Train the Trainer- Increasing the Participation and Completion of Students in Nontraditional CTE

1. Train the Trainer-Increasing the Participation and Completion of Students in Nontraditional CTE Mimi Lufkin Galveston, Texas March 30 – April 1, 2008

2. 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

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

4. 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

5. 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 30 minutes for detailed content information30 minutes for detailed content information

6. 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 30 minutes for detailed content information30 minutes for detailed content information

7. 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” 30 minutes for detailed content information30 minutes for detailed content information

8. 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

9. 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.

10. Accountability Postsecondary indicator “including placement in high skill, high wage, or high demand occupations or professions” Additional indicators of performance “such as self-sufficiency” 30 minutes for detailed content information30 minutes for detailed content information

11. Core Indicator Participation in Nontraditional Training and Employment Programs Completion of Nontraditional Training and Employment Programs

12. 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 30 minutes for detailed content information30 minutes for detailed content information

13. Accountability State and local report requires Identify and quantify any gaps in performance between disaggregated student populations and all CTE students 30 minutes for detailed content information30 minutes for detailed content information

14. 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 30 minutes for detailed content information30 minutes for detailed content information

15. 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 30 minutes for detailed content information30 minutes for detailed content information

16. State Leadership Required use of funds Entry into technology fields, including nontraditional fields Professional development Exposing special populations to high skill, high wage occupations 30 minutes for detailed content information30 minutes for detailed content information

17. 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 30 minutes for detailed content information30 minutes for detailed content information

18. 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 30 minutes for detailed content information30 minutes for detailed content information

19. 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 30 minutes for detailed content information30 minutes for detailed content information

20. 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 30 minutes for detailed content information30 minutes for detailed content information

21. 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 30 minutes for detailed content information30 minutes for detailed content information

22. 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 30 minutes for detailed content information30 minutes for detailed content information

23. 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

24. 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

25. References Equity analysis of Perkins IV available at http://www.napequity.org/pdf/EquityProvisionsPerkins4TableFinal.pdf Texas Draft State Plan 2008 - 2013 http://www.thecb.state.tx.us/events/committeemeetings/AER/2008_01_23/DraftReport.pdf

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

28. Case Study Read page 1

29. STEP ONE Document Performance Results

30. 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?

31. 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

32. Data Collection Gender Male Female Race/Ethnicity American Indian or Alaskan Native Asian or Pacific Islander Black, non-Hispanic Hispanic White- non-Hispanic

33. 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

34. 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???

35. Comparisons State performance level Best performer in state Selected peer benchmark Set your own benchmark

36. Trends At least 2 years Preferred 3-5 years

37. Data Quality Alignment Scope Reliability Timing Coverage

38. Texas Performance Report – 5P1

39. Texas Performance Report- 5P1

40. Texas Performance Report – 5P2

41. Texas Performance Report- 5P2

42. College Performance ReportNTO Programs for Females- 5P1

43. College Performance ReportNTO Programs for Males- 5P1

44. College Performance ReportNTO Programs for Females- 5P2

45. College Performance ReportNTO Programs for Males- 5P2

46. Texas Performance ReportNTO Participation by Ethnicity

47. Texas Performance ReportNTO Participation by Special Population

48. 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/

49. 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

50. SAMPLEDocument Performance Results

51. STEP TWO Identify Root Causes

52. 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)

53. 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

54. Identify Potential Causes Analyzing Student Data Reviewing Research Literature Reviewing Program/Institutional Evaluations and Effectiveness Reviews Conducting Focus Groups Brainstorming Peer Benchmarking Interviews Surveys

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

56. 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

57. 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

58. 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

59. 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

60. Root Causes for Participation Curriculum materials Occupational choice Self-efficacy School climate Student attitudes

61. Root Causes for Participation Family demographic characteristics Peer influence Media representation Wage potential Social attitudes

62. Root Causes for Completion Classroom climate Support services Student isolation based on gender Role models Instructional strategies Self-efficacy Spousal/significant-other/parental support

63. 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

64. 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

65. 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

66. SAMPLEIdentify Root Causes

67. STEP THREE Choose Best Solutions

68. 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?

69. 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

70. 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

71. 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

72. Assessing and Comparing Alternative Strategies Sound Theory Strong Evidence Costs/Time of Further Testing Resources Stakeholder Support

73. Strategies for Recruitment

74. 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

75. 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.

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

77. 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

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

79. Strategies for Recruitment Conduct pre-technical training programs Rosies Girls Northern New England Tradeswomen Expanding Your Horizons Network

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

81. Strategies for Recruitment Conduct professional development with teachers at all levels Generating Expectations for Student Achievement Graymill

82. 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

83. Strategies for Retention

84. 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

85. 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

86. Strategies for Retention Increase competence in diversity and sexual harassment prevention Gender Equity Tip Sheets Tolerance.org Southern Poverty Law Center

87. 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

88. 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

89. 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

90. 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

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

92. 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

93. SAMPLESelect A Potential Strategy

94. Worksheet Activity Summarize the results of the first three of the five step process and identify a measurable goal that you want to achieve

95. SAMPLE

97. 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