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Steps on a Pathway: Building Pathways to Nontraditional, Highwage, Highdemand Careers

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Tammy Montgomery, Program Coordinator. Tammy.Montgomery_at_gcccd.edu ... Elizabeth Wallner. Wallner Consulting Services. 916-455-4643. eawallner_at_sbcglobal.net ... – PowerPoint PPT presentation

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Title: Steps on a Pathway: Building Pathways to Nontraditional, Highwage, Highdemand Careers


1
Steps on a PathwayBuilding Pathways to
Nontraditional, High-wage, High-demand Careers
www.jspac.org
2
Joint 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)
3
Nontraditional Careers Statewide Leadership
Project
  • San Diego County Office of Education
  • Maureen Gevirtz, Consultant
  • nontrad_at_sdcoe.net
  • 858-268-9726
  • www.nontrad.info

4
Special Populations Collaborative
  • West Hills Community College
  • Laurie Harrison
  • laurierharrison_at_gmail.com
  • 530-265-8116

5
Introductions
  • 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?

6
Presenter Information
  • Elizabeth Wallner
  • Wallner Consulting Services
  • 916-455-4643
  • eawallner_at_sbcglobal.net

7
Students 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

8
The Way Out
  • Individuals that are preparing for Nontraditional
    fields

9
Schools 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
10
Step 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

11
ABC 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
12
XYZ Secondary School District Enrollment
Comparison 06-07 -- Hispanic Students Enrolment
13
Step 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
14
Step 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
15
Identify 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
16
Step 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?

17
Step 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
18
Step 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
19
Students 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

20
Setting 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/

21
Where 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/

23
Creating 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?

25
Low Income
All photos from Microsoft clip art
26
Guiding 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

27
Single Parents Displaced Homemakers
All photos from Microsoft clip art
28
Effective 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!

29
Effective 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

30
English Language Learners
All photos from Microsoft clip art
31
Effective 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

32
Individuals with Disabilities
All photos from Microsoft clip art
33
Success 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

34
The 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/

35
The 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/

36
Working 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

37
Things 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?

38
Individuals who are Training in Nontraditional
Careers
Images purchased form www.gettyimages.com
39
Why 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
40
Myths 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

41
Effective 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

42
Nontraditional 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

43
Nontrad 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

44
Nontrad 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

45
Success 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

46
Perkins IV
  • Ongoing and significant professional development
  • Focus on NT
  • Accountability on ALL SP groups

47
Other 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

48
Save 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

49
Workshop 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!
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