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It highlights national equity framing and the Vocational Education Programs guidance for eliminating discrimination and denial of services. The presentation lists objectives including identifying access and equity elements, exploring barriers for CTE concentrators, and reviewing Perkins V changes, LNA/CLNA alignment, resources, and next steps.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/special-populations-access-equity-and-opportunities-for-secondary-career-and-technical-education-students-overview-march-2020/534425/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/special-populations-access-equity-and-opportunities-for-secondary-career-and-technical-education-students-overview-march-2020/534425.png","ImageObject",300,407,{"name":92,"@type":93},"Levi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the presentation define as the difference between equality and equity?","Question",{"text":112,"@type":113},"Equality is described as sameness, while equity is presented as fairness. Equity focuses on policies, practices, and programs that enable fair access and opportunities for all students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which special population groups are highlighted under Perkins V?",{"text":117,"@type":113},"The slides list individuals with disabilities, individuals from economically disadvantaged families (including low-income youth and adults), foster care youth, individuals preparing for nontraditional fields, single parents, out-of-workforce individuals, English learners, and homeless individuals, among others.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the key equity provisions in Perkins V mentioned in the presentation?",{"text":121,"@type":113},"The presentation covers required actions such as identifying equitable participation and performance gaps using LNA/CLNA and continuous improvement cycles, reporting core indicators by gender and race and special populations, developing programming to address deficiencies, and using targeted funds to reduce barriers and support career exploration.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},534425,1791663735,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},7971461740909,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Special Populations: Access, Equity, and Opportunities for Secondary Career and Technical Education Students  \nSPECIAL POPULATION OVERVIEW  \nCTE AND INNOVATION ILLINOIS STATE BOARD OF EDUCATION  \nMARCH 2020  \nAll students; each and every student . . .  \n􀂃 deserves skill attainment through quality career and technical education programs of study.  \n􀂃 deserves equitable access and opportunities.  \nEquality =Sameness Equity =Fairness  \nProvide educational equity in policies, practices, and programs necessary to  \n􀂃 Reduce the predictability of who succeeds and who fails  \n􀂃 Interrupt reproductive practices that negatively impact diverse students in public, charter, and independent school settings  \n􀂃 Cultivate the unique gifts and talents of every student  \n􀂃 Provide opportunities that eliminate discrimination and denial of services on the basis of race, color, national origin, sex, and disability  \nNational Equity Project  \nVocational Education Programs Guidelines for Eliminating Discrimination and Denial of Services on the Basis of Race, Color, National Origin, Sex and Handicap  \nObjectives of the Presentation:  \n􀂃 Identify key elements of access and equity  \n􀂃 Identify changes to the special population groups as described by legislation  \n􀂃 Explore potential barriers for CTE concentrators  \n􀂃 Review changes with Perkins V  \n􀂃 Connect the LNA/CLNA and the Local Application  \n􀂃 Learn how Perkins V supports the success of students in CTE programs and possible resources  \n􀂃 Next Steps  \nSpecial Populations—Perkins V  \n|  |  |\n| --- | --- |\n|  | Individuals with disabilities |\n|  | Individuals from economically disadvantaged families, including low-income youth and adults\u003Cbr>Youth, who are in, or have aged out of, the foster care system |\n|  | Individuals preparing for nontraditional fields |\n|  | Single parents, including single pregnant women |\n|  | Out-of-workforce individuals (replaced displaced homemakers) |\n|  | English learners (replaced individuals with limited English proficiency |\n|  | Homeless individuals |\n|  | outh with a parent who is a member of the armed forces andis on active dut |\n\nWhat barriers are your schools/students currently experiencing that may be impacting equitable access and/or student academic or technical skill obtainment for all students?  \nThe Equity Provisions in Perkins V…  \nRequired  \n* Identify equitable participation and performance gaps---(LNA/CLNA/Continuous Cycle of Improvement)  \n*reporting core indicators by gender, race, and special populations  \n*Develop programing that remedies any areas of deficiency  \n*use of funds (targeted) to meet the needs of special populations—decrease barriers  \n*use of funds for career exploration and awareness  \nEquity Provisions continued  \n􀂃 Expectation of intentionality  \n􀂃 students are able to have access to programming  \n􀂃 Remove barriers  maintain challenges/course expectations  \n􀂃 guidance/ supports","cbCaigWCx3bWjWWt","https://ap.wps.com/l/cbCaigWCx3bWjWWt","pdf",2815156,24,"English","# Special Population Overview\n## CTE and Innovation - Illinois State Board of Education\n## Equality vs. Equity\n## Objectives of the Presentation\n## Special Populations—Perkins V\n## Equity Provisions in Perkins V\n## Equity Provisions Continued\n## Next Steps","[{\"question\":\"What does the presentation define as the difference between equality and equity?\",\"answer\":\"Equality is described as sameness, while equity is presented as fairness. Equity focuses on policies, practices, and programs that enable fair access and opportunities for all students.\"},{\"question\":\"Which special population groups are highlighted under Perkins V?\",\"answer\":\"The slides list individuals with disabilities, individuals from economically disadvantaged families (including low-income youth and adults), foster care youth, individuals preparing for nontraditional fields, single parents, out-of-workforce individuals, English learners, and homeless individuals, among others.\"},{\"question\":\"What are the key equity provisions in Perkins V mentioned in the presentation?\",\"answer\":\"The presentation covers required actions such as identifying equitable participation and performance gaps using LNA/CLNA and continuous improvement cycles, reporting core indicators by gender and race and special populations, developing programming to address deficiencies, and using targeted funds to reduce barriers and support career exploration.\"}]","Special Populations: Access, Equity, and Opportunities for Secondary Career and Technical Education Students - Overview - March 2020 | PDF",1791598331]