Improving Performance: The Five Step Process - PowerPoint PPT Presentation

Loading...

PPT – Improving Performance: The Five Step Process PowerPoint presentation | free to view - id: 5ba184-ZmNjO



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Improving Performance: The Five Step Process

Description:

Improving Performance: The Five Step Process Mimi Lufkin: Chief Executive Officer National Alliance for Partnerships in Equity CTEEC Conference Tulsa, Oklahoma ... – PowerPoint PPT presentation

Number of Views:115
Avg rating:3.0/5.0
Slides: 93
Provided by: M1060
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Improving Performance: The Five Step Process


1
Improving Performance The Five Step Process
  • Mimi Lufkin Chief Executive Officer
  • National Alliance for Partnerships in Equity
  • CTEEC Conference
  • Tulsa, Oklahoma September 17, 2009

2
The Five Step Process
3
Perkins Act Accountability
  • Core Indicators on Nontraditional CTE
  • Participation in CTE programs preparing students
    for nontraditional fields
  • Completion of CTE programs preparing students for
    nontraditional fields

4
Nontraditional Fields
  • Occupations or fields of work, including careers
    in computer science, technology, and other
    current and 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.

5
Document Performance Results
  • GOAL Understand the problem completely before
    you seek solutions

How do you analyze performance data? What
questions should be addressed? What tools and
methods can be used to present and analyze
data? How should data quality problems be
considered in analyzing data?
6
Perkins Accountability Measure
  • Participation Rate
  • underrepresented students participating in NT
    CTE
  • all students participating in NT CTE
  • OR
  • of females enrolled in pre-engineering
  • All students (males and females)
  • enrolled in pre-engineering

7
Perkins Accountability Measure
  • Completion Rate
  • underrepresented students completing NT CTE
  • all students completing NT CTE
  • OR
  • of females completing pre-engineering
  • All students (males and females)
  • completing pre-engineering

8
Data CollectionDisaggregation required in
Perkins IV
  • Gender
  • Male
  • Female
  • Special Population
  • Underrepresented gender students in a
    nontraditional CTE program
  • Single Parent
  • Displaced Homemaker
  • Limited English Proficiency
  • Individuals with a Disability
  • Economically Disadvantaged
  • Race/Ethnicity
  • American Indian or Alaskan Native
  • Asian or Pacific Islander
  • Black, non-Hispanic
  • Hispanic
  • White- non-Hispanic

9
Recommended Analyses
  • Trends
  • At least 2 years
  • Prefer 3-5 years
  • Site specific
  • Statewide
  • District
  • School/College
  • Programs

10
Benchmarking
  • State performance level
  • Best performer in state
  • National program benchmark
  • Selected peer benchmark
  • Set your own benchmark

11
Perkins Accountability Resources
  • Peer Collaborative Resource Network
  • www.edcountability.net
  • National Alliance for Partnerships in Equity
  • Growing Pains
  • Nontraditional SOC/CIP Crosswalk for Males and
    Females
  • www.napequity.org
  • Your State Agency Website

12
National Program Evaluations
  • Project Lead the Way
  • Annual Assessment Report for 2006-07
  • Report 17 female enrollment nationally
  • Cisco Networking Academy Gender Initiative
  • Set a benchmark for programs at 30 female
    enrollment
  • National Center for Women in Information
    Technology
  • Report on the Status of Women in IT

13
Other Data Sources
  • National Center for Educational Achievement
    Just 4 the Kids
  • National Center for Educational Statistics
  • Southern Regional Education Board Data Library
  • NCLB State and Local Report Cards
  • State and Local Participation and Achievement
    Data

14
Perkins Consolidated Annual Report Data
  • State, School, and Program
  • Level Analysis

15
State Level Perkins Nontraditional Data Analysis
16
Schools Included in Statewide Analysis
  • Caddo Kiowa Tech Center Fort Cobb
  • Canadian Valley Tech Center El Reno
  • Gordon Cooper Tech Shawnee
  • Great Plains Tech Center Lawton
  • Meridian Tech Center Stillwater
  • Metro Tech Oklahoma City
  • Moore Norman Tech Center Norman
  • Red River Tech Center Duncan
  • So. OK Tech Center Ardmore
  • Tulsa Tech - Tulsa

17
Statewide Secondary Participation Data
Secondary Participation All Nontrad Programs
04-05 13.50
05-06 13.58
06-07 13.96
18
Statewide Secondary Participation Data
Sec Participation All Nontrad Programs Nontrad Programs for Females Nontrad Programs for Males
04-05 13.50 13.64 13.29
05-06 13.58 13.74 13.33
06-07 13.96 13.52 14.61
19
Statewide Secondary Participation
20
Statewide Adult Participation Data
Adult Participation All Nontrad Programs
04-05 13.23
05-06 14.53
06-07 12.44
21
Statewide Adult Participation Data
Sec Participation All Nontrad Programs Nontrad Programs for Females Nontrad Programs for Males
04-05 13.23 15.38 10.50
05-06 14.53 15.56 13.20
06-07 12.44 13.46 11.13
22
Statewide Adult Participation
23
Statewide Secondary Nontraditional Program
Participation
Pre-Eng /PLTW Electrical Trades CMP Rep/Netw Tech Auto Service Tech
04-05 26.81 2.36 11.43 5.75
05-06 19.15 0.00 14.46 6.94
06-07 19.50 0.85 10.71 5.20
24
Statewide Secondary Nontraditional Program
Participation
25
Statewide Adult Nontraditional Program
Participation
Pre-Eng /PLTW Electrical Trades CMP Rep/Netw Tech Auto Service Tech
04-05 50.00 6.15 17.98 8.12
05-06 25.00 15.19 18.75 7.78
06-07 N/A 7.79 16.46 9.80
26
Statewide Adult Nontraditional Program
Participation
27
Statewide Secondary and Adult Data
  • What does the data say or suggest?
  • How has state performed on the measure?
  • What happened to the results over time?
  • What questions arise from this data?

28
School Level Analysis
29
School Secondary Participation
Year All Nontrad Programs Programs Nontrad for Females Programs Nontrad for Males
04-05 12.17 11.40 13.42
05-06 10.83 9.13 13.10
06-07 12.52 9.88 15.89
30
School Secondary Participation
31
School and State Secondary Participation
32
School Adult Participation
Year All Nontrad Programs Programs Nontrad for Females Programs Nontrad for Males
04-05 11.40 9.96 12.70
05-06 15.10 11.73 18.01
06-07 10.97 8.77 12.80
33
School Adult Participation
34
School and State Adult Participation
35
School Level Data
  • How has the school performed on the participation
    measure?
  • How has the college performed as compared to the
    state average on the measure?
  • What happened to the results over time?
  • What questions arise from this data?

36
Case Study
37
Program Level Perkins III Analysis
38
School Secondary Nontraditional Program
Participation
Pre-Eng /PLTW Electrical Trades CMP Rep/Netw Tech Auto Service Tech
04-05 3.85 2.94 0.00 8.52
05-06 2.78 0.00 0.00 3.39
06-07 14.92 0.00 0.00 2.81
39
School Secondary Nontraditional Program
Participation
40
State and School Secondary Nontraditional Program
Participation
41
School Adult Nontraditional Program Participation
Pre-Eng /PLTW Electrical Trades CMP Rep/Netw Tech Auto Service Tech
04-05 N/A 6.67 9.09 14.44
05-06 0.00 7.69 18.18 5.00
06-07 N/A 0.00 10.00 10.17
42
School Adult Nontraditional Program Participation
43
State and School Adult Nontraditional Program
Participation
44
Program Level Data
  • What does the data say or suggest?
  • How has the state performed in each measure?
  • What happened to the results over time?
  • What questions arise from this data?

45
Program Level Perkins Data Analysis Activity
46
The Five Step Process
47
STEP TWO
  • Identify
  • Root
  • Causes

48
Why Search for Root Causes?
  • Keep from fixating on the silver bullet
    strategy
  • Identify the conditions or factors that cause or
    permit a performance gap to occur
  • Two types of causes
  • Direct cause (i.e. instructional practice)
  • Indirect cause (i.e. teacher training)

49
How to Identify Root Causes
  • Search for most direct highest impact causes
  • Employ a systematic evidence-based process
  • Draw on current research and evaluation
  • Formulate and test theories or hypotheses
  • Use multiple methods and data sources
  • Note, youre likely to find multiple causes

50
Phase 1 Identify Potential Causes
  • Review Research Literature
  • Review Program/Institutional Evaluations and
    Effectiveness Reviews
  • Conduct Focus Groups
  • Peer Benchmarking
  • Interviews Surveys
  • Brainstorm

51
Resources online
  • Survey Instruments
  • Destination Success
  • How to Conduct Interviews
  • How to Conduct Focus Groups

52
Other Resources
  • The New Look
  • Self-Study
  • Illinois Center for Specialized Professional
    Support

53
Phase 2 Analyze and Evaluate Potential Causes
  • Group Causes Into Two Categories
  • Group 1 Causes Within Your Control
  • School scheduling
  • Classroom climate
  • Faculty awareness and capacity
  • Group 2 Causes Outside Your Control
  • Media representation
  • Family demographics

54
Phase 3 Test and Evaluate Potential Causes
Within Your Control
  • Select root causes that
  • Have the strongest theory and evidence to support
    them
  • Focus on direct causes of performance gaps
  • Address the most critical needs
  • Provide the best opportunity to have high impact
    on performance
  • Are supported by stakeholders who will help
    develop and implement solutions
  • (See page 17 of the OVAE Guidebook)

55
Review Research Summary
  • Root Causes
  • Nontraditional Career Preparation Root Causes
    and Strategies
  • Available at www.stemequitypipeline.org

56
Root Causes
  • Education
  • Academic Proficiency
  • Access and participation in Math and Science
  • Curriculum
  • Instructional Strategies
  • School/Classroom Climate
  • Support Services

57
Root Causes
  • Career Information
  • Materials and practices
  • Early intervention
  • Occupational characteristics
  • Family
  • Family characteristics
  • Parental influence

58
Root Causes
  • Internal/Individual
  • Self-efficacy
  • Attribution
  • Stereotype threat

59
Root Causes
  • Societal Issues
  • Media
  • Peers
  • Role models/mentors
  • Collaboration

60
Group Root Causes Activity
  • In groups of 5
  • Review the root causes cards
  • Arrange the root causes by your groups sense of
    their impact and relationship to students in
    programs nontraditional by gender
  • Post the cards on the wall in whatever
    arrangement best fits your groups thinking

61
Individual Root Causes Activity
  • Place stickers on the posters for the four root
    causes that most significantly impact students
    who are in, or considering entering,
    nontraditional programs for their gender
  • On the other root causes poster
  • Write any additional root causes that have not
    been identified

62
Case Study
63
The Five Step Process
64
STEP THREE
  • Choose
  • Best
  • Solutions

65
Choose Best Solutions
  • Dont be too quick to adopt best practices before
    getting the facts straight
  • How do you identify possible strategies and model
    practices?
  • How do you evaluate strategies and models?
  • How do you compare and assess alternative
    solutions and make a decision?

66
Assessing and Comparing Alternative Strategies
  • Sound Theory
  • Strong Evidence
  • Costs/Time of Further Testing
  • Resources
  • Stakeholder Support
  • Failure is Expensive
  • Select a Full Range of Choices

67
Identify Potential Strategies and Models
  • Review What Others Propose
  • NSF- New Formulas for Americas Workforce
  • Benchmark Peers and Leading Performers
  • Programs and Practices That Work
  • Best Practices in STEM Education
  • EEES Best Practices
  • Develop Your Own Solutions

68
Review Research Summary
  • Root Causes
  • Nontraditional Career Preparation Root Causes
    and Strategies
  • Available at www.stemequitypipeline.org

69
Strategies for Recruitment
70
Strategies for Recruitment
  • Review career guidance materials and practices
    for gender bias and nontraditional exposure and
    support
  • Guidelines for Identifying Bias in Curriculum and
    Materials
  • Safe Schools Coalition
  • EEES-NAPE-PLTW Guidance Counselor Presentation
  • Am I a Fair Counselor
  • Destination Success, MAVCC
  • Could This Be Your Life?
  • Illinois Center for Specialized Professional
    Support

71
Strategies for Recruitment
  • Invite, involve and educate parents
  • Talented Girls Bright Futures
  • Publication by Project Lead the Way
  • American Careers Magazine
  • Expanding Career Options Issue
  • Career Communications, Inc.

72
Strategies for Recruitment
  • Conduct middle school programs
  • Minot Public Schools
  • Minot, North Dakota
  • Programs and Practices That Work
  • 2005 Award Winner

73
Strategies for Recruitment
  • Provide role models and mentors
  • Girls E-Mentoring in Science, Engineering and
    Technology GEM-SET
  • USDOL, Womens Bureau
  • Engineer Girl
  • National Academy of Engineering

74
Strategies for Recruitment
  • Conduct targeted recruitment activities
  • Summer Camps
  • Cisco Gender Initiative Strategies
  • I am an Engineer
  • Cisco Systems, Inc.

75
Strategies for Recruitment
  • Conduct pre-technical training programs
  • Rosies Girls
  • Northern New England Tradeswomen
  • TechBridge
  • Chabot Space and Science Center

76
Strategies for Recruitment
  • Collaborate with community-based organizations
  • Operation SMART, Girls, Inc.
  • Expanding Your Horizons
  • Girl Scouts
  • National Girls Collaborative Project

77
Strategies for Recruitment
  • Conduct professional development with teachers at
    all levels
  • Generating Expectations for Student Achievement,
    Graymill
  • STEM Equity Pipeline
  • Career Technical Education Equity Council

78
Strategies for Recruitment
  • Implement and model gender-fair institutional
    strategies
  • Checking Your School for Sexism
  • Destination Success, MAVCC
  • Gender Equity Item Bank
  • Midwest Equity Assistance Center

79
Strategies for Retention
80
Strategies for Retention
  • Evaluate all school and curriculum materials for
    gender bias and positive nontraditional images
  • Gender Equity Tip Sheets
  • Bias Evaluation Instrument
  • Nova Scotia Department of Education
  • Curricular Bias, David Sadker

81
Strategies for Retention
  • Increase teacher and administrator quality and
    equity-capacity through professional development
  • The Equity Principal
  • Graymill
  • NAPE Professional Development Institute
  • Washington, DC

82
Strategies for Retention
  • Increase competence in diversity and sexual
    harassment prevention
  • Gender Equity Tip Sheets
  • Tolerance.org
  • Southern Poverty Law Center
  • Project Implicit, Harvard University

83
Strategies for Retention
  • Conduct nontraditional student support groups and
    peer counseling
  • Computer Clubhouse
  • Bostons Museum of Science
  • NASA Harriett G. Jenkins Pre-Doctoral Fellowship
    Program
  • (Facebook Group)

84
Strategies for Retention
  • Provide nontraditional role models, mentors, and
    job shadowing
  • IGNITE, Seattle Public School System
  • MentorNet
  • How to Plan and Facilitate a Job Shadowing
    Experience
  • Destination Success, MAVCC

85
Strategies for Retention
  • Invite, involve and educate parents
  • Trailblazers
  • VA Department of Education
  • Ways for Parents to Support Expanded Occupational
    Options
  • Destination Success, MAVCC

86
Strategies for Retention
  • Provide a continuum of support services
  • Tutoring
  • Child care
  • Transportation
  • Financial Aid
  • Books, Equipment, Tools, Clothing
  • Tuition
  • Modification of Curriculum, Equipment
  • Student/Teacher Aides
  • More

87
Strategies for Retention
  • Invite, involve, and educate business
  • Cisco Systems, Inc. Gender Initiative
  • Cisco Systems, Inc.
  • Society of Women Engineers

88
Resources online
Dont Forget These Additional Teacher Focused
Resources!
  • Gender Equity Tip Sheets
  • Teacher Resources Folder

89
Case Study
90
The Five Step Process
91
The Five Step Process
92
Questions?
National Alliance for Partnerships in Equity
  • Mimi Lufkin
  • Executive Director
  • P.O. Box 369
  • Cochranville, PA 19330
  • 610-593-8038 phone
  • 610-593-7283 fax
  • mimilufkin_at_napequity.org
About PowerShow.com