A Decade of Goals: Joining the JSPAC to Create Lasting Change

1. A Decade of Goals:Joining the JSPAC to Create Lasting Change CA Perkins Joint Special Populations Advisory Committee 2010-2011

2. CA Perkins Joint Special Populations Advisory Committee Jointly funded by the California Department of Education & California Community College Chancellor’s Office CA Perkins Joint Special Populations Joint Advisory Committee (www.jspac.org)

3. JSPAC Mission Statement The mission of the CA Perkins Joint Special Populations Advisory Committee (JSPAC) is to promote equity and success in Career Technical Education (CTE) by providing educators with research-based professional development, instructional strategies and resources. “Promoting Equity and Success in CTE”

4. CA Perkins Joint Special Populations Advisory Committee • JSPAC is a unique committee designed to: • Promote educational equity and • Be a voice between “The Field” & CDE/CCCCO • The committee is comprised of 30 members, 10 from each group below: • K-adult • CA Community Colleges • Business, labor, and industry

5. Agenda • Introductions • Perkins • What Students need to know • 5-Step Process for Program Improvement • www.stemequitypipeline.org • Root Causes & Strategies • JSPAC • Products • Professional Development • Research

6. CA Perkins Joint Special Populations Advisory Committeewww.jspac.org Committee Monitors Russ Wiekle rweikle@cde.ca.gov California Department of Education Sharon Wong swong@cccco.edu California Community College Chancellor’s Office

7. CA Perkins Joint Special Populations Advisory Committee JSPAC project & fiscal management provided by Grossmont-Cuyamaca Community College District • Stan Schroeder, Project Director • Stan.Schroeder@gcccd.edu • Tammy Montgomery, Program Coordinator • Tammy.Montgomery@gcccd.edu • Po Box 163557 • Sacramento, CA 95816 • (916) 476-3881 www.jspac.org

8. CCC Special Populations Collaborative • Laurie Harrison laurierharrison@gmail.com • “Make a Difference for Special Population Students:  Practical Tips and Tools for Educators.“ • Reports • Core Indicators Longitudinal Study By TOP Codes by Regions • Core Indicator Data & Analysis - Statewide, by Region/TOP Codes • Advice From Experienced Practitioners • Enhancing the Success of Special Population Students in Career and Technical Education • Effective Practices  www.cccspecialpopulations.orgOR www.vteabp.com

9. Presenter Information • Elizabeth Wallner Wallner Consulting Services 916-455-4643 eawallner@gmail.com • Laurie Harrison Foothill Associates 630-265-8116 laurierharrison@gmail.com

10. Equity should be a part of ALL Educational Programs. You help insure that it is by knowing: • The intent and letter of the law • The steps students must take in career choice • How your LEA is doing with Core Indicators • What assistance is available • And finally, by asking questions

11. Carl D. Perkins CTE Act of 2006 • Perkins Funds to be used for improving or expanding CTE programs – NOT maintenance of programs • Supplement NOT supplant • Allocation • ADA is not the preferred way to allocate funds • Alternate Methods • District wide Advisory Committee • Mini-grants • LEA/College Applications • Needs and wants – to Dean • “Rotating pot of money” between departments • Core Indicators • CI Data to be disaggregated by each SP groups • Each LEA has a negotiated level of performance

12. CA State Plan for CTE ‘08 – ’12

13. Questions to ask at your LEA! • Who writes “my” Perkins application? • How is the money dispersed? • What CTE programs are receiving funds? • How long have they received it? • What is the improvement/expansion objective for individual CTE program(s)? • How do I get involved? It’s up to you to know & to be involved!

14. CA State Plan for CTE ‘08 – ’12 • Building a demand-driven CTE system by responding to real workforce development needs • Ensuring access for all students to CTE • Realizing the concept of lifelong learning… in ways that promote career awareness • Leveraging the current momentum of high school reform… to promote CTE as a means to engage students • Viewing how CTE can contribute to California’s economic future • Promoting the continuous improvement of CTE services CA State Plan for CTE ‘08-’12 -- Page 55

15. CDE and CCCCO Perkins • If you need assistance, please visit these system websites to: • Locate your specialist • Find Forms and Instructions • Discover links to other sites • Learn Effective Practices • And More! • CA Department of Education • www.cde.ca.gov/ci/ct/pk/ • CA Community College Chancellor’s Office • www.cccco.edu

16. Who are Students from Special Populations? • 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

17. 80,000?? Students NEED: • A Fiscal Goal • How much money is required? • Self Knowledge • What interests and skills? • To Understand the Labor Market • ID 8 – 10 careers utilizing these skills and/or interests • Determine if the careers pay enough self-sufficiency wages, are expanding or contracting and if training or education is available • Eliminate jobs that don’t match these criteria • To Make a Plan • Choose a career and an education/training location!

18. Fiscal Planning • Financial Literacy for Teens: The Teens Guide to the Real World of Money • by Chad Foster and Misty Elliott • Insight: Center for Community Economic Development • www.insightcced.org • Reality Check • http://www.californiarealitycheck.com/

19. Insightcced.org • Cost of living in your county without public or private assistance • Calculated for 156 different family compositions in all 58 California Counties (& 35 other states), including: • Housing Costs • Child care costs • Food costs • Health insurance costs • Transportation costs

20. Comparison… • Family of three • One parent, one infant and one school age kid • Sacramento = $3,847/monthly ($21.86/hr, $46,169/yr) • Ventura - $4,723/Monthly ($26.83/hr, $56,674/yr) • One parent, one school age kid, one teenager • Sacramento = $3,091/monthly ($17.56/hr, $37,093/yr) • Ventura - $3,874/Monthly ($22.01/hr, $46,483/yr)

21. The 2010 Poverty Guidelines for the48 Contiguous States and the District of Columbia A difference of…? Could you live by yourself, where you do now, on $18,310? http://aspe.hhs.gov/poverty/10poverty.shtml

22. Self Knowledge • 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/ • Google

23. Understanding the Labor Market • CA Employment Development Department • http://www.labormarketinfo.edd.ca.gov. • Explore jobs in your area with the Occupation Profile • Do you need training? • And more…

24. Make a Plan • 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

25. Perkins Act Requires: For each of the Core Indicators, Local Education Agencies (LEA) must set a performance goal If the goals are not met the LEA will have to take corrective action and, with continued lack of goal attainment, the LEA faces a possible loss funding

26. Schools: Creating SolutionsStem Equity Pipeline: 5-Step Process for Program Improvement www.stemequitypipeline.org

27. 5-Step Process for Program Improvement • Document Performance Gaps • Core Indicator Measures • Identify Root Causes • Focus groups, literature reviews, CTE advisory groups • Select Effective Solutions • Does the solution havesound theory & evidence • Do you have the cost & time of testing, resources & administrative, CTE Advisory, student support • Pilot Test and Evaluate • What were you trying to increase, decrease, or change? Did it work? • Implement LEA wide IF evaluation warrants

28. Step 1: Document Performance Gaps Understand the problem completely before you seek solutions! Accountability measures have meaning when the data is used for program improvement

29. What are You Looking for? • Over/under representation • 75%/25% gender rule • Less than 25% of any gender (in an occupation) makes a program nontraditional (See NT Tops Codes Brochure) • +/- 10% ethnicity rule • 10% difference in program enrollment versus LEA representation may indicate a recruitment or counseling bias • What do the data indicate? • Can you trust the data? • Concerns? • Timing of measurement? • Reliability? • Coverage? • What else is needed?

30. 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

31. XYZ Secondary School District Enrollment Comparison ‘06-07 -- Hispanic Students Enrollment

32. Cluster: Health Services, Title: Med. Office Svcs. • Econ. Disadvantaged 691 • Nontraditional 72 • Disabled 78 • Single Parents 93 • Displaced Homemaker 43 • ESL/LEP 20 • Male students 72 • Female students 957 • Male Completers 43 • Female Completers 566   • Male Completers 60% • Female Completers 59% Medical Assistants Annual Median Income $29,980 Increase 25.1 – 245 jobs/annually Medical Records and Health Information Technicians Annual Median Income $34,400 Increase 15.5% (’08-’18) 53 jobs/annually (11/01/10)

33. Cluster: Construction, Course: Electricians • Econ. Disadvantaged 51 • Nontraditional 4 • Disabled 2 • Single Parents 1 • Displaced Homemakers 0 • ESL/LEP 0 • Male students 87 • Female students 4 • Male Completers 32 • Female Completers 3 • Male Completers 37% • Female Completers 75% Annual Mean Salary = $48,960 10.5 % change in employment 760 jobs in San Diego (Growth + Net Replacement) And now for some practice! CA Perkins Nontraditional & Special Populations Joint Advisory Committee (www.jspac.org)

34. Possible GAPS in Core Indicators • NT or underrepresented students not enrolled • All or none of one ethnic group enrolled (+/- 10%) • X special population not participating/completing the course or program • SP groups not earning a passing grade • Not enough students overall • Low number of transfer or employment - jobs! • Insufficient students enrolled in NT programs • The opposite indicates successes… What is happing in this program?

35. Asking Questions -- 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?

36. Root Causes & Strategies Document • The goal is to assist you in Recruiting and Retaining (R&R) more SP CTE students • Document’s focus is R&R women and girls into NonTraditional careers • However, research shows that efforts made to R&R women into NT careers benefit & increase the success rates of all students www.stemequitypipeline.org

37. Root Causes & Strategies Document • Part I provides a “quick find” to the research and effective strategies • Part II provides links to more information • The two parts should always be used together. • Visit www.stemequitypipeline.org to access the document • (search: Root Causes and Strategies)

40. Asking Questions -- 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?

43. Asking Questions -- Retention • 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?

45. Asking Questions -- CTE • Is positive information about CTE availableandgiven to all students? • Are efforts made to recruit & place NT students? • Are NT Students recruited in groups? • Is the training facility accessible to all? • Is the training facility welcoming to both genders: • Are role models of all students (NT, disabled, & ethnically diverse) visible and available to all? • Are CTE, academic & soft skills addressed?

46. Links and Resources! • Role model Project for Girls • http://www.womenswork.org/girls/careers.html • Self Efficacy • www.des.emory.edu/mfp/self-efficacy.html • Stereotype Threat • http://reducingstereotypethreat.org/ • Attribution Theory • www.learning-theories.com/weiners-attribution-theory.html • NT Resources: www.nontraditionalcareers.com/ • Wider Opportunities for Women; www.wowonline.org • National Women’s Law Center: www.nwlc.org • Teen NOW CA: www.cacsap.org • CA Department of Education: www.cde.ca.gov

47. More Links and Resources! • Generating Expectations for Student Achievement • http://www.graymill.com/gesa.html • National Clearing House for English Language Acquisition • www.ncela.gwu.edu • WestEd Quality Teaching for English Learners • www.wested.org/cs/tqip/print/docs/qt/home.htm • National Center for Learning Disabled (NCLD) • http://www.ncld.org/ • National Center for Secondary Education & Transition • www.ncset.org • National Dropout Prevention Center for Students with Disabilities • www.ndpc-sd.org/ • Scientists with Disabilities • www.as.wvu.edu/~scidis/organize/fsdrole.html

48. And Still More Links and Resources! • Institute for Women in Trades, Technology & Science • www.iwitts.org • State Building and Trades Council of California – Women Build California • http://www.sbctc.org/ • Women in Nontraditional Employment Roles – WINTER • http://www.winterwomen.org/ • Fight the Type • www.fightthetype.org • Nontraditional Careers Statewide Leadership • www.nontrad.info

49. Why Focus on Nontraditional? • Approximately twice as many female headed households are in poverty as opposed to male headed households • 6%  17% Asian 16%  39% Hispanic • 27 %  39% Black 12%  26% White • http://www.census.gov/hhes/www/poverty/detailedpovtabs.html • Gender is not a good predictor of academic skills, interests, or emotional characteristics • http://www.napequity.org/pdf/Stereo.pdf, NAPE • Women have a 90% chance of becoming sole support of themselves and/or their family at some time in their lives • www.jspac.org

50. Root Causes Exercise • Academic Proficiency • Access to & Participation in STEM • Career Guidance and Practices • Curriculum Materials • Early Exposure • Family Characteristics • Instructional Strategies/Classroom Climate • Isolation based upon Gender • Media Input • Occupational Choice • Role Models (Lack of or providing) • School Climate • Self-Efficacy • Stereotype Threat • Student Attitudes • Support Services