Completion Matters:
Change is Constant!
2012-2013 Regional Workshop
Agenda
• Introductions
• Administration/Awareness
• Counseling/Recruitment
• Faculty/Retention
• Resources
o
JSPAC
o
CCC SP Collaborative
o
NAPE
The JSPAC is jointly funded by the
California Department of
Education
&
California Community College
Chancellor’s Office
CA Perkins
Joint Special Populations Advisory Committee
• JSPAC is a unique committee designed to:
o
o
Promote equity in education
Be a voice between “The Field” and the Systems: CDE & CCCCO
• The committee is comprised of 30 members, 10
from each group:
o
o
o
K-adult
CA Community Colleges
Business, labor, and industry
CA Perkins JSPAC Mission is to promote
equity and success in Career Technical
Education (CTE) by providing educators with
• Professional development
• Instructional strategies &
• Resources
“Promoting Equity & Success
through Career Technical Education”
Official Contacts
Committee Monitors
• Russ Weikle, California Department of Ed.
o rweikle@cde.ca.gov
• Sharon Wong, CA Community College Chancellor’s Office
o swong@cccco.edu
Project & fiscal management
Grossmont-Cuyamaca Community College District
• Stan Schroeder, Project Director
 Stan.Schroeder@gcccd.edu
• Tammy Montgomery, Program Coordinator
 Tammy.Montgomery@gcccd.edu
Speaker Information
• Elizabeth Wallner
o 916-455-4643
o eawallner@gmail.com
• Laurie R. Harrison
o 530-265-8277
o laurierharrison@gmail.com
CCC Special Populations Collaborative
www.cccspecialpopulations.org
• Brochures – available online
• “Make a Difference for Special Population Students: Practical Tips
and Tools for Educators”
• “Use Core Indicators to Track the Success of SPs in CTE”
• “Make a Difference For English Proficient Students: Tools and Tips for
Educators”
• Reports
o Core Indicators Longitudinal Study By TOP Codes by Regions
o Core Indicator Data & Analysis - by Region/TOP Codes
• Advice From Experienced Practitioners
o Enhancing the Success of Special Population Students in CTE
• Effective Practices
Format of Workshop
• Three primary sections:
o Awareness
o Recruitment
o Retention
• Intended to be a train-the-trainer session - one shot
workshops aren’t enough.
• Each section is available on the JSPAC website
(www.jspac.org)
• E-seminars to be used for additional training.
o SP101
o NT 101 (coming late November)
Section #1 -- Administration/Awareness
• Perkins
o
o
Current Legislation
Accountability
 Core Indicators
o
Re-authorization
• CTE Image
o
Employer Need, LMI
• Community Involvement
o
CTE Advisory Committee
o
Parent/Family Involvement
Perkins ‘08-’1?
• Federal legislation
• Governs what you CAN, MUST, & CAN’T do with CTE
programs.
• http://www2.ed.gov/policy/sectech/leg/perkins/index.html
• CA State Plan for CTE 2008- 2012 available online at:
o
o
http://www.schoolsmovingup.net/cte/downloads/cteplan_122808.pdf
Measures Accountability via:
• Five Core Indicators (CI) -- Skill Attainment, Completion,
Graduation/Persistence, Placement/Employment, NT
Participation & Completion
• Core Indicator data identifies GAPS & SUCCESSES in CTE
Programs for all students from Special Populations
Students from SPs are Defined as:
• Individuals with disabilities
• Displaced homemakers
• Individuals from economically disadvantaged
families;
o
inc. foster children
• Individuals with Limited English Proficiency (LEP)
• Single parents;
o
inc. single pregnant women & teen parents
• Individuals preparing for a career that is
Nontraditional (NTO) by gender
Perkins Act Requires
Each School/College (LEA) sets a performance goal
for each Core Indicator
If the goals are not met at a minimum of 90%, the
LEA will have to take corrective action and, with
continued lack of goal attainment, the LEA faces
sanctions & loss of funding
Perkins funds are to improve or
expand programs ONLY!
Perkins Act: things to know & understand
• Who writes YOUR Plan?
• How can YOU get involved?
• What is YOUR local Allocation Process
• What CTE Programs are receiving funding?
 What Core Indicator GAP are they addressing?
 Is there Labor Market Indicator (LMI) data that indicates
a need to expand this program?
 http://www.labormarketinfo.edd.ca.gov/
Accountability: Core Indicator Data
• Accuracy is of paramount importance!
• District data is reported annually by your LEA
• You want the PROGRAM data from YOUR program.
• You already have that data!
 FROM WHERE?
• Data is useless if you don’t use it!
Determine the gaps/successes!
o Decide how to close the gaps and replicate the successes
o
Questions to ask about Data
• Is there an equitable balance of program participants?
• Is data disaggregated?
• Does the data answer questions such as:
o
o
o
o
Does the program have a consistent effect on all students?
Where are gaps or disproportionate representation?
Do females and males perform equally?
Are some ethnic or SP groups underperforming?
Outperforming?
• Are you meeting the needs of the labor market?
What you need to look at:
• Over/under representation
o
75%/25% gender rule
 Less than 25% of one gender (in an occupation) makes a
program NT (See NT Brochure/CDE database).
 Even though NT status is determined by employment data,
if you enrollment is less than 25% of a single gender it my
indicate a recruitment or counseling bias or other barrier(s).
o
+/- 10% ethnicity rule
 10% difference in program enrollment versus school
representation may indicate a recruitment or counseling bias
or other barrier(s).
Sample Data: Gender
Total
Enrolled
#
Males
#
Females
%
Males
%
Females
CTE Prog. I
63
42
21
66.67
33.33
CTE Prog. II
58
41
17
70.69
29.31
CTE Prog. III
41
33
8
80.49
19.51
CTE Prog. IV
23
12
2
91.30
8.7
185
137
48
74.05
25.94
Course
Aggregate
What questions come to mind?
If this is YOUR data, is it good enough?
What would you like to improve?
Do you need additional data? If so, What? From Where? Whom?
Sample Data: Ethnicity
Looking at Hispanic enrollment; 28.34% Hisp. In the community
Total
Hisp. M & F
% Hisp.
+/- 10% Hisp.
Agriculture
225
19
8.44
No
Auto
IT
Nurses Aide
Bus. & Off.
Marketing
185
47
25.40
Yes
24
1
4.17
No
35
9
25.7
Yes
145
47
32.41
No
176
35
19.89
Yes
Aggregate CTE
790
158
20.00
Yes
• What else is needed? Are there issues with this data?
• What questions come to mind? What do the students “hear”?
• Why the disparity?
LMI Wage data for above programs
http://www.labormarketinfo.edd.ca.gov/ -- jobs, 2010 – 2020
Hourly 25-75
percentile
Projected Growth
#/yr
%
Ag. & Food Sci.
Tech
$12.19 – $19.24
130
6.7%
Auto Svc. Tech. /
Mechanic
$15.04 -- $25.09
3,070
20%
700
12.7%
IT – Computers, all
$29.60 – $52.33
other
Nurses Aide
$11.2 – $16.24
3,800
22.5%
Bus/Off – Sect, Not
legal, med., exec.
$14.03 – $22.15
3,170
5.5%
Mkt. – PR Spec.
$22.15 – $41.86
1,130
21.1%
NAPE & STEM Equity Pipeline
• Affiliate Membership -- $100.00
– Networking
– Monthly Update
– Email & Phone Technical Assistance
– Timely Federal Policy Alerts
– National Advocacy
– Reduced PDI Registration Fees
– Free/Discounted Publications
• Root Causes and Strategies Document
http://www.napequity.org/member-services/apply-for-membership/
Image of CTE, NT and SP
• What is the image of CTE in your community on and off campus?
• What is the image of NT students in your
materials?
• How are students from special populations
depicted in school materials?
o Website, Program/area Brochures, Marketing
materials, etc...
Root Causes
Media
(negative)
Media
(positive)
Theory
The constant and often
gender stereotypical
exposure of electronic
media solidifies
stereotyping.
Strategies
• Teach critical thinking
about the way in which the
media portray CTE and NTOs.
• Emphasize role of education.
• Monday Morning Ad
Discussion
National media portrayal • Provide positive NT role
models through established
of individuals performing
media.
the job duties of a NTO in
a positive light increases • Emphasize the role of ed.
• Provide programs that build
participation of the NT
positive body image.
gender in that career.
• Classroom visitors, posters,
web…
From the
NonTraditional Career Preparation: Root Causes & Strategies
Document found at the NAPE website!
Community Involvement
• CTE Advisory Committee – You’re asking Business
people to participate! Make it count!
Determine purpose
o Recruit members who can serve purpose
o Build you team and develop structure
o Prepare members for their roles
o Empower group
o
• Alumni
o
What is the most effective use of alumni members?
 Awareness? Recruitment? Retention? NT?
 Which alumni?
• Parent/Family
o
Can they participate in bringing about change?
 How?
Marketing Exercise
For just a few minutes… look at the examples provided!
What examples do you have?
In Crafting YOUR Marketing Plan:
1.
2.
3.
4.
What is the #1 Objective?
Who is the audience?
What is the message?
What modes are the most effective for all 3 above?
Radio?
PSA/TV?
MP3? /You Tube?
Social Media? Students?
PTA?
How does YOUR Marketing Look & Work?
Is it getting the desired response?
Guided Inquiry:
School/College CTE Improvement
• Is data used to guide efforts
• Is positive information about CTE available & given to all
students & the community?
• Are efforts made to recruit & place NT/SP students?
• Are NT/SP Students recruited in groups?
• Is the facility accessible to all?
• Is the facility welcoming to both genders, all ethnicities &
abilities?
• How do you know?
• Are role models of all students (NT, disabled, & ethnically
diverse) visible and available to all?
• Are CTE, academic, & soft skills addressed?
Section #2 -- Counseling/Recruitment
• Bias & Perception
Implicit Bias
o Micro-Messages
o Self-efficacy
o
• Career Plans
Transitions
o Pathways
o Programs of Study
o
• Marketing
o Posters, Literature
Role Models
o Student Ambassadors
o
Bias & Perception
Implicit Bias – aka Hidden or Unconscious Bias
• Arose conceptually as a way to explain why discrimination
persists
• Even though polling and other research clearly shows
that people oppose it.
So What?
What does this mean to our students?
o
Americans for American Values – americansforamericanvalues.org
o
Project Implicit -- https://implicit.harvard.edu/implicit/ &
http://projectimplicit.net/index.html
Micro-Message
•
•
•
•
Small, unspoken and unconscious messages
Sent and received many times a day.
10 to 40 micro-messages in a 10-minute time period.
These messages accumulate and have a big input in the workplace
• They affect employee productivity, morale, absenteeism, and turn over.
•
Micro-inequities & Micro-affirmations
Can you name a micro message you have received?
What was the impact?
•
Micro Messaging: Why Great Leadership Is Beyond Words
by Stephen Young
• http://voices.yahoo.com/micromessagesmicroinequity-microaffirmative-51869.html
Self Efficacy
www.des.emory.edu/mfp/self-efficacy.html
• Defined as judgments regarding one’s ability to organize and
execute the courses of action necessary to attain a goal.
• Influences goal choice, the effort expended to reach goals, and
persistence when difficulties arise.
• Found that mathematics confidence and gender stereotyping are
significant predictors of mathematics performance for middle and
high school students.
So what do we do about it?
• Talk, explain: Ability vs. Capability
• Allow students to experience SUCCESS!
o If they can’t see it, Point it out!
Early Intervention - Career Choice
• Provide information about CTE careers at the ages at which young
people are most open to considering a CTE career & prior to their
excluding essential preparation to increase participation:
o
Conduct career fairs for middle school students.
o
Target essential preparation interventions for elementary and
middle school students, especially for math & science.
o
Intervene early in youth’s development.
 Teach about Incremental learning, visual-spacial skills
 Provide math camps, AP course incentives.
 Identify students who aspire to STEM careers but lack academic
proficiency - www.cccbsi.org (CCC Academic Senate Basic Skills Initiative)
 http://teachers.sduhsd.k12.ca.us/abrown/Resources/SpanishInternetList.htm Spanish
o Today is earlier then Tomorrow
80,000?
Students NEED a:
• Fiscal Goal
 How much money is required to live in their community?
• Self Knowledge
 What interests and skills? ID 8-10 career options
• Understanding of the Labor Market
 Do the careers pay enough? Are they are expanding? Is
training or education available locally
 Eliminate jobs that don’t match these criteria
• A Plan
 Choose a career and an education/training location!
FOUR EASY STEPS!!
Fiscal Awareness (Step #1)
• Financial Literacy for Teens – Chad Foster
• Insight: Center for Community Economic Development
o www.insightcced.org
o 156 family configurations, 58 CA counties
o Includes: Housing, child care, food, health insurance,
transportation, taxes
• Reality Check
o http://www.californiarealitycheck.com/
o A game to play to where students decide where they
want to live, how they want to live, and how much it will
cost them!
A comparison
Families of three in different Counties
o
One parent, one infant & one school age kid
 Fresno - $23.21/hr or $49,026/yr
 Sacramento -$25.29/hr or $53,412/yr
 Ventura - $26.83/hr/$56,674/yr
o
One parent, one school age kid, one teenager
 Fresno – $18.20/hr or $38,429/yr
 Sacramento - $20.00/hr or $42,236/yr
 Ventura - $22.01/hr or $46,483/yr
http://www.insightcced.org/index.php?page=ca-sss
Self Awareness (Step #2)
• Your Career Center
• One Stop Centers
• EDD: Labor Market Info
 Quick Assessment
 Interest Profiler
 Work Importance Profiler
• Who Do you want 2 be? - www.whodouwant2b.com
• Roadtrip Nation – www.roadtripnation.com
• CA Career Zone – www.cacareerzone.org
• School to Employment Pathways System –
www.cpec.ca.gov/accountability.steps.asp
• O*Net Online http://online.onetcenter.org/skills/
Labor Market Information (Step #3)
• CA Employment Development Department
o
http://www.labormarketinfo.edd.ca.gov.
 Explore jobs in your area with the Occupation Profile
• CCC Doing What Matters for Jobs & the Economy
ohttp://doingwhatmatters.cccco.edu/
Make a Plan (Step #4)
• Where is training located?
o CDE -- http://www.cde.ca.gov/re/sd/co/index.asp
 CA Career Pathways -- http://www.capathways.org/
o CCCCO -http://www.labormarketinfo.edd.ca.gov/?pageid=1013
• Where are the jobs?
o http://www.jobcentral.com/
o http://www.caljobs.ca.gov/
• Sample career and education planning page available at
www.jspac.org
Guided Inquiry: Recruitment
• Is career guidance easily available?
• Are varied recruitment methods used?
• Are materials adapted (and targeted) to
different populations?
• Are the individuals doing the recruiting trained
on the importance of reaching and recruiting
all students?
Section #3 -- Faculty/Retention
• Bias & Internal Barriers
o
o
o
o
Teaching Inequities - chilly classroom
Stereotype Threat
Attribution Theory
Micro-messaging
• Person of difference
o Gender
o ESL
o (Dis)Abilities
o Single Parents
o NT students
• Mentoring/Role Models
18 Ways to Warm A Chilly Climate
Modified from Bernice Sandler’s document. www.bernicesandler.com
Examine Teaching
Behavior
Praise as a deliberate
strategy
Small groups foster
collaboration, not competition
Coach all students –
not just one “type”
When you ask a
question: look at all
Call all students by
their names – on none!
Do not allow
interrupting!
Don't group students by
gender, ethnicities, abilities,
etc…
Intervene when students are
disrespectful
Avoid stories, jokes, etc Give credit to all
that denigrate one
students equally
group
Judge students contributions to
class by the content not the
delivery
Listen attentively
Don’t call on the first
hand up!
Do not make helpful offers or
remakes that disparage a group
of students
Ask all students the
Give criticism as a
Use parallel terminology in
Stereotype Threat
• Stereotype threat - Stereotype threat refers to being at
risk of confirming a negative stereotype about one's group
• Matters more when student cares more! Higher level math, etc…
• Change the Cues, Work towards Critical Mass, Self-affirmation
o www.reducingstereotypethreat.org
o Whistling Vivaldi – by: Claude Steel
o Mindset – by: Carol Dweck Ph. D.
o Shelly Correll, You Tube
o
o
http://www.youtube.com/watch?v=jwviTwO8M8Q
Thin Ice: S.T. & Black College Students
o
http://theatlantic.com/doc/print/199908/
student-stereotype (8/99, retrieved 10/15/12)
Attribution Theory
• Women are more likely than men to attribute success to hard work
or outside help and failure to their own lack of ability & Vise Versa
• Women are more likely than men to actually value hard work over
competitiveness as a route to success
• 100% of female students who dropped a class because of difficulty,
believed that the ability to succeed in engineering was inherent.
• In the engineering classroom, students feel pressure to demonstrate
inherent ability rather than to convey their need to exert effort
• http://www.engr.psu.edu/awe/misc/ARPs/AttributionWeb_03_22_05.pdf
Additional Retention Strategies
• Role Models -- A Role Model/mentoring relationship is a
significant factor in a student’s pursuit of a NTO
•
•
•
•
•
Provide training for mentors/mentees
Ensure positive role models
Showcase role models w/ life balance
Conduct Peer groups & counseling
Strengthen support & eliminate barriers
• Family Characteristics – Characteristics & engagement
of family have a strong influence on career choice
• Design activities to promote family roles in career guidance
• Invite & educate parents
• Involve parents in developing a plan
Students from Special Populations
http://www.youtube.com/user/JSPACvideos
• Student with Disabilities
• Most likely to get a degree, least likely to get a job
• Students face a lack of self-confidence, self-efficacy
• Employees face a bias from employers
• Strategies to overcome barriers include:
• Providing early access
• Teaching self advocacy & efficacy
Displaced Homemakers
Many Displaced Homemakers face one “big” barrier –
what is it?
• And some other barriers
• Diminished workforce skills
• Students face a lack of self-confidence, self-efficacy
• Employees face a bias from employers
• The longer you are out of a job, the longer it takes to get a job*
• Strategies to overcome barriers include:
•
•
•
•
•
Supply online or in-person computer & basic skills classes
Utilize the JSPAC 4-Step process to Career Selection
Provide access to employers, career days, internships etc.
Teaching self advocacy & efficacy
Highlight the correlation between skills used in the home and
workplace skills
*http://economix.blogs.nytimes.com/2012/03/28/the-enduring-consequences-of-unemployment/
English Language Learners
Lack of English proficiency does NOT mean lack of
intelligence
• ELL/LEP/ESL students face barriers that include:
• Isolation
• Lack of computer or basic academic skills
• Family resistance
• Strategies to assist include:
•
•
•
•
•
Group projects and flexible seating
Written materials
Bilingual aides, dictionaries, & career area lexicons
Family information events, bilingual information
Stereotype threat information
Single Parents
Single Pregnant Women
Pregnant/Parenting Teens
• Single parent students face barriers that include:
•
•
•
•
Lack of Career Options Knowledge
Isolation
Lack of computer access
Daycare, transportation, financial etc. needs
• Strategies to assist include:
•
•
•
•
•
Assistance in career selection
Peer counseling, mentoring, role models
Online materials
Flexibility
Training and information events
• Budgeting
• Parenting
• Cooking
Economically Disadvantaged
• Career choice can be more important then education
• Barriers Include:
• Maslow’s Hierarchy of needs
• Solutions Include:
• Know the services around your community
• Career guidance with an eye on
self-sufficiency
• Assist students in overcoming
internal barriers
• Be flexible
• Look at class v. bus
schedule
• Daycare?
• Book Vouchers?
• Computer lab hours
http://en.wikipedia.org/wiki/File:Maslow%27s_Hierarchy_of_Needs.svg
NonTraditional by gender
• Startling Statements
• NonTraditional students face barriers that include:
•
•
•
•
Isolation
Harassment
Lack of career opportunities/employer bias
Lack of role models or career information
• Strategies to assist include:
• Professional development for all
• Talk about self-sufficiency, 4-Step Process for Career Selection
• Internal Barriers: micro-messaging, stereotype threat, bias, selfefficacy, attribution theory, etc…
• Eliminate chilly climates
• NT Employees make presentations
• Role Models, mentors, support groups
• Recruit in groups, peer mentoring
Guided Inquiry: Retention
• Do you talk to your students? Ask them questions,
offer personal empathy, etc…?
• Are students provided with, or referred to, support
services?
• Are support groups available?
o Personal
o Family
o Special Populations: NT, single parents, disabled,
ESL, etc…
o Tutoring study groups available?
• Is financial support available?
LINKS
We were going to give you pages of
them but they are all on the
JSPAC website:
http://jspac.org/resources/online-resources
Root Causes Exercise
• Get into equal (ish) groups
• With supplied slips and post-it pads arrange the Root Causes
into some sort of hierarchy of importance for YOUR program(s)
• Identify the root causes that are most likely to be barriers to
nontraditional participation in YOUR programs.
• By identifying 1-3 root causes, you are beginning to develop
hypotheses and focus YOUR attention.
JSPAC Needs You!
• We need your input to continue to improve our
services to you and CA’s CTE students:
o
Contact Tammy Montgomery, Russ Weikle, Sharon Wong or
your presenter
o
Visit the JSPAC website at www.jspac.org
o
Join the list-serve -- www.jspac.org
o
Apply to be a member of JSPAC
o
Attend meetings, workshops, annual conference
December 2-4, 2013 – Sheraton Grand,
Sacramento, CA
Thank you for making a
difference for our CTE
students!
Hand in your evaluations for a prize drawing!