Coalitions and Collaboration: Impacting Federal Policy

button-download-workshop-filesStrand: Public Policy—Supporting Equity and Education (POLICY)
Thursday, April 27, 2017
Session VI: 9:45 – 11:00 AM


NAPE works to advance equity in career and technical education policy at the federal level by collaborating with other organizations over shared policy goals. Working in coalition, partners can leverage expertise and human resources to increase their capacity to make an impact. Learn how NAPE and Advance CTE are working together through the Perkins Coalition to advance the reauthorization of the Perkins Act. This session will also provide you with the opportunity to dialogue with two association heads who have been working on CTE policy for over 20 years each!!


Mimi Lufkin
National Alliance for Partnerships in Equity

Kim Green
Advance CTE

Expanding Access and Equity in CTE at the State and Local Level

button-download-workshop-filesStrand: Innovations on Equity in Career and Technical Education (CTE)
Tuesday, April 25, 2017
Session III: 2:00 – 3:00 PM


Join a panel of state and local leaders in Career and Technical Education who have collaborated with NAPE to deliver critical professional development to teachers/instructors, counselors and advisors, administrators, and community collaborators in order to increase student access, educational equity, and ultimately workforce diversity in high-skill, high-wage, and high-demand career pathways through CTE and STEM. Learn about the innovative Build Your Future Guidebooks for students/families and educators in Ohio; learn about the first Nontraditional Student Summits in Oklahoma and Iowa; and see how Cedar Rapids Community Schools integrated the Program Improvement Process for Equity (PIPE) with their work surrounding the Intercultural Development Inventory. Panel Moderator: Ben Williams, PhD, NAPE Director of Special Projects.


Ben Williams, PhD

Director of Special Projects
National Alliance for Partnerships in Equity


Linda O’Conner

Office of Career and Technical Education
Ohio Department of Education

Innovation – Build Your Future Guidebooks: Construction and Advanced Manufacturing

Jeremy Zweiacker

Office of Career-Technical Education
Oklahoma Department of Education

Innovation – Nontraditional Student Summit (Explore NT, Summit, and TA with implementing strategies)

Tara Troester and Ken Morris

Cedar Rapids Community School District

Innovation – PIPE implementation with all four high schools and middle school partners; Explore NT; and integration with Intercultural Development Inventory

Jeanette Thomas

Iowa Department of Education

Innovation – statewide implementation of data dashboards, modified PIPE, and Nontraditional Student Summit 2016

Innovative Strategies for Secondary Special Populations Success

button-download-workshop-filesStrand: Innovations on Equity in Career and Technical Education (CTE)
Thursday, April 27, 2017
Session VI: 9:45 – 11:00 AM


This interactive session looks at special populations categories, as defined by Perkins legislation (2006) and how North Carolina and one of its local education agencies set the goals for meeting requirements and assurances with local and federal supports.


BAKER_Shannon_2017Shannon Baker

Education Consultants (Special Populations/Civil Rights/Equity)
North Carolina Department of Public Instruction

Biography: Shannon Baker is an education consultant with North Carolina Department of Public Instruction. She works in Career and Technical Education Support Services, where she oversees the areas of Special Populations, Civil Rights and Equity. She attained her Bachelors’ and Masters’ Degrees from North Carolina State University in Business and Marketing Education and was employed as a Business teacher, Career Development Coordinator, and Special Populations Coordinator with Wake County Schools. She is currently an adjunct instructor in the Computer Technologies Division at Wake Technical Community College.

GRAY_Francisca 2017Francisca Gray

Career Development Coordinator (District Level)
Onslow County Schools

Biography: Francisca Gray is the District Career Development Coordinator for Onslow County Schools in North Carolina. Part of her role includes overseeing the WIOA In-School Youth Program and Career Development Programs. She has written several proposals to the Eastern Carolina Workforce Development Board to receive federal funding to continue providing services to eligible disadvantaged youth. She received her Bachelor’s in Business Administration from Angeles University in the Philippines and Master’s in Secondary Education from the University of Phoenix. She started her career in education as a Human Resource Development Instructor with Coastal Carolina Community College then became employed with Onslow County Schools as a Career Development Facilitator, Business Education Teacher, and Career Academy Coordinator.


Perkins legislation (of 2006) defines special populations by the following groups: individuals with disabilities, individuals from economically disadvantaged families (including foster children), individuals preparing for nontraditional fields, single parents, including single parent women, displaced homemakers and individuals with limited English proficiencies. States that wish to receive Perkins funding for their CTE programs must submit a local plan in order to qualify. This information session will take a look at special populations categories as defined by Perkins and how North Carolina sets its goals for meeting the requirements and assurances. Attendees will also hear from one of NC’s largest local education agencies, Onslow County Schools, about how it provides services for special populations with the use of local and federal supports. One of its most successful programs, titled S.T.A.R.S (Students Transcending and Reaching Success), which is an In-School Youth Program supported by the Workforce Innovation and Opportunities Act (WIOA). The S.T.A.R.S program design focuses on 14 program elements that assists participants in achieving academic and employment success through effective and comprehensive activities. Onslow County will share its program design, which has proven to be a successful model in this area.


This presentation will be geared to audiences that have experience working in secondary education (grades 9-12). Stakeholders will include, but not be limited to, CTE educators and support staff, school counselors/career coaches, school administrators (principals/assistant principals), and intervention specialists. Novice to competent level of experience on Perkins legislation is expected.

Equity Ambassadors in CTE: One States’ Drive to Engage, Act, and See Change in Learning Environments That Support Special Populations, Nontraditional Career Pathways, and Recruitment on Campuses

button-download-workshop-filesStrand: Innovations on Equity in Career and Technical Education (CTE)
Thursday, April 27, 2017
Session V: 8:15 – 9:30 AM


Colorado has been a state partner with NAPE for more than 5 years. In that time, impactful work has been completed at the secondary and postsecondary levels in our education system. This panel will share some insights, lessons, and ideas for how Colorado got to where it is and where it is going.


Jones Lauren 2017Lauren Jones Austin, MA NCC

CTE Program Director for Special Populations, Counseling & Equity
Colorado Community College System

Biography: Lauren is a a licensed school counselor, nationally certified counselor & past expeditionary learning instructor. As the Career & Technical Education (CTE) Program Director for Special Populations, Counseling and Equity she serves school districts and community colleges by providing trainings that help support the implementation of comprehensive career guidance, equity & inclusivity of programming and collaborative efforts that parallel Colorado’s education initiatives that support Career Literacy and Meaningful Career Conversations (ICAP, PWR, Graduation Guidelines, POS, Career Pathways and more…). Lauren also coordinates the implementation of Middle School CTE programs as well serves as Project Manager for Equity in Education, supervisor of Colorado’s statewide PWR/ICAP Facilitators (10), Western Region Trustee for AMLE, Region V representative for ACTE Guidance & Career Development Division and constant advocate for Special Populations and everything CTE!


This panel will include voices from a student, a secondary teacher/advisor, a state representative, and a postsecondary teacher and postsecondary representative. It will share Colorado’s history prior to its partnership with NAPE and its current status as a result of that partnership. It will share artifacts of its work that can be duplicated by participants as they reflect on curriculum, lesson plans, meeting agendas, student leadership events, and recruitment strategies. Content will be tailored to highlight the panel’s work with special populations and CTE pedagogy.


Beginning and intermediate would fit best. Participant who are advanced and more may find this panel presentation too elementary. Education as a role would be best as the panel will be education arena focused.

Career Girls Video Empowerment Lessons

button-download-workshop-filesStrand: Innovations on Equity in Career and Technical Education (CTE)
Tuesday, April 25, 2017
Session IV: 3:15 – 4:15 PM


This workshop will present how to effectively utilize free, non-commercial Career Girls content in the classroom, focusing on teaching with Empowerment Lesson videos and downloadable lesson plans. Each video is approximately 2 minutes and features several accomplished, diverse, and inspiring female role models who share straight-to-the-point career insights and advice–so the videos clips serve as the ideal jumping-off point for an in-depth learning experience.


Calhoun_Linda_2017Linda Calhoun

Founder and Executive Producer
Career Girls

Biography: Linda Calhoun is Founder and Executive Producer of, a free, noncommercial, online platform which showcases video clips of diverse women role models sharing career and educational advice to inspire young girls to expand their horizons, improve their academic performance, and dream big about their futures. Her home base is San Francisco, but she has travelled around the United States interviewing dynamic and accomplished women for the site.


Research shows that female role models have an important, positive impact on girls. Girls need to start early in building skills for their future careers. is a no-cost, ad-free career exploration website for girls and educators that features video of diverse and accomplished female role models who share their career and educational journey to inspire, educate, and empower girls. It is useful both in and outside the classroom.

Although based in San Francisco, Career Girls has travelled around the United States interviewing dynamic and accomplished women. Career Girls has filmed more than 400 role models from Houston, Chicago, Washington, DC, Philadelphia, St. Louis, New York City, Boston, San Francisco, Silicon Valley, Detroit, San Diego, Atlanta, Los Angeles and Denver–everyone from ballerinas to astronauts to federal judges.

Career Girls is the largest online collection of career guidance videos focusing exclusively on diverse and accomplished women. New content is added weekly. In their own words, real-world women describe their individual careers, educational paths, and share personal stories and advice.

In addition to the more than 8,000 inspiring video clips, the website contains detailed career information, college major course listings and video-based classroom lesson plans. A a wide variety of careers are on the site, but more than half of the women role models are in STEM professions. The focus is on STEM because it is a great career in high demand, as so many of the women state in their video clips.

The presenter is Linda Calhoun, founder and executive producer of Career Girls. Based on her firsthand experience working with both schools and student and educator audiences, Linda will share best practices for teaching with the Career Girls Empowerment Lessons in settings ranging from small groups to classrooms to auditoriums.

In this workshop, Ms. Calhoun will give a brief overview of the Career Girls website before demonstrating how to teach with Empowerment Lessons, which are based on 2-minute video clips that feature a number of accomplished, diverse, and inspiring women. These real-world role models share straight-to-the-point career insights and advice–so the videos clips serve as the ideal jumping-off point for an in-depth learning experience.

Career Girls Empowerment Lesson videos cover career-based topics such as Career Exploration 101, Why Choose STEM, Science Careers, Technology Careers, Engineering Careers and Importance of Math, along with topics that address the development of soft skills such as Financial Literacy, Become a Leader, Importance of Integrity, Be Confident, Choosing Friends, Importance of Diversity, Importance of Mentors, and Teamwork to enhance social and emotional learning.

The short and quickly paced format of each video encourages enthusiastic responses from viewers. The related Lesson Plan, Learning Guide, and Fun Page Activity provide stimulus for further discussion and reinforcement of the learning objectives. For both the educator and the student, Career Girls Empowerment Lessons are a fun and easy way to explore careers, discuss the importance of academic subjects, and introduce and develop the soft skills required for success.

By the end of the workshop, participants will have experienced firsthand an example of teaching with the Career Girls Empowerment Lessons. Each participant will receive an Empowerment Lesson Quick Start Guide, an outline of suggested teaching formats for any sized group or time frame, links to the Empowerment Lessons online, a copy of the Lesson Plans, Learning Guides, and Fun Page Activities for videos used in the demonstration, and a copy of the downloadable Teacher’s Toolkit–a guide that includes instructions and printables for teaching with Career Girls. These materials were written by professional curriculum developers with middle school teaching experience and are laigned with common core.


The intended audience is any secondary/postsecondary educator, CTE and workforce development professional, and school counselor who is interested in learning how to use video Empowerment Lessons as a tool to engage students in either their classroom, small group, or in front of an auditorium. This workshop is also intended for education professionals and administrators who are in a position to encourage and facilitate the use of this tool with staff or peers. There is no minimal level of experience needed for any educator or administrator to benefit from this presentation.

Promoting Equity Through Personalized Project-Based Learning

button-download-workshop-filesStrand: Innovations on Equity in Career and Technical Education (CTE)
Tuesday, April 25, 2017
Session II: 10:45 AM – 12:00 PM


More so now than ever before, today’s classroom combines students at all levels of proficiency, ethnic backgrounds, socioeconomic levels, behavioral tendencies, and motivation. Such extreme diversities create major challenges for the delivery of course content that promotes student engagement, comprehension, and retention. Springs Charter Schools’ Career/Internship Technical Education (CITE) will share an educational approach that promoted equity for ALL students in any classroom environment.


ESSEL_george 2017George Essel

Lead CTE Coordinator
Springs Charter Schools

Biography: George Essel is a military trained electro-mechanical technician who, after earning his BBA, became a Business Development and Program Manager is military education and training – specifically providing operation, maintenance, and instruction on military simulation systems. In 2005, George established River Springs Charter School’s Wathen Aviation High School with the assistance of a Perkins III Tech Prep Demonstration Grant that he authored on behalf of the school. Over the past decade, he has continued to expand the CTE program for the school to include twelve pathways under eight industry sectors. Mr. Essel holds two clear CTE Designated Subject teaching credentials – one in Engineering and Architecture and the other in Business and Finance. He has designed and taught aviation, business, engineering and robotics courses. George attributes the success of the school’s CTE program to the military education model that he replicates for the school’s CTE programs.

ESSEL_deb 2017Debbie Essel

Asst. Superintendent of Education – Academies
Springs Charter Schools

Biography: Deb Essel’s employment with Springs Charter Schools began in 2000 when she was a teacher for adults in recovery programs to her current positions for the last ten years as the Assistant Superintendent of Education – Academies. Mrs. Essel has a double major bachelorette degree from Boston University in Physical Education and Special Education and a master degree in Education and Curriculum from Kaplan University. Deb holds a lifetime multi-subject teaching credential with the State of Massachusetts and a clear single-subject PE teaching credential with the State of California. Prior to joining River Springs Charter School, Mrs. Essel was the Site Manager / Lead Instructor for the United States Message Text Formatting contract at Fleet Training Center, San Diego, CA where she re-designed the Government provided curriculum that resulted in an average GPA increase of over six (6%) percent in each of the three courses taught.

WILSON_maureen 2017Maureen Wilson

Director of Real World Programs
Springs Charter Schools

Biography: Maureen Wilson graduated from San Diego State University with a BA in Fine Arts and a single subject teaching credential. Upon graduation, she began teaching in the San Diego Unified School District. She left the teaching profession to raise her two children, but enjoyed volunteering in their classrooms so much she decided to return. She earned her multiple subject credential and taught grades 4 through 6. She was introduced to Homeschooling and Charter Schools when she was employed by Springs Charter Schools in 2004. In 2014 she was made the Director of the Real World Programs, which includes CTE. The importance of preparing students to be both Career and College ready is her primary goal.


George Essel, a member of CA Joint Special Populations Advisory Committee (JSPAC), transitioned to secondary CTE from military education in training in 2005. He initially developed River Springs Charter School’s CTE curriculum using military course structure. Over the past 10 years, with the assistance of his co-presenters, Debbie Essel and Maureen Wilson, the school has made adjustments to the curricular content delivery model for CTE programs designed to provide personalized learning for every student in the classroom, effectively tearing down walls that lead to inequity.

This workshop will model our classroom approach consisting of short lecture, project-based learning assignment, and discussion. Participants will observe this teaching strategy in action as the recipients of instruction (experienced learning). The discussion phase of the workshop will focus on participant observed strategies used by the three presenters to provide additional comprehension to all attendees.

Many attendees will be able to replicate these strategies in their classrooms with minimal planning. However, 75 minutes may be inadequate for all participants to fully comprehend the educational delivery concept. So, in the spirit of equity, we will provide a suggested resource list to all attendees in page copy with the option of signing up for an email copy with active hyperlinks.

The personalized learning through project-based education model is designed to provide each student with one-on-one instruction from the teacher. This allows the teacher an opportunity to diversify instruction to meet the individual needs of the student, help a struggling student comprehend through additional instruction, challenge high-achieving students to go beyond the learning objectives of the project, and connect with students on a personal level to help offset emotional, economic, special education, or motivational challenges.


This workshop is intended for educators with students in a classroom setting from diverse populations and various levels of proficiency.


The Quest for Equity: Ensuring CTE Programs Provide Equal Access for All Students at the Secondary and Postsecondary Levels

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


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.


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.


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.


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.