How to Be an Effective Advocate (Advocacy 101)

button-download-workshop-filesStrand: Public Policy—Supporting Equity and Education
Tuesday, April 25, 2017
Session I: 9:15 – 10:30 AM


As school administrators, educators or ordinary citizens, everyone should have a fundamental understanding of the roles and rules of government. As well, everyone should know how to engage their elected and appointed policymakers. This “Advocacy 101” session will provide participants with basic tips on how to be an effective advocate for yourself, your community and the issues that matter most to you and your work. A panel of practioners, congressional staff, policy makers and professional advocates will share their advice and answer questions about how to effectively ‘advocate’ under the 4P Principle (policy, politicians, protocol and politics), effectively using economic and programmatic data to inform and educated policymakers so that you can make an impact on public policy at every level of government.

Developing An Equity / Social Justice Lens and Its Application to STEM

button-download-workshop-filesStrand: Building a Diverse Workforce
Tuesday, April 25, 2017
Session I: 9:15 – 10:30 AM


While many folks proffer information about equity and social justice work, not all those advocating it have an accurate understanding of its content and processes. This session lays out a few of the most critical aspects of an equity / social justice lens, discusses how to more deeply develop this lens in an ongoing way, and then makes explicit suggestions for how to use this lens in STEM work. The session is open to all levels of understanding, but is best suited to those with some rudimentary knowledge of the content. It is also as interactive as possible, given the time constraints, and participant examples of how you have done this work in your setting will be welcome.


NSEE17 keynote speaker Dr. Heather HackmanHeather Hackman, PhD

Summit Keynote Speaker

Read more about Dr. Hackman on her Keynote Speaker Page here

Elevating Cultural Competence in 21st Century Educational Leadership: A Role Embedded Approach to Equity & Excellence

button-download-workshop-filesStrand: Strategies for Equitable Learning Environments
Tuesday, April 25, 2017
Session I: 9:15 – 10:30 AM


This interactive workshop is designed to build teacher, administrator, and/or district leader capacity to integrate culturally responsive practices into their toolkits. Participants will explore scaffolded information to promote equitable practice and decision-making by (1) establishing culturally responsive norms, (2) incorporating essential elements of cultural proficiency in practice, and (3) utilizing collaborative inquiry as an equitable approach to data analysis and action-planning.


Shaefer_Susan_2017Susan Shaffer

Executive Director, President
Mid-Atlantic Equity Consortium – Center for Education Equity

Biography: Susan has been a nationally recognized expert for more than four decades. Her transformational work in public schools has centered on the development of comprehensive technical assistance, training on educational equity, and multicultural gender-related issues. Ms. Shaffer has published extensively on gender equity, family engagement, civil rights, multicultural education, and disability. Ms. Shaffer serves on several boards, including the National Association of Family, School and Community Engagement (co-founder), School of Education, Bowie State University, MD, the MD Women’s Heritage Center, and Harmony through Education. She is the recipient of numerous awards for her service and leadership. She holds a B.A. in History and M.A. in education from the University of California, Berkeley.

Harris_Pam_2017Pamela Harris

Senior Lead Consultant
Mid-Atlantic Equity Consortium-Center for Education Equity

Biography: Ms. Harris is a 43 year veteran in service to diverse stakeholders in school district communities, schools and classrooms. Most recently, since 2011, Ms. Harris has served as Senior Educational Equity Specialist, Senior Advisor, Educational Equity and now Senior Lead Consultant for Mid-Atlantic Equity Consortium (MAEC) – Center for Education Equity (CEE) (formerly Mid- Atlantic Equity Center (MAC)). In her professional role, she provides leadership in the delivery of capacity building and technical assistance to Region I school districts in the New England, Mid-Atlantic States. Her range of applied knowledge, expertise and experience focuses on educational equity priorities related to civil rights, social justice , public school education and issues related to children, youth and families impacted by gender, national origin race and religion.


Disaggregated data analysis and needs assessments conducted by Civil Rights Data Collection (CRDC) confirms that there are clear, recurring patterns of low-income and minority students underachieving in regions throughout the United States. Given such recurring patterns, repeating the policies and practices of the past is a sure path to perpetuating ineffective practices that underserve underrepresented learners and lead to failure. To achieve educational equity, progressive and culturally sustaining models of school and classroom organization and culture are required.

To best address the complexities of creating genuine and sustainable equitable classrooms and schools, the presenters will begin with a very basic assumption. Cultural and socioeconomic differences are best seen as assets–not liabilities–to learning. Equal educational opportunity builds on the incorporation of differences and an appreciation that unilateral school cultures are by definition discriminatory. In addition, although certain policies might well lead to a greater socioeconomic integration of schools, their impact will be minimal unless certain key factors are explicitly addressed. These key factors include (1) the intersectionality of the demographic and cultural characteristics of the students, (2) structural racism, (3) concentrated poverty, (4) segregation within school, and (5) the need for cultural competency and capacity building. The critical importance of each of these factors is incorporated into the presentation.

Needs assessments demonstrate that students are not demographically or culturally one-dimensional. For example, the experiences of an African American girl and an African American boy in the same school will, in all likelihood, not be identical. A student from a conservative Christian family may have values that are at times at odds with other students and teachers. The interactions of race, socioeconomic status, gender, religion, ethnicity, and language are complex. Viable strategies require intentional planning that guides policy makers and educators to engage in practices that go beyond good intentions or “”make-shift”” remedies.

Exclusory practices between and within schools are not random; they are structured along class and, particularly, along race and ethnic lines. African American students, in particular, are treated differently from other students. For example, their teachers tend to be younger, less experienced, and less qualified. These teachers also tend to leave schools with a majority of African American students for jobs in other schools. African American students are more likely to receive harsh punishments for relatively small infractions of school policy, have access to few advanced courses, attend schools with few educational resources, have less access to plentiful and healthful food than students in middle class schools, and are exposed to unsafe environments on a regular basis (Cookson 2013). Factors such as these suggest that structural racism is not a result of misguided school policies, but the cause of those policies that work against equitable schools.
Today, over half of the students who attend public schools are poor by government measures. Students who live in neighborhoods where everyone is poor attend schools that, with some exceptions, vastly underperform. The effects of living in an isolated, poor community are profound for students and families alike. We must analyze the consequences of concentrated poverty on readiness to learn and to work closely with schools to develop classroom cultures that meet the needs of all children and low-income students from diverse cultural, linguistic, and racial backgrounds.
Tracking by any other name is still tracking (Oakes 1985). We know the history of tracking and “ability” grouping has resulted in schools where low-income and minority students are offered an inadequate education with less demanding teachers and curricula, chances to develop critical thinking skills, exposure to college and career information, and opportunities to participate fully in the life of the school. If schools are to be equitable tracking will have to be eliminated in favor of other integrative, culturally sustaining pedagogical strategies. This requires a growth mindset and an astute grasp of the complexities of the classroom.

Throughout the workshop, facilitators will model cultural competence while interacting with participants in an effort to demonstrate the values associated with inclusion and integration through daily practices and continuous opportunities to learn and reflect. Teachers and school leaders who do not model diversity and inclusion are unlikely to create schools that are equitable and culturally sustaining.
Our presentation format acknowledges the reality that many schools do not have the tools they need to act on good intentions for best practice. The use of pre-post advance organizers and reflection prompts and performance tasks are specifically designed for safe and user-friendly knowledge exchange, skill development, and practice.

Differentiated prompts or performance tasks will be introduced as advanced organizers for participants for pre- and post-reflection. Self-reflection will be encouraged for participants to initiate thought on how their work-session discoveries connect to educator best practices that best engages today’s students for equitable success.

For each guidepost, this interactive session will use differentiated
reflective practice or performance tasks to guide participant(s)
individual and collaborative responses to questions such as:

Guidepost #1 Culturally Responsive Normsa. (Beginning-Intermediate): What steps will I take to establish culturally responsive norms with my grade-level team?
b. (Intermediate- Advanced): How can I use courageous conversations as a reference for framing the development of culturally responsive norms?

Guidepost #2 Cultural Proficiency Continuum

a. (Beginning-Intermediate): How can I use the cultural proficiency continuum to advance my growth as a culturally competent school educator?
b. (Intermediate-Advanced): How can I use the cultural proficiency continuum as a tool to promote asset-based instructional and behavioral decision-making?

Guidepost #3 Essential Elements of Cultural Proficiency

a. (Beginning-Intermediate): How do I recognize the essential elements of cultural proficiency through the lens of instruction, behavior, school culture and climate?
b. (Intermediate-Advanced): How would I present a crosswalk between the essential elements of cultural proficiency and ESSA to my school-based team?

Guidepost #4 Collaborative Inquiry for Equitable Data Analysis

a. (Beginning-Intermediate): What components are essential to proactive and equitable data analysis?
b. (Intermediate-Advanced): How do risk ratios, implicit bias, micro-aggressions, and vulnerable decision-making frame teacher efficacy for implementing higher level data analysis through an equity lens?”


This presentation is intended for audiences that are responsible for teaching, leadership, and/or decision-making that impact diverse children, youth, and their families. Participants are expected to engage in the session with a mindset that connects intentional thought with considerations related to civil rights and social justice that lead to culturally sustaining practice.

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.

All Means All: Strategies for Cultural Change in a Texas Urban Middle School

button-download-workshop-filesStrand: Equity in Science, Technology, Engineering, and Mathematics (STEM)
Tuesday, April 25, 2017
Session I: 9:15 – 10:30 AM


This presentation will retrace the 3-year journey of an Austin Independent School District middle school’s strategy to increase STEM education in a Texas high-tech urban city. Using strategies from NAPE’s Micromessaging Academy, the school has increased understanding of how intentional introduction of STEM activities to all students can have a significant impact. Attend this interactive workshop to learn about efforts by a Texas middle school to motivate and encourage a more inclusive STEM environment.

Quintanilla_Trisha 2017PRESENTERS

Trisha Quintanilla

Mathematics Teacher
Austin ISD

Biography: Mathematics Educator for 13 years across the state of Texas, Teaching many different diverse groups of students.

Gigliardi_Sara 2017Sara Gagliardi

Science Teacher
Austin ISD

Biography: I have been teaching for 13 years in the state of Texas. I have taught elementary and middle school as well at the university level.


This presentation will retrace the 3-year journey of an Austin Independent School District middle school’s strategy to increase STEM education in a Texas high-tech urban city. Although Austin is known as a hot bed for technology and innovation, not all students have had access to STEM education until now. This school’s challenge is to continue to engage educators and students to realize the importance of STEM and of how the arts calls for increased technological skills. Using strategies from NAPE’s Micromessaging Academy, the school is increasing understanding of how intentional introduction of STEM activities to all students and the use of micromessages in the classroom can have a signficant impact. Attend this interactive workshop to learn how this Texas middle school is motivating and encouraging a more inclusive STEM environment.

This interactive presentation will include:
* a description of the student populations served by the Austin Independent School district
* an overview of Gorzycki Middle School, including its STEM Initiatives for girls and underrepresented populations
* a strategies discussion used to reach all faculty members and staff and to share what a comprehensive approach looks like
* a review of the successes and areas for improvement in our continuous journey to educate faculty, staff, and students about the increasing need to master high-tech skills for a variety of STEM and art careers
* a question-and-answer segment


Teachers, counselors, leaders in education, principals, and curriculum specialists