button-download-workshop-filesStrand: Innovations on Equity in Career and Technical Education (CTE)
Tuesday, April 25, 2017
Session I: 9:15 – 10:30 AM

ABSTRACT

CTE plays a critical role in preparing students for high-wage, high-demand careers by giving them skills and abilities to meet key workforce needs. To help ensure the success of CTE programs, federal law requires CTE programs to provide equal access for all students, regardless of sex, race, color, national origin, or disability. The workshop will explore ways that schools, districts, and institutions can comply with federal law and create a successful learning environment for all CTE students.

PRESENTERS

Lorenzo_Amy_2017Amy Lorenzo , MPA

Planning and Policy Coordinator
Idaho Division of Career & Technical Education

Biography: Amy Lorenzo has served as the Methods of Administration Coordinator at Idaho’s Division of Professional-Technical Education (PTE) since 2014. She works with schools at the secondary and postsecondary level to provide statewide leadership, advocacy, oversight, and technical assistance to ensure PTE programs meet state and federal civil rights requirements. Prior to her work at PTE, Lorenzo worked for the Idaho legislature for 8 years, conducting evaluations of state agencies and programs, which often focused on improving the quality of public education for students statewide. She has served in the public sector for nearly 20 years, working as an international student advisor and Program Analyst with the Department of Homeland Security. She holds an MPA from Louisiana State University and is currently pursuing her PhD in public policy and administration.

Stolz_Deifi_2017Deifi Stolz

Program Supervisor, Methods of Administration
Washington Office of Superintendent of Public Instruction

Biography: As the Methods of Administration Program Supervisor at the Office of Superintendent of Public Instruction for Washington State, Deifi Stolz works with 295 school districts, 15 skill centers, and 3 tribal schools to provide technical assistance, training, and conduct onsite visits monitoring federal as well as state civil rights laws. Deifi has worked in education for 18 years, worked with 5 Governor appointed Ethnic Think Tanks, been a development director at a private school, owned her own business for 10 years, and has a passion for education and tirelessly works to ensure equal access to high-quality education for all Washington’s students.

Butt_Randall_2017Randall Butt

Education Consultant
Wyoming Department of Education

Biography: As an Education Consultant at the Wyoming Department of Education, Randall Butt works in the Career Technical Education section. His duties include ensuring equal access to a high quality education for all of Wyoming’s students. In this capacity he serves as the Methods of Administration state Coordinator. Randall in works with 48 School Districts and 7 Community Colleges to providing technical assistance, conduct site-visits monitoring federal as well as state civil rights laws. Randall has worked at the Department of Education for over six years. Prior to working at the state level Randall served in the United States Air Force for 28 years. During his tenure, Randall was responsible for conducting: accident investigations, decontamination approvals, pre-operational surveys, line checks, work permits, safety meetings & briefings, and numerous other safety duties. He was assigned as the Weapons Safety Superintendent responsible for 3000+ employees.

DESCRIPTION

The workshop presenters will provide session participants with an overview of the federal framework that prohibits discrimination within CTE programs on the basis of sex, race, color, national origin, or disability. The presenters, who are Methods of Administration Coordinators, represent a range of Western states and oversee CTE programs at both the secondary and postsecondary levels. Each of the presenters has worked closely with schools, districts, and administrators to identify inequity issues in specific CTE programs. In addition, each of the presenters has provided guidance and support to schools and districts as they have remedied discriminatory practices and promoted equity within their CTE programs. As a result of these experiences, the presenters are in a unique position that not only provides them with specific subject-matter expertise, but also allows them to directly relate to many of the challenges facing education practitioners.

The workshop will consist of a plenary and a breakout component:
A. Introduction of Presenters. Presenters, who represent Idaho, Oregon, Washington, and Wyoming will briefly explain their areas of expertise and professional roles and responsibilities.

B. Overview of Critical Role of CTE. This component will focus on the role of CTE on a national scale, including a discussion of education and training, workforce needs, and economic development. Presenters will also highlight key CTE data points from each of their states.

C. Overview of Federal requirements. This component will focus on the federal requirements and the responsibilities of states to comply with them.

Federal compliance is an ongoing and active requirement for any school district or college that receives federal funds. These requirements include
a. Title VI of the Civil Rights Act of 1964 (race, color, or national origin)
b. Title IX of the Education Amendments of 1972 (sex)
c. Section 504 of the Rehabilitation Act of 1973 (disability)
d. Age Discrimination Act of 1975 (age)
e. Title II of the Americans with Disabilities Act of 1990 (nondiscrimination on the basis of disability in state and local government services)

D. Presentation of Case Studies (To be determined by the presenters in advance of the conference to help ensure that materials presented are timely, relevant, and as accurate as possible). Presenters will outline three actual scenarios they have encountered through the course of their MOA duties. Presenters will discuss the school or college involved, the specific information about the students and the program, and the responsibilities of the school or college to rectify the identified discriminatory practices.

a. Case Study 1: race, color, or national origin
b. Case Study 2: gender
c. Case Study 3: disability

E. Small Group Exercises. Participants will break out into small groups. Each group will be assigned a specific case study to evaluate. Each group will then develop recommendations to remedy the existing condition, based on their understanding of the law.

F. Presentations of Recommendations. As each group presents its recommendations, the presenters will ask questions about how and why certain decisions were made. The presenters will provide feedback to the groups and then update participants with the actual remedy implemented and current status of the case.

G. Q & A/ Wrap Up. Presenters will answer questions and provide additional feedback to participants.

INTENDED AUDIENCE

The intended audience is educational practitioners who are familiar with (or have a general understanding of) CTE programs, including the federal requirements and guidance surrounding access to CTE programs. Audience members do not need to be subject matter experts but should be familiar enough with the topic to participate in an interactive workshop.

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