2. There is a regular, formal process for distributing information about nontraditional careers to all parents/family members. 

Strategies: 

• Conduct parental information program in conjunction with a program for the students that informs parents of their influence in career choice, and the benefits of high-skill, high-demand occupations, nontraditional careers, etc.
• Distribute brochures, flyers, and other written materials to Middle School and High School parents/families at registration and recruitment events such as open houses, information sessions, etc. 

3. The school district models equity in career and technical education programs by employing nontraditional instructors and aides. 

Strategies: 

• Recruit alumni from the school district who have gained employment in nontraditional occupations. 
• Seek out nontraditional workers who can volunteer in the classroom and/or participate in special activities.   
• Inform district administrators of the significance of incorporating role models from specialized populations and other marginalized groups.   

4. Program recruitment involves both role models and learners from diverse backgrounds not traditionally associated with the field of study. 

 Strategies: 

• Use role models, such as: 

• • Presentations by successful alumni and senior nontraditional students. 
  • Presentation by men/women in the community in the targeted nontraditional occupation areas. 
  • An article in the student newspaper/school website with information on the upcoming class that includes an interview with a nontraditional student. 

• Recruit especially popular students – other students will follow. 
• Recruit students in friendship groups.  Have young women/men who are interested recruit their friends. 

5. All marketing materials are regularly checked for gender and other issues of equity in language and photos. 

 Strategies: 

• Look at recruitment materials and make sure they show boys/girls participating in all types of career and technical programs, including from which they have been historically absent.  Pay attention to gender, race, ethnicity, special needs, etc. 
• Create bulletin board displays recruiting young men and women for activities. 
• Distribute flyers recruiting young men and women to nontraditional programs/activities. 
• Conduct a “textbook audit” to check for gender biased educational materials. 

6. Most career development special events, like career fairs and college nights, have a designated area and spokesperson for equity and marginalized students. 

 Strategies: 

• At career fairs and college nights, have a counselor or other volunteer (Career and Technical Education teachers, etc.) at a designated area to discuss nontraditional career opportunities, statistics, and information.  
• Have presentations or volunteer the area by women/men in the community in the targeted nontraditional occupation areas. 
• Utilize a Freshmen Orientation by having information and, if possible, a speaker about nontraditional career opportunities for all students. Offer a demo by current students, with products of the class visible. 
• Develop a set of 5-minute videos for marketing nontraditional CTE to various audiences and potential students.  

7. At least half of the counselors have had exposure to methods related to counseling learners on nontraditional careers and/or equity issues. 

 Strategies: 

• Explore opportunities for professional development and further education from national and local organizations, postsecondary education, and lectures. 
• Suggest supervisors find a presenter who could present to the counseling department. 
• Have staff that may be trained or skilled turn-key information to other counselors. 
• Once counselors have the skills, turn-key general information to teachers, administrators, and other faculty on simple suggestions they can do.

8. Recruitment includes activities for middle school learners. 

 Strategies: 

• High school Career and Technical Education recruitment begins in middle school. 
• Use high school students to promote 8th grade students as role models. 
• Use career development strategies and information. 

• • Start with the skills, not the career. 
  • Talk about career paths, salaries, and benefits. 

• Recruit students through personal invitations, homeroom presentations, and bulletin boards. 
• During career development special events, invite 8th graders or have a special session for the 8th grade students to get interest. 
• Publish an article in the student newspaper or school website with information on the upcoming class that includes an interview with a nontraditional student.  
• At Freshmen Orientation, include Career and Technical Education classrooms in every tour. Offer a demo by current students, with products of the class visible. 
• Develop a set of 5-minute videos for marketing nontraditional CTE to various audiences and potential students.  
• Talk with counselors from the feeder schools and ask for their help in encouraging nontraditional students.  
• Require all middle school students take a career development course that introduces them to the vocational education course offerings.  

2. Nontraditional career and technical education programs are aligned with high-skill, high-demand, high wage occupations. 

 Strategies: 

• Conduct an assessment of CTE programs, and cross reference with statistics on high-skill, high-demand, high-wage occupations. 
• Create programs of study for CTE programs that align with high-skill, high-demand, high-wage occupations. 
• Make sure school/district administrators are well informed on the latest research and statistics regarding these occupations. 

3. An employer database (with job shadowing, internships, co-ops and career information) is available and accessible for learners preparing for nontraditional occupations. 

 Strategies: 

• Provide time during the school day (planning periods, etc.) for educators and administrators to do research on the surrounding community and potential industry partners.  
• Reach out to local colleges and universities for potential interns who could create and maintain such databases and information for school credit. 
• Making this a special project and involve your own students in this process. 

• • Give them extra credit or make it a part of their overall grade. 

4. Employers are involved through special events like employer focus groups, employer panels, and mock interviews and these events have a portion of the activity devoted to nontraditional occupations. 

 Strategies: 

• Reach out to local businesses and organizations regarding opportunities for participation at these events in your school/district. 

• • Make sure the community is informed about these events. 

• Involve parents, often times they are an untapped resource.   

• • Consider speaking with those parents about any opportunities of collaboration at their place of employment.  

6. Sufficient numbers of employers participate in internships and/or work experiences for nontraditional learners in order to provide opportunities for all learners who wish to participate. 

 Strategies: 

• Contact local companies, businesses, and organizations to speak with someone regarding the possibility for participation. 
• At PTA meetings, consider having a staff representative ask if any parents are in nontraditional occupations.  

• • Consider speaking with those parents about any opportunities of collaboration at their place of employment.  

• If the number of work opportunities is smaller than the number of student learners, consider shortening internships to a shorter period of time to allow all students the chance. 

6. Significant numbers of nontraditional role models from business and industry participate actively in the nontraditional program. 

 Strategies: 

• Contact local companies, businesses, and organizations to speak with someone regarding the possibility for participation. 

• • Indicate that participation can be small or a more in-depth part. 

• At PTA meetings, consider having a staff representative ask if any parents are in nontraditional occupations.  

• • Consider speaking with those parents about any opportunities of collaboration at their place of employment.  

• Offer advertisement at games, shows, and events as a form of incentive.

7. At least 75% of nontraditional students participate in job shadowing, mentoring, internships, or other experiences which help them gain a realistic picture of future employment. 

 Strategies: 

• Consider linking this with the nontraditional student support group. Have mentoring and job shadowing be a part of each. 

• Contact local companies, businesses, and organizations to speak with someone regarding the possibility for job shadowing, mentoring, or internships.  
• At PTA meetings, consider having a staff representative ask if any parents are in nontraditional occupations.  

• • Consider speaking with those parents about any opportunities of collaboration at their place of employment.  

• Consider linking the real-world experiences into the classroom and/or elective.  
• Consider making all students in nontraditional fields participate.  

8. Post-placement activities include surveys and on-site visits with targeted follow-up for nontraditional students. 

 Strategies: 

• Consider having senior student take a survey of their post-graduation plans. 
• At school events where alumni may return (Homecoming, Thanksgiving, etc.), consider having a survey available asking if they are still on track with their post-graduation plan.  

• • Having a small reward, such as a baked good or pen, be available. 

• Advertise Career Fairs in the newspaper and on the school website. Specifically ask if any former students would be willing to speak or represent their career.  
• Use social media to gain pertinent information on recent graduates. Former students may be more likely to answer questions if they can do it from their computer or phone.  
• Connect with the local community college counselors. See if they will distribute a post-secondary survey to graduates of the school.