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Taking the Road Less Traveled

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Taking the Road Less Traveled Powered By Docstoc
					           Train the Trainer-
Increasing the Participation and Completion
     of Students in Nontraditional CTE


                           Mimi Lufkin
                        Galveston, Texas
                      March 30 – April 1, 2008




                                    National Alliance for
                                    Partnerships in Equity
Overview

   Perkins IV – Understand the Legislation
   Why Nontraditional Careers?
   The Five Step Process – Program
    Improvement
    –   Document Performance Results
    –   Identify Root Causes
    –   Select Best Strategies
   Develop Implementation Plans
Perkins IV

     Understand the provisions in
         Perkins IV that drive
    accountability for nontraditional
    career and technical education
       and special populations




                       National Alliance for
                       Partnerships in Equity
Perkins IV

   Special Populations Provisions
    –   State Leadership Set-aside ($60,000-$150,000) for
        nontraditional training
    –   Disaggregated data requirement
    –   Improvement plans and sanctions
    –   Language sprinkled throughout the Act
    –   Required use of local funds
Big Issues
   High skill, high wage or high demand
   Accountability measures for secondary
    different than for postsecondary
   Federal sanctions on States for not meeting
    performance measures
   State to local performance measure
    negotiation
   Career clusters and programs of study
Big Issues
   State sanctions on Locals for not meeting
    performance measures
   Performance measure gap closing
   Disaggregation of data
   Required Use of Local Funds
   Local report
Definitions
   Removal of “individuals with other educational
    barriers” from special populations
   Self-sufficiency defined in conference report
    –   “a standard of economic independence that
        considers a variety of demographic and geographic
        factors, as adopted, calculated, or commissioned by
        a local area or State”
Special Populations

   Individuals with disabilities;
   Individuals from economically disadvantaged
    families, including foster children;
   Single parents, including single pregnant
    women
   Displaced homemakers;
   Individuals with limited English proficiency; and
   Students pursuing nontraditional fields
Nontraditional Fields

   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.
Accountability

   Postsecondary indicator
    –   “including placement in high skill, high wage,
        or high demand occupations or professions”
   Additional indicators of performance
    –   “such as self-sufficiency”
Core Indicator


   Participation in Nontraditional Training and
    Employment Programs

   Completion of Nontraditional Training and
    Employment Programs
Accountability
   State and local report requires disaggregated data
    –   Gender
    –   Race/ethnicity
    –   Individuals with disabilities
    –   Migrants
    –   Individuals with limited English proficiency
    –   Individuals from economically disadvantaged families including
        foster children
    –   Single parents, including single pregnant women
    –   Displaced homemakers
    –   Individual preparing for nontraditional fields
Accountability

   State and local report requires
    –   Identify and quantify any gaps in performance
        between disaggregated student populations
        and all CTE students
State Plan

   New special populations provisions:
    –   Graduate from high school with a diploma
    –   Postsecondary transition
    –   High skill, high wage, or high demand occupations
    –   Comprehensive professional development to improve
        instruction for special populations
Improvement Plans
(State and Local)


   Does not meet 90% of ANY measure in the first
    year
   Shows improvement the following year but still
    does not meet 90% of that or ANY measure in
    year two
   Plan must address performance gaps between
    disaggregated populations and all CTE students
State Leadership

   Required use of funds
    –   Entry into technology fields, including
        nontraditional fields
    –   Professional development
    –   Exposing special populations to high skill,
        high wage occupations
State Leadership

   Permissible uses of funds
    –   Improvement of career guidance and
        academic counseling programs that expose
        students to high skill, high wage and
        nontraditional fields
    –   Overcoming barriers for special populations to
        transition from sub baccalaureate CTE
        programs to baccalaureate degree programs
State Leadership

   Permissible uses of funds
    –   Support new programs in high skill, high wage
        or high demand occupations
    –   Award incentive grants for exemplary
        performance
          Exceeding  local performance measures
          Special populations progress
Local Plan

   Describe how LEA will provide activities to
    prepare special populations, including
    single parents and displaced
    homemakers, for high skill, high wage, or
    high demand occupations that will lead to
    self-sufficiency
Required Use of Local Funds

   provide activities to prepare special
    populations, including single parents and
    displaced homemakers, for high skill, high
    wage, or high demand occupations that
    will lead to self-sufficiency
Permissive Use of Local Funds

 Initiatives to overcome barriers to
  enrollment in and completion of
  baccalaureate degree programs for
  special population students
 Develop new CTE programs of study in
  high skill, high wage, or high demand
  occupations and dual credit
Tech Prep Report
 Accountability measures disaggregated by
  same populations groups as the core
  measures
 Indicate any gaps in performance between
  any disaggregated populations and the
  performance of all CTE students
 Quantifiable progress of each of the
  categories of students on indicators
Supportive Services

   Named in conference report as transportation,
    child care, dependent care, tuition, books, and
    supplies and other services
   May use Perkins funds for this purpose for
    special populations participating in CTE
   Supplement not supplant
   Address barriers to participation in CTE
State Plans

   Transition Plans completed and submitted to
    OVAE April 2007
    –   public document
    –   Available on sole state agency website and
        www.careertech.org
    –   Provisions for services for special populations section


   5 year plans currently under development due
    April 2008
References

   Equity analysis of Perkins IV available at
    http://www.napequity.org/pdf/EquityProvisionsPe
    rkins4TableFinal.pdf

   Texas Draft State Plan 2008 - 2013
    http://www.thecb.state.tx.us/events/committeem
    eetings/AER/2008_01_23/DraftReport.pdf
Startling Statements


   Conduct your own poll
   Survey three other people in the room
   Average their answers
   Be prepared to report out your polling results



                                          National Alliance for
                                          Partnerships in Equity
Five-Step Improvement Process

             Step 5:                    Step 1:
           Implement                   Document
            Solutions                 Performance
                                        Results

      Step 4:                                 Step 2:
  Pilot-Test and                             Identify
     Evaluate                               Root Causes
    Solutions             Step 3:
                        Choose Best
                         Solutions
Case Study


      Read page 1
STEP ONE
   Document
   Performance
   Results
Document Performance Results
    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?


                                             National Alliance for
                                             Partnerships in Equity
Unit of Analysis
   Site specific
   Identify nontraditional programs
    –   Nontraditional for females
    –   Nontraditional for males
   Participation data
    –   Enrolled in a course
   Completion data
    –   Complete a program
   Disaggregate by demographic groups
    and special populations            National Alliance for
                                                Partnerships in Equity
Data Collection

   Gender
    –   Male
    –   Female
   Race/Ethnicity
    –   American Indian or Alaskan Native
    –   Asian or Pacific Islander
    –   Black, non-Hispanic
    –   Hispanic
    –   White- non-Hispanic
                                            National Alliance for
                                            Partnerships in Equity
Data Collection

   Special Population
    –   Underrepresented gender students in a
        nontraditional CTE program
    –   Single Parent
    –   Displaced Homemaker
    –   Limited English Proficient Students
    –   Individuals with a Disability
    –   Economically Disadvantaged
                                                National Alliance for
                                                Partnerships in Equity
Data Analysis

   District Enrollment Data
   Texas Consolidated Annual Report
   District and Community College Perkins Data
   Texas HECB Annual Data Profile
   Texas Gap Closing Reports
   Other Sources???

                                       National Alliance for
                                       Partnerships in Equity
Comparisons

   State performance level

   Best performer in state

   Selected peer benchmark

   Set your own benchmark

                              National Alliance for
                              Partnerships in Equity
Trends

   At least 2 years

   Preferred 3-5 years




                          National Alliance for
                          Partnerships in Equity
Data Quality

 Alignment
 Scope
 Reliability
 Timing
 Coverage



                National Alliance for
                Partnerships in Equity
Texas Performance Report – 5P1


Data    Program   College   State    NPM
Source Year (CAR)
2000-01 2002-03   5.20%     11.91%   12.94%

2001-02 2003-04   6.31%     11.75%   13.04%

2002-03 2004-05   7.60%     12.17%   12.75%

2003-04 2005-06   8.20%     12.58%   11.91%

2004-05 2006-07   6.91%     12.81%   11.94%

2005-06 2007-08   16.59%    22.52%
Texas Performance Report- 5P1

25.00%

20.00%

15.00%                                                     NPM
                                                           State
10.00%
                                                           College
 5.00%

 0.00%
         2000-01 2001-02 2002-03 2003-04 2004-05 2005-06
Texas Performance Report – 5P2


Data    Program   College   State    NPM
Source Year (CAR)
2000-01 2002-03   2.41%     8.84%    9.73%

2001-02 2003-04   3.41%     8.08%    9.83%

2002-03 2004-05   8.42%     8.91%    9.83%

2003-04 2005-06   1.96%     6.78%    8.61%

2004-05 2006-07   4.50%     9.39%    8.61%

2005-06 2007-08   8.91%     17.20%
Texas Performance Report- 5P2

  18.00%
  16.00%
  14.00%
  12.00%
  10.00%                                         NPM
   8.00%
                                                 State
   6.00%
                                                 College
   4.00%
   2.00%
   0.00%
           2000- 2001- 2002- 2003- 2004- 2005-
            01    02    03    04    05    06
College Performance Report
NTO Programs for Females- 5P1

PY 2004-2005 Report       2001-2002        2002-2003

Total in NTO Programs     6/129   4.65%    11/156   7.05%
for Females
Agricultural Business &    5/18   27.78%     6/23 26.09%
Production
Fire Protection             0/0      0%       1/8 12.50%

Auto Technology           1/111    .90%    4/125    3.20%
College Performance Report
NTO Programs for Males- 5P1

PY 2004-2005 Report      2001-2002       2002-2003

Total in NTO Programs   34/505   6.73%   39/536   7.28%
for Males
Cosmetic Services         0/22     0%      3/31   9.68%

Nursing                 22/243   9.05%   25/285   8.77%

Licensed Practical       7/121   5.79%    8/102   7.84%
Nurse Training
Administrative &         5/119   4.20%    3/118   2.54%
Secretarial Services
College Performance Report
NTO Programs for Females- 5P2

PY 2004-2005 Report       2001-2002      2002-2003

Total Completing NTO      0/12   0.00%    2/10 20.00%
Programs for Females
Agricultural Business &    0/2   0.00%     2/4 50.00%
Production
Fire Protection            0/0   0.00%     0/0   0.00%

Auto Technology           0/10   0.00%     0/6   0.00%
College Performance Report
NTO Programs for Males- 5P2

PY 2004-2005 Report    2001-2002      2002-2003

Total Completing NTO   3/76   3.95%   6/76   7.89%
Programs for Males
Cosmetic Services      0/10   0.00%   1/22   4.55 %

Nursing                1/20   5.00%   5/25 20.00 %

Licensed Practical     1/21   4.76%   0/21   0.00 %
Nurse Training
Administrative &       1/25   4.00%    0/8   0.00 %
Secretarial Services
Texas Performance Report
NTO Participation by Ethnicity

Ethnicity   Nontraditional       All CTE

American                     %             %
Indian
Asian                        %             %

Black                        %             %

Hispanic                     %             %

White                        %             %
Texas Performance Report
NTO Participation by Special Population

Special Population   Nontraditional   All CTE

Individuals with a
Disability
Economically
Disadvantaged
Other Educational
Barriers
Limited English
Proficient
References

   Texas Perkins Grants Website
    http://www.thecb.state.tx.us/OS/Grants/Perkins
   Texas Perkins Data Resources
    http://www.thecb.state.tx.us/OS/Grants/Perkins
    /perkdata/
   Texas Closing the Gaps Accountability
    http://www.thecb.state.tx.us/ClosingtheGaps/
Worksheet Activity

   Review your Texas Performance Report Data for
    your program
   Identify initial problems the data tell you about
    nontraditional program participation and
    completion
   Identify other data sources you could review
   Complete the Document Performance
    Results section of the Five Step Process
    Worksheet                                    National Alliance for
                                                        Partnerships in Equity
SAMPLE
Document Performance Results


TYPE          POPULATION          SOURCE      RESULT
Enrollment    Girls in Auto       Principal
after first   Technology
semester
Second        Disaggregated by    Registrar
course        gender for all NT
completion    programs
STEP TWO
   Identify
   Root
   Causes
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
   Direct cause (i.e. instructional practice)
   Indirect cause (i.e. teacher training)


                                           National Alliance for
                                           Partnerships in Equity
How to Identify Root Causes

   Search for most direct and highest impact
    causes
   Employ a systematic evidence-based process
   Formulate and test theories or hypotheses
   Draw on current research and evaluation
   Use multiple methods and data sources
   Likely to find multiple causes
                                       National Alliance for
                                       Partnerships in Equity
Identify Potential Causes

   Analyzing Student Data
   Reviewing Research Literature
   Reviewing Program/Institutional Evaluations
    and Effectiveness Reviews
   Conducting Focus Groups
   Brainstorming
   Peer Benchmarking
   Interviews
   Surveys                              National Alliance for
                                         Partnerships in Equity
Resources

   The New Look
    http://www.icsps.ilstu.edu/projects/index_newlo
    ok.html
   Assessing Women and Men in Engineering
    www.aweonline.org
   Implicit Association Test
    https://implicit.harvard.edu/implicit/

                                         National Alliance for
                                         Partnerships in Equity
Analyze and Evaluate Potential
Causes

Group Causes
  –   Causes Within Your Control
          School scheduling
          Classroom climate
          Faculty awareness and capacity
  –   Causes Outside Your Control
          Media representation
          Family demographics


                                            National Alliance for
                                            Partnerships in Equity
Test and Evaluate Potential Causes
Within Your Control

   Strongest theory and evidence to support them
   Focus on direct causes of performance gaps
   Address the most critical needs
   Provides the best opportunity to have high
    impacts on performance
   Stakeholders who must develop and
    implement solutions support the cause
                                        National Alliance for
                                        Partnerships in Equity
Review Research Summary

                        Root Causes
   Chapter 6 Tables 16, 17, 19, and 20
   Improving Performance on Perkins III Core Indicators:
    Summary of Research on Causes and Improvement
    Strategies
   Authors: Robert Sheets, Mimi Lufkin, and David
    Stevens for the National Centers for Career &
    Technical Education
   Available at www.napequity.org
                                                National Alliance for
                                                Partnerships in Equity
Root Causes for Participation

   Career guidance materials and practices
   Access to and participation in math, science,
    and technology
   Instructional strategies
   Nontraditional role models
   Early exposure


                                         National Alliance for
                                         Partnerships in Equity
Root Causes for Participation

   Curriculum materials
   Occupational choice
   Self-efficacy
   School climate
   Student attitudes



                            National Alliance for
                            Partnerships in Equity
Root Causes for Participation

    Family demographic characteristics
    Peer influence
    Media representation
    Wage potential
    Social attitudes



                                          National Alliance for
                                          Partnerships in Equity
Root Causes for Completion

  Classroom   climate
  Support services
  Student isolation based on gender
  Role models
  Instructional strategies
  Self-efficacy
  Spousal/significant-other/parental
   support
                                        National Alliance for
                                        Partnerships in Equity
Group Root Causes Activity

In groups
 Review the root causes cards
 Rank the root causes by your groups sense of
  their prevalence for the retention of students in
  programs nontraditional by gender
 Post the cards on the wall in that order



                                         National Alliance for
                                         Partnerships in Equity
Individual Root Causes Activity

   Place a sticker on the poster identifying the two
    most significant root causes that you have
    observed for students entering programs
    nontraditional for their gender
   Write any additional root causes that have not
    been identified and place it on the
    “other root causes” poster

                                           National Alliance for
                                           Partnerships in Equity
Worksheet Activity

   Identify action research strategies you can
    implement to identify the root causes for the
    problem you have identified.
   List those root causes from the previous
    activity that you feel may be related to your
    identified problem


                                          National Alliance for
                                          Partnerships in Equity
SAMPLE
Identify Root Causes

METHOD       POPULATION       SOURCE      RESULT

Focus        Parents of       Career
Group        students in NT   Counselor
             programs

Individual   Students who     Teacher
Survey       dropped out of
             NT program after
             first semester
STEP THREE
    Choose
    Best
    Solutions
Choose Best Solutions

Don’t 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?

                                       National Alliance for
                                       Partnerships in Equity
Find and Evaluate Solutions

   Failure is expensive
   Build consensus among staff and stakeholders
   Get full support and commitment
   Select full range of choices – be creative
   Implement systematic analysis



                                       National Alliance for
                                       Partnerships in Equity
Identify Potential Strategies and
Models

   Review What Others Propose

   Benchmark Peers and Leading Performers
    –   Programs and Practices That Work
    –   NSF – New Formulas


   Develop Your Own Solutions
                                           National Alliance for
                                           Partnerships in Equity
Review Research Summary

                         Strategies
   Chapter 6 Tables 18 and 21
   Improving Performance on Perkins III Core Indicators:
    Summary of Research on Causes and Improvement
    Strategies
   Authors: Robert Sheets, Mimi Lufkin, and David
    Stevens for the National Centers for Career &
    Technical Education
   Available at www.napequity.org
                                               National Alliance for
                                               Partnerships in Equity
Assessing and Comparing
Alternative Strategies

   Sound Theory
   Strong Evidence
   Costs/Time of Further Testing
   Resources
   Stakeholder Support



                                    National Alliance for
                                    Partnerships in Equity
Strategies for Recruitment
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
     – Careers for Men in Early Childhood Education
       National Association for the Education of Young Children
     – Am I a Fair Counselor
       Destination Success, MAVCC
     – Could This Be Your Life
       New Jersey Nontraditional Career
       Resource Center, Rutgers Univ.
     – Are You Man Enough to Be a Nurse
       Oregon Center for Nursing

                                                            National Alliance for
                                                            Partnerships in Equity
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.
                                          National Alliance for
                                          Partnerships in Equity
Strategies for Recruitment

   Conduct middle school programs
               Minot Public Schools
               Minot, North Dakota
        Programs and Practices That Work
               2005 Award Winner



                                     National Alliance for
                                     Partnerships in Equity
Strategies for Recruitment
   Provide role models and mentors
       Girls E-Mentoring in Science, Engineering and
                    Technology GEM-SET
                 USDOL, Women’s Bureau
                        Engineer Girl
              National Academy of Engineering
                           IGNITE
                   Seattle Public Schools
                 PPTW Award Winner 2007
                                               National Alliance for
                                               Partnerships in Equity
Strategies for Recruitment

   Conduct targeted recruitment activities
                     Summer Camps

                         Men Teach

             Cisco Gender Initiative Strategies
                    I am an Engineer
                   Cisco Systems, Inc.
                                                  National Alliance for
                                                  Partnerships in Equity
Strategies for Recruitment

   Conduct pre-technical training programs
                   Rosies Girls
       Northern New England Tradeswomen

         Expanding Your Horizons Network



                                       National Alliance for
                                       Partnerships in Equity
Strategies for Recruitment

   Collaborate with community-based
    organizations
                 Operation SMART
                      Girls, Inc.
               Girl Scouts of America
     American Association of University Women
Strategies for Recruitment

   Conduct professional development with
    teachers at all levels

        Generating Expectations for Student
                    Achievement
                     Graymill


                                        National Alliance for
                                        Partnerships in Equity
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


                                          National Alliance for
                                          Partnerships in Equity
Strategies for Retention
Strategies for Retention

   Evaluate all school materials for gender bias
    and positive nontraditional images
              Gender Equity Tip Sheets

        Are You Man Enough to Be a Nurse
            Oregon Center for Nursing


                                          National Alliance for
                                          Partnerships in Equity
Strategies for Retention

   Increase teacher and administrator quality and
    equity-capacity through professional
    development
                The Equity Principal
                       Graymill
      NAPE Professional Development Institute
                   April 6-9, 2008
                  Washington, DC
                                         National Alliance for
                                         Partnerships in Equity
Strategies for Retention

   Increase competence in diversity and sexual
    harassment prevention

             Gender Equity Tip Sheets

                  Tolerance.org
           Southern Poverty Law Center
                                         National Alliance for
                                         Partnerships in Equity
Strategies for Retention

   Conduct nontraditional student support groups
    and peer counseling
                Computer Clubhouse
            Boston’s Museum of Science
                   Men In Childcare
    National Child Care Information and Technical
             Assistance Center Resources
Strategies for Retention

   Provide nontraditional role models, mentors,
    and job shadowing
                      MentorNet
                  Men in Nursing
           Nursing: It’s More Than a Job
    How to Plan and Facilitate a Job Shadowing
                      Experience
           Destination Success, MAVCC
                                         National Alliance for
                                         Partnerships in Equity
Strategies for Retention

   Invite, involve and educate parents
               Career Prospects Website
              VA Department of Education

      Ways for Parents to Support Expanded
               Occupational Options
         Destination Success, MAVCC
                                           National Alliance for
                                           Partnerships in Equity
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

                                                National Alliance for
                                                Partnerships in Equity
Strategies for Retention

   Invite, involve, and educate business

        Cisco Systems, Inc. Gender Initiative
                Cisco Systems, Inc.

            Society of Women Engineers

                                            National Alliance for
                                            Partnerships in Equity
Worksheet Activity

   Select a few potential strategies that you think
    could impact your root cause theory
   Brainstorm with your group advantages and
    disadvantages to the selected strategy
   Determine if it is a strategy you want to
    consider by placing Yes or No in the Results
    column
SAMPLE
Select A Potential Strategy
STRATEGY    ADVANTAGES       DISADVANTAGES       RESULT

Mentoring   Effective,       Difficult to find   YES
            Existing to be   NT mentors
            added to

NT Career   Experience,      Has not             NO
Fair        Location and     impacted
            Facilities,      enrollment
            Business         enough in past
            support
Worksheet Activity

   Summarize the results of the first three of the
    five step process and identify a measurable
    goal that you want to achieve
SAMPLE

Problem       Root Cause   Strategy        Goal
No females    Nontrad role Conduct         Three
enrolled in   models       pre-technical   females
auto tech                  training        enrolled
program                    program         after
                           using           completing
                           nontrad role    pre-technical
                           models          training
                                           program
Five-Step Improvement Process

             Step 5:                    Step 1:
           Implement                   Document
            Solutions                 Performance
                                        Results

      Step 4:                                 Step 2:
  Pilot-Test and                             Identify
     Evaluate                               Root Causes
    Solutions             Step 3:
                        Choose Best
                         Solutions
Questions?

                    Mimi Lufkin
                 Executive Director
    National Alliance for Partnerships in Equity
                   P.O. Box 369
             Cochranville, PA 19330
               610-593-8038 phone
                 610-593-7283 fax
            mimilufkin@napequity.org
                                            National Alliance for
                                            Partnerships in Equity

				
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