Five-Whys-Group Work
High School Posters-OLD
https://docs.google.com/forms/d/1BH1CjCos7IQowbUXqgh8-YG_kXhU97aDKHQsvF4LigM/edit
https://docs.google.com/forms/d/1kdGYuCL9yrxJvB644SatqKnKmD2-xZ54ggJ2n9dVkJw/edit
https://drive.google.com/file/d/1u3-1oLQNOMQKa5JrBdatzpuqBE-H-hsU/view?usp=sharing_eil&ts=60b03493
JHS2
TIPS & TRICKS
WBL Simulated Experience Survey
WHS Poster
Special Populations Tips and Tricks
Overview
The information within this resource are techniques that we have used to address gaps in CTE equity. These techniques have assisted us in to beginning address inequity and we continue to use as part of a continous improvement process.
Tips and Tricks Flow Chart
Greetings the following module will share how we first recognized the inequity that existed in CTE, and the steps we have taken to continously improve equity. Please review our "Tips and Tricks" sheet that provides a breakdown of how we originally viewed the problem of inequity around CTE, how we have explored the problem, and steps we have taken to adrress the issue of inequity.
Student and Educator Surveys
In order to explore our root cause theory that students were unaware of the CTE and STEM opportunties we created a student survey. The survey findings verified that a majority of students were unaware of the opportunities. We provide this survey to our secondary schools annually until the disruption caused by COVID 19. We have provided a sample of our survey.
We also expanded our research to include an educator survey. We wanted to gauge whether teachers at the secondary schools were aware of the CTE opportunites. The survey included all programs available at every secondary school.
CTE Needs Assessment and Grant Planning
Special populations became a key point in newly required CTE Needs Assessment, and as part of our CTE Needs Assessment. Our consortia chose to meet as a team and review the data provided by ODE and broke it down into by categories by our ODE colleagues. This information identified our specific goals for the next 4 years. The CTE needs assessment process also highlighted an important lesson in equity. Three of our larger schools identified an increasing Hispanic population as being an area that influenced student support, but three of our smaller schools identified students with lower economic status as being their greatest concern. The lessen that emerged overall from this exercise was that we need to be prepared to meet our schools where they are at, and begin to work on increasing equity from the level they are starting at.
While the CTE Needs Assessment allowed our consortium to recognize themes in who was not participating we did not just share this information with the administration. We chose to follow up individually with our Program of Study CTE Teachers. Each teacher was provided their own ODE data to review, and we shared the shared themes that we recognized in the CTE Needs Assessment. By providing this information to the CTE teachers we are asking them to question why the special population gap exists, and to be part of the solution. One way that we are attempting to do this is by holding POS meetings with the CTE Teachers to discuss root cause analysis. We completed a first session in Spring with our Ag/Natural resource POS opportunities. Attached in this module is the example of the five why activity we completed. On the Tips and Trick sheet we provided a link to a video that explains how you can use this technique. We are providing the document that we completed during this session.
Work Based Learning and Place Matters Webinar
In this section we are sharing a survey that we created in hopes of identifying how our CTE teachers are implementing WorkBased Learning opportunities. As a rural consortia we recognized that the majority of our students would not be able to benefit from a CWE/Internship because of travel barriers, family commitments, or necessity of work. To ensure that students are receiving WBL our teachers are looking at simulated learning experiences into their class offerings. We are sharing a survey that we will be reviewing teacher practices, and we hope to share what is working throughout our consortia. Laslty, we are also sharing a webinar that we were asked to particpate in around Education, Health, and Equity. Please note that our portion of the webinar begins at 37 minutes and 38 seconds in.
Education Material Created to Highlight the Benefits for Students Who Take CTE
Another way we combated the lack of advising was to create educational posters that highlight the positive graduation rate for 4 year cohorts and identify the Program of Study Opportunities (POS) available at each secondary school. Previously, the Regional Coordinator (RC) had been trained in the Positive Community Norms (PCN). PCN was a technique that focused on using data and messaging to change the culture of public health issues . For example, instead of highlighting a concerning statistic on underage alcohol or drug use, the PCN method would focus in highlighting the percentage of youth not participating in drug or alcohol use, and instead focus on positive healthy activity (The Montana Institute LLC, 2012) . Messaging in this manner has been found to change the culture of public health problems. Using the understanding from the training that had occurred, the RC chose to highlight the consortia 4 year graduation cohort rate which identifies that students who participate in a CTE as graduating at 93.07% (Oregon Department of Education, 2021).
This module includes the very 1st posters we created to educates schools about the CTE Programs availble. The 1st file includes student represtation in school POS opportunities. The updated shares the same message but has less focus of student participation due to COVID 19.