Identifying Gaps in 1S1 and 1S2 and Strategies for Improvement
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Transcript of Identifying Gaps in 1S1 and 1S2 and Strategies for Improvement
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Identifying Gaps in 1S1 and 1S2 and Strategies for Improvement
ByKrishnan Sudharsan
Data, Accountability, and Technical AssessmentsOffice of Career and Technical Education
January 23, 2014
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OverviewActivity 1: Gaps
Why should we care (data visualization)
NAPE’s STEM Equity Pipeline ProjectActivity 2: Organize and Explore
ModulesActivity 3: Using root cause strategies to
address gaps in 1S1 and 1S2Share the implementation strategy
from Activity 3 2
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Activity 1
HandoutEach table selects any three questions Ask each person on your table what they
think the value (%) is Calculate the mean of the responses to
find the final value for each question
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Why Should We Care: One Reason Through a Visualization
http://www.youtube.com/watch?v=QPKKQnijnsM&feature=player_detailpage
Data ObservationsPay attention to the visualizationWas the data communicated effectivelyHow can we get our data to tell CTE’s
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National Alliance for Partnerships in Equity (NAPE)
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Program Improvement Process for Equity in STEM (PIPESTEM)
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Activity 2: Organize and Explore
Please open your 2013 CPI overall dashboard by Gender
Go to the worksheet for CPIs1S11S2
Answer the following questions:
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Activity 2: Organize and Explore
Fill in the following Tables for your Region
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1S1 1S2
Overall
Females
Males
Gaps (F-M)
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Activity 2: Organize and ExplorePlease open your 2013 CPI overall
dashboard by Gender and Race Combined
Go to the worksheet for CPIs1S11S2
Answer the following questions:
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Activity 2: Organize and Explore
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Fill in the following Tables for your Region1S1 1S2
Female Race with Highest
rateFemale Race
with Lowest rate
Largest Gap (Highest – Lowest)
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Activity 2: Organize and ExploreFill in the following Tables for your Region
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1S1 1S2
Male Race with Highest rate
Male Race with Lowest rate
Largest Gap (Highest – Lowest)
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Activity 3: Using Root Cause Strategies
Open the NAPE root causes chartRead through the root causes within the
five broad classificationsIn your table discuss:
What root causes might explain the variations you observed in 1S1 and 1S2?
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Activity 3: Select and ActIdentify your overall goal as an increase
in reading and mathematics proficiency based on your root cause analysis
E.g. By _______ (date) we will increase
the proficiency rate in mathematics of our students from ____ to ____
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Goal: By ____ (date), we will increase the proficiency of our students in mathematics from ______ (current) to _______ (projected). Research or Evidence-Based Strategy
Tasks Person(s) Responsib
le
Timeline Evaluation MeasuresProcess/
Formative Measures (P)
Outcome/ Summative
Measures (O)
1.1 Strategy or activity planned
1.1 Task one
Name(s) Completion Date
Enter Measures
Enter Measures
1.2 Task two
Name(s)
1.3 Task three
Name(s)
1.4 Task four
Name(s)
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Goal: By ____ (date), we will increase the proficiency of our students in English from ______ (current) to _______ (projected). Research or Evidence-Based Strategy
Tasks Person(s) Responsib
le
Timeline Evaluation Measures
Process/ Formative Measures
(P)
Outcome/ Summative Measures (O)
1.1 Strategy or activity planned
1.1 Task one
Name(s) Completion Date
Enter Measures
Enter Measures
1.2 Task two
Name(s)
1.3 Task three
Name(s)
1.4 Task four
Name(s)
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Report Out
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