QuickAssist:
Guidance and Counseling

Items bolded and underlined are drawn from the Illinois State Board of Education Evidence List.

Career Related Learning

Documents

What documentation can be used to indicate compliance with this standard?

  • Copies of training agreements with employees that include statements of non-discrimination and employer assurances
  • Cooperative work experience placement policies and criteria for placement
  • Enrollment and assignment data, including hours of work, of students presently in cooperative work experience, work study, and/or apprenticeship programs
  • List of programs and activities concerning internships, cooperative work experiences, work study, apprenticeship, and/or other career related learning
  • Career related learning materials available in alternate learning formats

Supplemental Information

What essential elements do assurances need to contain?

  • An indication that the employer does not discriminate with regard to race, color, national origin, sex, disability, or age
  • An indication that the employer understands that the educational entity does not enter into any agreements with businesses which discriminate with regard to race, color, national origin, sex, disability, or age

How can counselors have an expanded knowledge of career opportunities?

In order to avoid "steering" minorities, women, and students with disabilities toward more restrictive career objectives, counselors should obtain updated information about the dynamics of the labor force. School districts have established programs to ensure that counselors are apprised of the most recent occupational outlook data, including employer-led workshops on emerging opportunities in a specific field. The sessions also allow counselors to gain first-hand understanding of developments and occupational forecasts in specific industries and organizations. In turn, counselors can disseminate this information to students so they can consider a broader range of options.

Source: US Department of Education. Office for Civil Rights. (1991). The guidance counselor's role in ensuring equal educational opportunity. Author. Available at
http://www.ed.gov/about/offices/list/ocr/docs/hq43ef.html

How can counselors cooperate with business?

There are other ways to involve the resources of the business community. Some schools arrange for minority, women, and persons with disabilities as role models from occupations in which these groups traditionally have been underrepresented (e.g., female physician or male nurse). The role models provide assistance for career days, exploratory experiences, and as advisers to students.

In addition, some businesses sponsor job shadowing and summer internship programs that combine high school credit with employment. These programs also encourage students' further educational attainment by linking academic preparation with job requirements. Some counselors arrange for representatives of the business community to conduct group sessions on preparing resumes and job interview skills. While these programs are normally open to all students, counselors can take special measures to ensure the participation of special populations groups.

Source: US Department of Education. Office for Civil Rights. (1991). The guidance counselor's role in ensuring equal educational opportunity. Author. Available at
http://www.ed.gov/about/offices/list/ocr/docs/hq43ef.html

What are the apprenticeship program standards?

The following are some of the characteristics of the basic standards under Title 29, Code of Federal Regulations, Part 29.5:

  • Full and fair opportunity to apply for apprenticeship programs
  • A schedule of work processes in which an apprentice is to receive training and experience on the job
  • Organized instruction designed to provide apprentices with knowledge in technical subjects related to their trade (e.g., a minimum of 144 hours per year is normally considered necessary)
  • A progressively increasing schedule of wages
  • Proper supervision of on-the-job training with adequate facilities to train apprentices
  • Periodic evaluation of apprentices' progress, both in job performances and related instruction with maintence of appropriate records
  • Nondiscrimination in selection, employment, or training phases

Source: U.S. Department of Labor Employment & Training Administration. Available at http://www.doleta.gov/atels_bat/characte.cfm

Links

Required elements for apprenticeship agreements
http://www.dol.gov/dol/allcfr/ETA/Title_29/Part_29/29CFR29.6.htm

Complaint regulations
http://www.dol.gov/dol/allcfr/ETA/Title_29/Part_29/29CFR29.11.htm

Equal Employment Opportunity In Apprenticeship and Training
http://www.dol.gov/dol/allcfr/Title_29/Part_30/29CFR30.15.htm

The Guidance Counselor's Role in Ensuring Equal Educational Opportunity
http://www.ed.gov/about/offices/list/ocr/docs/hq43ef.html

American Counselor’s Association Code of Ethics
http://www.counseling.org/resources/CodeofEthics/TP/Home/CT2.aspx