Career & Technical Education Nontraditional Programs

1. Career & Technical Education Nontraditional Programs Career Development Coordinators CTE Summer Conference July 25, 2012

2. Nontraditional Programs • Individuals preparing for nontraditional training and employment – • individuals who are enrolled in Career and Technical Education program areas linked to nontraditional or underrepresented occupations. Nontraditional CTE programs are not defined by the enrollment pattern within the classes or programs, but rather the employment numbers in the workplace. Nontraditional employment is defined as occupations or fields of work for which individuals from one gender comprise less than 25% of those employed in the occupational or field of work. http://www.ncpublicschools.org/docs/cte/support/special/challenge-handbook.pdf pages 37-39

3. NC Nontraditional CTE Programs in CCS for FEMALES • Automotive Service Technology III • Masonry I • Masonry II • Masonry III • Construction Technology I • Construction Technology II • Construction Technology III • Drafting I • Digital Media I • Digital Media II • Drafting - Architectural II • Drafting - Architectural III • Drafting - Engineering II • Drafting - Engineering III • Fundamentals of Technology(Tech of Engineering & Design) • Manufacturing Systems(Technological Design) • Small Business/Entrepreneurship • Animal Science I • Animal Science II • Animal Science II - Small Animals • Equine Science I • Equine Science II • Agricultural Mechanics I • Agricultural Mechanics II • Horticulture I • Horticulture II • Horticulture II - Turf Grass • Horticulture II - Landscape Const • Medical Sciences I • Medical Sciences II • Automotive Service Technology I • Automotive Service Technology II http://www.ncpublicschools.org/docs/cte/support/special/challenge-handbook.pdf pages 37-39

4. NC Nontraditional CTE Programs in CCS for MALES • Business Law • Accounting I • Accounting II • Travel/Tourism & Recreational Marketing • Allied Health Sciences I • Allied Health Sciences II(Health Science II) • Foods I http://www.ncpublicschools.org/docs/cte/support/special/challenge-handbook.pdf pages 37-39

5. Under/Over-representation • When looking at enrollment patterns for: • Gender • A recommended* screening percentage is: • The “80/20 test” • Where no more than 80% of one gender should be enrolled in a course or program, if so the nontraditional gender is underrepresented. *Recommended = Only to self-assess, not a Perkins IV required standard

7. 2012 - 2013 Local Performance-Based Improvement Plan Performance Indicator Seven (6S1) - Nontraditional Participation. Proposed. By 2011-2012, 28.5 percent of participants in a course that leads to nontraditional employment are of the nontraditional gender.

8. CCHS Nontraditional participation data

10. CCHS Nontraditional participation data

12. CHS Nontraditional participation data

14. CHS Nontraditional participation data

16. CMHS Nontraditional participation data

18. CMHS Nontraditional participation data

20. HRHS Nontraditional participation data

22. HRHS Nontraditional participation data

24. JMRHS Nontraditional participation data

26. JMRHS Nontraditional participation data

28. MPHS Nontraditional participation data

30. MPHS Nontraditional participation data

32. NCHS Nontraditional participation data

34. NCHS Nontraditional participation data

36. Root Causes for Low Enrollment • Role Models • Support Services • Career Guidance Materials and Practices • Early Exposure

37. Role Models – Possible Solutions • Bring in Males in Fashion and Apparel industry and Females in Trade and Industrial industry to speak to classes. • Form a relationship with these role models to assist in recruitment materials.

38. Support Services / Career Guidance Materials & Practices – Possible Solutions • Create videos for counselors of nontraditional CTE programs in action. • Lunch and Learn programs for counselors. • Registration involvement with counselors. • Curriculum Fairs • 8th Grade Day at high schools • CTE Teacher Program Area Updates with Counselors

39. Early Exposure – Possible Solutions • Target elementary and middle school student career development • Career Days • Career development during intervention period to educate, advertise, and recruit • Cluster Camps: • Engineering Camp, Camp Med, Construction Camp, Agriculture Camp • School-wide fashion show integrating all areas and students of CTE • CTE week – dress in careers

40. Next Steps: • Increase competence in diversity • Review career guidance materials and practices for gender bias and nontraditional exposure and support • Review practice and policies of counselors for gender bias • Provide nontraditional role models, mentors, and job shadowing • Invite, involve and educate parents • Invite, involve, and educate business • Provide a continuum of support services • Review Data • Review Program

41. What do YOU think you can do? • I’m going to take a look at my own program data to identify trends, gaps, solutions. • I am going to go and find our Perkins data and compare our NT CTE programs. • I’m going to take the state Perkins data and see how our LEA compares. • I’m going to see what additional data sources I can find toinform our CTE programs. • I don’t know yet what I might do with this information.

42. NAPE Five Step Improvement Program