Title: Steps on a Pathway: Building Pathways to Nontraditional, Highwage, Highdemand Careers
1Steps on a PathwayBuilding Pathways to
Nontraditional, High-wage, High-demand Careers
www.jspac.org
2Joint Special Populations Advisory Committee
- Stan Schroeder, Project Director
- Tammy Montgomery, Program Coordinator
- Tammy.Montgomery_at_gcccd.edu
- Grossmont-Cuyamaca CCD Auxiliary
- 8800 Grossmont College Drive
- El Cajon CA 92020
- Office 619-644-7713
- JSPAC project and fiscal management provided by
Grossmont-Cuyamaca Community College District
A partnership between the California Department
of Education (www.cde.ca.gov) the California
Community Colleges Chancellor's Office
(www.cccco.edu)
3Nontraditional Careers Statewide Leadership
Project
- San Diego County Office of Education
- Maureen Gevirtz, Consultant
- nontrad_at_sdcoe.net
- 858-268-9726
- www.nontrad.info
4Special Populations Collaborative
- West Hills Community College
- Laurie Harrison
- laurierharrison_at_gmail.com
- 530-265-8116
5Introductions
- Who are you?
- What is your title or job?
- With what segment or organization do you work?
(K-12, adult education, CC, social services?) - What do you hope to get out of todays
professional development activity?
6Presenter Information
- Elizabeth Wallner
- Wallner Consulting Services
- 916-455-4643
- eawallner_at_sbcglobal.net
7Students from Special Populations
- Individuals with disabilities
- Individuals from economically disadvantaged
families including foster children - Single parents, including single pregnant women
- Displaced homemakers,
- Individuals with limited English proficiency
8The Way Out
- Individuals that are preparing for Nontraditional
fields
9Schools Creating Solutions
Guide for Program Improvement Perkins IV NT CTE
Program Participation and Completion National
Alliance for Partnerships in Equity
www.napequity.org. Slides 9-18
10Step 1 Document Performance Gaps
- NT CTE Programs are defined by employment numbers
NOT enrollment numbers - Accountability measures have meaning when the
data is used for program improvement - What are you looking for?
- 80/20 rule
- /- 10 rule
- Over/under representation
11ABC Secondary School District Enrollment
Comparison 06-07 Gender, Auto Tech Secondary
Guide for Program Improvement Perkins IV NT CTE
Program Participation and Completion National
Alliance for Partnerships in Equity
www.napequity.org
12XYZ Secondary School District Enrollment
Comparison 06-07 -- Hispanic Students Enrolment
13Step 1 continued
- What does the data indicate?
- Can you trust the data?
- Concerns?
- Timing of measurement?
- Reliability?
- Coverage?
- What else is needed?
Guide for Program Improvement Perkins IV NT CTE
Program Participation and Completion National
Alliance for Partnerships in Equity
www.napequity.org
14Step 2 Identify Root Causes
Dont Settle for Conventional Wisdom and
SymptomsNever Stop Asking Why
- Ways to search for Root Causes
- Brainstorming
- Literature Review
- Analyzing Student Data
- Focus Groups
- Reviewing Program/Institutional Evaluations
Effectiveness Reviews - Peer Benchmarking
- Develop an exhaustive list of Root Causes
affecting recruitment/retention/participation/comp
letion of SP students in _____ CTE program are - Pick three and analyze them further
Guide for Program Improvement Perkins IV NT CTE
Program Participation and Completion National
Alliance for Partnerships in Equity
www.napequity.org
15Identify Root Causes Continued
- Identify Potential Causes
- Analyze and Evaluate Potential Causes
- Causes Within Control
- Student Motivation and Engagement
- Effective Instructional Practices
- Teacher Training/Education
- School Expectations/Incentives
- Perceived Career Relevance
- Causes Outside Control
- Student Transfer/Mobility Levels
- Family Income
- Parents Education
- School Resources
- Organize Your Theory Select Most Critical Root
Causes
Guide for Program Improvement Perkins IV NT CTE
Program Participation and Completion National
Alliance for Partnerships in Equity
www.napequity.org
16Step 3 Select Effective Solutions
- Things to think about in selecting strategies
- Sound theory does it make sense to all?
- Strong evidence has it worked elsewhere?
- Cost and time of testing can our site afford to
test solution! - Resources and support can we afford the
solution? - Stakeholder support do we all agree?
17Step 4 Pilot Test and Evaluate Solutions
- create an evaluation approach that will allow
you to assess how well the improvement strategies
and models are working. - Choose a study design
- Select pilot sites
- Select outcome measures
- Identify data sources
- Grades, surveys, interviews, classroom visits,
- Train staff
Make sure your improvement strategy works
somewhere before you attempt to apply it
everywhere
18Step 5 Implement Solutions
- Move from pilot site to sphere of influence
- Monitor Implementation
- Adjust as needed!
Dont say youve addressed the problem until
youve fully implemented solutions and achieved
results!
Guide for Program Improvement Perkins IV NT CTE
Program Participation and Completion National
Alliance for Partnerships in Equity
www.napequity.org
19Students Creating a Game Plan
- Students MUST have a goal
- Know income requirements for their life
- Know their strengths
- Assessment, assessment, assessment
- LMI
- Learn about the career
- Growing? Declining
- Tasks?
- Income?
- Choose a school
20Setting Goals
- Insight Center For Community Economic
Development - Californians for Family Economic Self-Sufficiency
- Insight is a network that works towards
- Advancing policies and programs that allow
working families to move out of poverty - Measures income needed for a family to adequately
meet their needs without public or private
assistance. - 70 different family compositions
- Each California county
- http//www.insightcced.org/
21Where Do My Strengths Lie?
- Assessment
- Where does a students interests lie?
- What is s/he good at?
- What are her or his transferable skills?
- Nontrad102 chapter on assessment www.nontrad.info
- Online resources
22- Exploring Careers Training Opportunities
- Labor Market Information
- Identify high-growth, high-employment, high-wage
occupations - Identify specific information about various
occupations (i.e. wages, skills, training,
employment projections etc.) - Locate additional help and LMI links
- http//www.labormarketinfo.edd.ca.gov/
23Creating a plan for all students will create the
best opportunity for success for all
studentshttp//www.ncld.org/content/view/403/456
/
24- What is your greatest Barrier to Success?
- Change?
- Adventure?
25Low Income
All photos from Microsoft clip art
26Guiding Individuals from Low Income Homes
- Provide key person to monitor guide
- Provide Financial Support
- Community resources
- Assist with fees, transportation, daycare etc.
- Provide Emotional Support
- Role models, mentors, support groups
- Provide Career Support
- CFESS
- Nontraditional careers information
- Career and interview clothes
27Single Parents Displaced Homemakers
All photos from Microsoft clip art
28Effective Strategies Single Parents
- Get to know the parents and remember that their
task is difficult. - Know Your Campus
- Coordinate, collaborate confer!
- Buddy Systems Work
- Facilitate student collaborations for co-op
daycare, car-pooling, note-taking,
studying, etc. - Look For Signs
- Burn-out, falling grades, poor attendance, etc.
- Keep your expectations high but be flexible!
29Effective Strategies Displaced Homemakers
- Guide Displaced Homemakers in identifying skills
from the home environment that translate into
workplace skills - Provide Mentors, Mentors, Mentors (and role
models)! - Link students to Dress for Success or Clothes
Closets - Explore distance learning options
30English Language Learners
All photos from Microsoft clip art
31Effective Practices When Mentoring Individuals
Learning English
- Create opportunities for all learners to gain
recognition and overcome hardships - Group projects, flexible seating arrangements
- Dont assume that the LEP speaker has limited
education or knowledge they can often teach
others and dont need assistance just time - Write lesson objectives on the board
- Learn basic words in the students language
- www.freetranslations.com or www.babelfish.altavist
a.com - Identify possible school or community sources of
assistance - Learn about the culture of LEP students, and how
that affects classroom interactions
32Individuals with Disabilities
All photos from Microsoft clip art
33Success for All
- Disabled individuals are the most likely special
population students to leave school with an AS
degree - Disabled students have the lowest post college
earnings of any Special population group - www.vteabp.org
34The Risks
- Limited Educational Opportunities
- People with disabilities may become frustrated
and fail - This may cause them to drop out of educational
programs - Limited Vocational Options
- People with disabilities may have trouble finding
and keeping a job. - Limited literacy skills and poor organizational
skills can lead to low job satisfaction and
underemployment. - Isolation
- Adults with disabilities may misinterpret others'
gestures, facial expressions and tone of voice.
Adults with LD may feel inadequate and incapable
and they may remember being teased, criticized,
or even rejected by their peers. - Difficulty with Independent Living
- Adults with severe disabilities may have
difficulty with tasks such as writing checks,
filling out forms, taking phone messages and
following directions. - http//www.ncld.org/content/view/403/456/
35The Rewards
- Creative Problem-Solving
- must learn to work around their disabilities.
allows them to think "outside the box," often
leading to more creative solutions and
imaginative answers to problems. - Outgoing Personality
- some compensate for their learning problems.
- Strong Compensatory Skills
- many people develop strong skills in other
areas. - Persistence
- many do not give up when attempting a difficult
task. Despite frustrations, they keep trying
until they meet with success. - Empathy
- often provide support and understanding for
others. have experienced the frustration of
having a disability, they can be that much more
supportive of others. - http//www.ncld.org/content/view/403/456/
36Working with Students with Disabilities
- Meet with the student
- S/he is the best authority on what s/he can or
cant do - Disseminate class materials
- Allow for advanced preparation time
- Describe and summarize
- Tell students where youre going and remind them
where youve been! - Recognize differences
- All students are unique including disabled
- Communicate with the student not the students
assistant
37Things to Think About When Counseling Individuals
With Disabilities
- Should accommodations have an impact on how
assignments are graded? - What if accommodations don't seem to be helping?
38Individuals who are Training in Nontraditional
Careers
Images purchased form www.gettyimages.com
39Why focus on Nontraditional?
- Women have a 90 chance of becoming sole support
of themselves and/or their family at some time in
their lives. - Girls and Women Today, JSPAC, www.jspac.org
- Approximately twice as many female headed
households are in poverty as opposed to male
headed households. - http//pubdb3.census.gov/macro/032007/pov/new02_10
0_01.htm, US Census Bureau - Gender is not a good predictor of academic
skills, interests, or emotional characteristics - http//www.napequity.org/pdf/Stereo.pdf, NAPE
Images purchased form www.gettyimages.com
40Myths and outcomes
- Girls learn better from female teachers
- There is a biological basis for sex differences
in math and science - Its not necessary to look at the interaction of
gender and race when dealing with girls in math
and science
41Effective Practices for Guiding Students in
Nontraditional Programs
- Evaluate teaching styles, classrooms, materials
- Achieving Gender Equity Strategies for the
Classroom by Dianne
D. Horgan - Recruit in groups, develop support groups
- Nontraditional newsletter, address harassment
issues, address barriers, professional
development for all staff - Market Programs
- Role models (gender, disabled culturally
diverse) - Photos of former nontraditional students
- Invitations to nontraditional classes
- Initiate the participation of students in
- Other nontraditional classes, mentoring, job
shadowing, tutoring opportunities, career days
42Nontraditional Careers Leadership Project
- www.nontrad.info
- Non-Trad 101
- Learn the basics about students from special
populations and how to serve them - Non-Trad 102
- Continue the journey to understanding the
barriers and remedies of serving students from
special populations - http//cteach.nontrad.info
- One stop site to download helpful resource
materials. See FREE Teacher Resources section. - Workshops
- Resources
43Nontrad 101
- Better success for your students
- Increased enrollments
- A better understanding of nontraditional careers
and how they impact student lives - Tools to better interact with, prepare for, and
assist, students who choose nontraditional
careers - A certification of completion for 15 hours of
professional development credit
44Nontrad 102
- Upon completion of this course, you will be able
to assist students, participants, and/or make
effective transitions into nontraditional careers
or training programs. Chapters include - Assessment
- LMI
- Media Influences
- Academic Support, Best Practices, including
Apprenticeship - Support Services
- Role Models
- Transitional Plan and more
45Success For All
- Despite economic, academic, and demographic
disadvantages, special population students who
receive vocational training were able to
successfully narrow the earnings and employment
gap. - The more education attained, the more stable the
employment! - Special population women increased their median
annual earnings by 182, men by 149. - Special population students increased their
year-round employment rates over time and
narrowed the gap with non-special population
students - www.vteabp.org
46Perkins IV
- Ongoing and significant professional development
- Focus on NT
- Accountability on ALL SP groups
47Other California Resources
- STEM Equity Pipeline Project
- National Alliance for Partnerships in Equity
- mimilufkin_at_napequity.org
- www.napequity.org
- Women Tech Train-the-Trainer Workshops
- www.iitts.com
- Donna_milgram_at_iwitts.com
- 510-749-0200 ex. 101
48Save the Date!
- JSPAC Special Populations Conference
- Help us plan the conference, click here to take a
10 minute survey and tell us what you would like
to see, hear, do in Sacramento
www.deadsmall.com/32F - December 3-4, 2008
- Holiday Inn Capitol Plaza
- Sacramento, CA 95814
49Workshop Evaluation Sign-in Sheets
- Grant requires them
- What parts of the workshop were useful to you?
- What parts not so much.
- What would you like to see included in future
JSPAC/NTCLP workshops? - Thank You!