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

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

2. Agenda Introductions Administration/Awareness Counseling/Recruitment Faculty/Retention Resources JSPAC  CCC SP Collaborative NAPE

3. The JSPAC is jointly funded by the California Department of Education & California Community College Chancellor’s Office

4. CA Perkins Joint Special Populations Advisory Committee JSPAC is a unique committee designed to: 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: K-adult CA Community Colleges Business, labor, and industry

5. CA Perkins JSPACMission is to promote equity and success in Career Technical Education (CTE) by providing educators with • Professionaldevelopment • Instructionalstrategies & • Resources • “Promoting Equity & Success • through Career Technical Education”

6. Official Contacts Committee Monitors Russ Weikle, California Department of Ed. rweikle@cde.ca.gov Sharon Wong, CA Community College Chancellor’s Office 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

7. Elizabeth Wallner • 916-455-4643 • eawallner@gmail.com • Laurie R. Harrison • 530-265-8277 • laurierharrison@gmail.com Speaker Information

8. 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” Reports Core Indicators Longitudinal Study By TOP Codes by Regions  Core Indicator Data & Analysis - by Region/TOP Codes Advice From Experienced Practitioners Enhancing the Success of Special Population Students in CTE Effective Practices

9. Format of Workshop • Three primary sections: • Awareness • Recruitment • 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.  • SP101 • NT 101 (coming late November)

10. Section #1 -- Administration/Awareness • Perkins • Current Legislation  • Accountability • Core Indicators • Re-authorization • CTE Image • Employer Need, LMI • Community Involvement • CTE Advisory Committee • Parent/Family Involvement

11. 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- 2012available online at: • 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 Perkins ‘08-’1?

12. Students from SPs are Defined as: Individuals with disabilities Displaced homemakers Individuals from economically disadvantaged families; inc. foster children Individuals with Limited English Proficiency (LEP) Single parents; inc. single pregnant women & teen parents Individuals preparing for a career that is Nontraditional (NTO) by gender

13. 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 Requires

14. 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/ Perkins Act: things to know & understand

15. Accountability: Core Indicator Data Accuracy is of paramount importance! District data is reported annually by your LEA You want the PROGRAM data from YOURprogram. You already have that data! FROM WHERE? Data is useless if you don’t use it! Determine the gaps/successes! Decide how to close the gaps and replicate the successes

16. Questions to ask about Data Is there an equitable balance of program participants? Is data disaggregated? Does the data answer questions such as: 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?

17. What you need to look at: Over/under representation 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). +/- 10% ethnicity rule 10% difference in program enrollment versus school representation may indicate a recruitment or counseling bias or other barrier(s).

18. Sample Data: Gender 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?

19. Sample Data: EthnicityLooking at Hispanic enrollment; 28.34% Hisp. In the community • What else is needed? Are there issues with this data? • What questions come to mind? What do the students “hear”? • Why the disparity?

20. LMI Wage data for above programshttp://www.labormarketinfo.edd.ca.gov/ -- jobs, 2010 – 2020

21. 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/ BEST Bargain out there! (aside from JSPAC)

22. 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? • Website, Program/area Brochures, Marketing materials, etc...

23. Root Causes Theory Strategies 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 (negative) • Provide positive NT role models through established media. • Emphasize the role of ed. • Provide programs that build positive body image. • Classroom visitors, posters, web… 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. Media (positive) From the NonTraditional Career Preparation: Root Causes & Strategies Document found at the NAPE website!

24. Community Involvement • CTE Advisory Committee – You’re asking Business people to participate! Make it count! • Determine purpose • Recruit members who can serve purpose • Build you team and develop structure • Prepare members for their roles • Empower group • Alumni • What is the most effective use of alumni members?  • Awareness? Recruitment? Retention? NT? • Which alumni? • Parent/Family • Can they participate in bringing about change? • How?

25. Marketing Exercise For just a few minutes… look at the examples provided! What examples do you have? In Crafting YOUR Marketing Plan: • 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?

26. 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?

27. Section #2 -- Counseling/Recruitment • Marketing • Posters, Literature •  Role Models •  Student Ambassadors • Bias & Perception • Implicit Bias • Micro-Messages • Self-efficacy • Career Plans • Transitions • Pathways • Programs of Study

28. 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? • Americans for American Values – americansforamericanvalues.org • Project Implicit -- https://implicit.harvard.edu/implicit/ & http://projectimplicit.net/index.html

29. 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

30. Self Efficacywww.des.emory.edu/mfp/self-efficacy.html • Defined asjudgments regarding one’s ability to organize and execute the courses of action necessary to attain a goal. • Influencesgoal 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!  • If they can’t see it, Point it out!

31. 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: • Conduct career fairs for middle school students.  • Target essential preparation interventions for elementary and middle school students, especially for math & science.  • 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.htmSpanish • Today is earlier then Tomorrow

32. 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!!

33. Fiscal Awareness (Step #1) Financial Literacy for Teens – Chad Foster Insight: Center for Community Economic Development www.insightcced.org 156 family configurations, 58 CA counties Includes: Housing, child care, food, health insurance, transportation, taxes Reality Check http://www.californiarealitycheck.com/ 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!

34. A comparison Families of three in different Counties 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 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

35. Use Caution!! 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/

36. Labor Market Information (Step #3) CA Employment Development Department http://www.labormarketinfo.edd.ca.gov. Explore jobs in your area with the Occupation Profile CCC Doing What Matters for Jobs & the Economy http://doingwhatmatters.cccco.edu/ Who should go to these sites?

37. Make a Plan (Step #4) Where is training located? CDE -- http://www.cde.ca.gov/re/sd/co/index.asp CA Career Pathways -- http://www.capathways.org/ CCCCO -- http://www.labormarketinfo.edd.ca.gov/?pageid=1013 Where are the jobs? http://www.jobcentral.com/ http://www.caljobs.ca.gov/ Sample career and education planning page available at www.jspac.org

38. 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?

39. Section #3 -- Faculty/Retention • Bias & Internal Barriers • Teaching Inequities - chilly classroom • Stereotype Threat   • Attribution Theory • Micro-messaging • Person of difference • Gender  • ESL • (Dis)Abilities • Single Parents • NT students • Mentoring/Role Models

40. 18 Ways to Warm A Chilly ClimateModified from Bernice Sandler’s document. www.bernicesandler.com

41. 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 • www.reducingstereotypethreat.org • Whistling Vivaldi – by: Claude Steel • Mindset – by: Carol Dweck Ph. D. • Shelly Correll, You Tube • http://www.youtube.com/watch?v=jwviTwO8M8Q • Thin Ice: S.T. & Black College Students • http://theatlantic.com/doc/print/199908/ student-stereotype (8/99, retrieved 10/15/12)

42. Attribution Theory • Women are more likely than men to attribute success to hard work or outside help andfailure 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

43. 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

44. Students from Special Populationshttp://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

45. 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/

46. 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

47. 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

48. 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

49. 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

50. 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? Personal Family Special Populations: NT, single parents, disabled, ESL, etc… Tutoring study groups available? Isfinancial support available?