IAED Mentorship Program
The goal of the IAED Mentorship Program is to provide mentors to ACTE members interested in IAED (Inclusion, Access, Equity, and Diversity), leadership roles in ACTE and advising existing leaders in ACTE on IAED issues.
Follow our hashtag on social media! #IAEDinCTE
The IAED Mentorship Program is open to any ACTE member who is interested in IAED.
ACTE would like to thank the members of the IAED Advisory Group who contributed to the development of this program; a program created by members, for members:
“AL” Long, J.D.
Eva Scates-Winston, M.S.
Dr. Kevin R. Johnson Sr
ACTE Staff: LeAnn Wilson and Lauren Lessels
For more information, please contact Lauren Lessels at firstname.lastname@example.org.
Program of Work
In addition to participating in monthly meetings with your mentor, participants are required to complete 6 of the 8 activities listed below:
- Meet Your Mentor at ACTE CareerTech VISION 2020
- Article Review
(Book or Article Review: Resource List Available)
- Review of Best Practices
(Developing Quality CTE Programs and Cultural Awareness)
- Mentee Goal Development
(Specific to IAED, Leadership, and Professional Growth)
- IAED Statements or Documents
(Development of documents for institutions)
- National Policy and Procedures
(Familiarity with Perkins V and the sections that address IAED)
- IAED Reception at ACTE CareerTech VISION 2021 (Reflection statement)
- Mentor/Mentee Selected Activity (An activity developed at the choosing of the mentor/mentee related to IAED. Please share why this activity was selected for growth, either personal or professional.)
Mentors and mentees are asked to volunteer 2-4 hours per month to participate in this program. Participants are also asked to attend VISION (if able), specifically the IAED reception where the mentors/mentees will meet and at the conclusion of the program, celebrate and reflect on the program experience.
Become a Mentor
Applications to serve as a mentor are open Aug. 1 – Sept. 15. Please apply on the ACTE Awards Portal.
Become a Mentee
Applications to participate as a mentee are open Sept. 30 – Nov. 1. Please apply on the ACTE Awards Portal.
IAED Mentorship Program Recommended Reading List & Events
The IAED Advisory Group developed a recommended reading list for participants to consider. Please note this list is not exhaustive; however, reading and sharing interpretations is essential to the growth of potential IAED leaders. The IAED Mentorship Program does not limit participants to specific reading materials. The list is intended to serve as a starting point for mentors and mentees to discuss design and methodology.
Bragg, D. D. (2017). The case for evaluating student outcomes and equity gaps to improve pathways and programs of study. New Directions for Community Colleges, 2017(178), 55–66. https://doi.org/10.1002/cc.20253
Casale-Giannola, D. (2012). Comparing inclusion in the secondary vocational and academic classrooms: strengths, needs, and recommendations. American Secondary Education, 40(2), 26–42.
Coates, R. D., Ferber, A. L., & Brunsma, D. L. (2018). The Matrix of Race: Social Construction, Intersectionality, and Inequality. Sage.
Stipanovic, N., Lewis, M. V., & Stringfield, S. (2012). Situating programs of study within current and historical career and technical education reform efforts. International Journal of Education Reform, 21(2), 80-97.
Gordon, H. R. (2014). The history and growth of career and technical education in America. Waveland press.
Gewertz, C. (2017a). CTE revamp squeezes out the disadvantaged: elite career-tech-ed. programs worry about limiting access. Education Week, 36(31), 1–15.
Williams, B. (2016). Nape’s program improvement process for equity. Techniques: Connecting Education & Careers, 91(8), 20–24.
Berry, M., Inge, B. A., Gross, J. P., Colston, J., & Bowers, A. M. (2018). Planning for diversity: The inclusion of diversity goals in postsecondary statewide strategic plan. Higher Education Politics & Economics, 4(1), 262–280.
Sherbin, L., & Rashid, R. (2017). Diversity doesn’t stick without inclusion. Harvard Business Review, 1.
IAED Related Events
The IAED Advisory Group developed a list of individual Professional Development activities to serve as a starting point for participants to consider for additional training and reflection.
National Policies and Procedures Resources
Perkins V (Sections associated with IAED)
Public Law 115–224 115th Congress An Act To reauthorize the Carl D. Perkins Career and Technical Education Act of 2006. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled,
SECTION 1. SHORT TITLE. This Act may be cited as the ‘‘Strengthening Career and Technical Education for the 21st Century Act’’.
Sec. 6. Purpose
‘‘(8) increasing the employment opportunities for populations who are chronically unemployed or underemployed, including individuals with disabilities, individuals from economically disadvantaged families, out-of-workforce individuals, youth who are in, or have aged out of, the foster care system, and homeless individuals.’’.
SEC. 7. DEFINITIONS.(5)
‘‘(C) may provide assistance for special populations with respect to direct support services that enable students to persist in and complete career and technical education, programs of study, or career pathways.’’;
‘‘(iv) representatives of minority-serving institutions (as described in paragraphs (1) through (7) of section 371(a) of the Higher Education Act of 1965 (20 U.S.C. 1067q(a)), where applicable;
SEC. 111. Within State Allocation.
‘‘(C) an amount shall be made available for the recruitment of special populations to enroll in career and technical education programs, which shall be not less than the lesser of— ‘‘(i) an amount equal to 0.1 percent; or ‘‘(ii) $50,000; and’’;
‘‘(III) REQUIREMENTS.—Such State determined levels of performance shall, at a minimum—
‘‘(bb) require the State to continually make meaningful progress toward improving the performance of all career and technical education students, including the subgroups of students described in section 1111(h)(1)(C)(ii) of the Elementary and Secondary Education Act of 1965, and special populations, as described in section 3(48);
Note: Section 1111(h)(1)(C)(ii) of the Elementary and Secondary Education Act of 1965
(ii) information that provides a comparison between the actual achievement levels of each group of students described in subsection (b)(2)(C)(v) and the State’s annual measurable objectives for each such group of students on each of the academic assessments required under this part;
Note: Section 1111(b)(2)(C)(v) of the Elementary and Secondary Education Act of 1965
(v) includes separate measurable annual objectives for continuous and substantial improvement for each of the following:
(I) The achievement of all public elementary school and secondary school students.
(II) The achievement of–
(aa) economically disadvantaged students;
(bb) students from major racial and ethnic groups;
(cc) students with disabilities; and
(dd) students with limited English proficiency;
except that disaggregation of data under subclause
(II) shall not be required in a case in which the number of students in a category is insufficient to yield statistically reliable information or the results would reveal personally identifiable information about an individual student;
‘‘(C) STATE REPORT.— ‘‘(i) IN GENERAL.—Each eligible agency that receives an allotment under section 111 shall annually prepare and submit to the Secretary a report regarding—
‘‘(II) the actual levels of performance for all CTE concentrators, and for each of the subgroups of students, as described in section 1111(h)(1)(C)(ii) of the Elementary and Secondary Education Act of 1965, and special populations, as described in section 3(48).
SEC. 113. NATIONAL ACTIVITIES.
Section 114 (20 U.S.C. 2324) is amended—
‘‘(IV) initiatives to facilitate the transition of sub-baccalaureate career and technical education students into baccalaureate degree programs, including barriers affecting rural students and special populations.
‘‘(C) a description of how the applicant will use the grant funds, including how such funds will directly benefit students, including special populations, served by the applicant;
‘‘(i) providing resources and training to improve instruction for, and provide appropriate accommodations to, special populations;
SEC. 122. STATE PLAN.
‘‘(ii) expand access to career and technical education for special populations; and
‘‘(iv) ensure equal access to approved career and technical education programs of study and activities assisted under this Act for special populations;
‘‘(vii) improve outcomes and reduce performance gaps for CTE concentrators, including those who are members of special populations; and
‘‘(6) a description of how the eligible agency will support the recruitment and preparation of teachers, including special education teachers, faculty, school principals, administrators, specialized instructional support personnel, and paraprofessionals to provide career and technical education instruction, leadership, and support, including professional development that provides the knowledge and skills needed to work with and improve instruction for special populations;
‘‘(9) a description of the eligible agency’s program strategies for special populations, including a description of how individuals who are members of special populations—
‘‘(A) will be provided with equal access to activities assisted under this Act;
‘‘(B) will not be discriminated against on the basis of status as a member of a special population;
‘‘(C) will be provided with programs designed to enable individuals who are members of special populations to meet or exceed State determined levels of performance described in section 113, and prepare special populations for further learning and for high-skill, high-wage, or in-demand industry sectors or occupations;
‘‘(D) will be provided with appropriate accommodations; and
‘‘(E) will be provided instruction and work-based learning opportunities in integrated settings that support competitive, integrated employment;
SEC. 124. STATE LEADERSHIP ACTIVITIES.
“(1) conduct State leadership activities to improve career and technical education, which shall include support for—
‘‘(A) preparation for non-traditional fields in current and emerging professions, programs for special populations, and other activities that expose students, including special populations, to high-skill, high-wage, and in-demand occupations;
‘‘(B) prepares career and technical education teachers, faculty, specialized instructional support personnel, and paraprofessionals to provide appropriate accommodations for students who are members of special populations, including through the use of principles of universal design for learning, multi-tier systems of supports, and positive behavioral interventions and support;
‘‘(16) support for programs and activities that increase access, student engagement, and success in science, technology, engineering, and mathematics fields (including computer science, coding, and architecture), support for the integration of arts and design skills, and support for hands-on learning, particularly for students who are members of groups underrepresented in such subject fields, such as female students, minority students, and students who are members of special populations;
‘‘(17) support for career and technical student organizations, especially with respect to efforts to increase the participation of students in nontraditional fields and students who are members of special populations;
SEC. 133. LOCAL APPLICATION FOR CAREER AND TECHNICAL EDUCATION PROGRAMS.
‘‘(b)(2)‘‘(C) how students, including students who are members of special populations, will learn about their school’s career and technical education course offerings and whether each course is part of a career and technical education program of study;
“(b)(5)a description of how the eligible recipient will—
‘‘(A) provide activities to prepare special populations for high-skill, high-wage, or in-demand industry sectors or occupations that will lead to self-sufficiency;
‘‘(B) prepare CTE participants for non-traditional fields;
‘‘(C) provide equal access for special populations to career and technical education courses, programs, and programs of study; and
‘‘(D) ensure that members of special populations will not be discriminated against on the basis of their status as members of special populations;
‘‘(c) COMPREHENSIVE NEEDS ASSESSMENT.—
‘‘(1) IN GENERAL.—To be eligible to receive financial assistance under this part, an eligible recipient shall—
‘‘(A) conduct a comprehensive local needs assessment related to career and technical education and include the results of the needs assessment in the local application submitted under subsection (a); and
‘‘(B) not less than once every 2 years, update such comprehensive local needs assessment.
‘‘(2) REQUIREMENTS.—The comprehensive local needs assessment described in paragraph (1) shall include each of the following:
‘‘(A) An evaluation of the performance of the students served by the eligible recipient with respect to State determined and local levels of performance established pursuant to section 113, including an evaluation of performance for special populations and each subgroup described in section 1111(h)(1)(C)(ii) of the Elementary and Secondary Education Act of 1965.
‘‘(E) A description of progress toward implementation of equal access to high-quality career and technical education courses and programs of study for all students, including—
‘‘(i) strategies to overcome barriers that result in lower rates of access to, or performance gaps in, the courses and programs for special populations;
‘‘(ii) providing programs that are designed to enable special populations to meet the local levels of performance; and
‘‘(iii) providing activities to prepare special populations for high-skill, high-wage, or in-demand industry sectors or occupations in competitive, integrated settings that will lead to self-sufficiency.
‘‘SEC. 135. LOCAL USES OF FUNDS.
(b)(5)‘‘(S) support to reduce or eliminate out-of-pocket expenses for special populations participating in career and technical education, including those participating in dual or concurrent enrollment programs or early college high school programs, and supporting the costs associated with fees, transportation, child care, or mobility challenges for those special populations