1. The Nine Required Uses College and Career Readiness Bureau
Mary Medina, CCRB Education Administrator

2. Nine Required Uses (Appendix C)

3. Required Use #1
To strengthen the academic and career & technical skills of students participating in career & technical programs
Implementation of research based strategies and best practices
Infusion of academic skills into technical courses
Using occupationally related applied learning strategies in academic courses
Using advisory committees to validate learning outcomes
Create a rigorous, integrated and aligned curriculum
Encourage academic and technical instructors to jointly develop curriculum

4. Required Use #2
To link career & technical education at the secondary level and career & technical education at the post- secondary level
Secondary / postsecondary articulation
Update or expand “Articulation Agreements”
Create aligned and non-duplicative sequence of courses
Concurrent enrollment and /or dual credit
Policies & procedures for awarding AP credits
Track and increase the utilization of existing articulation agreement

5. Required Use #3
To provide students with strong experiences in the understanding of all aspects of an industry, which may include work-based learning experiences
Infuse “All Aspects of an Industry” into curricula and services
Regional labor market statistics, trends and job requirements
Horizontal and vertical alignment to broaden career horizons
General employability skills for career mobility and success
Infuse expertise into the classrooms (speakers, field trips, etc.)
Validate curricula outcomes by program advisory committees
Coordinate business/industry experiences for students

6. Required Use #4
To develop, improve or expand the use of technology in career and technical education
Infuse and expand relevant technology in programs
Upgrade new technology and equipment
Develop or update realistic multi-year equipment replacement schedules
Collaborate with technology industries to provide internships, mentoring, and employment experiences for students

7. Required Use #5 To provide professional development programs
Intensive and sustained professional development programs
Effectively integration of academic and technical education
Techniques for teaching “All Aspects of an Industry”
Stay current with the needs and expectations of business/ industry
Research based effective teaching skills
Effective use and application of technology to improve instruction
Improve instruction for special populations including nontraditional students
Use of student and program assessment data to improve instruction

8. Required Use #6
To develop and implement evaluations of the career & technical education programs carried out with funds
Assess and analyze:
Student numbers and trends (enrollment, completion, placement, etc.)
Levels of student satisfaction
Extent of academic and technical integration in courses/programs
Involvement of business / industry
Relevance of program to regional labor market
Create and implement student achievement and program evaluations
Develop “Strategic Improvement Plans” based upon assessment results
Utilize program advisory committees
Ensure preparation for nontraditional fields
Track and report industry-recognized credential, certificate or degrees awarded

9. Required Use #7
To initiate, improve, expand, and modernize quality career & technical education programs, including relevant technology
Expand program offerings at times or in formats more accessible for students
Curriculum development activities with input from industry partners
Acquire external business and industry related program certifications/ accreditations
Implement program modifications to ensure program and student learning outcomes are aligned with business and industry standards
Involve program advisory committees in improving and modernizing programs

10. Required Use #8
To provide services and activities that are of sufficient size, scope, and quality to be effective
Ensure classrooms / laboratory settings simulate workplace environments
Increase student enrollment, completion and placement to justify program continuation
Basing breadth and depth of learning outcomes on current job requirements
Using program advisory committees to evaluate and validate relevancy of curriculum and learning outcomes
Improve accessibility to program information and statistics for prospective students and the public
Provide career guidance and academic counseling

11. Required Use #9
To provide activities to prepare special populations, including single parents and displaced homemakers who are enrolled in career & technical education programs for high-skill, high-wage, or high-demand occupations that will lead to sufficiency
Establish or refine non-discrimination policies and procedures
Implement strategies to overcome program enrollment and completion barriers
Redesign programs to enable attainment of NM Common Core Standards indicators
Make modifications to curriculum or equipment
Expand / align student services (assessment, counseling, financial assistance, job placement, etc.)

12. Special Populations

13. Special Populations The term “special populations” means:
Individuals with disabilities
Individuals from economically disadvantaged families, including foster children
Individuals preparing for non-traditional fields
Single parents, including single pregnant women
Displaced homemakers
Individuals with limited English proficiency

14. Strategies for Assuring Access to and Success for Special Populations
Promote outreach and recruitment information regarding career opportunities with an emphasis on nontraditional opportunities
Facilitate the identification of appropriate adaptive equipment, assistive devices, and new technology for students with disabilities, as funding is available
Identify and/or develop special instructional materials or adapting existing instructional materials
Comprehensive career counseling and guidance, including labor market information, career testing, placement services for part-time, summer employment, internships and cooperative programs

15. Strategies Continued….
Offer job readiness workshops including resume preparation and interview skills
Include industry speakers and presentations in the curriculum
Provide mentors and role models from the school, workforce and community to whom special population students can relate
Offer modularized instruction and short-term training with flexible schedules
Provide distance learning options when appropriate

16. Strategies Continued…
Ensure campus is accessible to all students and has specialized equipment to support learning
Ensure classrooms are work-based learning sites
Make sure bilingual maps of campuses are available
Ensure all students, especially special population students, have access to technology
Make technology centers available in the evenings and/or weekends

17. Strategies Continued…
Create and distribute recruitment materials in languages of the demographic group
Refer students to financial aid and work- study opportunities
Provide vouchers /other supports for materials, tools, and / or transportation
Provide copies of textbooks for loan to students
Include diverse student role models (particularly nontraditional students) in recruitment and motivational speaking events

18. Strategies Continued…
Providing information on nontraditional jobs that offer higher pay and opportunities for advancement and benefits
Identify and promote linkages with the community (adult schools, businesses, workforce agencies, public assistance offices, child care agencies, etc.)
Identify services available in the community (counseling, social services, transportation support, etc.)

19. Strategies Continued…
Incorporate career exploration and planning strategies into the Next Step Plans
Provide tutoring services
Teach students financial responsibility by offering training in setting budgets, using bank accounts and services
USE YOUR DATA – use the results of data on the academic success and retention of special populations to improve student performance and provide professional development for staff

20. Strategies for Nontraditional Students
Encourage participation in math, science and technology courses
Evaluate school materials (including recruitment) for gender bias and positive nontraditional images
Provide on-campus presentations or field trips
Offer job-shadowing experiences with nontraditional workers
Conduct professional development to increase awareness of gender bias and stereotyping and to eliminate sexual harassment.
Recruit and place nontraditional students in cohorts

21. Components for Addressing the Nine Required Uses
Partnerships
Professional development
Accountability and evaluation systems
Course sequences
Articulation Agreements
Guidance counseling and academic advisement
Technical skill attainment
Program promotion

22. Program of Study Layout
Outline the POS format
Determine career / technical courses (minimum of 3)
Offer required courses (determine appropriate options for Dual Credit)
Select work-based learning experiences
Identify and develop appropriate standards (industry standards, employability skills, and academic standards)
Evaluate POS to identify gaps / overlaps

23. Wrap – around Support Career counseling Financial aid counseling
Safety nets / interventions
Job placement services
Removal of barriers to success

24. Thank You!
Mary Medina, CCRB Education Administrator