2/15/2011 1 A Decade of Goals: A Decade of Goals: Joining the JSPAC to Create Lasting Change Joining the JSPAC to Create Lasting Change CA Perkins Joint Special Populations Advisory Committee 2010-2011 CA Perkins CA Perkins Joint Joint Special Populations Advisory Committee 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 ) 2 JSPAC JSPAC Mission Statement 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”
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A Decade of Goals:A Decade of Goals:Joining the JSPAC to Create Lasting ChangeJoining the JSPAC to Create Lasting Change
CA Perkins Joint Special Populations Advisory Committee
2010-2011
CA Perkins CA Perkins Joint Joint Special Populations Advisory CommitteeSpecial 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) 2
JSPACJSPAC Mission StatementMission 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”
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CA Perkins CA Perkins JJoint oint SSpecial pecial PPopulations opulations AAdvisory dvisory CCommittee ommittee
� 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
AgendaAgenda� Introductions
� Perkins
� What Students need to know
� 5-Step Process for Program Improvement
◦ www.stemequitypipeline.org
� Root Causes & Strategies
� JSPAC
◦ Products
◦ Professional Development
◦ Research
CA Perkins CA Perkins Joint Special Populations Advisory Joint Special Populations Advisory CommitteeCommittee
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
Carl D. Perkins CTE Act of 2006Carl 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
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CA State Plan for CTE ‘08 CA State Plan for CTE ‘08 –– ’12 ’12
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Questions to ask at your LEA!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!
� 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
CA State Plan for CTE ‘08 CA State Plan for CTE ‘08 –– ’12’12
CDE and CCCCO Perkins 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
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Who are Students from Special Populations?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
80,000??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!
Fiscal PlanningFiscal 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/
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Insightcced.org 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
Accountability measures have meaning when the data is used for program improvement
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What are You Looking for?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?
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ABC Secondary School District Enrollment ABC Secondary School District Enrollment Comparison Comparison 0606--07 Gender, Auto Tech Secondary07 Gender, Auto Tech Secondary
CourseTotal
Enrolled
#
Males
#
Females
%
Males
%
Females Comment
Auto Tech I 63 42 21 66.67 33.33 OK
Auto Tech II 58 41 17 70.69 29.31 OK
Auto Tech III 41 33 8 80.49 19.51 Over M
Auto Tech IV23
21 2 91.30 8.70 Over M
Total Program 185 137 48 74.05 25.94 OK
Guide for Program Improvement Perkins IV: NT CTE Program Participation and Completion
National Alliance for Partnerships in Equity:www.napequity.org
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XYZ Secondary School District Enrollment Comparison ‘06XYZ Secondary School District Enrollment Comparison ‘06--07 07 ----Hispanic Students EnrollmentHispanic Students Enrollment
Program Total # Enrolled
# Hispanics
M & F
%
Hispanics
% Hispanics
enrolled/Dist
Between
18.34% &
38.34%?
Agriculture 225 19 8.44 28.34% No, Under
Auto Tech 185 47 25.40 28.34% Yes
IT Academy 24 1 4.17 28.34% No, Under
Nurses Aide 35 9 25.71 28.34% Yes
Bus. & Off. 145 47 6.21 28.34% No, Under
Marketing 176 35 19.89 28.34% Yes
Total 790 158 20.00 28.34% Yes
Cluster: Health Services, Title: Med. Office Svcs.Cluster: Health Services, Title: Med. Office Svcs.
� Male students 72
� Female students 957
� Male Completers 43
� Female Completers 566
� Male Completers 60%
� Female Completers 59%
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� Econ. Disadvantaged 691
� Nontraditional 72
� Disabled 78
� Single Parents 93
� Displaced Homemaker 43
� ESL/LEP 20
Medical Assistants Annual Median Income $29,980Increase 25.1 – 245 jobs/annually
Medical Records and Health Information Technicians Annual Median Income $34,400
Participation and success in STEM courses, especially those taught in an equitable and “hands-on” manner, increase the likelihood of women participating in NTO
• Utilize real-life teaching strategies.• Kindle and sustain interest in math.• Make math and science a requirement.• Make other programs available such as after-school or weekend programs or summer camps.
• Invite, involve, and educate parents.
Academic Proficiency
When women are academicallyproficient, they are more likely to persist in choosing NTO.
• Teach that ability can be expanded.• Intervene to revise underestimation.• Provide math camps for girls.• Identify & assist students who aspire to STEM careers but lack academic proficiency - www.cccbsi.org/
• Create incentives for AP courses.• Teach visual-spatial skills.• Use video games that appeal to girls.
Recruitment
Root Causes
Theory Strategies
Early Intervention
Providing information about NT careers at the ages at which young people are most open to considering a NT career & prior to their excluding essentialpreparation will increase participationIn NT careers.
• Conduct interventions for elementary and middle school students.
• Target elementary and middle school students, especially for math interventions.
• Intervene early in youth’s development.
•What other strategies? • Which strategies would work for your SP group(s)?
• What modifications would be needed to adapt for your SP?• What other strategies have you tried?
� Are materials adapted (and targeted) to different populations?
� Are the individuals doing the recruiting trained on the importance of reaching and recruiting all students?
Retention
Root Causes Theory Strategies
Support Services
Students enrolled in NT CTE programs who receive supportservices are more likely to succeed.
Provide tutoring, child care, transportation, and tuition assistance etc…• 311 / 211• www.freecarindex.com/• www.insightcced.org & www.fafsa.ed.gov/• www.childcare.gov/• www.bettersoftskills.com/quiz/
InstructionalStrategies
Many females prefer learning experiences that they help to design, are learner centered, & that involve them in a community.
• Provide pre- and in- service professional development (PD) relating to gender.
• Stress PD self-assessment.• Utilize intervention programs for IT skills enhancement.
• Utilize virtual & hands-on science activities.
Self-Efficacy & AffirmationTheory
The strength of a female’s self-efficacy is directly related to entry & persistence in an NTO.
• Utilize real-life teaching strategies.• Teach females to self-affirm.• Teach that intelligence is incremental.• Provide training about self-efficacy.• Assess and retrain attribution style.
Retention
Root Causes Theory Strategies
Role Models/Mentoring
A mentoring relationship with an NT role model, especially one who blends career and non-career activities well, 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.• Choose the mentoring format that fits the educational setting.
• Provide positive, attainable role models.• Conduct NT groups & peer counseling.• Strengthen support & eliminate barriers.
FamilyCharacteristics
Characteristics and engagement of family have a strong influence on career choice.
• Design activities to promote family roles in gender-neutral career guidance.
• Invite, involve, & educate parents.• Involve parents in developing a plan.
Stereotype Threat
Achievement is positively influencedby the reduction in stereotype threat.
• Provide professional development.• Address the limited development of
expressive traits in boys and instrumental traits in girls.
• Which strategies would work for your SP group(s)?• What other strategies have you tried?
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Asking Questions Asking Questions ---- RetentionRetention• 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?• Is financial support available?
Root Causes Theory Strategies
Media (negative)
The constant and often gender stereotypical exposure of electronic media solidifies gender stereotyping.
• Teach critical thinking about the way in which the media portray CTE and NTOs.
• Emphasize the 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 education.• Provide programs that build positive body image.
• Classroom visitors, posters, web…
• What other CTE specific issues are being addressed on your campus?• Have your counselors received specific CTE training and information?• Is CTE represented in a positive light on your campus?• Do you have SP educators in your CTE programs?• Are your CTE and academic programs integrated?
Asking Questions Asking Questions ---- CTECTE
� Is positive information about CTE available andgiven 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?
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Links and Resources!Links and Resources!� Role model Project for Girls
