The Federal Regulatory Process: What Can We Expect Moving Forward?

button-download-workshop-filesStrand: Public Policy—Supporting Equity and Education
Tuesday, April 25, 2017
Session III: 2:00 – 3:00 PM


With a new Administration at the helm, federal agencies are transitioning with new objectives and appointees while those new appointees are becoming acquainted with both federal agency procedures and agency staff. Regardless of these internal agency changes, existing program requirements must be met, regulatory guidance remains essential to program implementation and the federal regulatory process continues. During this session, executive staff from the U.S. Department of Education and the U.S. Department of Labor will provide an overview of their regulatory agencies, their programs and agendas; and will answer questions about upcoming changes that may impact the CTE and Apprenticeship work done at federal and state levels.

How can we help? Overview of NAPE Services and Resources

button-download-workshop-filesThread: Building a Diverse Workforce
Tuesday, April 25, 2017
Session III: 2:00 – 3:00 PM


We can help! The National Alliance for Partnerships in Equity offers research-based, strategy-driven, practical-application-focused professional development services and resources that equip educators with tools to address specific school needs related to equitable learning environments, student academic success and ultimately, readiness to pursue high-wage, high-skill, high-demand careers. This session will provide an overview of NAPE’s professional development offerings, educator resources, toolkits, online learning tools, and comprehensive educational equity programs. Join us for an interactive presentation and discussion, where you can learn, inquire, and explore options to help you achieve educational equity goals.


Don’t miss a unique opportunity participate in a selection of NAPE’s workshops at the Summit!

On April 24, 2017, NAPE will provide two strands of preconference sessions, for a total of four workshops, including the option of a networking luncheon. Three of the sessions introduce new Turnkey Implementation Toolkits, so don’t miss the opportunity to preview NAPE’s brand new curriculum! Reserve your seat today. 


Meagan Pollock, PhDMeagan Pollock, PhD

Director of Professional Development
National Alliance for Partnerships in Equity

Biography: Dr. Meagan Pollock is the Director of Professional Development for the National Alliance for Partnerships in Equity. In this role, Meagan leads a national team of equity professionals that build educators’ capacity to implement effective solutions for increasing student access, educational equity and workforce diversity.

Before turning her focus on the intersection of education and equity, Meagan worked as an engineer for Texas Instruments. Meagan was a National Science Foundation Graduate Research Fellow, and she holds a PhD in engineering education from Purdue University, a MS in electrical engineering from Texas Tech University, and a BS in computer science from Texas Woman’s University. As an engineer turned educator, Meagan is focused on engineering equity into education and the workforce.


Any one interested in learning about how NAPE can help you improve access, equity, and diversity at your school or campus!

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

The Sunflower County Systems Change Project: From Punitive Punishment to Preventative and Restorative Practices in the Mississippi Delta

button-download-workshop-filesStrand: Strategies for Equitable Learning Environments
Tuesday, April 25, 2017
Session III: 2:00 – 3:00 PM


Discipline means to teach. Yet many school districts have discipline policies that reflect punitive practices that excessively exclude students, particularly students of color. By providing a living model of “systems change,” this presentation will demonstrate how addressing the systems that impact young men and boys of color (YMBOC) can not only disrupt the school-to-prison pipeline, but also help to change the overall narrative of YMBOCs in their local community.


Carson Aisha 2017Aisha Carson, MPA

Advocacy Coordinator
American Civil LIberties Union of Mississippi

Biography: Aisha Carson is the Advocacy Coordinator for the Sunflower County Systems Change Project, a partnership between the ACLU of Mississippi, Mississippi Center for Justice(MCJ), Sunflower County Consolidated School District, and Sunflower County Consolidated School District P-16 Engagement Council. Her work through the Sunflower County Systems Change Project focuses on education policy and the greater issues surrounding school discipline and the criminalization of Young Men and Boys of Color. She is an alumnus of the University of Southern Mississippi, where she received a BA in Political Science with a concentration in Black Studies. Her experience in volunteering for MCJ and as a civil rights researcher in the Center for Oral History exponentially grew her knowledge of the challenges that face vulnerable communities and their access to quality education helped to shape her aptitude for systems change. Aisha also received a Master’s in Public Administration from Belhaven University.

Liner Jacorius 2017Jacorius Liner

Advocacy Coordinator
Mississippi Center for Justice

Biography: Jacorius Liner serves as the Advocacy Coordinator for the Systems Change Collaborative Project in partnership with the American Civil Liberties Union (ACLU). This collaborative is funded by the W.K. Kellogg foundation to address the disparities and disproportionality of Young Men and Boys of Color (YMBOC) around school discipline and youth court referrals. Jacorius received his undergraduate education at the Mississippi University for Women and his Master’s Degree in Public Policy at Mississippi State University. He also works as a graduate researcher at the Stennis Institute of Government where he’s delved heavily into the practicality of community and economic development literature—economic impact studies, feasibility studies, and other applied research paradigms. He is currently a doctoral candidate at Mississippi State University and his expected completion date is May 2017.


Introduction: The session will begin with a community-building circle, a proponent of restorative justice practices that is a preventive measure used to reinforce positive behavior and build relationships with students. This will provide context for the audience about how tools such as community-building circles can be used in schools to provide supportive and inclusive environments for students of color. After the opening activity, the introduction will resume by reiterating the common uses of discipline as a means to exclude students and the results of exclusion on students of color. Based on the framework for the Sunflower County Systems Change Project (SCSCP), the systems change approach evokes the theory that engaging systems, identifying and remedying ailments, and creating different outcomes serves as a framework for sustainable change. The introduction will conclude with a road map (handout) of the process used to educate and implement the systems change model in Sunflower County to address the excessive suspension, expulsion, and referrals to the Youth Court of young men and boys of color (YMBOC).
Based on the 2006 review of exclusionary and zero-tolerance disciplinary policies, the American Psychological Association found no evidence that the use of suspension, expulsion, or zero tolerance policies has resulted in improvements in student behavior or increases in school safety. It found that suspensions and expulsions are linked to an increased likelihood of future behavior problems, academic difficulty, detachment, and dropout. This section of the presentation will outline how the project team partnered with the school district to (1) provide added capacity in addressing the consistent analysis of discipline data and using data to make informed decisions about discipline; (2) increase community involvement in reviewing and making policy recommendations and actual district policy changes; and (3) provide training and professional development to school personnel, helping to expand capacity about school discipline alternatives. This includes teachers, administrators, staff, and school resource officers.
Each year approximately 1.3 million young people drop out of school. Students who have dropped out or been involved in the juvenile justice system are more likely to have been suspended or expelled than their peers. Students that drop out are three times more likely to be incarcerated. The Centers for Disease Control and Prevention found that “out of school” youth are significantly more likely than “in school” youth to become involved in physical fights, carry a weapon, smoke, and use alcohol, marijuana, and other drugs. Economists estimate that raising high school graduation rates would decrease violent crime by 20 percent and property crime by 10 percent. A key component in addressing school push-out is working directly with the local Youth Court. This portion of the presentation will discuss ways to create communication channels between local school districts and Youth Courts to foster understanding of Youth Court processes to inform school district policies. Using lessons learned from the SCSCP, the presenters will provide ways for local communities and districts to avoid criminalizing behavior and provide alternatives to Youth Court referrals, specifically restitution, community service, and, in particular, case support from counselors. These alternatives can be used in lieu of exclusion or Youth Court referrals, and can offer students limited exclusion and the ability to learn from their behavior.
The media often perpetuate negative perceptions of YMBOC. The systems change element of changing outcomes for YMBOC includes changing the larger narrative through media engagement. The SCSCP has made substantial strides in helping to identify local strategies to prevent the criminalization of YMBOC, including incorporating youth voice. This portion of the presentation will outline clear steps to increase positive messaging around YMBOC in local media to aid in narrative change.
The audience will receive a data report that will also detail the strategies discussed in the presentation. The presentation will conclude with questions from the audience.


Secondary and Postsecondary Educators: new or veteran educators who teach in diverse school settings
Administrators: Specifically administrators who handle school discipline matters
School Counselors: Specifically counselors who work in high-poverty areas or who frequently engage with students with behavorial issues Researchers: Education researchers who have a particular interest in the school-to-prison pipeline and preventative policy

Embracing the Complexity of STEM Ecosystems: Effectively Applying New Research to Support Equity in STEM Education

button-download-workshop-filesThread: Equity in Science, Technology, Engineering, and Mathematics (STEM)
Tuesday, April 25, 2017
Session III: 2:00 – 3:00 PM


Progress has been made to understand the different factors that influence the participation of underrepresented groups within STEM ecosystems, yet research findings are often misapplied through “quick-fix” solutions that address a snapshot of STEM ecosystems. This interactive workshop will build participant knowledge in applying new research findings through specific strategies and authentic examples of practices that promote equity in P-12 settings, informal learning settings, and higher education.


Provost_Lauren 2017Lauren Provost, Ph.D.

Director of STEM Outreach
Dartmouth College

Biography:  Dr. Lauren E. Provost is the Director of STEM Outreach at Dartmouth College. Her research interests include STEM education and policy and quantitative methodology. She currently serves on the NH STEM Governor’s Task Force and previously served on the Massachusetts Department of Education’s STEM Advisory Council, charged with developing the definition of STEM as well as developing effective strategies for addressing K-12 STEM education and policy. On the national level, Dr. Provost serves on the policy and professional development committees for the National Alliance for Partnerships in Equity. Her two most recent publications include a review of the social-justice themed work, Rethinking Mathematics by Eric Gutstein and Mathematics Achievement Gains of Rural, Urban, and Suburban Students between Kindergarten and Eighth Grade for the Carsey Policy Institute. In all her work, she is an advocate for equity and excellence in education for all students.


This workshop will expose participants to key research findings through specific strategies and authentic examples of equitable practices in education. Workshop participants will engage in think-aloud protocols and role-playing techniques to build an understanding of strategies that are relevant to educators and leaders in both formal and informal educational settings and higher education.

A a variety of complex, interwoven factors influence the participation of underrepresented groups across STEM pathways, from early childhood through their K-12 educational experiences into higher education. Progress has been made to understand different factors that influence the participation of underrepresented groups within STEM ecosystems, yet research findings are often applied through “quick-fix” solutions that address a snapshot of STEM ecosystems. There is little or no evidence that these bandaid-type solutions result in measurable increased participation. Most professional development promotes general practices rather than content-specific or authentic practices that promote equity.

Failure to effectively apply research in STEM education is a root cause of the failure of many reform efforts across the United States. Understanding that different factors influence the participation of women and other underrepresented groups within STEM ecosystems is complex and there is still much to learn, but newer research tells us key information about the development of STEM interest, identities, career awareness, teacher training, and learning settings.

Parents, teachers, and other educational leaders are often part of first experiences with STEM; therefore, they are integral to the relationships developed with the STEM disciplines. Professional development is imperative because impact can be made to build awareness of equitable practices (Campbell, 1995; Karp, 1988). Teachers, higher education, and industry participate in creating environments that either foster equitable environments or create uncomfortable and sometimes hostile environments that cause a lack of retention across STEM pathways. We present authentic examples that embrace and connect to the complex STEM ecosystems in which equity can be assessed.

This workshop provides practical, ready-to-implement, current, research-based, equity practices in STEM education from preschool through high school and higher education, covering an array of community and social factors, all key in understanding increasing underrepresented groups’ participation within complex STEM ecosystems.

Participants will:
• understand current definitions of STEM education, the role of the arts, and how they differ and influence equity in STEM education
• understand research-based conditions and concrete applications that promote effective STEM education in schools and informal learning settings
• participate in role-playing and think-aloud activities that build application knowledge and provide participants with ready-to-implement strategies
• understand problematic applications of STEM educational research
• build skills to create their own library of research specific to their own professional area
• understand the AERA standards and how they are applied in the review and critique of research
• understand teacher and mentor practices that support effective STEM education
• gain knowledge of model STEM programs that explicitly focus on equity and what is needed to implement these elements
• understand the use of inquiry as a way to embed equity in specific STEM content

Activities will encompass:
• creating reusable equity reflections
• reviewing equitable curricula that create space for integrating students’ personal experiences and interests, and that provide local relevance
• reviewing video examples illustrating the critical pedagogical role of iterations (both for reframing failure)
• reviewing case studies of rich mentoring experiences–connecting ideas and activities to possible STEM futures
• developing a list of equity indicators

Think-aloud activities will model:
• generative sharing and feedback opportunities
• multiple pathways for engagement
• recognizing and cultivating potential in all students
• cultivating intellectual safety, risk taking,and opportunities to iterate and evolve support equitable instruction
• encouraging/scaffolding student talk and sense-making • identifying and building on agency, interest, and self-efficacy
• combatting societal factors in the classroom, informal learning settings, and higher education
• grounding activities in equitable practices


This workshop will assume only participant interest in building knowledge of research-based equitable practices in education.