CCHS-BT Exemplary Program Folio copy

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  2. Standard 1 Overview
  3. Indicator 1a
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  5. Indicator 1c
  6. Indicator 1d
  7. Indicator 1e
  8. Standard 2 Overview
  9. Indicator 2a
  10. Indicator 2b
  11. Indicator 2c
  12. Indicator 2d
  13. Standard 3 Overview
  14. Indicator 3a
  15. Indicator 3b
  16. Standard 4 Overview
  17. Indicator 4a
  18. Indicator 4b
  19. Indicator 4c
  20. Indicator 4d
  21. Standard 5 Overview
  22. Indicator 5a
  23. Indicator 5b
  24. Indicator 5c
  25. Standard 6 Overview
  26. Indicator 6a
  27. Inidcator 6b
  28. Indicator 6c
  29. Standard 7 Overview
  30. Indicator 7a
  31. Indicator 7b
  32. Indicator 7c
  33. Standard 8 Overview
  34. Indicator 8a
  35. Indicator 8b
  36. Indicator 8c
  37. Indicator 8d
  38. Standard 9 Overview
  39. Indicator 9a
  40. Indicator 9b
  41. Indicator 9c
  42. Indicator 9d
  43. Standard 10 Overview
  44. Indicator 10a
  45. Standard 11 Overview
  46. Indicator 11a
  47. Indicator 11b
  48. Indicator 11c
  49. Indicator 11d
  50. Indicator 11e
  51. Standard 12 Overview
  52. Indicator 12a
  53. Indicator 12b
Home > Indicator 6c

Indicator 6c

6c. The program promotes equity and equal access for all learners, including members of special populations and student preparing for non- traditional careers.

The term "non-traditional training and employment" refers to occupations or fields of work, including careers in computer

science, technology, and other emerging high-skill occupations, for which individuals from one gender comprise less than 25

percent of the individuals employed in each such occupation or field of work [sec. 3(17)]. Because our nation’s labor force is

increasingly mobile and the labor market internationally competitive, the Department of Education/Labor encourages states

to use national employment statistics to identify non-traditional occupations. However, states may use state data on

employment to identify non-traditional occupations if it improves targeting of educational improvement activities for nontraditional

employment and service to students enrolled in those programs. You may get additional information on

employment statistics and non-traditional occupations from the National Occupational Information Coordinating Committee,

State Occupational Information Coordinating Committees, or the Bureau of Labor Statistics of the U.S. Department of Labor

(BLS) [OVAE Program Memorandum #2007].

Artifact 46 - 1 or More Ex. of Promotions Targeting Nontraditional Occupations/Enrollment, if Appl.

Carroll County Building Trades enrollment of females in a non-traditional trade  

  • Instructors have a positive relationship with the Guidance department at Carroll County High School and have educated our guidance counselors in the importance of females in a non-traditional trade like Building Trades.
  • Instructors encourage female enrollment by using Building Trades female students to visit elementary schools for career day and explain our trade and how females can benefit.
  • Instructors encourage female Building Trades students to demonstrate their knowledge and ability on career day at Carroll County High School. This is when rising 10th graders visit our shops.
  • Instructors encourage female participation in C & T clubs such as SkillsUSA and ask a female student to be an important member of our 4-person team (Teamworks) that competes on the district and state levels.
  • Instructors, through workplace readiness skills, educate our male students of the value and importance of females in Carroll County Building Trades.
Author: Rusty Warren
Last modified: 8/31/2011 2:11 PM (EDT)