Completion Matters: Change is Constant! 2012-2013 Regional Workshop.

Completion Matters: Change is Constant!

2012-2013 Regional Workshop

Agenda

• Introductions

• Administration/Awareness

• Counseling/Recruitment

• Faculty/Retention

• Resourceso 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 Promote equity in educationo Be a voice between “The Field” and the Systems: CDE & CCCCO

• The committee is comprised of 30 members, 10 from each group:o K-adulto CA Community Collegeso 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 & Successthrough Career Technical Education”

Official Contacts

Committee Monitors• Russ Weikle, California Department of Ed.

o [email protected]• Sharon Wong, CA Community College Chancellor’s Office

o [email protected]

Project & fiscal managementGrossmont-Cuyamaca Community College District• Stan Schroeder, Project Director

[email protected] • Tammy Montgomery, Program Coordinator

[email protected]

Speaker Information

• Elizabeth [email protected]

• Laurie R. Harrisono530-265-8277o [email protected]

CCC Special Populations Collaborativewww.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”

• Reportso Core Indicators Longitudinal Study By TOP Codes by Regions o Core Indicator Data & Analysis - by Region/TOP Codes

• Advice From Experienced Practitionerso Enhancing the Success of Special Population Students in CTE

• Effective Practices   

Format of Workshop

• Three primary sections:o Awarenesso Recruitmento 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 SP101o NT 101 (coming late November)

Section #1 -- Administration/Awareness

• Perkins  o Current Legislation  o Accountability

Core Indicators o Re-authorization

• CTE Imageo Employer Need, LMI 

• Community Involvemento 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 http://www.schoolsmovingup.net/cte/downloads/cteplan_122808.pdf

o 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! o Determine the gaps/successes! o Decide how to close the gaps and replicate the successes

Questions to ask about Data

• Is there an equitable balance of program participants?

• Is data disaggregated?

• Does the data answer questions such as:o Does the program have a consistent effect on all students? o Where are gaps or disproportionate representation?o Do females and males perform equally?o 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

CourseTotal

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

Aggregate 185 137 48 74.05 25.94What 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: EthnicityLooking at Hispanic enrollment; 28.34% Hisp. In the community

Total Hisp. M & F % Hisp. +/- 10% Hisp.

Agriculture 225 19 8.44 No

Auto 185 47 25.40 Yes

IT 24 1 4.17 No

Nurses Aide 35 9 25.7 Yes

Bus. & Off. 145 47 32.41 No

Marketing 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%

IT – Computers, all other

$29.60 – $52.33 700 12.7%

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%

• 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/

NAPE & STEM Equity Pipeline

BEST Bargain out there!

(aside from JSPAC)

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 Theory Strategies

Media (negative)

The constant and often gender stereotypical exposure of electronic media solidifies stereotyping.

• Teach critical thinking about  the way in which the media portray CTE and NTOs.

• Emphasize role of education.• Monday Morning Ad

Discussion

Media (positive)

National media portrayal of individuals performing the job duties of a NTO in a positive light increases participation of the NT gender in that career.

• Provide positive NT role models through established media.

• Emphasize the role of ed.• Provide programs that build

positive body image.• 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!o Determine purposeo Recruit members who can serve purposeo Build you team and develop structureo Prepare members for their roles o Empower group

• 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. What is the #1 Objective? 2. Who is the audience? 3. What is the message? 4. 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 & Perceptiono Implicit Biaso Micro-Messageso Self-efficacy

• Career Plans o Transitionso Pathwayso Programs of Study

• Marketingo  Posters, Literatureo  Role Modelso  Student Ambassadors

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 Efficacywww.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 Developmento www.insightcced.orgo 156 family configurations, 58 CA countieso Includes: Housing, child care, food, health insurance,

transportation, taxes

• Reality Checko 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 comparisonFamilies 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/

Use Caution!!

Labor Market Information (Step #3)

• CA Employment Development Departmento http://www.labormarketinfo.edd.ca.gov.

Explore jobs in your area with the Occupation Profile

• CCC Doing What Matters for Jobs & the Economyo http://doingwhatmatters.cccco.edu/ Who should go to

these sites?

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 Barrierso Teaching Inequities - chilly classroomo Stereotype Threat  o Attribution Theoryo Micro-messaging

• Person of differenceo Gender o ESLo (Dis)Abilitieso Single Parentso NT students

• Mentoring/Role Models

18 Ways to Warm A Chilly ClimateModified 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

Don't group students by gender, ethnicities, abilities, etc…

Call all students by their names – on none!

Do not allow interrupting!

Intervene when students are disrespectful

Avoid stories, jokes, etc that denigrate one group

Give credit to all students equally

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 same types of questions

Give criticism as a question

Use parallel terminology in describing students

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 Steelo Mindset – by: Carol Dweck Ph. D.o Shelly Correll, You Tube

o http://www.youtube.com/watch?v=jwviTwO8M8Qo 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 HomemakersMany 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 ParentsSingle 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, self-

efficacy, 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!