The intent of the Carl D. Perkins Vocational and Technical Education Act of 2006 focused on the academic achievement and career and technical education students by strengthening the connections between secondary and postsecondary education, and by improving state and local accountability. The 2006 reauthorization of this legislation includes the term “career and technical education” in the place of “vocational education.” The Tech Prep program is maintained as a separate federal funding component within the legislation. As well, state administrative funding at 5%of a state’s allocation is maintained. Academic and technical content across secondary and postsecondary education is included with new guidelines for “programs of study” strengthening local accountability provisions that will provided for continuous program improvement. Providing approximately $1.3 billion in federal support for career and technical education programs in every state in the country, the Perkins Act will extend through 2012.
The purpose of Carl D. Perkins Vocational and Technical Education Act of 2006, as stated above is implemented by the states developing challenging academic and technical standards and helping students to meet these standards that include high skill, high wage, or high demand occupations in contemporary or promising professions. By promoting services and experiences to develop rigorous and challenging academic and career and technical instruction that connects secondary education and postsecondary education for students involved in career and technical education, the intent of the act is furthered. State and local diversity of services and activities are designed to develop, implement, and improve career and technical education that also includes tech prep education. To meet the guidelines of this legislation, school districts conduct and disseminate national research and information on best practices that improve the districts’ career and technical education programs. Technical assistance with the legislation promotes leadership, initial preparation, and professional development at the State and local levels. It improves the quality of teacher, faculty, administrators, and counselors in conjunction with career and technical education. Support is provided by partnerships with secondary schools, postsecondary institutions, baccalaureate degree granting institutions, local career and technical schools, area workforce investment boards, and business and industries. Finally students are given opportunities to develop throughout their lives with other education and training programs, the knowledge and skills needed to keep the US competitive (http://www.hawaii.edu).
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The Frisco Independent School District offers a career and technical education program through its recently built facility appropriately named, Career and Technical Education (CTE) Center. This state-of-the-art facility houses real-world learning spaces and equipment that offers more than twenty programs of study for students in 9th through 12th grades. The center currently serves approximately 1,700 students and houses Studio 08 and Deli 08 (a fully operational restaurant and deli with outdoor dining open to the public), Texans Credit Union (with student tellers open to the public), The Spot (retail store offering spirit wear, school supplies, and snacks for students and the public), an HDTV studio, a courtroom, a career counseling center, Apple and PC Computer testing labs, a 4,000 square foot greenhouse, a working welding and metal workshop, hospital bays, a large animal corral, and an outdoor jogging trail.
With the mission of preparing students to succeed in high demand occupations within the 21st century’s competitive global economy, courses are designed to be individualized to meet each student’s career and educational goals. All programs meet the high school recommended graduation requirements. While all introductory classes and core classes are completed at each student’s home campus, the advanced courses are taken at the CTE Center. By choosing a specific program of study, students are not bound by this decision in regard to college major selection or life-long career choice. Students are encouraged to choose classes that are of high interest and would provide a meaningful connection to education.
Various programs of study are offered at the CTE Center in Frisco. Agriculture science programs include animal science, horticulture and landscape design, and mechanics. The arts, AV technology and communication program includes graphic design and illustration, animation, and media technology. As well, there are programs for architecture and construction, business management and administration, education and training, financial systems, health science. The program for hospitality and tourism includes culinary arts and hospitality services, while the human services program includes child guidance and management along with other human service areas. Involved in the information technology program are computer maintenance/internet working, video game design, and webmastering. Other career and technical programs include law, public safety, corrections and security, marketing, sales and service, science, technology, engineering and mathematics (http://www.friscoisd.org/schools/CTE/index.htm).
Tuesday, December 7, 2010
Saturday, November 27, 2010
Reflection #6 - Guidance Counseling Programs
To effectively serve students in Texas public schools, school counselors have proper responsibilities as delineated in Section III of A Model Comprehensive, Developmental Guidance & Counseling Program for Texas Public Schools (4th ed., 2004).
"The important thing" about the proper responsibilities of school counselors is that “all students might benefit from high quality comprehensive, developmental school guidance and counseling programs (p. v).
"The important thing" about school counselors is that they meet the needs of students through a systematically delivered program that respects individual students and their backgrounds and current circumstances while maintaining a positive outlook in regard to the future of the students they serve.
"The important thing" is that school counselors interact with students, parents, teachers, and others with openness and understanding while being committed to personal change and growth in others as well as themselves.
"The important thing" is that school counselors are effective communicators who are able to relate to people from all age groups and ethnic/cultural backgrounds.
"The important thing" about school counselors is that they have proper background and training as teachers first and then by obtaining school counselor certification and master’s degrees and ongoing professional development.
"The important thing" about school counselors is that they have eight predominant responsibilities including program management, guidance, counseling, consultation, coordination, student assessment, professional behavior, and professional standards.
"The important thing" about school counselors is that they are guided by the “Texas Education Agency Counselor Job Description and Evaluation” as delineated in TEC §§33.002-33.007 which can be used as a self-evaluation or by supervisors to evaluate the counselor’s performance and program effectiveness.
"The important thing" about school counselors is that their effectiveness is in direct proportion to the ratio of students to counselors, and the lower that number, the better counselors can optimally provide individual attention to students’ needs.
"But, the MOST important thing" about school counselors and their responsibilities is that their efforts facilitate student learning and contribute to student achievement and success. (Patterned after The Important Book by Margaret Wise)
Based on Section V of A Model Comprehensive, Developmental Guidance and Counseling Program for Texas Public Schools, as a school administrator, supporting the implementation of a comprehensive, developmental guidance and counseling program would be a top priority due to the “most” important thing about school counselors and their important contribution to student achievement and success. While not wanting to be a micro-manager, I would want to be a sounding board and encourager to the school counselor as she or he implements the Program Development Cycle to fit the needs of the particular school served. Organizing, planning, designing, implementing, and evaluating the best model tailored to the student population would involve the need for an administrator to be available to the counselor for the development of a guidance and counseling program that would be truly effective. The “Comprehensive, Developmental Guidance and Counseling Program Implementation Checklist” would be used to evaluate the counseling program and provide a basis for positive discussion of effectiveness. Knowing that counselors appear to be overloaded with responsibilities and high numbers of students to serve, it would be my intent as an administrator to give aid with all the red tape associated with TAKS testing if at all possible to relieve some of the stress for the counselor and free him or her to provide the needed guidance counseling necessary without sacrificing small group and individual time with needy students. To stay informed as the school administrator, in relation to the overall counseling program and demonstrate genuine interest in the program would hopefully motivate the counselor to continue to provide quality services for the students, parents, and teachers.
"Fortunately," 'A Process for Evaluating a Comprehensive, Developmental and Guidance Counseling Program,' Section VI of A Model Comprehensive, Developmental Guidance and Counseling Program for Texas Public Schools provides an excellent guide to assessing the counseling program at both of my elementary schools.
"Unfortunately," this system of evaluation is not known or understood by many educators.
"Fortunately," this system ensures accountability as the evaluation measures the delivery of services and outcomes.
"Unfortunately," with this system there are often changes that need to be made.
"Fortunately," the counselors at my schools are very open and receptive to change when it is necessary.
"Unfortunately," to be able to proceed with necessary change, many questions must be answered.
"Fortunately," the counselors serve on the Campus Improvement Team, the Name and Need Team, and the CORE Team to help them have a global perspective of the two schools and the diversity of needs on each campus.
"Unfortunately," the evaluation requires documentation of qualitative design standards and quantitative design standards related to guidance curriculum, responsive services, individual planning, and system support which sometimes do not reflect the true concern and compassion demonstrated by the counselors.
"Fortunately," evaluation of guidance counseling programs is ongoing, and the counselors at my schools deserve an A+ for genuine concern and planning of school-wide, small group, and individualized programs for the benefit of students, parents, and teachers. (Patterned after Fortunately by Remy Charlip.)
"The important thing" about the proper responsibilities of school counselors is that “all students might benefit from high quality comprehensive, developmental school guidance and counseling programs (p. v).
"The important thing" about school counselors is that they meet the needs of students through a systematically delivered program that respects individual students and their backgrounds and current circumstances while maintaining a positive outlook in regard to the future of the students they serve.
"The important thing" is that school counselors interact with students, parents, teachers, and others with openness and understanding while being committed to personal change and growth in others as well as themselves.
"The important thing" is that school counselors are effective communicators who are able to relate to people from all age groups and ethnic/cultural backgrounds.
"The important thing" about school counselors is that they have proper background and training as teachers first and then by obtaining school counselor certification and master’s degrees and ongoing professional development.
"The important thing" about school counselors is that they have eight predominant responsibilities including program management, guidance, counseling, consultation, coordination, student assessment, professional behavior, and professional standards.
"The important thing" about school counselors is that they are guided by the “Texas Education Agency Counselor Job Description and Evaluation” as delineated in TEC §§33.002-33.007 which can be used as a self-evaluation or by supervisors to evaluate the counselor’s performance and program effectiveness.
"The important thing" about school counselors is that their effectiveness is in direct proportion to the ratio of students to counselors, and the lower that number, the better counselors can optimally provide individual attention to students’ needs.
"But, the MOST important thing" about school counselors and their responsibilities is that their efforts facilitate student learning and contribute to student achievement and success. (Patterned after The Important Book by Margaret Wise)
Based on Section V of A Model Comprehensive, Developmental Guidance and Counseling Program for Texas Public Schools, as a school administrator, supporting the implementation of a comprehensive, developmental guidance and counseling program would be a top priority due to the “most” important thing about school counselors and their important contribution to student achievement and success. While not wanting to be a micro-manager, I would want to be a sounding board and encourager to the school counselor as she or he implements the Program Development Cycle to fit the needs of the particular school served. Organizing, planning, designing, implementing, and evaluating the best model tailored to the student population would involve the need for an administrator to be available to the counselor for the development of a guidance and counseling program that would be truly effective. The “Comprehensive, Developmental Guidance and Counseling Program Implementation Checklist” would be used to evaluate the counseling program and provide a basis for positive discussion of effectiveness. Knowing that counselors appear to be overloaded with responsibilities and high numbers of students to serve, it would be my intent as an administrator to give aid with all the red tape associated with TAKS testing if at all possible to relieve some of the stress for the counselor and free him or her to provide the needed guidance counseling necessary without sacrificing small group and individual time with needy students. To stay informed as the school administrator, in relation to the overall counseling program and demonstrate genuine interest in the program would hopefully motivate the counselor to continue to provide quality services for the students, parents, and teachers.
"Fortunately," 'A Process for Evaluating a Comprehensive, Developmental and Guidance Counseling Program,' Section VI of A Model Comprehensive, Developmental Guidance and Counseling Program for Texas Public Schools provides an excellent guide to assessing the counseling program at both of my elementary schools.
"Unfortunately," this system of evaluation is not known or understood by many educators.
"Fortunately," this system ensures accountability as the evaluation measures the delivery of services and outcomes.
"Unfortunately," with this system there are often changes that need to be made.
"Fortunately," the counselors at my schools are very open and receptive to change when it is necessary.
"Unfortunately," to be able to proceed with necessary change, many questions must be answered.
"Fortunately," the counselors serve on the Campus Improvement Team, the Name and Need Team, and the CORE Team to help them have a global perspective of the two schools and the diversity of needs on each campus.
"Unfortunately," the evaluation requires documentation of qualitative design standards and quantitative design standards related to guidance curriculum, responsive services, individual planning, and system support which sometimes do not reflect the true concern and compassion demonstrated by the counselors.
"Fortunately," evaluation of guidance counseling programs is ongoing, and the counselors at my schools deserve an A+ for genuine concern and planning of school-wide, small group, and individualized programs for the benefit of students, parents, and teachers. (Patterned after Fortunately by Remy Charlip.)
Tuesday, November 9, 2010
Reflection #5 - Gifted Education and Acceleration
In Support of A Nation Deceived
A Nation Deceived: How Schools Hold Back America’s Brightest Students: The Templeton National Report on Acceleration (2004) by Nicholas Colangelo, Susan G. Assouline, and Miraca U. M. Gross is a comprehensive study related to the impact of acceleration on gifted children. The position of the authors is wholeheartedly supported due to the fact that this a comprehensive nation-wide report formulated from scholars in the field of gifted education from around the country who “deliberated about what schools need to know in order to make the best decisions about educating highly capable students” (Colangelo, Assouline, & Gross, 2004, p. vii). This report is based on fifty years of solid research documenting acceleration as a beneficial practice for gifted learners that needs to be implemented in appropriate situations even though educational administrators and educators often find fault with the practice. Addressing the misconceptions about acceleration and documenting research to validate the positive outcomes for which students this practice is appropriate, the Templeton Report provides examples of effective practice and authentic biographical successes. Another reason to support the Templeton Report is that the findings correlate to all genders, ethnicities, social/economic backgrounds, and geographic locations.
The definition of acceleration serving as the basis of the report is:
"Acceleration is an intervention that moves students through an
educational program at rates faster, or at younger ages, than typical.
It means matching the level, complexity, and pace of the curriculum
to the readiness and motivation of the student. Examples of
acceleration include early entrance to school, grade-skipping, moving
ahead in one subject area, or Advanced Placement (AP). Acceleration
is educationally effective, inexpensive, and can help level the playing
field between students from rich schools and poor schools" (p. xi).
Based on this definition, the Templeton Report is to be supported because it not only provides valid research on the topic but also includes help for schools to effectively set up acceleration programs requiring the participation of parents and educators as well as the individual student’s needs and situation.
Volume II of A Nation Deceived documents research supporting the reasoning for advocating for acceleration as the most effective curriculum intervention for gifted students when that has been determined as appropriate on an individual basis. Academic and social long-term benefits are documented for this practice that is a relatively cost-free intervention. Research indicating that when advanced students are presented with curriculum that does not challenge them on a daily basis, also correlates their lack of motivation and achievement due to the boredom. Above-level testing has been shown to be an effective way of identifying students who would benefit from acceleration. The document addresses eighteen different types of acceleration options to meet the varying needs of highly gifted students. With many specifics delineated in this document, the research prompts educators to evaluate not “if” to accelerate a gifted learner but “how.”
A Nation Deceived: How Schools Hold Back America’s Brightest Students: The Templeton National Report on Acceleration (2004) by Nicholas Colangelo, Susan G. Assouline, and Miraca U. M. Gross is a comprehensive study related to the impact of acceleration on gifted children. The position of the authors is wholeheartedly supported due to the fact that this a comprehensive nation-wide report formulated from scholars in the field of gifted education from around the country who “deliberated about what schools need to know in order to make the best decisions about educating highly capable students” (Colangelo, Assouline, & Gross, 2004, p. vii). This report is based on fifty years of solid research documenting acceleration as a beneficial practice for gifted learners that needs to be implemented in appropriate situations even though educational administrators and educators often find fault with the practice. Addressing the misconceptions about acceleration and documenting research to validate the positive outcomes for which students this practice is appropriate, the Templeton Report provides examples of effective practice and authentic biographical successes. Another reason to support the Templeton Report is that the findings correlate to all genders, ethnicities, social/economic backgrounds, and geographic locations.
The definition of acceleration serving as the basis of the report is:
"Acceleration is an intervention that moves students through an
educational program at rates faster, or at younger ages, than typical.
It means matching the level, complexity, and pace of the curriculum
to the readiness and motivation of the student. Examples of
acceleration include early entrance to school, grade-skipping, moving
ahead in one subject area, or Advanced Placement (AP). Acceleration
is educationally effective, inexpensive, and can help level the playing
field between students from rich schools and poor schools" (p. xi).
Based on this definition, the Templeton Report is to be supported because it not only provides valid research on the topic but also includes help for schools to effectively set up acceleration programs requiring the participation of parents and educators as well as the individual student’s needs and situation.
Volume II of A Nation Deceived documents research supporting the reasoning for advocating for acceleration as the most effective curriculum intervention for gifted students when that has been determined as appropriate on an individual basis. Academic and social long-term benefits are documented for this practice that is a relatively cost-free intervention. Research indicating that when advanced students are presented with curriculum that does not challenge them on a daily basis, also correlates their lack of motivation and achievement due to the boredom. Above-level testing has been shown to be an effective way of identifying students who would benefit from acceleration. The document addresses eighteen different types of acceleration options to meet the varying needs of highly gifted students. With many specifics delineated in this document, the research prompts educators to evaluate not “if” to accelerate a gifted learner but “how.”
Myth vs. Truth Related to Acceleration
According to the authors of A Nation Deceived, “Scholarly research demonstrates that much of what you hear about acceleration is false, some is partially true, and some really is true” (p.5). The biggest myth about acceleration for gifted students is that it is not beneficial. Personal biases of educators and administrators often hold back the opportunity for acceleration when that really is the best option. The myth that acceleration is not an important issue because most students do not need it should be reconsidered by the reality that legitimate educational needs of high ability students are at stake as proven by their readiness for acceleration by their high scores on standardized testing as well as their personal motivation, academic achievement, and parent/teacher observations. Another myth related to acceleration is that it is only for the wealthy when the truth is that giftedness is documented to be present in all populations, so acceleration benefits all, especially those who could not afford extra opportunities that are above and beyond. It is often feared that new friends are hard to make when a student is accelerated, which is a myth, as in truth, the research documents that acceleration broadens the friendship group and when the younger students are placed with intellectual peers, they tend to feel less out of place. Viewed by teachers and parents as pushing kids, this myth about acceleration needs to be replaced with the reality that acceleration provides the opportunity for our very advanced learners to become passionate about learning as they are engaged and challenged by curriculum that has not already been mastered. Other myths including gaps in knowledge, poor self-esteem, and many others are all addressed in the Templeton Report as it demystifies through valid research that acceleration works and must be a viable consideration for the effective education of highly capable children.
TEA Policies: Complement Acceleration for Gifted Students
The Texas Education Agency (TEA) policies as stated in The State Plan for the Education of Gifted/Talented Students (2009) complement acceleration for gifted students. Section 2, "Service Design," of this document states that "a flexible system of viable service options provides a research-based learning continuum that is developed and consistently implemented throughout the district to meet the needs and reinforce the strengths and interests of gifted/talented students" (Texas Education Agency, 2009, p. 9). Very specifically, 2.4C with the “In Compliance” column states, “Local board policies are developed that are consistent with State Board of Education rules on credit by examination (19 TAC §56.203).” The credit by examinations (CBE) are the vehicle for setting acceleration in motion for gifted learners. Once a student proves their mastery of course or grade level concepts by meeting the criteria on the CBE, then they are expected to be accelerated in their education. If this opportunity is not provided for students, then a school district is considered to be out of compliance in their gifted education service design. The State Plan delineates in 2.4.1R, the “Recommended” section for school districts, to employ flexible pacing that allows learners to progress through courses at a pace and appropriate level for their ability. Though the word “acceleration” is not used in this section, the meaning describes acceleration. Section 2.4.2R lists other forms of acceleration such as accelerated summer programs. The “Exemplary” column for this section is the ultimate goal for school districts and their gifted education programs as stated in 2.4E, “Acceleration options are actively facilitated by district administrators, counselors, and teachers.” To be in compliance, a school district must have opportunities to accelerate in areas of student strengths (19 TAC §89.3(4)) as stated in Section 3, “Curriculum and Instruction” (3.3C) of the State Plan. Further encouragement is given for flexible pacing and scheduling modifications in the “Recommended and Exemplary” columns (3.3R and 3.3E). While the “Recommended” and “Exemplary” components of the State Plan are not mandatory, they are definitely components that all school districts should set as goals and completely align with the recommendations of A Nation Deceived.
Monday, October 25, 2010
Reflection #4 ~ Texas Education Agency’s ESL Policies
TEA Policies for ESL Aligned with ELL Best Practices
Are the Texas Education Agency (TEA) policies for English as a Second Language (ESL) aligned with ELL best practices, or are they not? That is the question! Since school districts are required to implement English language proficiency standards into each subject of the curriculum and to provide for the social and academic language proficiency of English Language Learners (ELL), the reader is led to believe that alignment with best practices for ESL does exist. The standards delineate that classroom instruction should integrate high quality instruction in the content areas with the acquisition of the second language as the ELL students learn the knowledge and skills related in the Texas Essential Knowledge and Skills (TEKS) so that these learners reach their full potential academically. Expectations for appropriate instruction involve opportunities for the ELL child to listen, speak, read, and write at their current levels of English proficiency while making gradual progress with the complexity of English as they hear, speak, read, and write. While this sounds good on paper, the next question involves whether or not these practices actually are implemented. To provide for the success of ELLs, academic language proficiency is emphasized to help the learners develop critical thinking, the understanding of new concepts, the ability to process complex academic material, and to learn to interact and communicate in academic settings (19 TAC Chapter 74, Subchapter A).
Identification of the English language learner’s proficiency with English is the first step in providing for the further language acquisition. Then the provision of instruction in a manner linguistically accommodated that is communicated, sequenced, and scaffolded to differentiate the learning for the ELL student is intended to ensure that the knowledge and skills are learned. A foundation of English language vocabulary, grammar, syntax, and English mechanics are mandated as responsibilities of the school districts. It would be assumed that there must be alignment with best practices in bilingual education and English as a second language programs for the state policy to require these programs to be “integral” parts of the comprehensive education. Expectations for the instructional methods to be designed in such a manner as to meet the needs of the ELLs through program content based on the TEKS would necessitate the highly effective strategies aligned with current empirically-based practices (19 TAC Chapter 89, Subchapter BB).
¡Aha! TEA Policies for ESL
While idealistic words are written into the policies for English as a Second Language programs, the question is whether there is specificity of application and implementation with suggested strategies for the attainment of the lofty goals set forth for English language learners. Subsection 74.4 English Language Proficiency Standards, Section (c) provides the specifics of second language acquisition across the curriculum related to the essential knowledge and skills with the extended list of learning strategies and the breakdown of requirements related to listening, speaking, reading, and writing. Surprising were the detailed expectations and guidelines provided. Subsequently, in the next section of the proficiency standards, descriptors of the levels of English language acquisition are provided for the appropriate accommodation of instruction. It was surprising to read the leveled descriptors (beginning, intermediate, advanced, and advanced high) for each specific element of language acquisition (listening, speaking, reading, and writing). Differentiating Kindergarten-Grade 1 from Grades 2-12 is another explicit provision to guide school districts and teachers in meeting the needs of the ELL students. It was not known that a school district could ask for an exception or waiver for bilingual or ESL programs, but that makes sense why the policy in §89.1205 (f) allows “districts [to] join with other districts to provide bilingual education or English as a second language programs.” The summer school program for entering kindergarten and first grade limited English learners was a nice surprise and would certainly provide these students with an effective jump-start prior to beginning kindergarten or first grade (§89.1250).
Are the Texas Education Agency (TEA) policies for English as a Second Language (ESL) aligned with ELL best practices, or are they not? That is the question! Since school districts are required to implement English language proficiency standards into each subject of the curriculum and to provide for the social and academic language proficiency of English Language Learners (ELL), the reader is led to believe that alignment with best practices for ESL does exist. The standards delineate that classroom instruction should integrate high quality instruction in the content areas with the acquisition of the second language as the ELL students learn the knowledge and skills related in the Texas Essential Knowledge and Skills (TEKS) so that these learners reach their full potential academically. Expectations for appropriate instruction involve opportunities for the ELL child to listen, speak, read, and write at their current levels of English proficiency while making gradual progress with the complexity of English as they hear, speak, read, and write. While this sounds good on paper, the next question involves whether or not these practices actually are implemented. To provide for the success of ELLs, academic language proficiency is emphasized to help the learners develop critical thinking, the understanding of new concepts, the ability to process complex academic material, and to learn to interact and communicate in academic settings (19 TAC Chapter 74, Subchapter A).
Identification of the English language learner’s proficiency with English is the first step in providing for the further language acquisition. Then the provision of instruction in a manner linguistically accommodated that is communicated, sequenced, and scaffolded to differentiate the learning for the ELL student is intended to ensure that the knowledge and skills are learned. A foundation of English language vocabulary, grammar, syntax, and English mechanics are mandated as responsibilities of the school districts. It would be assumed that there must be alignment with best practices in bilingual education and English as a second language programs for the state policy to require these programs to be “integral” parts of the comprehensive education. Expectations for the instructional methods to be designed in such a manner as to meet the needs of the ELLs through program content based on the TEKS would necessitate the highly effective strategies aligned with current empirically-based practices (19 TAC Chapter 89, Subchapter BB).
¡Aha! TEA Policies for ESL
While idealistic words are written into the policies for English as a Second Language programs, the question is whether there is specificity of application and implementation with suggested strategies for the attainment of the lofty goals set forth for English language learners. Subsection 74.4 English Language Proficiency Standards, Section (c) provides the specifics of second language acquisition across the curriculum related to the essential knowledge and skills with the extended list of learning strategies and the breakdown of requirements related to listening, speaking, reading, and writing. Surprising were the detailed expectations and guidelines provided. Subsequently, in the next section of the proficiency standards, descriptors of the levels of English language acquisition are provided for the appropriate accommodation of instruction. It was surprising to read the leveled descriptors (beginning, intermediate, advanced, and advanced high) for each specific element of language acquisition (listening, speaking, reading, and writing). Differentiating Kindergarten-Grade 1 from Grades 2-12 is another explicit provision to guide school districts and teachers in meeting the needs of the ELL students. It was not known that a school district could ask for an exception or waiver for bilingual or ESL programs, but that makes sense why the policy in §89.1205 (f) allows “districts [to] join with other districts to provide bilingual education or English as a second language programs.” The summer school program for entering kindergarten and first grade limited English learners was a nice surprise and would certainly provide these students with an effective jump-start prior to beginning kindergarten or first grade (§89.1250).
Desired Changes
One desired policy change would be to §89.1201. Under section (a), (3), I would like to have it be “require” rather than “‘seek’ certified teaching personnel to ensure that limited English proficient students are afforded full opportunity to master the essential skills and knowledge required by the state.” Without proper training, it seems to be an impossibility to properly serve ELL students. In fact, I would like to see added to the policy that certified ESL teachers maintain annual update training. More than likely, most school districts require such professional development, but knowing that I am ESL certified certainly does not make me highly qualified to teach the ELL children. I studied and passed the EXCET test to get my ESL certification, but I honestly do not feel I could do a very good job of helping new immigrants adequately acquire the English language. When I taught in the small Sweetwater ISD, I was designated as the second grade ESL teacher for the year. All employees were required to get their certification within two years of being hired, because there was not any pull-out ESL program. I pretty much held my breath all that year hoping a second language learner in second grade would not move to Sweetwater. The small school district definitely did not have adequate training or support for teachers within the district. While Region 14 Education Service Center provided much training across the board, it was a 45 minute drive to Abilene for any training. Surely, they would have been available to help, but all this is to say that just because I passed the ESL certification test did not mean I would have been an effective teacher using best practices. The fact that some school districts are allowed to staff teachers in bilingual and ESL programs based on emergency teaching permits or special assignment permits is down right scary, but having worked in a small rural school district it is understandable that there may be no other option. This would be a desired change in policy, though I cannot realistically think of another option in certain circumstances. A final change that would definitely be effective would be for the summer school program option to be extended to learners beyond the first grade. While it might be necessary to cluster grade levels, the prime focus of language learning would be a great asset to these students by extending their learning and language building skills without the gap of time occurring over the summer months.
______________________________________________________________
While the policies of TEA do not explicitly dictate percentages of time or definitively label the type of bilingual or ESL programs, it would be assumed that the policies are based on best practices. Noting the vast diversity of school districts and their populations, the policies were obviously written to encompass the many different scenarios related to limited English language learners. Thus, many specific practices related to empirical evidence are left up to the local education agencies. The guidelines are provided, and hopefully, the school districts will hire highly qualified individuals to incorporate those guidelines in a manner that correlates to best practices.
Friday, October 22, 2010
Wednesday, October 13, 2010
Reflection #3 – Title I / NCLB / ARRA
Secondary and elementary education has been the responsibility of the state and communities since the inception of the public school system with policies and funding coming from the cities, counties, and school districts for which they serve. The role of the federal government evolved gradually, but with President Lyndon B. Johnson’s “Great Society,” programs to benefit schools were newly developed. Most notable was the Elementary and Secondary Education Act (ESEA) of 1965 (http://lobby.la.psu.edu/061_ESEA_Title_1/summary_esea.htm).
Title I
The Commissioner of Education, Francis Keppel, wrote the Elementary and Secondary School Act which was passed by the legislature on April 9, 1965. Considered by some to be “the most important educational component of the ‘War on Poverty,’” the special funding of Title I provided large amounts of money for the needs of “educationally deprived children, especially through compensatory programs for the poor” (Schugurensky, 2002). Developed to help students from low socio-economic status, the legislation stated, "In recognition of the special educational needs of low-income families and the impact that concentrations of low-income families have on the ability of local educational agencies to support adequate educational programs, the Congress hereby declares it to be the policy of the United States to provide financial assistance…to local educational agencies serving areas with concentrations of children from low-income families to expand and improve their educational programs by various means (including preschool programs) which contribute to meeting the special educational needs of educationally deprived children” (Section 201, Elementary and secondary School Act, 1965).
Title 1 allocated 1 billion dollars yearly to schools with at least 40% population of low socio-economic status. With Title 1 funds the initiation of Head Start, a pre-school program for disadvantaged children, began with the intent of preparing young children for first grade through equity of opportunity. Grants to schools were provided through Title I funding to aid economically and disadvantaged children through various programs such as Head Start. President Johnson believed that this legislation would provide hope to children from poor families whose greatest barrier was poverty itself. He stated, “for every one of the billion dollars we spend on this program will come back tenfold as school dropouts change to schoolgraduates” (http://fcis.oise.utoronto.ca/).
NCLB
In 2001 the Elementary and Secondary Education Act was reauthorized as the No Child Left Behind Act (NCLB). Affecting almost every school district and charter school in Texas, the main goal of NCLB was “to close the achievement gap between groups of students by requiring greater accountability and offering increased flexibility and choice (http://www.tea.state.tx.us). Signed into law by President George W. Bush on January 8, 2002, this legislation evolved to include federal education funding programs commensurate with increasing the performance of public schools, requiring accountability of states and local school districts while promoting parental choice. Certain conditions must be accepted for the states to receive the federal funding including Adequate Yearly Progress (AYP), empirically based teacher practices, flexible local control of spending, expanded parental choice, and highly qualified teachers. As the heart of NCLB, Title 1 sets the goal of guaranteeing that “all children have a fair, equal, and significant opportunity to obtain a high quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and State academic assessments” (Alexander & Alexander, 2009).
In 2001 the Elementary and Secondary Education Act was reauthorized as the No Child Left Behind Act (NCLB). Affecting almost every school district and charter school in Texas, the main goal of NCLB was “to close the achievement gap between groups of students by requiring greater accountability and offering increased flexibility and choice (http://www.tea.state.tx.us). Signed into law by President George W. Bush on January 8, 2002, this legislation evolved to include federal education funding programs commensurate with increasing the performance of public schools, requiring accountability of states and local school districts while promoting parental choice. Certain conditions must be accepted for the states to receive the federal funding including Adequate Yearly Progress (AYP), empirically based teacher practices, flexible local control of spending, expanded parental choice, and highly qualified teachers. As the heart of NCLB, Title 1 sets the goal of guaranteeing that “all children have a fair, equal, and significant opportunity to obtain a high quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and State academic assessments” (Alexander & Alexander, 2009).
ARRA
President Obama authorized the American Recovery and Reinvestment Act (ARRA) of 2009 on February 17th of that year. Along with other measures to stabilize the U.S. economy, provide relief from high unemployment, and provide for other challenges in this country, this was also a reauthorization of Title I to enhance educational opportunities. Providing about 100 billion dollars for education and the other components of this legislation, the purpose of ARRA is to promote educational reforms and improvements to promote results of a lasting nature for students from pre-school through post-secondary levels. The principles directing the distribution and use of ARRA funds are based on the goal of stimulating the economy and investing in education along with other necessary services to strengthen the overall economic well-being in our country. With this act, funds are intended to be spent quickly with the intent to eliminate unemployment. School reform and improvement are intended to strengthen student achievement by helping students from all backgrounds. Rigorous reporting and accountability procedures are required with ARRA funds to document proper use of the funds. With the temporary nature of the ARRA funds, the means of investment should not be of an unsustainable nature after the funding has expired. Funds related to Title 1 ($10 billion) are distributed through local educational agencies. ARRA has given funding quickly to states and local educational agencies while providing time for a planned, thoughtful use of these monies. As of May 2010, there have been about 84 billion dollars in grants awarded through the Department of Education Recovery Act with $948 million having been awarded to Texas (http://www2ed.gov).
Because of Title I and the reauthorization programs over the years, disadvantaged students at-risk of failure or dropping out of school have decreased. Student achievement has improved due to the funding that has provided special programs to help students make progress toward academic achievement. The Title I, Part A funds to those schools with high concentrations of children living in poverty have the opportunity to apply for these monies “in order to help improve teaching and learning for students most at risk of failing to meet state academic achievement standards” (http://www2ed.gov) through creating educator opportunities to incorporate creative teaching strategies to provide for better learning. Using these funds, teachers can be identified and trained to be highly effective, early childhood programs can be strengthened and expanded, and the use of high-quality supplemental math and science online software for secondary schools can be purchased. In addition funding is also authorized for the purchase of longitudinal data systems to help guide improvement focus, professional development services can be covered, reading/math coaches can be paid to provide training to teachers, and extended learning opportunities for before/after school and during the summer can be funded. These are a few examples of how the funding through Title I as delineated in ARRA are currently functioning to eliminate the achievement gap by enhancing the learning for disadvantaged children in our school systems with a high poverty rate.
President Obama authorized the American Recovery and Reinvestment Act (ARRA) of 2009 on February 17th of that year. Along with other measures to stabilize the U.S. economy, provide relief from high unemployment, and provide for other challenges in this country, this was also a reauthorization of Title I to enhance educational opportunities. Providing about 100 billion dollars for education and the other components of this legislation, the purpose of ARRA is to promote educational reforms and improvements to promote results of a lasting nature for students from pre-school through post-secondary levels. The principles directing the distribution and use of ARRA funds are based on the goal of stimulating the economy and investing in education along with other necessary services to strengthen the overall economic well-being in our country. With this act, funds are intended to be spent quickly with the intent to eliminate unemployment. School reform and improvement are intended to strengthen student achievement by helping students from all backgrounds. Rigorous reporting and accountability procedures are required with ARRA funds to document proper use of the funds. With the temporary nature of the ARRA funds, the means of investment should not be of an unsustainable nature after the funding has expired. Funds related to Title 1 ($10 billion) are distributed through local educational agencies. ARRA has given funding quickly to states and local educational agencies while providing time for a planned, thoughtful use of these monies. As of May 2010, there have been about 84 billion dollars in grants awarded through the Department of Education Recovery Act with $948 million having been awarded to Texas (http://www2ed.gov).
Because of Title I and the reauthorization programs over the years, disadvantaged students at-risk of failure or dropping out of school have decreased. Student achievement has improved due to the funding that has provided special programs to help students make progress toward academic achievement. The Title I, Part A funds to those schools with high concentrations of children living in poverty have the opportunity to apply for these monies “in order to help improve teaching and learning for students most at risk of failing to meet state academic achievement standards” (http://www2ed.gov) through creating educator opportunities to incorporate creative teaching strategies to provide for better learning. Using these funds, teachers can be identified and trained to be highly effective, early childhood programs can be strengthened and expanded, and the use of high-quality supplemental math and science online software for secondary schools can be purchased. In addition funding is also authorized for the purchase of longitudinal data systems to help guide improvement focus, professional development services can be covered, reading/math coaches can be paid to provide training to teachers, and extended learning opportunities for before/after school and during the summer can be funded. These are a few examples of how the funding through Title I as delineated in ARRA are currently functioning to eliminate the achievement gap by enhancing the learning for disadvantaged children in our school systems with a high poverty rate.
Sunday, September 26, 2010
Reflection #2 - Alternative Education Programs
Interview for Alternative Education Programs Director
Lynn Price interviewed for a position within the Post Modern Independent School District on September 26, 2010 for the position of Alternative Education Programs Director. As a newly hired candidate, the position's primary responsibility will be to revise the school district's alternative education program. With this in mind, the interview revolved around three integral questions to determine Ms. Price's expertise in the field.
QUESTION #1: What is your definition and vision for an ideal alternative education program?
ANSWER: The definition of an alternative education program in a public school is a program set up to serve students who are less than successful in the traditional school environment and are at risk of academic failure or dropping out of school due to behavioral issues or learning disabilities. The alternative program is designed to foster an educational setting in which these learners will have the opportunity to achieve success through smaller teacher-student ratios, flexible schedules, and differentiated curricula individualized to accommodate learning needs (www.michigan.gov/documents/Def_of_Alt70316_7._Ed.pdf ). My vision for Post Modern ISD is to make revisions to an already acceptable alternative education program and provide guidance to develop a highly effective program for students who have had a "mismatch ... between the [traditional] structure of schools and the cultural, social, and linguistic background of some segments of the student poplulation" (Gable, Bullock, & Evans, 2006, p.6). Implementing a creative approach focused on providing for the individual needs of the students needing such placement with the goal of developing these learners to be prepared for successful autonomous living will replace the previous philosophy of attention primarily to remediation and attempting to correct problems. A high quality program with active, engaging, and relevant academic instruction to proactively appropriate positive student behavior will be the vision and goal consistent with the research that correlates students who are instructed through the use of curriculum that is based on their learning levels and interests and is actively engaging will result in less inappropriate behaviors (Hughes & Adera, 2006).
QUESTION #2: Can you provide an example of how successful alternative education programs
have positively influenced students?
ANSWER: Due to the legal responsibilites of school districts to provide educational access on an equitable basis for all students, a model alternative education program provides for this opportunity to those students who are not succeeding in the regular school setting due to diverse needs preempting their success. Today these schools or programs function to facilitate students in at-risk situations from dropping out of school. Since these students are typically secondary students needing to gain credits that are lacking for graduation or are court-appointed to stay in school, the need to be presented with a quality alternative program to help them overcome previous underachievement is essential (http://www.dropoutprevention.org/effective-strategies/alternative-schooling). An example of one such successful alternative education progam that has positvely influenced students is the Twilight Academy in a large southeastern Pennsylvania urban high school. Many students in this high school were demonstrating a lack of success for various reasons due to academic failure, disruptive behavior, and poor attendance with the rate of students dropping out of school increasing. Enrollment in the Twilight Academy
afforded these students the opportunity to find success through "individualized attention and a focus on skills that would enable these students to be successful in the world" (D'Angelo & Zemanick, 2009, p. 212). In addition to the academic component of the Twilight Academy, it included a work component to prepare students for life in the real world. The guidance counselor was closely involved in this program, and the highly trained teachers were mentors to the working students. Crucial to this program was a small student/teacher proportion. A major goal of the Twilight Academy was to promote positive self-esteem in the students by building confidence and giving the learners the opportunity to be successful. Professional development was key to the teacher preparation with the academy as they focused on relavent, ongoing training for their unique educational positions in the alternative program. An effective curriculum that was comprehensive and developed appropriately to meet the individual needs of the students was supplemented with computer programs for remediation and extension to the curriculum as needed while units of study were tied to authentic learning. The motto in relation to discipline at the Twilight Academy was "give respect to get respect" for the basis of success. Building of relationships came as trust was gained between students and teachers. With the growth of this trust came the academic achievement never imagined possible (Ferris-Berg & Schroeder, 2003 as cited in D'Angelo & Zemanick, 2009). The Twilight Academy began with twelve students hoping to graduate of which eleven succeeded. After enrolling in summer school, the twelfth student also earned her diploma. Out of those twelve, four of the students enrolled in community college. As with the Twilight Academy, it would be my earnest, committed duty to develop such a model program for Post Modern ISD for the success of students who have been less than successful in the past with regular programs.
QUESTION #3: What components and measures do you believe are necessary toward not
only building, but maintaining a best practices model?
only building, but maintaining a best practices model?
ANSWER: While several components constitute an effective alternative education program, it is vital that the program target the social, emotional, and behavioral development of students. The need for attendance at an alternative education facility predicates the "deficits in social competence ... consistently identified as risk factors for substance abuse, mental health issues, delinquency, and low self-concept (Johns et al., 2002 as cited in Hughes & Adera, 2006). If the social and emotional needs of these students are addressed through available counseling services and the building of positive relationships with the teachers in small classroom settings, the learners will be predisposed to building academic skills as well as life skills. Falling under the umbrella component of social/emotional development, the alternative education program will ideally be maintained by ongoing assessment of academic and nonacademic achievement, a curriculum that is flexible with focus on academic functionality related to real world circumstances, strategies for instruction that are documented best practice methods, the element of goals for transition to successful mainstream settings of education and ultimately community life, and appropriate personnel and resources for meeting the needs of learners with disabilities (Gable et al., 2006). Ultimately, the measures for this alternative education program intended to bring Post Modern ISD into the arena of a best practices model include realistic evaluation of the program by looking at what has been successful in the past as well as considering the examples of success from other school districts for possible implementation as appropriate for the population of this school district. It will be important to release measures and procedures that are not effectively correlated to valid research with the intent to replace those with practices that have their basis in empirical evidence. Ongoing evaluation of the Post Modern Alternative Education Program and decisions made based on data collection will result in providing information to identify strengths and weaknesses of this program to help us evolve into a model program. As program director for your alternative education program, I can assure you that I would be tireless in my efforts to nurture development and growth of these components and measures so that teachers and staff would be highly qualified to meet the needs of the learners and their families to remedy their risk for failure (Hughes & Adera, 2006). Your consideration of me for the new director position of Post Modern's alternative education program would be most appreciated. I look forward to answering further questions in the future if needed and hope to have the opportunity to collaborate with the professionals of this school district to foster success for all students.
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