The Five Step Program Improvement Process
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The Five Step Program Improvement Process Step One: Document Performance Results November 5, 2008. Mimi Lufkin Chief Executive Officer National Alliance for Partnerships in Equity Education Foundation. STEM Equity Pipeline Goals. Build the capacity of the formal education community

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Mimi Lufkin Chief Executive Officer

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The Five Step Program Improvement Process

Step One:

Document Performance Results

November 5, 2008

Mimi Lufkin

Chief Executive Officer

National Alliance for Partnerships in Equity Education Foundation


STEM Equity Pipeline Goals

  • Build the capacity of the formal education community

  • Institutionalize the implemented strategies by connecting the outcomes to existing accountability systems

  • Broaden the commitment to gender equity in STEM education


Model


Poll

Who is participating in today’s webinar?

  • School/College Administrator

  • Teacher/Faculty Member

  • Counselor/Student Services Staff

  • State Agency Staff

  • STEM Organization Staff

  • Other


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


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.


Poll

Select the statement that best describes your familiarity with the Perkins Act accountability measures ?

  • This is the first time I have heard about this

  • I am familiar with the measures but have no idea about how the data is collected at my school

  • I have been involved in collecting and reporting the Perkins data at my school

  • I have seen our Perkins annual report but have never used the information

  • I have used our Perkins data to help us make decisions to improve our CTE programs


Document Performance Results

Understand the problem completely before you seek solutions

  • What performance data is available?

  • How do you analyze performance data?

  • What questions should be addressed?

  • What tools and methods can be used to present and analyze data?


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


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


Data CollectionDisaggregation required in Perkins IV

Special Population

  • Underrepresented gender students in a nontraditional CTE program

  • Single Parent

  • Displaced Homemaker

  • Limited English Proficiency

  • Individuals with a Disability

  • Economically Disadvantaged

  • Gender

    • Male

    • Female

  • Race/Ethnicity

    • American Indian or Alaskan Native

    • Asian or Pacific Islander

    • Black, non-Hispanic

    • Hispanic

    • White- non-Hispanic


Student Populations for Data Comparisons


Recommended Analyses

Trends

  • At least 2 years

  • Prefer 3-5 years

  • Site specific

  • Statewide

  • District

  • School/College

  • Programs


Benchmarking

  • State performance level

  • Best performer in state

  • National program benchmark

  • Selected peer benchmark

  • Set your own benchmark


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


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


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


Poll

Have you used your Perkins data to identify gaps in performance for students pursuing nontraditional careers?

  • I do this all the time

  • I have tried with some success

  • I have tried with no success

  • I don’t have access to the data


Sample Gap Analyses


State Level AnalysisAll Students


Perkins Performance Report


Secondary Participation


Secondary Completion


State Level AnalysisDisaggregated by Gender


Secondary Participation Rates

Male Participation Rate:

2007 Data

Female Participation Rate:

2007 Data


Postsecondary Participation Rates

Male Participation Rate:

2007 Data

Female Participation Rate:

2007 Data


Postsec. Participation Rates by Gender

  • Explanation of one of the lines:

  • Pink line = Participation rate for females

    • Of all students participating in CTE programs that are NTO for females, the % of these students who are female


Postsec. Completion Rates by Gender

  • Explanation of one of the lines:

  • Pink line = Completion rate for females

    • Of all students completing CTE programs that are NTO for females, the % of these students who are female


State Level AnalysisDisaggregated by Program and Gender


Skill Attainment in Engineering and Industrial Technology


Completions in Engineering and Industrial Technology


Completion Caveats

  • Completions are tracked for “concentrators” - those students who are seriously committed to the program.

  • There may be many dropouts before students become concentrators.


Placement for Engineering and Industrial Technology


State Level AnalysisDisaggregated by Special Population


Statewide Non-Trad Participation


Statewide Non-Trad Completion


State Level AnalysisDisaggregated by Program and Special Population


Participation of Underrepresented Gender Students in Engineering and Industrial Tech

State Negotiated Level = 29.98%

  • All groups of students have fallen below the State Negotiated Level for participation in courses deemed nontraditional, and improvement has remained flat or has declined.


Completion of Underrepresented Gender Students in Engineering and Industrial Tech

State Negotiated Level = 25.25%

  • Displaced Homemaker and Single Parent students are the most likely to complete courses of all nontraditional special population subgroups.

  • Students with Disabilities have had the least completion success.


Other Data Source Analysis


Secondary Academic EnrollmentCalculus AB AP


Secondary Academic EnrollmentMathematics AP


Secondary Academic EnrollmentStatistics and Probability AP


Secondary Academic EnrollmentBiology AP


Secondary Academic EnrollmentChemistry AP


Secondary Academic EnrollmentPhysics AP


Secondary Academic EnrollmentBiotechnology


Secondary Academic EnrollmentAviation


What does the data tell us?

  • Indicates trends over time

  • Highlights potential data quality issues

  • Identifies gaps in performance between

    • Student groups – gender, race/ethnicity, special populations

    • Programs

  • Generates additional questions that need to be answered before implementing a solution


Poll

What do you think you can do?

  • I am going to take a look at my own program data to identify trends over time

  • I am going to go find our local Perkins data and try to compare our nontrad programs

  • I am going to find our state Perkins data and see how are school compares to others

  • I am going to see what additional data sources I can find to inform our program

  • I don’t know yet what I might do with this information


5 Step Process Resources

STEM Equity Pipeline

Virtual Learning Community

Professional Development Menu

The Five Step Process

www.stemequitypipeline.org/ProfessionalDevelopment/TheFiveStepProgramImprovementProcess.aspx


Next WebinarStep Two: Identify Root Causes

Wednesday, November 19, 2008

2pm ET, 1pm CT, noon MT, 11am PT


Questions?

Mimi Lufkin

Project Director, Chief Executive Officer

National Alliance for Partnerships in Equity

P.O. Box 369, Cochranville, PA 19330

610-593-8038 phone

610-593-7283 fax

www.stemequitypipeline.org

www.napequity.org


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