Article 1 – Education Services*
101010.1 Policy
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The California Department of Corrections and Rehabilitation (CDCRCalifornia Department of Corrections and Rehabilitation) provides quality academic and Career and Technical Education (CTE) training courses that have a research-base which demonstrates and predicts positive learning outcomes for adults, that meet the needs and interests of the inmate population consistent with the operational and security priorities of individual adult institutions.
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Each adult institution shall provide academic education, CTE training courses, library services, recreation, physical education, Student Support Services (SSSSelection Support Section), and a Transitions course. The goal is to provide inmates with needed education and career training as part of a broader CDCRCalifornia Department of Corrections and Rehabilitation effort to increase public safety and reduce recidivism. These programs shall be standardized and coordinated statewide through the Division of Rehabilitative Programs (DRPDivision of Rehabilitative Programs) and Office of Correctional Education (OCEOffice of Correctional Education (see DRP)). They shall also be made accessible to inmates, be consistent in quality and content, and be in compliance with the California Code of Regulations (CCRCalifornia Code of Regulations) and state and federal laws.
101010.2 Purpose
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The purpose of this policy is to provide standards and directives for education services.
101010.3 Programs
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Education programs includes academic, Career and Technical Education (CTE) training courses, SSSSelection Support Section, and Transition courses to prepare inmates for release.
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Enrollment in courses shall be open-entry and open-exit, unless specifically approved by the Superintendent of Education so that students may be assigned and unassigned at any time throughout the year.
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Education programs are aligned with an OCEOffice of Correctional Education (see DRP)-adopted competency-based curriculum and the College and Career Readiness Standards (CCRSCorrectional Case Records Supervisor). Educational programs shall implement the department’s adopted instructional materials, curriculum, and assessments.
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Programs provide rigorous and engaging education courses that maximize instructional minutes, incorporate research-based instructional practices, and prepare inmates for a career path.
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Schools utilize the Professional Learning Communities (PLC) process, in a culture of collaboration, to improve instruction, increase student outcomes, and focus on meeting OCEOffice of Correctional Education (see DRP) and school goals.
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Education staff shall administer state-adopted assessments to inmates, in accordance with OCEOffice of Correctional Education (see DRP) Test Materials Security and Reporting.
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Students may use state-purchased hardbound (hardback) textbooks in the classrooms and in the housing units during lockdowns/modified programs utilizing the trust account withdrawal system.
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Interactive whiteboards connected to a workstation on the Inmate Ward Secured Network or to staff computers, are authorized under the direct supervision of a classroom teacher or education administrator for specific and valid
educational purposes.
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Lockdowns and Modified Education Programs.
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During lockdowns and modified programs which impact students’ ability to attend courses physically, or as noted on the Program Status Report (PSR), individualized student learning shall be provided via independent study, online learning, blended learning, distance learning, etc. as approved by the Warden. Students are expected to complete assignments as instructed by the teacher. Teachers shall provide regular feedback to students on their progress
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Reasonable accommodations shall continue to be provided to students, in accordance with the Individually Tailored Education Plan (ITEP).
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Formative and summative assessments shall determine student learning goals, objectives, and proficiency. Standardized assessments shall be provided in a secured classroom setting to ensure the integrity of the test environment with Warden approval as indicated in the PSR.
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In addition to independent study packets, CTE training courses shall be provided via a traditional shop environment with Warden approval as indicated in the PSR, so as to ensure that students are able to complete performance based assignments and activities to demonstrate proficiency.
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101010.3.1 Responsibility
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Headquarters.
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The Superintendent of Education shall provide faculty and administrator training, professional development, funding, education staffing, policies and procedures, and consultative services to the adult institutions for education programs. These services shall include an Assistant Chief of Education over curriculum and instruction who shall provide the needed expertise in implementing and maintaining research-based instructional practices utilizing the California Department of Education (CDE), CCRSCorrectional Case Records Supervisor, English Language Proficiency (ELP) standards for adult learners and the competency-based curriculum for CTE training and other approved courses.
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The Superintendent of Education shall audit, evaluate, and report to the Director of DRPDivision of Rehabilitative Programs on the education programs at each adult institution.
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The Superintendent of Education shall be a member of the Secretary and DRPDivision of Rehabilitative Programs’s executive staff.
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The Superintendent of Education, through the adult institution’s Supervisors of Correctional Education Programs (Principals), shall coordinate efforts in obtaining accreditation from the Western Association of Schools and Colleges for each adult institution’s school.
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Adult Institution Schools.
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As the hiring authority, the Warden is administratively responsible for the education programs at their adult institution.
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The Warden shall regularly consult with the Regional Associate Superintendent, to ensure instructional quality and program integrity to meet the program completion and recidivism reduction goals of CDCRCalifornia Department of Corrections and Rehabilitation.
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The priority of the Warden is to ensure that the adult institution’s educational programs are preparing inmates for college or a career.
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The Principal shall be a member of each Warden’s executive staff.
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As an instructional leader, the Principal is directly responsible for the education programs at the adult institution, and shall develop, implement, operate, and evaluate inmate educational programs with integrity.
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The Principal or their designee shall conduct weekly classroom walkthroughs and provide feedback to teachers on the use and effectiveness of research based instructional practices, classroom management, and test administration.
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Student learning shall be demonstrated with 70% or above proficiency in the standards and competencies.
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For the purpose of earning Milestone Completion Credits (MCC), students shall attend class, complete coursework, and pass assessments at 70% or above.
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Movies and television media clips may be used to augment curriculum in the classroom as approved by the Principal.
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Educational Advisory Committee
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Each Principal shall establish an educational advisory committee, known as Student Council, for education programs comprised of students. The Supervisor of Academic Instruction (Assistant Principals) shall schedule meetings with the committee on a regular basis (at least once monthly).
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The objective of Student Council is to provide a means to establish and maintain positive relationships and two-way communication with the students. Through effective use of Student Council it shall be possible to maximize students’ contributions to the school programs and enhance the quality and participation in the classes.
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101010.3.2 Credentialed Personnel
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Personnel who teach or administer inmate education programs shall possess an appropriate California teaching or service credential, and maintain current status while employed. Any lapse in credentials is cause for immediate removal from assignment, and non-punitive termination shall be initiated.
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Academic teachers, shall maintain a single or multiple subject credential; CTE teachers shall maintain a designated subject credential, in accordance with the CalHRCalifornia Department of Human Resources (formerly DPA and SPB) minimum qualification of the position for which they are hired. At designated Developmental Disabled Program (DDP) schools, at least one teacher shall have an Education Specialist credential or equivalent. School administrators shall possess and maintain the appropriate administrative services credential in accordance with the California Commission on Teacher Credentialing and CalHRCalifornia Department of Human Resources (formerly DPA and SPB) Minimum Qualifications.
101010.3.3 Contracts
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OCEOffice of Correctional Education (see DRP) may negotiate contracts with local school districts, county boards of education, and consultants.
101010.3.4 Classification of Inmates
Revised January 10, 2023-
Education staff shall review inmate education records upon inmate arrival. If inmates do not have a reading grade level established in the Strategic Offender Management System (SOMSStrategic Offender Management), education staff shall administer a reading assessment prior to Classification Committee to assist in determining effective communication and appropriate education course(s) placement.
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Prior to classification, education staff (registrar) shall provide inmates a release form that authorizes the registrar to request education transcripts and special education records from the prior school(s) the inmate attended. Inmates shall authorize the school to obtain educational records to determine education needs.
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Education staff shall update an inmate’s educational history in the SOMSStrategic Offender Management to ensure records are available to Classification Committees for proper placement on appropriate waiting lists, based on their educational needs.
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Classification Committees shall place inmates on waiting lists for education programs. An education administrator shall provide input and training to the Correctional Counselors to assist in determining inmate education needs.
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Recommendations for assignments to education programs shall be made on the basis of reading grade levels, the department’s needs assessment instrument, educational history, assessment records, inmate career goals, the inmate’s rehabilitation case plan, and medical and mental health factors and recommendations.
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Inmates who do not have a High School Diploma (HSD), a High School Equivalency (HSE), or inmates with developmental disabilities who do not have a Certificate of Completion (Certificate of Attendance and Participation), shall be placed on a waiting list for Adult Basic Education (ABEAdult Basic Education) or Adult Secondary Education (ASE), based on their most current reading grade level.
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Inmates who are within two years of release shall be placed on a waiting list for the Transitions course.
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Inmates with a medium to high need for employment based on the department’s needs assessment tool shall be placed on a waiting list of their choice for a CTE training course, and one alternate CTE training course based on the Education Administrator recommendation. An inmate shall not be screened out for participation in CTE training courses based on the inmate’s reading grade level. Inmates must meet the safety and eligibility criteria to perform the requirements of the CTE training course, based upon the course description and the ability to read the coursework, with accommodations.
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Institutional safety and security needs shall also be considered when making education assignments within established policy guidelines.
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101010.3.5 Enrollment of Inmates
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The Inmate Assignment Office (IAO) staff shall assign inmates to the appropriate education courses based on CDCRCalifornia Department of Corrections and Rehabilitation policy, and Classification Committee action.
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Inmates shall be assigned to education programs in the order in which they appear on the waiting list.
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Inmates under the age of 22 shall receive priority enrollment in education programs.
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Priority assignments for ABEAdult Basic Education and ASE courses are for inmates who are within 3-48 months of release or of a parole consideration hearing.
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Priority assignments for Transition courses are for inmates who are within two years of release.
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Inmates who are within 6-48 months of release, or of a parole consideration hearing, shall receive priority placement into a CTE training course. Inmates who have a low need for employment and inmates who are not within 6-48 months of release shall receive secondary priority for assignment to a CTE training course. Up to 10% of each CTE training course may consist of inmates serving life sentences with the possibility of release.
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Inmates who are enrolled in a Computer and Related Technologies (CRTCrisis Response Team) Digital Literacy training course and who are determined by the instructor to be digitally literate may request to be unassigned from CRTCrisis Response Team Digital Literacy training courses with approval from the Principal.
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After inmates are enrolled in a course, attendance shall be considered contractual on their part until completion of the course, or removal by the IAO or by a Classification Committee.
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In the event that a student has difficulties being successful in a course, the student may be referred to an ABEAdult Basic Education, ASE, or after school tutoring for additional support with contextualized learning.
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The Principal may initiate students to be reassigned to alternate education courses or a work assignment based on institutional need, course completion, assessments, course prerequisites, or medical and mental health professional recommendations via a CDC 128-B General Chrono.
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English Learners (EL) and students with disabilities shall be mainstreamed with their peers in education courses, and shall be provided equal access to the curriculum.
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Students with disabilities shall be provided reasonable accommodations based on their individual learning needs. Tutoring is available for students who have learning disabilities or difficulties.
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101010.3.6 Occupational Licensing
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The department may provide an opportunity for students to obtain licenses in occupations that require licensure.
101010.3.7 Termination of Assignments
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A student may be unassigned from a course with the recommendation of the teacher and the approval of the Principal, on a case-by-case basis via a CDC 128-B General Chrono, based on course matriculation and assessments, completion of the course, diploma or degree, and continual failure or refusal to attend class. Students may also be unassigned from class due to safety and security, transfer, and release.
101010.4 Career and Technical Education
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CTE training courses shall provide students with technical and occupational knowledge of a career pathway that results in national certification for jobs in high demand industries where inmates are able to make a livable wage upon release
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CTE training courses relate to the following industry sectors: building and construction; business and finance; energy, environment and utilities; fashion and interior design; information and communication technology; manufacturing and product development; public services; and, transportation.
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CTE teachers shall teach the following: collaboration with people from different cultures and life experiences, patience, positive communication strategies, critical thinking, problem solving, digital literacy, flexibility and adaptability, initiative, punctuality, productivity, and accountability.
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The IAO shall assign inmates to CTE training courses in the order they appear on the waiting list, per Classification Committee action, in accordance with the California Code of Regulations, title 15, section 3040.3, Education Assignments.
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101010.4.1 Standards for Career and Technical Education Training Courses
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CTE training courses shall maintain the following minimum standards:
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CTE training courses shall be conducted within OCEOffice of Correctional Education (see DRP) standards and policies.
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CTE training courses shall be aligned with industry certification, state license, or apprenticeship programs.
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Unless otherwise approved by the Superintendent of Education, each CTE teacher shall conduct and document six hours of approved training each day.
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Each CTE teacher shall present a minimum of one hour of safety instruction per month.
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This instruction shall be appropriately documented and available for inspection.
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A safety committee comprised of students shall conduct weekly safety inspections of equipment and facilities.
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Records of the safety inspections shall be maintained for one year.
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CTE training courses shall be designed to be completed by students within 18 months.
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101010.4.2 Career and Technical Education Procedures for Continuing Existing Training Courses
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CTE training courses shall be continued at an adult institution on the basis of identifiable space, number of inmates who have an unmet need for employment, predictable employment availability based on trade information and labor statistics, Trade Advisory Committee (TACTrade Advisory Committee) recommendations, and student access to and attendance in the CTE training courses.
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The Superintendent of Education shall review and approve all CTE training courses to be continued at the adult institution schools.
101010.4.3 Procedures for Addition/Change of Career and Technical Education Training Courses
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An adult institution requesting to add or change a CTE training course shall submit a program change request to the Superintendent of Education.
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The request will include the current and requested course(s), yard(s), teacher to student ratio, potential fiscal impact, and needs related to: structural or classroom modifications, custody coverage, and procurement or movement of consumables, tools, and equipment.
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101010.4.4 Career and Technical Education Procedures for Conducting a Job Market Analysis
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Every five years, the administrator over CTE training courses at OCEOffice of Correctional Education (see DRP), shall conduct a job market analysis for existing courses.
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The job market analysis shall contain each of the following:
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A summary of the latest projections of employment for the State of California referencing resources such as the State Employment Development Department (EDDEmployment Development Department) in coordination with the Department of Industrial Relations, the California Workforce Development Board and Occupational Information Network (O*NET).
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A summary of current and projected employment availability by region, salary range, number of workers employed, and licenses or certifications required for each trade.
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Recommendations for continuing or discontinuing CTE training courses shall be based on workforce employment needs, institutional safety and security concerns, unmet employment needs of inmates in the institutions, available space, funding considerations, and job market analysis.
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General information about each CTE training course shall include a brief description of the training course, existing locations, major equipment necessary, length of training necessary to complete the course, and training space required.
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101010.4.5 Career and Technical Education Trade Advisory Committee
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OCEOffice of Correctional Education (see DRP) shall establish a Trade Advisory Committee (TACTrade Advisory Committee) to include industry stakeholders from regions where the majority of CTE students are released. The membership shall be evaluated annually by OCEOffice of Correctional Education (see DRP)-CTE administration to discuss industry employment trends, skill gaps and industry standard methods to include tools and equipment. Consultation with industry leaders and employers may be accomplished through surveys, web-based or conference calls, as well as membership to industry associations and organized labor organizations. OCEOffice of Correctional Education (see DRP) shall consider institutional TACTrade Advisory Committee outcome reports and OCEOffice of Correctional Education (see DRP)-TACTrade Advisory Committee consultation as part of the California EDDEmployment Development Department labor market data and as a part of the continuous improvement model for CTE training courses.
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The Superintendent of Education shall ensure the Principal establishes a TACTrade Advisory Committee for each CTE training course at the institution. The TACTrade Advisory Committee membership shall be composed of industry business owner(s) and journey level craft or trade people.
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Each CTE teacher shall submit to the Principal a list with a minimum of three TACTrade Advisory Committee members to include the name of the business, address of business, website of business, phone number of member and contact name. This list shall be updated quarterly. The Principal shall ensure the TACTrade Advisory Committee membership business or journey level experience is in alignment with the CTE training course employment pathway.
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TACTrade Advisory Committee members will be encouraged to meet with instructors, students, and institutional administration to provide insight into employment trends and skill gaps seen in the industry. When possible the TACTrade Advisory Committee should be invited to Inmate Education Advisory Committee meetings to share employment needs and concerns.
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Principals shall review requests from teachers to participate in a TACTrade Advisory Committee. CTE teacher participation may be in person or virtual through technology options, and shall occur during non-student contact time, when possible.
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Requests for TACTrade Advisory Committee participation must include:
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The name of the business, address of business, website of business, phone number of member, and contact name.
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TACTrade Advisory Committee meeting location and time.
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Meeting agenda or justification for participation.
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The Principal shall ensure that the meeting agenda outcome or report is completed, reviewed, and submitted to OCEOffice of Correctional Education (see DRP).
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The objectives of the TACTrade Advisory Committee shall be to provide advice and consultation on:
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Establishing standards for inmate training relevant to current methods and industry standards.
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Vocational guidance.
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Evaluation of students.
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Employment opportunities for students upon release.
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The Assistant Principal shall ensure that each CTE teacher organizes and maintains an active TACTrade Advisory Committee for their CTE training course.
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CTE teachers shall work closely with representatives of the TACTrade Advisory Committee to ensure CTE training courses meet the changing employment needs and training trends in the industry.
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The TACTrade Advisory Committee shall meet quarterly on staff development, training days, or both. Exemptions to the quarterly meetings shall be requested from the Associate Superintendent, due to the feasibility of conducting meetings in certain geographic locations.
101010.4.6 Review of Career and Technical Education Training Courses
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The Superintendent of Education shall annually review each adult institution CTE training course.
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CTE training courses shall be reviewed according to the following criteria:
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Student length of time in assignment, and progress toward completion of the training course.
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Program integrity, including the utilization of instructional best practices, appropriate use and maintenance of all equipment prescribed for training, and implementation of evaluation protocols as established by OCEOffice of Correctional Education (see DRP).
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Documented evidence at the prison that students are engaged in small group learning activities. Eighty percent of the small group instruction shall include projects using tools of the trade identified by the approved OCEOffice of Correctional Education (see DRP) curriculum. Twenty percent of the small group learning activities shall be direct instruction and cooperative learning activities relating to concepts and theories related to the trade, literacy, and numeracy.
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Current record keeping in SOMSStrategic Offender Management and related training certification websites of training partners or licensing agencies.
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Test integrity.
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Education records, including completions, number of student certifications, student attendance, percentages of students passing tests on the first attempt,
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Student satisfaction surveys.
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Use of CTE training course students for special projects within the institution, including those requested by the Warden.
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Adequacy of facilities.
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TACTrade Advisory Committee participation.
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101010.4.7 Career and Technical Education Employee Services for Automobile Repair
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The minimum standards for Employee Services related to automobile repair are detailed below, and shall be incorporated into the institution’s Operational Procedures (OP). The institution may add additional restrictions or limitations, but the institution may not lessen the standards. The minimum standards are as follows, and shall not be circumvented:
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Funds generated by employee services will be used to supplement, purchase, repair, or upgrade equipment needs of the vocational programs.
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Restoration, customization, and conversion projects are not approved as employee service projects. All restoration and conversion projects are limited to institution or community service projects.
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No vehicle over 15 years of age will be repaired. NO EXCEPTIONS.
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Employee services available are limited to the standard type of repairs offered in the average auto repair shop.
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Employees must have a current operating Department of Motor Vehicles (DMVDepartment of Motor Vehicles) registration, indicating proof of ownership.
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Charges for repairs are based on the time required for the job as listed in the flat rate manual for warranty repairs for specific makes and models. The employee will be charged a per hour labor rate as prescribed in the OP for CTE training courses, but no less than $60.00 per hour. OCEOffice of Correctional Education (see DRP) will review the labor rate annually.
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A Safety Data Sheet must accompany all liquids, chemicals, paints, etc., that are brought into the institution.
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A vehicle cannot be transferred from course to course. One request, per vehicle. When a request is completed, the vehicle will be removed from the course. The employee can initiate another request for the same vehicle.
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Employees have a maximum of five days to bring in the vehicle when notified. If an employee cannot bring in the vehicle within the required time frame, their name will be placed at the bottom of the list, and the next person will be contacted.
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Once the vehicle is delivered to the course, the instructor will provide the employee with an estimated cost for repairs, and a material and parts list. The employee will have a maximum of five days to pay the estimated project cost, as well as provide all parts and materials. If an employee cannot provide all the parts, materials, or pay the estimated project cost, the employee will then have three days to remove the vehicle from the course.
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Upon notification of project completion, the employee has three working days to remove the vehicle from the course.
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Failure to remove a vehicle from a course within the specified time frame will result in the vehicle being towed at the owner’s expense.
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Employees will be charged for the disposal of any hazardous materials such as coolant, oil, and transmission fluid.
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101010.5 Academic Education Programs
Updated June 3, 2025-
Academic education programs include English Language Development (ELD), ABEAdult Basic Education, ASE, and Post-Secondary and Continuing Education (PSCE). ELD, ABEAdult Basic Education, and ASE shall include the teaching of the CDE, CCRSCorrectional Case Records Supervisor and ELP standards.
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Utilizing textbooks adopted by OCEOffice of Correctional Education (see DRP), research-based instructional practices, and maximizing instructional time, instruction shall enable the student to:
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Increase literacy and numeracy skills.
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Demonstrate proficiency in the adopted academic standards.
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Complete prerequisites for academic success in PSCE, CTE training courses, and continuing education.
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The Warden shall make every effort to ensure that inmates who do not have a United States-recognized accredited high school diploma or its equivalency or a certificate of completion (for inmates with developmental disabilities) are enrolled in ABEAdult Basic Education or ASE courses, in accordance with the most current reading grade level as follows:
Adult Basic Education Adult Secondary Education Adult Basic Education I 0 – 3.9 Adult Basic Education III 7 – 8.9 Adult Basic Education II 4 – 6.9 High School Diploma 9+ GEDGeneral Education Development 9+ -
Academic education may be provided via alternative education to incarcerated persons housed in Restricted Housing Units, on orientation status, at Conservation (Fire) Camps, and for incarcerated persons with medical and mental health preclusions.
101010.5.1 Scope of Academic Education
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Academic education includes:
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ELD.
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ABEAdult Basic Education.
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ASE.
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Literacy Tutoring (LTLimited Term).
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PSCE.
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101010.5.2 English Language Development
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An English Learner (EL) is a student whose native (or home) language is a language other than English, who is unable to communicate fluently or learn effectively in English, who may come from a non-English speaking home and background, and who typically requires specialized or modified instruction in both the English language and in academic courses.
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The overall goal of ELD is:
To improve the English language skills as rapidly and effectively as possible and attain parity with native speakers of English, and to ensure that ELs, within a reasonable period of time, achieve the same rigorous grade-level academic standards that are expected of other students. -
Students may self-identify as a potential EL. Teachers may recommend students to the EL identification process based on objective observations of language production and comprehension.
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Teachers will administer the Student Language Survey (SLS) to:
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Students whose SLS indicates a language other than English in their early language development and a reading score under 4th Grade Equivalency (GE) will be tested for ELP.
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Students scoring at intermediate proficiency or below will be identified as EL.
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ELs who reach a reading GE of four or higher will be exited from EL status.
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Instruction:
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Identified ELs placed in ABEAdult Basic Education I will receive instruction in ELD based on the ELP standards using instructional materials adopted for such instruction.
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ELs will receive research-based, differentiated instruction in literacy and numeracy that addresses their language and academic needs.
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101010.5.3 Adult Basic Education
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Inmates who do not have a high school diploma, equivalency, or certificate of completion and who are achieving below seventh grade level are to be enrolled in ABEAdult Basic Education. The subjects shall include English, Language Arts, and Mathematics.
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Upon student demonstration of proficiency in the CCRSCorrectional Case Records Supervisor, and as evidenced by a standardized assessment based on the most current reading grade levels, students shall receive a program completion in SOMSStrategic Offender Management, and shall be enrolled in ASE.
101010.5.4 Adult Secondary Education
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Inmates who do not currently possess a verified HSD or HSE and who read at or above the 7.0 grade reading level shall be eligible for enrollment in ASE.
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Inmates with a 7-8.9 reading grade level shall be placed into ABEAdult Basic Education III; inmates with a 9-12.9 shall be placed into a General Education Development (GEDGeneral Education Development) or HSD course. Placement in a HSD course requires sufficient time remaining prior to one’s release date to complete the requirements for a HSD.
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Students must earn 180 units to be recommended for earning a HSD, in accordance with the CDE graduation requirements and OCEOffice of Correctional Education (see DRP) policy. Students shall earn 70% or above on a HSD course curriculum, to receive credits for the HSD course.
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ASE subjects include English Language Arts, Mathematics, Science, and Social Sciences.
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Students shall demonstrate readiness to take the HSE test based on OCEOffice of Correctional Education (see DRP) policy and criteria.
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Upon successful completion of the HSD or HSE course, a certificate of HSD or HSE shall be awarded.
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Graduation ceremonies shall be scheduled for graduates. Schools may provide HSD, HSE, and college graduates, one photograph in their cap and gown as approved by the Principal.
101010.5.4.1 Literacy Tutoring
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Literacy Tutoring (LTLimited Term) is available to students, and focuses on providing individualized instruction to support students who need additional assistance with learning. LTLimited Term is also available for those students who may be assigned to work or CTE training courses during the day and desire to increase literacy and work towards earning a HSE or HSD outside of work and course hours.
101010.5.5 Post‑Secondary and Continuing Education
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Post-secondary education via college correspondence, in-person courses, and courses via electronic devices may be offered based upon available staff and funding.
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Students with a U.S.United States-recognized accredited HSD or GEDGeneral Education Development certificate are eligible to apply for admission into college, and enroll in college level courses that lead to certificates, degrees, or both, from nationally recognized and accredited agencies, as approved by the Principal. Inmates may not enroll in college level courses that duplicate courses provided by the department.
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Students who have Associate of Arts or Science degrees from accredited colleges, or who have completed 60 units of lower division course work, are eligible to enroll in upper division college credit courses leading to the Bachelor of Arts or Science degree where feasible.
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College students are required to pay for college tuition, fees, supplies, and textbooks. State and federal grants may be available from colleges and universities.
101010.5.6 Continuing Education
Revised January 10, 2023-
Continuing Education is available via blended learning environment including face-to-face teaching and independent study.
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Courses provide educational opportunities to inmates seeking to further educational knowledge.
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Interested inmates may request assignment through Education staff to participate in an e-learning course.
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E-learning courses include video lessons, a student handbook or coursework, and teacher-proctored exams.
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Students must attend assigned courses, complete all coursework, and demonstrate 70% proficiency on all exams in order to receive credit.
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101010.6 Transitions Course
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The Transitions course is designed for inmates who are nearing release.
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The Transitions course is designed to bridge the gap from dependent facility living to successful, self-directed community adjustment through employment and workforce readiness and financial literacy.
101010.6.1 Responsibility
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Each facility shall provide a Transitions course for inmates.
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The Transitions course shall be under the direction of the Principal.
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The Transitions course shall include input from the Department of Adult Parole Operations (DAPODivision of Adult Parole Operations (formerly P&CSD)), probation offices, and the Office of Victim and Survivor Rights and Services.
101010.6.2 Requirements
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The Transitions course shall be open entry, open exit, and provided five days a week.
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Inmates who are within two years of release, or of a board hearing, are eligible to participate in a Transitions course.
101010.6.3 Curriculum
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The Transitions curriculum shall be standardized and adopted for statewide use by the OCEOffice of Correctional Education (see DRP) and shall include:
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Employability skills.
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Financial literacy skills.
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Community resources.
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Restitution information.
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101010.6.4 Course Completion
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At the conclusion of the Transitions course each participant shall have:
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Transitions plan.
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Cover letter and resume.
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Job search goals.
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The names and addresses of three or more public or private agencies available to assist the inmate in their county of release.
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Master job application.
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Spending plan.
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Educational records.
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Participated in at least one mock job interview.
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A California identification card or procedures to obtain one.
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Address of parole or probation office.
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Job application.
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101010.7 Student Support Services
Revised January 10, 2023-
Student Support Services (SSSSelection Support Section) provide students with disabilities, and students who are under 22 years of age, with supplementary assistance with learning.
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Reasonable accommodations shall be made for those students who have documented physical, mental, psychiatric, or learning difficulties or disabilities, to ensure students are provided access to educational programs and access to the curriculum.
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For students who are classified as Enhanced Outpatient Program (EOPEnhanced Outpatient Program) mental health level of care, the presumption shall be they will attend traditional academic education courses.
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Students designated as part of the Developmental Disability Program (DDP) who are enrolled in education programs are eligible to receive additional support for learning from the Resource Specialist Program (RSP) teacher.
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The RSP teacher shall administer standardized assessments and develop an Individually Tailored Education Plan (ITEP) for DDP students.
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The ITEP shall be reviewed semi-annually with a Student Study Team (SST). SST members include the RSP teacher, DDP student, assigned classroom teacher, and school administrator.
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Student progress shall be provided to the assigned classroom teacher for inclusion in the quarterly Education Progress Reports (EPR).
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Students with developmental disabilities may be eligible to participate in an alternative high school completion course called Certificate of Attendance and Participation (CAPCorrective Action Plan).
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Students in the Disability Placement Program (DPPDisability Placement Plan) who are enrolled in education may receive additional support for learning from the RSP teacher.
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The RSP teacher may administer standardized assessments and develop an ITEP for DPPDisability Placement Plan students assigned to the RSP teacher.
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The ITEP may be reviewed semi-annually with the SST. SST members include the RSP teacher, DPPDisability Placement Plan student, assigned classroom teacher, and school administrator.
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Student progress may be provided to the assigned classroom teacher for inclusion in the quarterly EPR.
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Students with disabilities shall be provided reasonable accommodations based on their individual learning needs, and documentation shall be noted on the quarterly EPR.
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If the primary language is American Sign Language (ASL), sign language interpreting services will be provided in accordance with department policy.
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Students under age 22 who are enrolled in education programs shall receive supplemental assistance and support for learning from the Every Student Succeeds Act (ESSA) teacher at designated adult institutions.
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Instructional hours shall be no fewer than 15 hours per week.
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ESSA teachers shall enter attendance into SOMSStrategic Offender Management.
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ESSA teachers shall provide student learning objectives and achievement information to the assigned classroom teacher for the quarterly EPR.
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101010.8 Records
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Upon an inmate entering the adult institution, the school registrar shall review SOMSStrategic Offender Management and provide a Transcript Request Form to each inmate who does not have a verified HSD or HSE. The registrar shall request transcripts and special education records from the last school of reported attendance and update SOMSStrategic Offender Management upon receipt.
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The Principal shall be responsible for the accuracy and completeness of educational records when inmates are received, transferred, or released.
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The Principal shall maintain accurate records of all educational achievements, completions, degrees, and certifications and record these in SOMSStrategic Offender Management.
101010.8.1 Records to be Maintained and Data to be Reported
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The following data shall be reported with accuracy, in SOMSStrategic Offender Management: enrollment, attendance, education progress reports, curriculum progress records, transcripts, course completions, diplomas, degrees, certifications, accommodations, student study team meetings, ITEPs, ELs, and credit earnings.
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Education Progress Reports are to be completed quarterly by teachers for all assigned students. As students demonstrate proficiency in curriculum, learning shall be recorded on curriculum progress records. Lesson plans and tool inventories shall be provided to the Assistant Principal.
101010.9 Education Records
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The following records shall be updated daily:
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Student attendance (XSEA).
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Curriculum progress records.
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Education Merit Credits (EMC) and Milestone Completion Credits (MCC).
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Tool and test inventories.
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National Center for Construction Education & Research (NCCER).
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Lesson plans.
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Class walk through observations.
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The following records shall be reported quarterly:
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Education Progress Report.
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Trade Advisory Committee agenda and minutes.
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Site Council agenda and minutes.
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Library report.
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Tool and equipment inventories.
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101010.10 Education Reports
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The Principal shall prepare education reports as requested by the Superintendent of Education.
101010.11 Regulations, Credentialing, and Work Schedule Pertaining to Staff
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State civil service rules provide for a minimum workweek of 40 hours, and eight core hours of work daily.
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Preparation Time.
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The Principal, shall determine the time of day set aside for lesson preparation to be utilized for educational purposes. This shall include, but not be limited to:
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Development of lesson plans.
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Student attendance records.
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Curriculum progress reports.
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Education progress reports.
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Inmate or student disciplinary report writing.
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Tool control and inventories.
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Other, as approved by the Principal.
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Teacher Assignments.
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The Principal shall assign teachers to educational courses.
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Credentialing.
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Academic teachers shall have a single or multiple subject teaching credential. Courses for students with developmental disabilities shall be taught by appropriately credentialed teachers who possess an Education Specialist Credential or equivalent, issued by the California Commission on Teacher Credentialing (CCTC).
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CTE Teachers shall:
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Meet the requirements for the designated subject’s CTE credential specific to their trade.
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Have five years of verified journey-level experience in the specific trade that they are teaching.
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Maintain the credentials and certifications necessary in order to assess student progress and issue appropriate credits and certifications to students.
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Teachers shall attend professional development, trainings, Professional Learning Communities (PLC), and conferences as directed by the Principal or Assistant Principal(s).
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Teachers shall be provided duty statements and work expectations.
101010.11.1 Incentive Salary Increase
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Teachers shall be considered eligible for an incentive salary increase if they:
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Receive less than Range F under the regular pay plan.
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Receive less than Range P under the 10-12 pay plan (see Unit 3 contract).
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Complete 12 semester or 18 quarter units of college level courses approved by their department, taken after appointment.
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An employee shall receive only one incentive increase in any calendar year.
101010.11.1.1 Criteria for Course Selection for Salary Increase
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The teacher shall secure approval from the Principal and OCEOffice of Correctional Education (see DRP) before enrolling in the college course(s) for the purpose of salary advancement.
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College courses shall be selected to ensure direct contribution to the improvement and advancement of the teacher in their work assignment as a correctional educator.
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Courses taken for salary advancement must be taken on the employee’s own time, and at their own expense.
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The teacher shall submit a request to take additional courses for the purpose of salary advancement and route it to the Principal for review to ensure courses meet the established criteria. The Principal shall forward the request to OCEOffice of Correctional Education (see DRP) for final approval.
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The OCEOffice of Correctional Education (see DRP) Administrator over Human Resources shall determine that the course(s) will contribute to the improvement and upgrading of the teacher as it relates to their job classification, teaching assignment, course curriculum and professional development. Acceptable courses will be from accredited colleges, universities, or other California Commission on Teacher Credentialing (CTC) approved programs where college semester units are provided upon completion. Transcripts should be official transcripts or digital equivalents from an authorized third party vendor, before forwarding the request to OCEOffice of Correctional Education (see DRP) for approval. College units and Continuing Education credits from industry cannot be a repetition of previously acquired credits or
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Conferences and courses paid for by the institution are not eligible for salary advancement.
101010.11.2 Uniformed Personnel for Searches
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The department shall make efforts to provide uniformed personnel to perform required inmate searches. The Warden may require education staff to perform searches of their students on a temporary basis because of unavailability of uniformed personnel. In such cases, the facility shall provide instruction to the education staff.
101010.11.3 Adult Institution Emergencies
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During a declared emergency, teachers may be assigned as required to custodial or other duties for which they have received instructions.
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During an emergency or lockdown, teachers may be required to perform other duties as needed, consistent with their professional skills or for which they have received instructions.
101010.11.4 Student to Teacher Ratios
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Refer to Unit 3 Contract.
101010.11.5 Use of Teachers for other than Instructional Purposes
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CDCRCalifornia Department of Corrections and Rehabilitation credentialed teachers and staff assigned to the Education Department are not to be used for non-school related functions without prior written approval of the Superintendent of Education (except during an emergency). The Principal shall prepare such a request for the Warden’s signature and submit it to the Associate Superintendent. The request shall contain:
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A clear and concise justification for the request.
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A description of the duties to be performed.
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The length of the assignment.
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An explanation of how the inmates currently assigned to the teacher will receive instruction.
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101010.12 Budgetary Procedures
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The Principal shall, submit to the Superintendent of Education, projected budgetary needs via a spending plan for the fiscal year for each of the following areas:
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Law library.
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Inmate recreation library.
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Academic operating expense.
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CTE operating expense.
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Administrative expense.
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Technology, training, travel and equipment.
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Spending plans shall be for adult institution school needs directly related to student learning and OCEOffice of Correctional Education (see DRP) goals and objectives and shall be reviewed and approved by the Associate Superintendent prior to allocation distribution.
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Funding, equipment and materials designated for specific programs shall remain with the designated program unless the Principal of the adult institution has been given express permission in writing to reassign the assets to another OCEOffice of Correctional Education (see DRP) program by an administrator at the OCEOffice of Correctional Education (see DRP) and Division of Rehabilitative Programs.
101010.13 Revisions
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The Superintendent of Education shall be responsible for ensuring that the contents of this article are kept current and accurate.
References
Revised January 10, 2023-
Penal Code §§ 2053 and 2690.
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California Code of Regulations, Title 15, Division 3, section 3040, 3043, and 3043.3.
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Senate Bill 1391 (2014).
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Bargaining Unit 3 SEIU Contract.
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Department Operations Manual § 62070.
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California Commission on Teacher Credentialing.
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California Department of Education, College and Career Readiness Standards.
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Western Association of Schools and Colleges
Revision History
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Revised: January 7, 1993.
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Revised: May 26, 2021.
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Revised: January 10, 2023.
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Revised: June 3, 2025.