditation recommends that a person 17 years of age or older, who does not meet the minimum age requirements for issuance of a high school equivalency certificate, be admitted to take the GED tests at an official GED center under the provisions that: a. The person either has been out of a formal high school classroom situation for a period of 1 year before making application or whose high school class has graduated and who has completed an apprenticeship training program or a program of instruction provided by such agencies as the Job Corps or the Postal Service Academy, and that certification of the completion of this training is presented to a chief examiner of an official GED center by the director of the program; or b. The person either has been out of formal high school classroom situation for a period of 1 year before making application or whose high school class has graduated and: (1) At the request of an employer for an applicant who must establish high school equivalency for job opportunities; or (2) At the written request of a college or university official who must consider accepting the applicant on the basis of GED test scores; or (3) At the written request of a recruiting official for persons who wish to enter a branch of the Armed Forces where high school equivalency is a prerequisite. 3. Recommended Policy for the Issuance of High School Equivalency Certificates on the Basis of Spanish Versions of the GED Tests. The Commission recommends that Spanish-speaking adults be issued high school equivalency certificates by State departments of education on the basis of the Spanish versions of the GED tests in the same manner as certificates are now issued to English-speaking adults on the English versions of the GED tests. However, the name of the certificate should be changed so that the word "Spanish", in parentheses, will follow the present name on the certificate. The Commission further recommends that certificates be issued on the basis of the same age and residence requirements as for English-speaking citizens, and recommends that norms attained on the standardization program conducted with Puerto Rican high school seniors in March-April 1971 be used as a basis for issuance of a certificate, and that Spanish-speaking adults be required to achieve the same standard scores as English-speaking adults. 4. Publications. The Commission on Accreditation of Service Experiences of the American Council on Education publishes several documents containing specific information on the GED testing program. The following publications, which can be obtained from the Job Corps national office, should be in the possession of the Civilian Conservation Center's Education Supervisor: a. State Department of Education Policies. This booklet summarizes the policies of each State department of education and gives the name of the person to be contacted for information about GED testing programs within that State. b. Examiner's Manual for the Tests of General Education Development. This booklet describes the GED testing program and the tests. c. Official GED Agencies. This pamphlet lists by States the agencies where GED tests are administered. 5. Requests for Assistance. A Center Director who is unable to make satisfactory arrangements with local officials for having corpsmembers take GED tests should send a request for assistance through Forest Service channels. The request for assistance should describe in full the efforts made locally and the difficulties encountered. In general, the American Council on Education will be contacted for cooperation in adjusting the problem. Center Directors shall not contact the ACE directly. 6. Fee. Fees for administration of GED tests shall be paid from the center's operating funds. 7. Awarding Job Corps Certificates to Corpsmembers. Center Directors shall be responsible for establishing such graduation and award ceremonies as they deem appropriate for the presentation of the certificates to individual corpsmembers. (20 CFR 684.38) 223 - The Standardized Testing Program. Job Corps does not require or authorize the use of IQ or other psychological tests, and no tests other than the programmatic tests called for in the various education program directives shall be used at any center without specific permission from the national office. The Stanford Achievement Testing Program and The General Aptitude Test Battery (GATB) are no longer required parts of the Job Corps testing program. The GATB may, however, be used during the last 45 days of a corpsmember's stay at a center as part of a center- developed exit phase program to prepare the corpsmembers for the testing they will sometimes be required to undergo when they apply for jobs. The SAT may be used to help determine a corpsmember's readiness for GED examination. 1. The Center's Education Director or Principal-Teacher is responsible for all aspects of the testing program. Actual administration of the tests may be delegated to other staff members who have been trained to administer tests, but the Education Director retains authority over and responsibility for the testing program. The administration of all tests should be carefully controlled and test administrators should observe the following rules. a. Under no circumstances shall Job Corps Reading Test (RJS1) and Job Corps Mathematics Test (MJS1) be administered in classrooms where other normal class activity is going on, or where the test administrator is also serving as an instructor which would cause attention distraction. Tests shall be administered in quiet rooms set aside for the purpose by a staff member who is free to devote undivided attention to the proper monitoring of the test session. (RJS1 testing procedures are described in Section A of ETH 402. MJS1 testing procedures are described in Section II of ETH 403.) b. In no case will an Education Director permit a corpsmember to retake any test at short intervals in the hope of raising the score. 224 - World of Work Program. All centers must provide a world of work program which develops constructive attitudes and skills toward the working world enabling corpsmembers to get and keep jobs. (ETH 700 Section 420.6 and ETH 321, 338; CFR 684.37, .52, .54). Units which shall be included are: 1. Job attitudes. 2. Sources of job information. 3. Application forms. 4. Interviewing. 5. Consumer education. 6. Exit readiness. Vocational instructors shall serve as consultants on structuring the world of work course, in coordination with the education, health, and residential living staff. (20 CFR 684.52(4)) 225 - Library. Reading and reference materials including a suitably stocked library, either on or off center, shall be accessible to the corpsmembers on weekdays, evenings, and weekends. (20 CFR 684.73, ETH 700 Section 490, and ETH 404E). Paperback books and magazines in display racks are often more appealing than shelves of hardcover books, but the library should contain a reasonable mixture and include some basic reference works, such as a set of encyclopedias, an unabridged dictionary, and a good atlas. Although some centers have been successful in obtaining free books from libraries and used books stores, centers are generally cautioned against trying to stock their libraries by conducting drives for donated books. Most book donation drives bring in disproportionate numbers of very old books on subjects which interest the corpsmembers very little. One excellent method of promoting reading and library utilization, including public library and bookmobile patronage, is to encourage corpsmembers to select one or two appealing paperback books to keep, trade, or return to the library in exchange for other selections. No record is kept of which books are being circulated. Since corpsmembers would be allowed to keep books, and the center would have to budget a reasonable amount each month for replacements, the decision to adopt this free circulation method would rest with the Center Director and depend upon the financial resources of the center. Where funds are limited, a check-out/check-in circulation system can be worked out using corpsmember aides and volunteers to maintain the library and its records, or centers may sell paperback books at reduced prices in their canteens. 226 - Health Education Program. The health education program (ETH 330-C) is required for all corpsmembers. The program uses films, slides, posters, discussions, and a variety of instructional techniques to help corpsmembers make informed decisions about their health and health care. Nutrition, drug use, first aid, veneral and other communicable diseases, sex, and reproduction and other topics are covered in a number of modules or sessions. (ETH 338, and 20 CFR 684.52) 227 - Home and Family Life Program. Centers may provide a home and family life program. If provided, the instruction should be in the following areas: 1. Food preparation, basic nutrition, meal planning, selection, storage and serving of food for family use; 2. Selection, care, renovation, and construction of clothing; 3. Child care and guidance; and 4. Home furnishings and equipment. Curricula for home and family life units are to be submitted to Job Corps regional office for approval. 228 - Bilingual and Multicultural Programs 228.03 - Policy. Selected centers shall develop and maintain bilingual programs for persons of limited English speaking ability when such persons constitute a significant portion of the corpsmember population. Guidelines to assist centers in the development of such programs are available from the national office. Such centers shall be selected by Job Corps regional office in consultation with the Job Corps national office. Job Corps regional office shall arrange for the assignment of selected applicants needing bilingual programs to the centers where such programs are available. 228.1 - Program Description. The goal of the bilingual program is to ensure that corpsmembers are not denied entry to an educational-vocational program because of language barriers. In order to ensure that the student does not fall behind in basic education, the guidelines encourage use of both English and the youth's native tongue as media of instruction for the entire curriculum. The student should be taught in whatever language is best understood. As the student progresses through the program, instruction takes place in both languages and the student becomes equally literate in both. The guidelines in the provisional Job Corps Bilingual- Multicultural program guide (PM 400-18) include recommendations for basic educational and vocational training courses in both English and Spanish, development of an adequate English as a second language (ESL Program), use of materials in English and Spanish, use of trained native Spanish-speaking teachers, and aides and in-service training for teachers and administrators. These guidelines also recommend local development of the following elements: 1. Curriculum content in Spanish (that is, the teaching of math, GED, and vocational courses in Spanish) which parallels regular curriculum content in English; 2. A Spanish language course to improve and expand a Spanish-speaker's knowledge of the Spanish language arts. This program can be for non-Spanish speaking as well; 3. English as a second language to provide students with instruction in English to give them oral skills that should have been learned before entering the centers. English as a second language to provide instruction leading to the transfer of the reading and writing skills which the student may have acquired in his native language; and 4. Cultural awareness to include history and geography, socioeconomic development, the philosophy, the education, the literature and the art of the predominant American cultures. 229 - Intergroup Relations Program. Although the education department is not specifically charged with the intergroup relations program required of all centers, a number of bilingual centers schedule courses in ethnic heritage as part of the education program in conjunction with the residential living department, or independently as a center developed program where responsibility is delegated by the Center Director. The specific requirements for such courses or combinations of courses and other activities are as follows: 1. Every Civilian Conservation Center shall conduct a structured intergroup relations program designed to reduce prejudice, prevent discriminatory behavior by staff and corpsmembers, and to increase understanding among racial/ethnic groups. Technical assistance materials are available from Job Corps to assist in the development of this program. 2. The program should include, at least, information for corpsmembers about the history and contributions of various racial/ethnic groups; small group discussions about specific kinds of behavior or speech which may cause tension or misunderstanding among racial/ethnic groups; and planned activities for leisure time relating to the customs and interests of racial/ethnic groups. (20 CFR 684.76) 240 - DRIVER EDUCATION. (20 CFR 684.52) Center Directors conducting driver education at their centers are to use ETH 410 for minimum standards of instruction. See also ETH 700, Section 440.1a. Center Directors shall appoint qualified staff member(s) according to various State department of education regulations. Federal employees shall be qualified according to the Office of Personnel Management Federal General Schedule (Series 1710-1712), Education and Vocational Training. 241 - Training Priorities. Corpsmembers receiving vocational training in which the possession of a valid driver's license is essential for employment are to receive priority for enrollment in driver education courses. All corpsmembers who can qualify, however, should be encouraged to take the driver training course. Daily schedules are to be evaluated and adjusted to provide opportunities to acquire a valid State license. 242 - Acquisition of Driving Permits and Licenses. Forest Service Civilian Conservation Centers shall follow Forest Service regulations on acquiring Form SF-46, U.S. Government Motor Vehicle Operator's Identification Cards. 250 - JOB CORPS BASIC SKILLS PROGRAM. The basic skills program is a self-instructional, audio-visual course designed to provide enrollees with a broad range of general prevocational skills and familiarity with vocational related tools and materials before they select a vocational area. Upon completion of the course, enrollees are not expected to be able to perform highly skilled tasks, but should have formed a foundation for further training by being able to identify and safely use vocationally related hand tools such as automotive tools and carpenter's and mason's tools. (See ETH 700, Section 450.) Although this program is no longer mandatory, it may be offered at those centers wishing to use it and having the tools and materials to support such a program. 260 - VOCATIONAL TRAINING PROGRAM 261 - Occupational Exploration Program (OEP). (20 CFR 684.54) Each center shall develop and conduct an occupational exploration program to enable enrollees to choose vocational training programs realistically. (See ETH 700, Section 460.1.) The course must be designed so as to provide new enrollees with the following: 1. Brief, structured, introductory classroom presentations devoted to practical information about (a) the nature and requirements of training offered in each vocational training program, and (b) related jobs: wages, hours, working conditions, employment opportunities, and union requirements. 2. Structured hands-on activity in each of the center's vocational programs. The specific time requirement for hands-on activity is contained in (20 CFR 684.54(b)). It is recommended that one-half day be scheduled for structured hands-on job experience in each available training program in which corpsmembers express interest. 3. Some vocational programs have specified minimum entry requirements such as age or educational levels. Union programs are an example. Centers need not conduct OEP programs for which corpsmembers cannot qualify. Corpsmembers need not complete the entire OEP program if they know which vocational program they want and are qualified to enter. However, each corpsmember should be encouraged to complete the center's OEP course to ensure understanding of what is available on the center. 262 - Administration and Coordination of Vocational Training. The Center Director is responsible for the administration and coordination of the center vocational skills training program. The Vocational Training Officer will have the primary responsibility for the supervision of the vocational training program, advising center staff, providing technical assistance, and integrating vocational training with the educational program. Structured classroom, shop, and applied activities within the program shall be conducted by qualified vocational instructors. (See ETH 700, Section 460.2). 1. Procedures for conducting vocational skills training are covered in 20 CFR 684.53. All vocational training programs shall be designed to provide corpsmembers with marketable skills, performance, and knowledge, and, at the same time, develop positive work habits and attitudes. The vocational training curriculum shall: a. Focus training on an individualized training atmosphere; b. Provide technical knowledge relating to the task; c. Educate and train for occupational entry level skills; d. Provide each corpsmember with vocational training experience related to the type of experience which will be found in an occupation; and e. Provide a structured classroom and shop program which will include task lists covering the entire Dictionary of Occupational Titles (DOT) in each training program. 2. Vocational skills training must provide high skills and performance training opportunities that meet individual corpsmember needs. Activities involving the performance of menial tasks solely are not acceptable as training programs. Routine housekeeping at centers is performed by corpsmembers on a rotating basis for which assignment rosters are developed. 3. Vocational course offerings at Civilian Conservation Corps shall be approved through normal Forest Service channels. 263 - Individual Scheduling. Schedules for corpsmembers should be developed based upon their needs and capabilities. (ETH 700, Section 410.2). Initially, low achievers may be scheduled to spend the greater percentage of their time in basic education to develop the necessary foundations for vocational training. When the corpsmember's educational level has advanced, more time may be allowed for vocational training. Corpsmembers not benefitting from the educational program may concentrate their efforts in the vocational area so that they may obtain marketable skills. See also 20 CFR 684.53. 264 - Center Vocational Selection Criteria. Vocational training should meet individual needs of corpsmembers in vocations having predetermined employment opportunities in their home community or relocation area. Employment of corpsmembers shall be the prime factor in determining course selection. See also 20 CFR 684.53. Each vocational area shall be related to an Occupational Training Guide or defined in the Dictionary of Occupational Titles (DOT). The entry level skills defined in the DOT form the basis of the OTG which is developed in vocational areas to define the minimum entry level vocational requirements. This level shall be equivalent to the initial stages of apprentice training. 265 - Recordkeeping Procedures. (20 CFR 684.53 and ETH 325) 1. Training Achievement Records and Occupational Training Guides. All center operators shall use training achievement records and occupational training guides which shall be developed by the Director, Job Corps, and approved by the Forest Service. Other Job Corps-approved training guides or records, such as those developed by various unions to establish entrance requirements into apprenticeship programs, may also be used in lieu of Job Corps-developed achievement records. 2. Objectives. Uniform use of Job Corps Training Achievement Records (TAR) by all centers will greatly facilitate record-keeping procedures. The training achievement records have been designed to meet the needs of the Centers, corpsmembers and placement agencies. Thus, this one record of corpsmember training eliminates the need for keeping multiple records to fulfill these various needs. The occupational training guides contain information which states the minimum amount and type of training that corpsmembers must have to become employable at minimum entrylevels in specific occupational titles. Each training guide was reviewed by one or more industrial or professional organization for its content and quality to ensure that corpsmembers achieve the proper training to become employable. Thus, this guide shall serve as the basic tool in curriculum development. In addition, these (TAR's, OTC's) are an integral part of ETH 325, Occupational Training Handbook. 3. Action Required. Upon corpsmember termination, one copy of the completed TAR is placed with the corpsmember's records; one copy of the TAR accompanies the corpsmember when leaving the center; and one copy is sent to the appropriate Region responsible for placement. If additional copies are required, they may be made as needed. However, in duplication of TAR's, the requirements (corpsmember records management) shall be adhered to with regard to the confidentiality of information. This is particularly applicable with regard to the Counseling and Employability Traits sections of the TAR's. Blank TAR's are to be duplicated locally to meet the center's needs. 4. On-center Records of Terminated Corpsmembers. All records of terminated corpsmembers are sent to the Job Corps regional office of the Region from which the corpsmember came. Requests for information are referred to the appropriate Job Corps regional office. No terminated corpsmember records are kept at a center (20 CFR 684.123). 270 - USE OF OFF-CENTER EDUCATIONAL OR VOCATIONAL FACILITIES. Many vocational courses require highly specialized materials, machinery, and instruction. Enrollment of corpsmembers in off- site technical schools or colleges may be arranged to complement vocational training or to support preparation for the high school equivalency test. Additional professional training to subsidize college training must have the prior approval of the Job Corps regional office. See also 20 CFR 684.53. 271 - Approval. In the event that a corpsmember's training program requires the use of facilities and/or instructional expertise outside the scope of the program offered at the center, approval for use of such resources may be requested through normal Forest Service channels. Approval will depend upon evidence that the facilities and/or instruction not available on the center are clearly necessary either (1) to complete the corpsmember's vocational training program, or (2) to support preparation for the high school equivalency test. Corpsmembers should be encouraged to participate in acceptable off center avocational programs or formal courses for their own personal development which may be free or at their own expense. Request for approval to use off-center educational facilities must state specifically the cost justification for such facilities. Approval will be granted on an individual basis, and notice of approval will be in the form of a letter indicating whether the costs are considered justifiable. 280 - WORK EXPERIENCE AND GAINFUL EMPLOYMENT. It is Job Corps policy to give emphasis to, and effectively implement the Congressional mandate to "provide enrollees . . . with .. . work experience (either in direct program activities or through arrangements with employers)." See also 20 CFR 684.58, .59, .89; JCB 73-2. 281 - Type or Work 1. Work Experience. Employability, responsibility, and self-esteem are enhanced by working under actual employers, rather than in simulated work projects. Accordingly, the Job Corps vocational program provides for skill acquisition both in the classroom and in training projects on or off center. Following this training, a work experience program integrates the previously acquired vocational skills with job experience performed under the supervision of an actual employer. Enrollees who complete skill-related work experience programs will have received instruction in a specific vocation and will have gained experience in a job related to their training. The work experience program should be approximately 6 weeks in length. 2. Center Support Work. Job Corps requires corpsmembers to contribute to the maintenance and operation of the center by participating in center support programs. Center support work is the "duty" assignment each enrollee performs to assist with the regular maintenance and operation of the center. The support activities include many necessary jobs such as center clean-up and food service. Enrollees should participate in such programs in order to contribute to their sense of responsibility and to minimize the cost of running the Job Corps program. (See 20 CFR 684.72.) 3. Leisure Time Employment. Centers may authorize leisure time employment of corpsmembers, both on and off center, as a productive use of free time. This part-time employment must be given advance approval by the Center Director. Centers have no direct responsibility for supervising part-time jobs of corpsmembers. Such employment must not interfere with the enrollee's participation in a regular training schedule. (See 20 CFR 684.59.) 282 - Restrictions for On or Off Center Work Experience. Center Directors must observe the following legal limitations in establishing work experience programs. 1. Enrollees under 18 years of age may not be assigned to work designated as hazardous. A list of those activities prohibited by Federal regulations is contained in the Child Labor Provisions of the Fair Labor Standards Act, Child Labor Bulletin No. 101, United States Department of Labor. Activities prohibited by State regulations are contained in the State Child Labor Standard Bulletin 158, Department of Labor. 2. The work produced or services rendered on center, such as in an auto repair shop, may not be sold in the community at large unless the Center Director is satisfied that such products or services are not available from private sources in the area. Forest Supervisor approval is required. 3. Centers are prohibited from assigning enrollees to work that is customarily and historically performed by contractors, covered under Federal contracts or grants valued at $2,000 or more, who are engaged in the construction, alteration, and repair (including painting and decorating) of buildings or projects. This does not prohibit enrollees from performing construction work which would otherwise be performed by Government employees or which would not be needed and would not have been funded if there were no Job Corps. Thus, enrollees may work on buildings which are being erected solely for Job Corps use, or may repair damage caused by corpsmembers. 283 - Public Sector Work Experience Regulations. In order to provide useful, skill-related training, work experience programs without pay may be arranged with any Governmental agency (Federal, State, or municipal) only if the work is not covered by the Fair Labor Standards Act. 1. Forest Service Work Experience Projects. Forest Service work experience projects provide opportunities for the more advanced corpsmembers in the vocational skills area to apply their skills in a work situation which require limited supervision and guidance. Corpsmembers shall normally be assigned to such activities at the end of their stay at the center rather than at the beginning. Corpsmembers shall not be assigned to these projects if it negatively affects their educational and training programs. In any case, assignments of this nature may not exceed 6 weeks. (JCB 73-2; CFR 684.58) 2. Local Community Programs. Programs arranged with public schools, State or municipal hospitals, and nursing homes, all of which are covered by the Fair Labor Standards Act, are subject to the regulations listed below for private sector employers. 3. Authorization for Emergency Use of Personnel, Equipment, and Facilities. Corpsmembers may be called upon to volunteer their services without compensation in public efforts to relieve suffering and stress arising from floods, earthquakes, storms, hurricanes, tornado, high water, wind driven water, tidal waves, tsunami, volcanic eruption, landslide, mudslide, snowstorm, drought, explosion or other occurrences, except for fires, in any part of the United States (See Use of Corpsmembers for Fire Suppression). Corpsmembers are not authorized to participate in emergency relief in connection with labor shortages, strikes, riots, or civil disturbances. Corpsmembers may participate in emergency relief work on private property as long as they do not promote the self-interest of, or benefit private individuals or groups, except as such private benefit is incidental to participation in the authorized emergency work. (See 20 CFR 684.89) Public officials, as stated in 20 CFR 684.88, mean the President, a governor, or other individual authorized to ascertain that the severity and magnitude warrant disaster assistance to supplement State and local efforts. When public lands or resources or private lands covered by agency cooperative or reciprocal agreements are threatened by natural disasters, the Regional Forester may request a Center Director to provide such emergency assistance through the Forest Supervisor, whose approval is required. The Director, Job Corps, may also contact the Forest Service through channels to request its participation in any emergency relief project. Added center expenses, such as extra transportation, special equipment operation and maintenance, materials and supplies, should be borne or reimbursed by the Forest Service or the benefitting organization, if such arrangement can be made. However, routine center expenses, which would be incurred whether or not corpsmembers were engaged in emergency relief projects (i.e., corpsmembers' allowances, food, clothing, etc.), are to be paid from center operation funds. No extra-ordinary time-off or compensatory time shall be granted corpsmembers for their efforts in any emergency project. Immediately upon completion of a significant emergency project, the Center Director shall prepare and forward a summary report of the project through normal Forest Service channels. This report shall include a description of the emergency activity engaged in by the corpsmembers; the location and scope of the emergency; an estimate of the costs incurred by the center; the number of corpsmembers and staff participating, with the number of hours expended specified; any copies of news articles pertaining to the emergency; and other relevant information. 4. Use of Corpsmembers for Fire Suppression. Provision shall be made in advance for the necessary training and identification of volunteer corpsmembers to work on fire suppression crews. Job Corps shall pay normal costs for the training of corpsmembers. Advance financial arrangements should be made for special or extra supplies. Whenever Job Corps equipment is used for other than training of corpsmembers, charges shall be made against the benefiting function in accordance with standard USDA/FS procedures. In addition, the following limitations shall apply (20 CFR 684.89): a. Only adequately trained corpsmembers, those who have completed fire control training and hold a Standard Form 228, Interagency Fire-Job Qualifications Card, may be used to fight fires. In addition, these corpsmembers must be physically qualified, age 18 or older, and volunteers. b. Such corpsmembers are used in support of or with compensated firefighters. c. Corpsmembers are compensated through the use of FFF funds available for this purpose at the same rate of pay as regular firefighters. They will also work the same number of hours as regular firefighters. Such compensation constitutes an exception to the gainful employment policy. They also receive Job Corps pay during this time. (See 20 CFR 684.59) d. Corpsmembers shall not normally be utilized in mop- up operations. e. No corpsmember shall be used for firefighting to the extent that it will detract from the educational and vocational training programs. It is noted that firefighting is not an approved Job Corps curriculum except in Forestry Aid Training. Corpsmembers may not be kept indefinitely in firefighting for training purposes. This also applies to forestry aid trainees. Once they have met the TAR standards for firefighting, they shall be removed from firefighting and placed in vocational training activities that support the learning of uncompleted TAR line items. 284 - Off Center Private Sector Employers. After obtaining the approval of the Job Corps regional office, Center Directors may arrange work experience for enrollees off center with private sector employers. This work experience must not displace presently employed workers or impair existing contracts for service, and must be coordinated with other work experience programs in the community. To ensure these three factors, a check must be made with the employment service by the Center Director (20 CFR 684.58 and .59; JCB 73-2). 1. Background a. The Wage and Hour Division of the Department of Labor considers enrollees engaged in work experience as jointly employed by the Job Corps and the private employer for whom the work is performed. Accordingly, wages paid by either the employer or the Job Corps, or both, shall satisfy the requirements of the Fair Labor Standards Act (FLSA). b. The Wage and Hour Division of the Department of Labor recognizes certain Job Corps benefits as wages. Included are food, lodging, clothing, laundry, medical and dental care, and the transportation to and from the job, the costs of which total approximately $40 a week. Enrollees may work approximately 25 hours a week in which the minimum wage can be satisfied by Job Corps benefits. c. When enrollees are receiving their wages in benefits, they may not be charged for any of these benefits. For example, enrollees who work 25 hours a week in return for benefits may not be asked to pay for their lunches on the job or pay the cost of transportation to and from the job because these benefits are owed them in lieu of a wage. 2. Selection and Compensation a. Job Selection. Enrollees shall be assigned only to work experience jobs covered by FLSA. Exceptions to this rule must be obtained from the Job Corps national office. b. Wage Negotiations. If work experience for an individual enrollee extends longer than 6 weeks, the Center Director shall negotiate a wage with the employer in collaboration with the appropriate officials of the Department of Labor, and where collective bargaining agreements exist, with the appropriate labor union representative. c. Wage Rates. The following guidelines are provided for determining the payment enrollees should receive for their work for the private employer: (1) During the first 6 weeks of work experience, enrollees may work up to 25 hours a week during which their compensation may consist only of Job Corps benefits. This does not mean that employers may not pay enrollees for work performed. For weeks 7 through 12, 25 percent of the applicable FLSA wage is suggested as a guideline for determining the minimum amount to be paid to the enrollee. For weeks 13 or more, 50 percent of the applicable FLSA wage is the suggested wage. (2) If the enrollee works over 25 hours in any week (either in the first 6 weeks or thereafter) in any FLSA covered employment, for each hour of work beginning with the 26th hour, the enrollee should receive additional compensation at the applicable FLSA rate. If the enrollee works over 40 hours in the same week (the first 25 paid hours being counted in this total), should be paid time-and-half pay starting with the 41st hour (3) In cases where an enrollee participated in work experience in an establishment not covered by the FLSA, the prevailing wages shall be used as guidelines. Hours Weeks Worked Worked 1 to 25 Weeks 1 through Week 7 through Weeks 18 and 6 12 More No cash required 25% of 50% of applicable applicable (However, FLSA wage FLSA wage compen- sation is not pro- hibited) 26 and more The applicable The applicable The applicable FLSA wage FLSA wage FLSA wage d. Payment. All employer cash payments may be made to the Civilian Conservation Center for redistribution by the Center Director who will make all necessary deductions for tax purposes. (Job Corps provides coverage for enrollees in work experience under the Federal Employees Compensation Act. If, however, the State also requires the employer to pay worker's compensation, the employer must make the necessary payments for this purpose). Alternatively, the employer may pay the enrollees directly, in which case all the usual deductions must be made. Enrollees assigned to a work experience program with an offsite employer shall not be allowed to "volunteer" their time. The enrollee should be compensated according to the guidelines contained in this instruction. 3. Cash Earnings. Since enrollees, except in rare cases, do not receive "substantial earnings" in their offsite employment, they are not required to pay back any of their earnings (defined as more than $40 a week in addition to Job Corps benefit.) Corpsmembers should be required to pay a reasonable amount for transportation to and from the job and for meals during the time employed. The Center Director should obtain Job Corps regional office approval for the length of time the corpsmember will be permitted to remain in training status while receiving "substantial cash earnings" when it appears that the corpsmember is able to be self-supporting. Enrollees who are able to be away from the center to work a 40 hour week should have completed the educational and vocational training and social skills development programs and be preparing for termination from Job Corps and placement. 4. Forest Service Units as Employers. Corpsmembers may be placed with Forest Service units such as Ranger Districts for the purposes of this section. To receive compensation, the corpsmembers must have regular OPM appointments for the work they do. All normal OPM and Forest Service requirements for the hiring of new employees apply, including advertising the job. (FSM 6130, 6133). 5. Agreements With Department of Labor Regional Offices. Forest Service regional offices will enter into a yearly agreement with Department of Labor regional offices for Work Experience Programs (WEP). The purpose is twofold: a. Obtain financing for WEP training positions. b. Agree upon the administrative details such as number of WEP positions per center, method of transferring Department of Labor support money to the Forest Service, limitations on how the money can be spent, if any, and similar items. The agreement shall be made into a Regional manual supplement and issued to the field with instructions for implementation. 290 - RESIDENTIAL LIVING AND COUNSELING. Program areas in residential living, implemented through round-the-clock support by the residential and counseling staffs, shall include: reception and orientation of new enrollees, dormitory life and management, counseling services, a comprehensive incentive system, behavioral management and discipline; intergroup relations, corpsmember leadership and government and a recreational and avocational program consisting of cultural activities, athletic and physical fitness activities, shows and events, and library facilities and materials. See also 20 CFR 684.50, .72, .81; ETH 404A and E. 291 - Residential Staff. Residential advisors (group leaders) are responsible for the welfare of corpsmembers during nonclass hours as specified in ETH Handbook 404E. They are required to: 1. Supervise all corpsmember activities in the residential area during their tour of duty, maintain order in the dorms, and participate in the disciplinary system; 2. Participate in the accountability of corpsmember whereabouts; 3. Maintain an incident and activity log during each shift; 4. Participate in periodic reviews of individual corpsmembers' progress in personal and social development; 5. Identify corpsmembers with special needs or potential and help them to overcome problems and maximize potential. 292 - Counseling. The counseling unit of each Civilian Conservation Center is required to maintain a record of each enrollee's personal and social development, to submit a monthly report to the Progress/Performance Evaluation Panel (P/PEP) evaluating each assigned corpsmember, to submit evaluation reports to Disciplinary Review Boards and to the Center Director upon request, and to maintain confidentiality with respect to record contents. Counselors shall participate in the orientation program of new enrollees and staff. 293 - Orientation of New Enrollees. The residential living department shall plan, prepare, and conduct orientiation for enrollees in coordination with other Center departments as specified in ETH 404E, and 20 CFR 684.50. 294 - Incentives System. Residential living personnel shall participate in the operation of the corpsmember incentives system as specified and described in ETH Handbook 404E. See 20 CFR 684.77. 295 - Discipline. Residential living personnel shall participate in the handling of corpsmember discipline as specified and described in ETH Handbook 404E. See 20 CFR 684.96. Each center is required to have a published discipline policy that has been approved through normal channels. 296 - Dormitory Life and Management. The residential living department must develop and maintain a physical and social environment as close as possible to a "home atmosphere" to serve the needs of the corpsmembers 24 hours a day, 7 days a week throughout the year. Maintenance of residential areas shall be a regularly assigned task, shared by all corpsmembers. The management of living area household tasks shall generally be handled by the dorm government or corpsmember leaders. (Ref. ETH 404E and 20 CFR 684.72). 296.1 - Coed Centers. The Forest Service should operate coeducational Job Corps programs wherever there is an agreement with the Department of Labor to do so. In Forest Service operated coed centers, the following shall apply: 1. Women and men enrollees shall be treated the same in all aspects of the program: administrative, educational, counseling, vocational training, support work, residential living, recreation, discipline, leave and allowances. There is no justification to the position that one sex can handle or withstand any condition that exists at a Forest Service Civilian Conservation Center and that the other sex cannot. 2. While men and women enrollees may be housed in the same residential structure at the discretion of the Forest Supervisor, separate sleeping and bathroom facilities shall be provided for each sex. The sharing of leisure time areas (TV rooms, lounges, and gyms,) is encouraged. 3. Adequate leisure-time space must be provided where the male and female enrollees can socialize with each other in a healthy environment. Provisions for conversational sitting, dancing, and game playing areas must be made. Television, steroes, canteens, snack bar facilities, and similar items are optional. 4. Medical examinations for females shall be done in accordance to JCH-330 and requires the written approval of the Department of Labor regional medical officer. This approval must be obtained through regular Forest Service channels. 5. Recreational rules shall not be different for one sex, except that separate bathroom and dressing facilities shall be made available. 6. It is expressly forbidden to have different disciplinary rules for either sex. 297 - Corpsmember Leadership and Government. Every center must have an elected corpsmember government to which center administration delegates appropriate decisionmaking authority and responsibility. All centers must establish a structured corpsmember leadership program apart from the elected corpsmember government, and must structure a community participation program for involvement of corpsmembers in local programs, services, and activities. The above programs are specified and described in ETH 404E, ETH 370, and ETH 630. 298 - Recreation/Avocation Program. Every Civilian Conservation Center is required to have a structured recreation/avocation program. The programs shall be developed as specified in ETH 404E and 20 CFR 684.73. 1. Program Plan. A written description of the organization, content, and implementation of each center's recreational/avocational program shall be prepared and provided to all staff members and to the corpsmember government. 2. Supervisor/Director. Each Center Director shall designate a full time Recreational/Avocational Supervisor who will have responsibility for planning, implementing, and assessing the effectiveness of the program. Responsibilities are specified in ETH 404E. 3. Facilities. All centers should have adequate recreational/avocational facilities and equipment available at convenient hours for nonscheduled as well as scheduled activities. (ETH 404E). 4. Complete Program. The recreational/avocational program in each Civilian Conservation Center shall include: proper skill instruction; adequate supervision at all times; well-maintained, attractive, and clean facilities; conformity to safety and sanitation regulations; and a "Recreational/Avocational Participation Plan" (RAP Plan) to identify the enrollee's recreational/avocational interests. See ETH 330 TS/M. 5. Required Components. All Civilian Conservation Centers are required to include the following components in the recreational/avocational program: cultural activities, athletic and physical fitness activities, crafts, community activities, shows and events, and library facilities and materials (ETH 404E). Although the center is required to provide a structured program with these components, corpsmember participation is voluntary after the initial exploration program. Some centers with unique problems may obtain waiver(s) for one or more of the required components through normal Forest Service channels. a. Cultural Activities. The Residential Living Manual (ETH 404E) offers examples of specific cultural activities. b. Athletic and Physical Fitness Activities. ETH 404E offers examples of athletic and physical fitness activities. (1) Water Safety. Swimming should be made available to all interested corpsmembers whenever access of swimming facilities is possible. Water safety programs for Job Corps are essential. Each Center Director shall designate a member of the staff as Water Safety Director. This person shall be qualified or certified (by the Red Cross) as a Water Safety Instructor and shall be responsible for, and supervise, all aquatic activities of the center including: (a) Drownproofing for corpsmembers. (b) Granting of swimming privileges to staff and corpsmembers after they are "checked" in swimming ability, and only in areas designated as safe for each individual's level of swimming ability. (c) Selection and additional training of qualified assistants to serve as lifeguards. (d) Reviewing of potentially dangerous waterfront areas to be regarded as "off limits," (except for periods of supervision). (e) Requiring of approved life jackets for limited swimmers during any kind of boating activity. (f) Establishment of adequate protection for use of all water facilities. (g) Preparation of plans for implementing a water safety program as outlined above, together with specific additions or modifications dictated by the location and conditions of a particular center. The Center Director shall submit the plan to the Job Corps regional office for approval. (2) Boxing. In all Civilian Conservation Centers with a boxing program, the following policies shall be established: (a) Corpsmembers are permitted to participate in boxing contests or tournaments only after thorough examination by a physician, and only when the corpsmembers meet prevailing age requirements for the State. (b) Boxing attire must include mouthpieces and foulproof protection cups. This protective equipment must be worn in all sparring sessions as well as in all competition. The maximum protection training headgear should always be worn by a least one member in a sparring session. In open competition, wearing of competitive headgear is optional at the discretion of the AAU District Association. In Civilian Conservation Center intramurals, competitive headgear is mandatory. (c) The boxing glove shall be not less than 10 ounces in weight for all classes. Gloves must meet the construction specifications approved by the National AAU Boxing Committee: defective gloves must immediately be replaced with gloves meeting AAU Requirements. (d) Corpsmembers shall be thoroughly examined immediately before and after each bout. A physician or qualified medic must be in attendance at ringside at all boxing contests. (e) Centers are to secure additional information from the current AAU Official National Boxing Handbook, published and distributed by the Amateur Athletic Union of the United States, 231 West 58th Street, New York, New York 10019. (3) Safety and First Aid. Corpsmembers shall be given appropriate instruction in safety and first-aid to the extent needed for participation in physical development and recreation activities as specified by the American Red Cross. c. Arts and Crafts. Centers must organize and conduct an arts and crafts program. d. Community Activities. Suggestions for community recreation are provided in ETH 404E. Center personnel shall survey and include community resources as an integral part of its recreational/avocational program as specified and described in ETH 404E. The center entertainment supervisor is responsible to the center director for: (1) Locating, encouraging, developing, through training, and utilizing local corpsmember talent; improving the quality of talent through appropriate training; and increasing each entertainer's repertoire by locating and teaching additional material. (2) Planning and conducting active local entertainment programs comprising of corpsmembers and/or visiting performers. (3) Exploring neighboring communities for sources of support to the center entertainment program on a gratuitous or reimbursable basis, such as live entertainers, dance hostesses, stage lighting and electronics specialists, music instructors, and for recreation facilities, such as theaters, concert halls, sports arenas, and group tour agencies. (4) Providing sufficient space and equipment for the rehearsal and presentation of live and film entertainment programs. The stage performance area should be planned so that it can be equipped with proper lighting facilities and draperies. Seating should be equal to anticipated attendance. Space and facilities for the preparation of simple scenery and costumes should be available. Dressing rooms or equivalent space should be available for use by grass roots or touring show performers. Performance areas not equipped with permanent stages should be provided with firm, portable risers capable of easy assembly and disassembly. e. Library Facilities and Materials. See 20 CFR 684.73. 299 - Safety. Program policies, training requirements, and administrative procedures are outlined in FSM 6700 and FSH 6709.11, Health and Safety Code Handbook. 299.1 - Water Safety 1. Supervision a. Each Civilian Conservation Center shall have at least one currently certified Red Cross water safety instructor or certified equivalent. b. A certified water safety instructor shall be in attendance during all instructional waterfront activities (item 5c). c. Water safety aids shall be developed among staff and corpsmembers to assist the certified instructor. d. Controls with periodic buddy system call checks shall be used. See the buddy system page 271, FSH 6709.11, Health and Safety Code. e. Colored trunks shall be issued (suits, patches, or caps are recommended) to indicate competency levels of swimmers of varying abilities within the group. Each center should select its own visual identification system for non-swimmers, beginners, intermediate level, and above. f. Nonswimmers below the Red Cross beginner-card level shall be excluded from swimming, fishing, and boating in undefined areas. g. Individuals whose aquatic competency is below the Red Cross swimmer-card level shall be excluded from waters having current or hazardous wave motion. h. Special instructions shall be given all swimmers prior to their first swim in waters having current or hazardous wave motion. 2. Training Program a. All physically qualified corpsmembers and staff shall be tested and classified according to their aquatic ability, prior to instructional or recreational swimming and boating. b. A Red Cross qualification card will be used to certify a corpsmember's swimming competence when tested as to whether he is a beginner, advanced beginner, intermediate swimmer, advanced swimmer, or above. c. Major program efforts will be in the direction of qualifying the vast majority of corpsmembers and staff through the Red Cross intermediate-swimmer level of ability. All corpsmembers should receive drown-proofing training. d. Specialized Red Cross courses in advanced swimming, lifesaving, and handling of small craft should be included to develop needed water safety leadership. 3. Swimming Areas a. Developed swimming areas, such as pools and beaches, should be the preferred sites for Job Corps instructional and recreational swimming. b. Local board of health should approve the water. c. The swimming area shall (1) be firm and free from holes and sudden stepoffs, (2) be clear enough that a swimmer's movements below the surface may be observed, and (3) have very little current or wave motion. d. Buoyed lines shall separate the various swimming areas, such as beginner and intermediate. e. The limits of the safe swimming area shall be denoted by buoyed lines. f. Beginner swimming activities shall be confined to water 3 feet deep or less. g. For low springboards placed within 3 feet above the water surface, water 8 feet deep is the minimum for safety. h. For springboards placed from 3 to 9 feet above the water surface, water 10 feet deep is the minimum for safety. i. The ideal water temperature for all around swimming use ranges from 72 degrees to 78 degrees F. Lower water temperatures are common, and the temperature's effect on a swimmer's ability should be recognized. j. Lifesaving equipment, such as ring buoys and reaching poles, shall be provided. k. Establish entrance and exit control to swimming area, if possible. 4. Emergency Plans and Equipment. See "Lifeguard Training, Principles and Administration" published by the Conference for National Cooperation in Aquatics (CNCA), Association Press, 291 Broadway, New York, N.Y. 10007. a. Provide and use CNCA water safety signals to swimmers for emergency situations. Have available telephone or radio communications for outside help. b. Develop and practice lost-swimmer search drills. c. First-aid supplies and equipment shall be on hand prior to starting any aquatic activity. d. Have available back-up emergency communications with contact information on nearest search and rescue organization, such as scuba divers, as well as medical facilities. e. A minimum of two reaching poles, or four poles per 100 swimmers, shall be available for activities in shallow water of 4-foot depth or less. f. When there are less than 100 swimmers, a minimum of 2 ring buoys and 1 torpedo buoy; when more than 100 swimmers, 4 ring buoys and 2 torpedo buoys per 100 swimmers, shall be available for activities in deep water of over 4-foot depth. g. Elevated guard stands shall be so located as to provide complete surveillance of all swimmers. h. Rules, posters, and local situations for swimming shall be posted or handed out and reviewed prior to aquatic activities. i. Consideration shall be given to small craft for patrol and rescue at extensive-area sites. 5. Lifeguards at Undeveloped or Otherwise Unsupervised Areas. a. Utilize "Lifeguard Training, Principles and Administration" published by the Conference for National Cooperation in Aquatics, in lieu of a formal course for training lifeguards. b. Lifeguards must have, as minimum qualifications, Red Cross senior-lifesaving card or equivalent, plus additional training in rescue techniques and use of equipment. c. Job Corps swimming excursions shall have a minimum of 4 lifeguards plus trainee assistants per 100 swimmers for either instructional or recreational swimming. 6. Small Craft (Health and Safety Code (FSH 6709.11) a. Users of small craft must pass the following prerequisite prior to using small craft: Demonstrate swimming ability sufficient to maintain one's self in the water comfortably for a minimum of 10 minutes while clothed; and demonstrate that they are able to jump into water over their head, surface, and remain in the immediate area. b. An experienced boatman shall be in each boat in unbounded waters and shall remain within sight of the group in order that assistance will be available at all times. c. A system of boat recall shall be employed when small craft are used. d. Separate use areas shall be established for boaters and swimmers. e. All water craft shall have positive floatation, whether in the upright or capsized position. f. Lifesaving devices shall be used and shall be Coast Guard approved.