The Five Step Program Improvement Process
Download
1 / 56

Mimi Lufkin Chief Executive Officer - PowerPoint PPT Presentation


  • 83 Views
  • Uploaded on

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

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Mimi Lufkin Chief Executive Officer' - salali


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Mimi lufkin chief executive officer

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
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



Mimi lufkin chief executive officer
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
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
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.


Mimi lufkin chief executive officer
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
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
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 measure1
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 collection disaggregation required in perkins iv
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



Recommended analyses
Recommended Analyses

Trends

  • At least 2 years

  • Prefer 3-5 years

  • Site specific

  • Statewide

  • District

  • School/College

  • Programs


Benchmarking
Benchmarking

  • State performance level

  • Best performer in state

  • National program benchmark

  • Selected peer benchmark

  • Set your own benchmark


Perkins accountability resources
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
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
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


Mimi lufkin chief executive officer
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







State level analysis disaggregated by gender

State Level AnalysisDisaggregated by Gender


Secondary participation rates
Secondary Participation Rates

Male Participation Rate:

2007 Data

Female Participation Rate:

2007 Data


Postsecondary participation rates
Postsecondary Participation Rates

Male Participation Rate:

2007 Data

Female Participation Rate:

2007 Data


Postsec participation rates by gender
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
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 analysis disaggregated by program and gender

State Level AnalysisDisaggregated by Program and Gender




Completion caveats
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.



State level analysis disaggregated by special population

State Level AnalysisDisaggregated by Special Population




State level analysis disaggregated by program and special population

State Level AnalysisDisaggregated by Program and Special Population


Participation of underrepresented gender students in engineering and industrial tech
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
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

Other Data Source Analysis Engineering and Industrial Tech


Secondary academic enrollment calculus ab ap
Secondary Academic Enrollment Engineering and Industrial TechCalculus AB AP


Secondary academic enrollment mathematics ap
Secondary Academic Enrollment Engineering and Industrial TechMathematics AP


Secondary academic enrollment statistics and probability ap
Secondary Academic Enrollment Engineering and Industrial TechStatistics and Probability AP


Secondary academic enrollment biology ap
Secondary Academic Enrollment Engineering and Industrial TechBiology AP


Secondary academic enrollment chemistry ap
Secondary Academic Enrollment Engineering and Industrial TechChemistry AP


Secondary academic enrollment physics ap
Secondary Academic Enrollment Engineering and Industrial TechPhysics AP


Secondary academic enrollment biotechnology
Secondary Academic Enrollment Engineering and Industrial TechBiotechnology


Secondary academic enrollment aviation
Secondary Academic Enrollment Engineering and Industrial TechAviation


What does the data tell us
What does the data tell us? Engineering and Industrial Tech

  • 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


Mimi lufkin chief executive officer
Poll Engineering and Industrial Tech

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
5 Step Process Resources Engineering and Industrial Tech

STEM Equity Pipeline

Virtual Learning Community

Professional Development Menu

The Five Step Process

www.stemequitypipeline.org/ProfessionalDevelopment/TheFiveStepProgramImprovementProcess.aspx


Next webinar step two identify root causes

Next Webinar Engineering and Industrial TechStep Two: Identify Root Causes

Wednesday, November 19, 2008

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


Questions
Questions? Engineering and Industrial Tech

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