Transcript Serving All Students - San Diego County Office of Education
Steps on a Pathway:
Building Pathways to Nontraditional, High-wage, High-demand Careers
www.jspac.org
J
oint
S
pecial
P
opulations
A
dvisory
C
ommittee
Stan Schroeder, Project Director Tammy Montgomery, Program Coordinator
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
)
Nontraditional Careers Statewide Leadership Project
San Diego County Office of Education Maureen Gevirtz, Consultant [email protected]
858-268-9726 www.nontrad.info
Special Populations Collaborative
West Hills Community College
Laurie Harrison [email protected]
530-265-8116
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 today’s professional development activity?
Presenter Information
Elizabeth Wallner
Wallner Consulting Services 916-455-4643 [email protected]
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
The Way Out
Individuals that are preparing for
Nontraditional
fields
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
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
ABC Secondary School District Enrollment Comparison 06-07 Gender, Auto Tech Secondary
Course
Auto Tech I
Total Enrolled
63
# Males
42
# Females
21
% Males
66.67
% Females Comment
33.33
OK Auto Tech II 58 41 17 70.69
29.31
OK Auto Tech III Auto Tech IV Total Program 41
23
185 33 21 137 8 2 48 80.49
91.30
74.05
19.51
8.70
25.94
Over M Over M OK Guide for Program Improvement Perkins IV: NT CTE Program Participation and Completion National Alliance for Partnerships in Equity: www.napequity.org
XYZ Secondary School District Enrollment Comparison ‘06-07 - Hispanic Students Enrolment Program Agriculture Auto Tech IT Academy Nurses Aide Bus. & Off.
Marketing Total Total # Enrolled # Hispanics M & F % Hispanics % Hispanics enrolled/Dist 225 185 24 35 145 176 790 19 47 1 9 47 35 158 8.44
25.40
4.17
25.71
6.21
19.89
20.00
28.34% 28.34% 28.34% 28.34% 28.34% 28.34%
28.34%
Between 18.34% & 38.34%?
No, Under Yes No, Under Yes No, Under Yes Yes
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
Step 2: Identify Root Causes
Ways to search for Root Causes
Don’t Settle for
Brainstorming Literature Review
Conventional Wisdom and
Analyzing Student Data
Symptoms—Never
Focus Groups
Stop Asking Why
Reviewing Program/Institutional Evaluations & Effectiveness Reviews Peer Benchmarking Develop an exhaustive list of Root Causes affecting recruitment/retention/participation/completion 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
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
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?
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 Make sure your improvement strategy works somewhere before you attempt to apply it everywhere… Identify data sources Grades, surveys, interviews, classroom visits, Train staff
Step 5: Implement Solutions
Move from pilot site to sphere of influence Monitor Implementation Adjust as needed! Don’t say you’ve addressed the problem until you’ve 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
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
Setting Goals
Insight : Center For Community Economic Development
C alifornians for F amily E conomic S elf S ufficiency
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/
Where Do My Strengths Lie?
Assessment
Where does a student’s interests lie?
What is s/he good at? What are her or his transferable skills?
Nontrad102 chapter on assessment www.nontrad.info
Online resources
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/
Creating a plan for all students will create the best opportunity for success for all students
http://www.ncld.org/content/view/403/456/
What is
your
greatest Barrier to Success?
Change? Adventure?
Low Income
All photos from Microsoft clip art
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
Single Parents & Displaced Homemakers
All photos from Microsoft clip art
Effective Strategies
Single Parents o o o o o Get to know the parents and remember that their task is difficult.
Know Your Campus: o Coordinate, collaborate & confer!
Buddy Systems Work o Facilitate student collaborations for: co-op daycare, car-pooling, note-taking, studying, etc .
Look For Signs o Burn-out, falling grades, poor attendance, etc. Keep your expectations high but be flexible!
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
English Language Learners
All photos from Microsoft clip art
Effective Practices
When Mentoring Individuals Learning English
Create
opportunities for all learners to gain recognition and overcome hardships Group projects, flexible seating arrangements
Don’t assume
that the LEP speaker has limited education or knowledge – they can often teach others and don’t need assistance just time
Write
lesson objectives on the board
Learn basic words
in the students language www.freetranslations.com
or www.babelfish.altavista.com
Identify
possible school or community sources of assistance
Learn
about the culture of LEP students, and how that affects classroom interactions
Individuals with Disabilities
All photos from Microsoft clip art
* 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
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/
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/
Working with Students with Disabilities
Meet with the student
S/he is the best “authority” on what s/he can or can’t do
Disseminate class materials
Allow for advanced preparation time
Describe and summarize
Tell students where you’re going and remind them where you’ve been!
Recognize differences
All students are unique – including “disabled”
Communicate with the student not the student’s assistant
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?
Individuals who are Training in Nontraditional Careers
Images purchased form www.gettyimages.com
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_1 00_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
Myths
and outcomes…
Girls learn better from female teachers There is a biological basis for sex differences in math and science It’s not necessary to look at the interaction of gender and race when dealing with girls in math and science
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
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
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
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…
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
Perkins IV
Ongoing and significant professional development Focus on NT Accountability on
ALL
SP groups
Other California Resources
STEM Equity Pipeline Project National Alliance for Partnerships in Equity [email protected]
www.napequity.org
Women Tech Train-the-Trainer Workshops www.iitts.com
510-749-0200 ex. 101
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
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?