Bank of America Lawton Oklahoma

Document Sample
Bank of America Lawton Oklahoma Powered By Docstoc
					      Improving Performance:
       The Five Step Process
   Mimi Lufkin: Chief Executive Officer
National Alliance for Partnerships in Equity
            CTEEC Conference
 Tulsa, Oklahoma: September 17, 2009
         STEP 1                 STEP 2
        Document               Identify
   Performance Results        Root Causes




                  The Five
                    Step
  STEP 5          Process              STEP 3
                                       Choose
Implement
                                    Best Solutions
 Solutions



                     STEP 4
                 Pilot Test and
                    Evaluate
                 Best Solutions
    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.
  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?
  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 Collection
   Disaggregation required in Perkins IV
•Gender                       Special Population
 –Male                         –Underrepresented gender
 –Female                        students in a nontraditional
                                CTE program
•Race/Ethnicity
                               –Single Parent
 –American Indian or
  Alaskan Native               –Displaced Homemaker
 –Asian or Pacific Islander
                               –Limited English Proficiency
 –Black, non-Hispanic
 –Hispanic                     –Individuals with a Disability
 –White- non-Hispanic
                               –Economically Disadvantaged
   Recommended Analyses

     Trends              Site specific
                     •   Statewide
• At least 2 years   •   District
                     •   School/College
• Prefer 3-5 years
                     •   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
Perkins Consolidated Annual
        Report Data
      State, School, and
           Program
        Level Analysis
   State Level Perkins
Nontraditional Data Analysis
    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
Statewide Secondary Participation Data
                  Secondary Participation
                   All Nontrad Programs

          04-05          13.50%


          05-06          13.58%


          06-07          13.96%
Statewide Secondary Participation Data
          Sec Participation     Nontrad        Nontrad
            All Nontrad       Programs for   Programs for
             Programs           Females         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%
Statewide Secondary Participation

14.80%
14.60%
14.40%
14.20%
14.00%
13.80%                           All Nontrad
13.60%                           Nontrad for Females
13.40%                           Nontrad for Males
13.20%
13.00%
12.80%
12.60%
         04-05   05-06   06-07
Statewide Adult Participation Data
                 Adult Participation
                All Nontrad Programs

        04-05         13.23%


        05-06         14.53%


        06-07         12.44%
Statewide Adult Participation Data
        Sec Participation     Nontrad        Nontrad
          All Nontrad       Programs for   Programs for
           Programs           Females         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%
  Statewide Adult Participation
16.00%
14.00%
12.00%
10.00%
                                 All Nontrad
8.00%
                                 Nontrad for Females
6.00%                            Nontrad for Males
4.00%
2.00%
0.00%
         04-05   05-06   06-07
 Statewide Secondary Nontraditional
       Program Participation
        Pre-Eng   Electrical     CMP       Auto
         /PLTW     Trades      Rep/Netw   Service
                                 Tech      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%
  Statewide Secondary Nontraditional
        Program Participation
30.00%

25.00%

20.00%                           Pre-Eng/PLTW
                                 Electrical Trades
15.00%
                                 CMP Rep/Netw Tech
10.00%                           Auto Service Tech

5.00%

0.00%
         04-05   05-06   06-07
Statewide Adult Nontraditional Program
            Participation
        Pre-Eng   Electrical     CMP       Auto
         /PLTW     Trades      Rep/Netw   Service
                                 Tech      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%
Statewide Adult Nontraditional Program
            Participation
60.00%

50.00%

40.00%                           Pre-Eng/PLTW
                                 Electrical Trades
30.00%
                                 CMP Rep/Netw Tech
20.00%                           Auto Service Tech

10.00%

0.00%
         04-05   05-06   06-07
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?
School Level Analysis
   School Secondary Participation

Year    All Nontrad   Programs      Programs
        Programs      Nontrad for   Nontrad for
                       Females        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%
School Secondary Participation
16.00%
14.00%
12.00%
10.00%
                                 All Nontrad
8.00%
                                 Nontrad for Females
6.00%                            Nontrad for Males
4.00%
2.00%
0.00%
         04-05   05-06   06-07
     School and State Secondary
            Participation
18.00%
16.00%                           School All Nontrad

14.00%
                                 State All Nontrad
12.00%
10.00%                           School Nontrad for
                                 Females
8.00%
                                 State Nontrad for
6.00%                            Females
4.00%                            School Nontrad for
                                 Males
2.00%
                                 State Nontrad for
0.00%                            Males
         04-05   05-06   06-07
        School Adult Participation

Year     All Nontrad   Programs      Programs
         Programs      Nontrad for   Nontrad for
                        Females        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%
     School Adult Participation
20.00%
18.00%
16.00%
14.00%
12.00%
                                 All Nontrad
10.00%
                                 Nontrad for Females
 8.00%
                                 Nontrad for Males
 6.00%
 4.00%
 2.00%
 0.00%
         04-05   05-06   06-07
         School and State Adult
             Participation
20.00%
18.00%                           School All Nontrad
16.00%
                                 State All Nontrad
14.00%
12.00%                           School Nontrad for
10.00%                           Females
8.00%                            State Nontrad for
                                 Females
6.00%
                                 School Nontrad for
4.00%                            Males
2.00%                            State Nontrad for
0.00%                            Males
         04-05   05-06   06-07
         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?
Case Study
Program Level Perkins III
       Analysis
School Secondary Nontraditional Program
             Participation
         Pre-Eng   Electrical     CMP       Auto
          /PLTW     Trades      Rep/Netw   Service
                                  Tech      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%
    School Secondary Nontraditional
        Program Participation
16.00%
14.00%
12.00%
10.00%                           Pre-Eng/PLTW
                                 Electrical Trades
8.00%
                                 CMP Rep/Netw Tech
6.00%                            Auto Service Tech
4.00%
2.00%
0.00%
         04-05   05-06   06-07
    State and School Secondary
 Nontraditional Program Participation
30.00%

25.00%
                                 State Pre-Eng/PLTW
20.00%
                                 School Pre-
                                 Eng/PLTW
15.00%
                                 State CMP Rep/Netw
                                 Tech
10.00%
                                 School CMP
                                 Rep/Netw Tech
5.00%

0.00%
         04-05   05-06   06-07
School Adult Nontraditional Program
           Participation
        Pre-Eng   Electrical     CMP       Auto
         /PLTW     Trades      Rep/Netw   Service
                                 Tech      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%
 School Adult Nontraditional Program
            Participation
20.00%
18.00%
16.00%
14.00%
                                 Pre-Eng/PLTW
12.00%
                                 Electrical Trades
10.00%
                                 CMP Rep/Netw Tech
8.00%
                                 Auto Service Tech
6.00%
4.00%
2.00%
0.00%
         04-05   05-06   06-07
State and School Adult Nontraditional
        Program Participation
20.00%
18.00%
16.00%                           State Electrical
14.00%                           Trades
12.00%                           School Electrical
                                 Trades
10.00%
                                 State CMP Rep/Netw
8.00%                            Tech
6.00%                            School CMP
4.00%                            Rep/Netw Tech
2.00%
0.00%
         04-05   05-06   06-07
        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?
Program Level Perkins Data
     Analysis Activity
         STEP 1                 STEP 2
        Document               Identify
   Performance Results        Root Causes




                  The Five
                    Step
  STEP 5          Process              STEP 3
                                       Choose
Implement
                                    Best Solutions
 Solutions



                     STEP 4
                 Pilot Test and
                    Evaluate
                 Best Solutions
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

  – Two types of causes:
     • Direct cause (i.e. instructional practice)
     • Indirect cause (i.e. teacher training)
  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, you’re likely to find multiple causes
Phase 1: Identify Potential Causes

 • Review Research Literature
 • Review Program/Institutional Evaluations
   and Effectiveness Reviews
 • Conduct Focus Groups
 • Peer Benchmarking
 • Interviews & Surveys
 • Brainstorm
Resources online


• Survey Instruments
 –Destination Success
• How to Conduct Interviews
• How to Conduct Focus Groups
           Other Resources
The New Look
Self-Study

Illinois Center for
    Specialized
    Professional
    Support
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
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)
   Review Research Summary
              Root Causes
•Nontraditional Career Preparation: Root
 Causes and Strategies

•Available at www.stemequitypipeline.org
          Root Causes
Education
• Academic Proficiency
• Access and participation in Math and
  Science
• Curriculum
• Instructional Strategies
• School/Classroom Climate
• Support Services
           Root Causes
Career Information
• Materials and practices
• Early intervention
• Occupational characteristics
Family
• Family characteristics
• Parental influence
             Root Causes

Internal/Individual
• Self-efficacy
• Attribution
• Stereotype threat
            Root Causes
Societal Issues
• Media
• Peers
• Role models/mentors
• Collaboration
    Group Root Causes Activity
In groups of 5
• Review the root causes cards
• Arrange the root causes by your group’s
  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 group’s thinking
 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
Case Study
         STEP 1                 STEP 2
        Document               Identify
   Performance Results        Root Causes




                  The Five
                    Step
  STEP 5          Process              STEP 3
                                       Choose
Implement
                                    Best Solutions
 Solutions



                     STEP 4
                 Pilot Test and
                    Evaluate
                 Best Solutions
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?
      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
Identify Potential Strategies and
             Models
• Review What Others Propose
  – NSF- New Formulas for America’s Workforce
• Benchmark Peers and Leading Performers
  – Programs and Practices That Work
  – Best Practices in STEM Education
  – EEES Best Practices
• Develop Your Own Solutions
   Review Research Summary
              Root Causes
•Nontraditional Career Preparation: Root
 Causes and Strategies

•Available at www.stemequitypipeline.org
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
   – 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
    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.
   Strategies for Recruitment
• Conduct middle school programs
           Minot Public Schools
           Minot, North Dakota
    Programs and Practices That Work
           2005 Award Winner
    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
    Strategies for Recruitment
• Conduct targeted recruitment activities
                Summer Camps

        Cisco Gender Initiative Strategies
               I am an Engineer
              Cisco Systems, Inc.
    Strategies for Recruitment
• Conduct pre-technical training programs
              Rosies Girls
   Northern New England Tradeswomen
              TechBridge
    Chabot Space and Science Center
    Strategies for Recruitment
• Collaborate with community-based
  organizations
        Operation SMART, Girls, Inc.
          Expanding Your Horizons
                 Girl Scouts
     National Girls Collaborative Project
    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
    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
Strategies for Retention
      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
      Strategies for Retention
• Increase teacher and administrator quality
  and equity-capacity through professional
  development
            The Equity Principal
                 Graymill
 NAPE Professional Development Institute
           Washington, DC
     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
     Strategies for Retention
• Conduct nontraditional student support
  groups and peer counseling
          Computer Clubhouse
       Boston’s Museum of Science
  NASA Harriett G. Jenkins Pre-Doctoral
          Fellowship Program
          (Facebook Group)
     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
      Strategies for Retention
• Invite, involve and educate parents
                  Trailblazers
         VA Department of Education

  Ways for Parents to Support Expanded
           Occupational Options
     Destination Success, MAVCC
        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
      Strategies for Retention
• Invite, involve, and educate business

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

       Society of Women Engineers
Resources online

 Don’t Forget These
 Additional Teacher
 Focused Resources!

• Gender Equity Tip Sheets
• Teacher Resources Folder
Case Study
         STEP 1                 STEP 2
        Document               Identify
   Performance Results        Root Causes




                  The Five
                    Step
  STEP 5          Process              STEP 3
                                       Choose
Implement
                                    Best Solutions
 Solutions



                     STEP 4
                 Pilot Test and
                    Evaluate
                 Best Solutions
         STEP 1                 STEP 2
        Document               Identify
   Performance Results        Root Causes




                  The Five
                    Step
  STEP 5          Process              STEP 3
                                       Choose
Implement
                                    Best Solutions
 Solutions



                     STEP 4
                 Pilot Test and
                    Evaluate
                 Best Solutions
              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@napequity.org

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:9
posted:11/16/2010
language:English
pages:92
Description: Bank of America Lawton Oklahoma document sample