Five Step Program Improvement Process Training Minnesota New Look Sites &

1. Five Step Program Improvement Process Training Minnesota New Look Sites & STEM Equity Pipeline Pilot Sites Monday, October 12, 2009 Howard Glasser, Mimi Lufkin, Lynn Reha

2. STEP 1 Document Performance Results STEP 2 Identify Root Causes STEP 5 Implement Solutions STEP 3 Choose Best Solutions STEP 4 Pilot Test and Evaluate Best Solutions The Five Step Process

3. STEP 1 Document Performance Results STEP 2 Identify Root Causes STEP 5 Implement Solutions STEP 3 Choose Best Solutions STEP 4 Pilot Test and Evaluate Best Solutions The Five Step Process

4. Document PerformanceResults: Quant OPENING QUESTIONS Why start with documenting performance results and looking at data? If you already know things you’d like to change, wouldn’t it make more sense to implement solutions instead of spending (wasting?) time doing other work to confirm what you already know? What do you think might be some benefits of starting with this step of documenting performance results (i.e., looking at data of the issue you’re working with)?

5. Helpful for many reasons (in no specific order): Strengthens arguments that there are problems (can get people more engaged) Enables people to support hunches and personal experiences with more objective data Data can enhance support for efforts/initiatives Allow examination of specific programs, special populations & other focused groups to explore their experiences & know bigger concerns/successes Increase awareness of limitations with data & how/if those issues will be handled as you move forward Document PerformanceResults: Quant

6. Let’s discuss what performance results are Not just achievement scores; many things that provide info about students or their situations can be used: Enrollment data, such as participation data Graduation numbers, including completion data Labor market information (e.g., employment numbers or salaries for different populations in different careers) Achievement scores on standardized tests Scores on teacher-made assessments First look at statewide data & then at local data Perkins data: Participation rates in courses/programs leading to nontraditional occupations (NTO) Document Performance Results: Quant Nontraditional = fields of work for which one gender comprise less than 25% of the individuals employed in that field

7. MN Data: Secondary Data Blue = male students Red = female students Green = total • What stands out to you on these graphs? • Percentage-wise, have male or female students been in more NTO programs for members of their sex? • What year were gaps most pronounced? Smallest? • What might lead fewer women than men to participate in programs that are nontraditional for their gender?

8. MN Data: Postsecondary Data Blue = male students Red = female students Green = total • What stands out to you on these graphs? • The percents are alarmingly small for males & females • Postsec men & women are similarly unlikely to pursue NTOs • This data provide limited info on MN’s performance • Cannot tell causes for these outcomes or what’s going on at different schools & in different programs • Before guessing causes or solutions, investigate site-specific data; It might differ greatly from state snapshot

9. Data Exercises: Looking Locally • Two files provide you with tools and exercises to look more closely at data, especially local data • MN_Worksheet_Step_One.doc • MN_Worksheet_Step_One.xls • Work in groups with people from your school • Open Word document (MN_Worksheet_Step_One.doc) and follow the appropriate exercises depending if you’re from a secondary or postsecondary site • Before guessing causes or solutions, investigate site-specific data; It might differ greatly from state snapshot

10. Questions? National Alliance for Partnerships in Equity STEM Equity Pipeline http://stemequitypipeline.org/ http://www.napequity.org/ Mimi Lufkin 610-593-8038 mimilufkin@napequity.org Illinois Center for Specialized Professional Support Minnesota New Look Project http://www.icsps.ilstu.edu/mn/newlook/index.html Lynn Reha 309-454-4944 x 203 lcreha@ilstu.edu Howard Glasser 517-648-0932 phone hglasser@napequity.org

11. Five Step Program Improvement Process Training Minnesota New Look Sites & STEM Equity Pipeline Pilot Sites Monday, October 12, 2009 Howard Glasser, Mimi Lufkin, Lynn Reha

12. The Five Step Process

13. 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?

14. 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

15. 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

16. Review Research Summary “Nontraditional Career Preparation: Root Causes and Strategies” • Authors: Lynn Reha, ICSPS; Mimi Lufkin, NAPE; Laurie Harrison, Foothill Associates • Online tool at www.stemequitypipeline.org

17. Research Summary Exercise • Find your root cause/strategy partner • Read and discuss your assigned section of Nontraditional Career Preparation: Root Causes and Strategies • Review strategy resources using • Online tool at www.stemequitypipeline.org • Step 2 & 3 Web Resources • Power point • Identify your favorite strategy resource and put the link on your flip chart paper and post on the wall

18. Strategies for Recruitment

19. 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 • Curricular Detecting Skills Gender in the Classroom, Sadker & Zittleman • Am I a Fair Counselor Destination Success, MAVCC • Could This Be Your Life? Illinois Center for Specialized Professional Support

20. Strategies for Recruitment • Invite, involve and educate parents Talented Girls Bright Futures Publication by Project Lead the Way American Careers Magazine Nontraditional Careers Issue Career Communications, Inc.

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

22. Strategies for Recruitment • Provide role models and mentors Girls E-Mentoring in Science, Engineering and Technology GEM-SET Univ. of Illinois, Chicago Engineer Girl National Academy of Engineering Engineer Your Life

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

24. Strategies for Recruitment • Conduct pre-technical training programs Rosies Girls Northern New England Tradeswomen TechBridge Chabot Space and Science Center

25. Strategies for Recruitment • Collaborate with community-based organizations Operation SMART, Girls, Inc. Expanding Your Horizons Girl Scouts National Girls Collaborative Project

26. 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

27. 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

28. Strategies for Retention

29. 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

30. Strategies for Retention • Increase teacher and administrator quality and equity-capacity through professional development The Equity Principal Graymill NAPE Professional Development Institute Washington, DC

31. 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

32. 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)

33. 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

34. Strategies for Retention • Invite, involve and educate parents Trailblazers VA Department of Education Ways for Parents to Support Expanded Occupational Options Destination Success, MAVCC

35. 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

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

37. Resources on www.stemequitypipeline.org • Gender Equity Tip Sheets • Teacher Resources Folder Don’t Forget These Additional Teacher Focused Resources!

38. Select a Strategy • Conduct a SWOT analysis of the strategies to narrow down the choices • Strengths • Weaknesses • Opportunities • Threats • Select a strategy with the greatest strengths and opportunities

39. The Five Step Process

40. Questions? National Alliance for Partnerships in Equity STEM Equity Pipeline http://stemequitypipeline.org/ http://www.napequity.org/ Mimi Lufkin 610-593-8038 mimilufkin@napequity.org Illinois Center for Specialized Professional Support Minnesota New Look Project http://www.icsps.ilstu.edu/mn/newlook/index.html Lynn Reha 309-454-4944 x 203 lcreha@ilstu.edu Howard Glasser 517-648-0932 phone hglasser@napequity.org