Reflection No. 7 Carl D. Perkins Act 2006

Highlight the purpose and components of the Carl D. Perkins Vocational and Technical Education Act of 2006. I would also like for you to briefly research and discuss technical education programs that your local school district provides for students.

         

A program that promotes innovation, continuous improvement in vocational and technical education is of paramount importance for the students of this century. The Carl D. Perkins Career and Technical Education Act of 2006 new vision promises to improve students’ achievement and will prepare them for postsecondary education and a wide range of opportunities in high skill, high wage careers. This act is also known as Perkins III, a significant development of this act was the change from the term “vocational education” to “career and technical education” title. Perkins IV is the first piece of legislation to officially implement this name change. The new term is defined as:

“Organized educational activities that offer a sequence of courses that provides individuals with coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills  needed to prepare for further education and careers i9n current or emerging professions; provides technical skills proficiency, an industry-recognized credential, a certificate, or an associate degree; and include pre requisite courses that meet the requirements of this subparagraph and include competency-based applied learning that contributes to the academic knowledge, high order reasoning and problem-solving skills, work attitudes, general employability skills, and occupation-specific skills, and knowledge of all aspects of an industry, including entrepreneurship, of an individual” (Carl D. Perkins, 2006, p. 1)

In my opinion, this definition seems to be very straight forward, however in order for educators to meet the current and future needs of career and technology education, it is critical that we comprehend the components that will allow us to more fully understand our roles and responsibilities in the process.

The programs offered must focus on quality and they must:

-         Integrate academic and vocational education

-         Promote student attainment of challenging academic and technical standards.

-         Provide students with strong experience in, and understanding of all aspects of an industry;

-         Address the needs of individuals who are members of special population.

-         Involve parents and employers;

-         Provide strong linkages between secondary and postsecondary education;

-         Develop, improve and expand the use of technology and

-         Provide professional development for teachers, counselors and administrators

The Carl D Perkins Act of 2006 identifies teachers, faculty members, administrators and counselors as career technology education professionals. They will serve as integral members in accomplishing the mission of CTE. While the role of the teacher, faculty member and administrators may be reasonable clear, the idea of recognizing a counselor as a CTE professional may be unfamiliar to CTE teachers and other members in school. However, Perkins IV indicates that a counselor provides access and information to students regarding career awareness and planning with respect to occupational and academic future, and also provides information regarding to occupational and academic future, and also will provide information about the different ways to serve the needs of persons engages in career planning decision making.

Not only the counselor will have responsibility on providing career guidance, but also teachers will be of certain influence on promoting student development, by integrating in their classrooms a range of activities, tasks, projects that may include case studies, relevant to what they teach, aimed and targeted mind growth. It is important to say that Perkins IV called for integration of academics. With this in mind, we can find eight competencies that will lead students to successful workplace performance, such as:

Resources: identifies, organize, plans, and allocates resources.

Interpersonal: work with others,

Information: acquires and uses information.

Systems: understands complex inter-relationships

Technology: works with a variety of technologies

Basic skills: reads, writes, performs arithmetic and math operations, listens, speaks;

Thinking skills: Thinks creatively, make decisions, solves problems, visualizes, knows how to learn and reasons,

Personal Qualities: displays responsibility, self-esteem, sociability, self management, integrity and honesty.

          The 2006 Carl D. Perkins Act CTE improvement act was signed into a law with the mere intention of strengthening the focus of responsiveness to the economy; while tightening up the accountability statement in regards to the integration of academics and technical students. Some of the programs that are offered in my school district are:

Computer Applications (Middle and High school):

Computer aided drafting (CAD)

Advanced applications of drafting (High School)

Parenting classes (High school) 

Accounting I, II

Keyboard/ word processing

Advanced Word Processing/ Desktop Publishing

Consumer Information (Living skills) – Middle School

Auto mechanics (high school only)

When I worked in Atlanta, they offered Cosmetology, which I would have loved to have when I was in high school and Horticulture for the future farmers in America and boys used to love it. I believe these programs are of paramount importance on preparing the new students of the 21^st century. It is also critical that these programs link academic and technical content across secondary and postsecondary education, and strengthened local accountability provisions that will insure continuous program improvement. The programs must be flexible, accountable, permits a student attainment of a secondary school diploma or credential, placement in advanced training such as military service, or retention in employment and last but not least allow student participation in and completion of a career and technological program that lead to non traditional training or employment.

Reflection No. 6 Counseling Services

1. Discuss the proper responsibilities of school counselors in effectively serving students.

                             Roles and responsibilities of school counselors vary based on the needs of constituencies served and the understandings and expectations of each school principal that are ultimately responsible for guidance operations in their schools. The duties of a school counselor vary according to grade level, assignment, student and community needs, expectations of school administration, and governmental regulations, there are several broad categories of activities and services that describe appropriate counselor roles. These include, but are not limited to, counseling, consultation, coordination, assessments, large group guidance, Professional Behavior, program management and Professional Standards. All of these roles can be incorporated into an organized program.

                             It is very important to consider the counselor-student ratio, because the counselor’s job description may vary depending on this number and school setting. All counselors have responsibilities on all the domains mentioned above; however, not all domains are necessarily balanced the same way for all of them.

                             When we talk about counseling, it makes reference to a process that involves helping students deal with problems of a personal, social, academic or career development nature (Starr, 1996: Texas Education Agency, 1998). Counseling is provided to students on an individual basis or via small groups. If this counseling is provided in a small group basis, it will allow the counselor to monitor and incorporate the interactions of the group member as well as implement interventions. Whether we talk about individual or group based, counseling relates to students’ problems and goals, involving a positive relationship between the student and counselor, and theory based techniques therefore counseling is not equated as advising or providing information.

                             In consultation, the focus of attention is the student, and how the consultee might interact with the student per se for the benefit of the student. An example of a consultee can be a teacher who is having problems with a student and request the service of a counselor, the consultant in this case, and ask for assistance.  While interacting, both parties share valuable information, discuss options, and generate a plan of action for the teacher to implement and seek for a solution of the problems.

                   Coordination has been defined as a process of managing different indirect guidance services to students, including special events, and general procedures. When counselors provide this service, they are called upon to collect and disseminate data and develop and keep a positive working relationship with other school professionals and any outside resources in the community. Some of the examples that I can mention are: Career day, financial aid workshops, maintenance of students’ records, peer helper programs, orientation, scholarships and students awards ceremonies. It is here when the counselor can take a lot of the duties that administrators could handle and therefore, counselors are left with insufficient time and resources for the counselor to serve the students in ways more aligned to the counselor’s profession.

                             Assessments refer to collecting and interpreting data to facilitate more informed decisions. Assessment of students is accomplished by using standardized instruments that usually measures achievement, aptitude, interest and/or personality. These assessments are usually used for purposes of students’ description regarding to achievement level and educational diagnosis.

                   A planned sequence of large group guidance objectives is often outlined in a guidance curriculum with content and delivery methods that are age-appropriate. This curriculum should be planned with the overall needs of the students in mind. This a a function that can be done by teachers and by counselors, if completed by a teacher, the counselor can assist the educator with planning and resources materials. The focus of the activity is on involving students as a group with information that will be designed to meet their developmental needs. Its instructional nature tell us that delivery of large groups of students does not have to be lecture type all the time, it can also include discussions, multi media resources, panels, guests speakers, and other means of involving students in learning.

                             Program management includes four components: planning, implementation, evaluation and educating stakeholders. The first one encompasses assessing needs, establishing realistic goals and objectives, setting priorities and designing activities. The second component includes actuating and carrying out the activities to meet the objectives, the third component consists of judging the value or worth of both individual counselor activities and the overall program in terms of meeting the desired goals. Last but not least, the fourth component involves informing the school staff, parents and the community about the guidance program.

                   On professional behavior, counselors take the responsibility for self directed professional development through different efforts to improve their competence so they can meet and exceed standards in performing their jobs.

                   On professional standards, school counselors must adhere to professional standards in all components of a developmental guidance and counseling program. The activities must promote understanding and application of professional rules, policies and regulations. All of the above accounted for in a system support component of a comprehensive guidance and counseling program.

                  

2. As a school administrator, discuss how you would support the implementation of a comprehensive, developmental guidance and counseling program.

                             As a future principal, I will adhere to a good model that will fit my school, I know school counseling literature provides several models for developing a program, and they all have different labels for the steps in the program developmental process, but I will pick one that will include:

* An assessment is made of the current program.

* Organizing for change occurs.

* Needs are assessed.

* Planning and designing the new or revised program.

* The program is implemented

* The program that has been implemented is evaluated.

                    Also, I will use a committee that will help us facilitate the process throughout its steps.

3. After reading Section VI, how would you evaluate your school's counseling program and why?

I would gather data about the program, and use the data to draw conclusions that will tell me about the value of the program. As such, evaluation forms the basis for changes to the program to increase its effectiveness, for demonstrating accountability to needs, and for counselor’s professional development and growth. I think that a proper program evaluation requires stated goals that are agreed upon by those involved in the evaluation process. As one may find in many fields, program evaluation will be a continuous process, not an outcome goal itself. After the evaluation, we will be able to recognize areas for improvements such as cycle of organizing and assessing, designing and implementing. When evaluating the counseling program, it will entail us to use data about the delivery of services and the outcomes related to those being served. These evaluations may also focus on the balance of time allocated to different program components, availability of the counselors, timely delivery of services and the relationship by assessing outcomes.

Counselors should be also be evaluated and it should be based on the job description that the counselor is expected to follow, the procedures should be understood by the evaluator and counselor in advance, and the model be flexible enough to reflect variations agreed upon by the counselor and evaluator. Schmidt (1999). Counselor evaluations should be based on data gathered through a variety of means such as observations, interviews, self-reports, input from others receiving services, record of actaivities and outside expert review.

           

                                               

            

Reflection No. 5 "Acceleration"

Reflection No. 5                                                 04-08-2011

After reading A Nation Deceived: How Schools Hold Back America's Brightest Students; address (a) whether or not you support the authors’ position in serving students with special gifts and talents and why, (b) which myths or truths revealed within this text caught your attention, and (c) whether you believe TEA's policies on serving students with special gifts and talents complement or contradict acceleration and why.

A)      I agree with the author’s point of view, and it is we, the teachers, who can make a big difference by supporting and allowing these students not holding their dreams and stopping their wings to fly up in the sky, when they can do it. Excellence should begin with one word, “Yes”, I totally agree with this statement. I have seen so many bright kids bored in our classrooms because the school districts will not permit us to advance, and it is so true, challenge is lacking in our schools within the regular classrooms, and without noticing we are hurting these students, by sometimes saying no to acceleration.

          And, what is acceleration? It refers to altering content already learned or providing new content. A practice that strengthens the students’ ability to make connections between concepts already learned and the ones they are learning now. This process may involve more rapid movement through a specific content area or instruction in an area determined to be a student’s strength. By saying yes to this process we are not only saving money to our schools districts, but also saving bright minds. It will open diverse doors for achievement for those students that are looking forward to being in a challenging classroom.

          It is sad that decisions about acceleration have been taken based or incorrect information, upon personal biases or incomplete information, it seems like the interest for the bright kids is lost. As an AP Spanish teacher in the middle school setting, I let my students soar, I always tell them they can do it, they have the power, the future is in their hand, I allow them to fly high and watch them succeed when I get back the AP exam results. I always get 90 or 95% passing rate and I strongly believe it is because I do use acceleration to maximize learning in my AP classes.

          One myth that impacted me while I was reading was that “Acceleration is only for the wealthy”, I can not agree with this myth as I work in a Title one school and I can see that my students, who are at risk, due to their socioeconomics benefit from this kind of intervention as any other students who may come from a higher socioeconomic level. Acceleration does level the field of opportunity because the cost to the family or to the school is minimal. To conclude, I think that every teacher

Knows that every student have different needs, either academic or social ones. However, Acceleration recognizes not only the differences, but also a way of addressing them.

B) I think that TEA’s policies support acceleration as it is stated on 2.4E. as part of the service design section where it is recommended a flexible pacing to be employed, to allow students to learn at the pace and level appropriate for their abilities and skills. Acceleration is actively facilitated by administrators, counselors, and teachers. It is our responsibility as educators to enhance the process by using differentiation in the classrooms, by offering that flexible pacing program that will allow the students to soar, such as advanced placement or dual courses.

          As a teacher, I should be able to use different teaching techniques and materials to accommodate the diversity of learning styles within my classroom, and products will be improved by the students’ abilities to express their ideas via improved cognitive development. Learning centers, computer stations, and an adequate room for free movement is a must.  As an educator, I must model for learning, provide personal experience, opinions, or beliefs that will invite students to join the process as well.

Reflection No. 4

Thursday, March 10, 2011

Reflection #4

After reviewing TEA’s policies on serving English Language Learners, (a) discuss whether you believe TEA’s policies align with the best practices that you read about in preparing for last week's discussion board assignment and why, (b) highlight TEA policy information that may have caught you by surprise, and (c) identify changes that you desire to be implemented in reference to TEA’s approach towards serving ELLs (if you believe changes are necessary)

          In these days, when our schools are filled up with more than 20 limited- English- proficient students, most of them in languages like Spanish and Vietnamese, especially in Garland, it is imperative to have a special program for this population.

Nowadays, our district is getting well prepared in order to serve the growing population of Vietnamese students; our school district has started a bilingual program for these English Language Learners students where the Texas Education policies and guidelines align with best practices. Our highly qualified bilingual teachers, are providing bilingual education as integral part of the regular program as described in the Texas Education Code, ṩ4.002. Only certified teachers have been hired to ensure that these students are afforded full opportunity to master the essential skills and knowledge required by the state of Texas.

The Hispanic population had already been served with excellent performance in our district. Our bilingual and/ESL programs meet the linguistic, academic and effective needs of students, it provides our students with the necessary instruction to allow them to progress through school at a rate commensurate with their native-English speaking peers. What I think is one of the most important clues in order to succeed is that we must make the best use of our district and community resources.

If there is something I would like to change in here is the formalized parent authorization. All students should participate of the program if it will assist them in developing a better understanding and use of the English language, sometimes by not having parents’ authorization; students are not receiving the tools to succeed in the regular classroom where instruction is being held in English only. I think it is of paramount importance that all students in Texas that are not proficient in the English language must participate on these programs. Therefore, if the policy 89.1201(c), states that we should address the goal of English as a second language, in other words to help these students to become fluent and competent in the comprehension, speaking, reading, writing and composition of the English language through the integrated methods for the use of a second language, why would a parent stop their child of getting served from an extraordinary program?

I think once a student has been identified as an ELL student by a Language Proficiency Assessment Committee, he should be placed either in a Bilingual or ESL program, parents should have the right to know the policies, procedures and the plan, but I disagree with asking them for permission, if this program will allow the student to succeed later into his/her education.

Reflection No 3

Highlight the major components of Title I, and how policies have evolved through NCLB 2001 and ARRA 2009. Discuss measures that you believe can be taken as a school administrator to enhance academic outcomes for at-risk youth through Title I funding:


1. School wide reform strategies:
Instructional strategies and initiatives in the comprehensive plan must be based on scientifically based research, strengthen the core academic program, increase the quality and quantity of learning time, and meet the learning needs of all students in the school.


2. Instruction by highly qualified teachers:
High poverty, low-performing schools are sometimes staffed with a high numbers of teachers who are not highly qualified. To address this, the school requires that all teachers of core academic subjects and instructional paraprofessionals in a school wide program school meet the qualifications required by section 1119. Student achievement increases in schools where teaching and learning have the highest priority, and students achieve at higher levels when taught by teachers who know their subject matter and are skilled in teaching it.


3. High-quality and ongoing professional development:
Teachers and other staff in school wide program schools must be equipped to face the challenge of helping all students meet the State’s academic achievement standards. To do this, they must be familiar with the goals and objectives of the school wide plan, and receive the sustained, high-quality professional development required to implement them.  The statute requires that professional development be extended, to those who partner with teachers to support student achievement, such as principals, paraprofessionals, and parents.


4. Strategies to attract highly qualified teachers to high-need schools:
Although recruiting and retaining highly qualified teachers is an on-going challenge in high poverty schools, low-performing students in these schools have a special need for excellent teachers.  Therefore, the school wide plan must describe the strategies it will use to attract and retain highly qualified teachers.


5. Strategies to increase parental involvement:  
Research has demonstrated that successful schools have significant and sustained levels of parental involvement.  Therefore, it is important that schools contain strategies to involve parents, especially in helping their children do well in school.  In addition, parents must be involved in the planning, implementation, and evaluation of the school wide program.


6. Plans for assisting the preschool students in the successful transition from early childhood programs to local elementary school wide programs:
This component emphasizes the value of creating a coherent and seamless educational program for at-risk students.  Early childhood programs, including Early Reading First and others, provide a foundation for later academic success, and effective school wide programs capitalize on this strong start.


7. Measures to include teachers in decisions regarding the use of academic assessments:
In addition to State assessment results, teachers need current and ongoing assessment data that describe student achievement.  These data often come from less formal assessments, such as observation, performance assessments, or end-of-course tests.  The school should provide teachers with professional development that increases their understanding of the appropriate uses of multiple assessment measures and how to use assessment results to improve instruction.


8. Activities to ensure that students who expierence difficulty attaining proficiency receive effective and timely assistance: 
The school must identify students who need additional learning time to meet standards and provide them with timely, additional assistance that is tailored to their needs.  This assistance must be available to all students in the school who need it.


9. Coordination and integration of Federal, State and Local programs and services:
Schools are expected to use the flexibility available to them to integrate services and programs with the aim of upgrading the entire educational program and helping all students reach proficient and advanced levels of achievement.  In addition to coordinating and integrating services, school wide program schools may combine most Federal, State and local funds to provide those services.  Exercising this option maximizes the impact of the resources available to carry out the school wide program.


Some of the measures that I will take as an administrator are very similar to the ones they take at the school where I work at, such as:


*Incoorporate extended learning opportunities for students , like before or after school extended day program, or a summer program.
*Provide an accelerated , high-quality curriculum.
* Minimize removing students from regular classes and instructional time.
* Provide instruction with highly qualified teachers, at the same time provide outstanding staff development for these teachers.
* Provide strategies to increase parental involvement and family literacy program like ESL classes for parents.
*Coordinate and integrate federal, state, and local services and   programs including, but not limited to violence prevention, nutrition, housing programs, Head Start, adult education, vocational and technical education, and job training programs.
* Super saturday tutorial, where teachers not only reinforce what they have taught during the week, but also reward students who attend this saturday tutorial. I usually do it for my AP Spanish students before the AP exam, for an entire month.

An example of how successful programs have positively influenced students and components and measures I believe are necessary towards not only building, but maintaining a best practices model:

       It has been demonstrated by research that successful alternative school programs are those where effective curricular and instructional elements are incorporated, such as engaging activities, direct instruction in learning strategies, organizational skills, and study skills, instructional activities that are connected to the real life of the students, curriculum and instruction that is relevant, and connects to the students’ interests, hands on activities, projects and high order thinking skills and last, but not least direct instruction in and opportunity to practice social skills, conflict resolution, anger management and problem solving techniques in real life situations.

Through our readings, The twilight Academy seems to be a successful program that has influenced in a positive way students that are placed on alternative schools. The students that are chosen for this program had had issues with truancy, constant suspension, repeated the same grade several times, and had been in juvenile correctional several times. For these students, this was an opportunity to prove they could change things around and be able to reenter the traditional school, for others was just an opportunity for credit recovery.

In my school district we have a program that is very similar, it is called “Memorial” the non traditional High School, classes are really small in comparison to the traditional schools and the main point is to limit the students’ movements. Each teacher is assigned 15 students and they not only serve as a teacher, but also as a job coach. Both programs have been impacting these kids’ life, by giving these students additional level of support, teachers get to know these kids on a more personal level, outside of the school, as well as to give them good advise on how to succeed in the working world in real life. It is important to mention that the goal of these programs is to get students to believe in themselves, build self esteem, and believe they can do it and be successful, not only in school, but also in real life and be contributing members of the society. In other words, changing self-image, building confidence and providing opportunities for success were essential.      Teachers hired are of paramount importance for the success of the program, they must have the willingness to work with challenging students, be kids friendly, other than that students would suffer. Diversity is recommended, hiring teachers from minorities backgrounds is desirable. Another component of the program would be the kind of staff development provided for these teachers; some of the sessions recommended were differentiated instruction, understanding different learning styles, the use of technology in the classroom, and a writing curriculum. But the most important area to be developed is: working with the unique needs of alternative education students and implementing strategies that would successfully integrate these students into a traditional program via many different grade and achievement levels. Creating lessons that can be applied to the real world is vital for this program to be a success. The more applicable the units are to students’ lives, the better. It will make these kids to make an effort and retain what it has been taught.

Other vital element of the program is discipline, respect plays an important role, and teachers must give respect and honor the students’ dignity in order to get respect also. Set very clear expectations and consequences for breaking rules, these consequences should be more educational than a punishment, building good rapport and treat each one as an individual is a must, and not having unstructured time, that minimizes opportunity for misbehavior. Staff and teachers play a big role in here again because they need to be very flexible and be able to think out of the box. The success of the twilight academy has been documented and it has proven an increase in graduation rate and also less students dropping out of a non traditional high school. Parents appreciated the help of the teachers; they always stayed positive about the program and about students itself. It is vital the support of district administrators also and school board members, the more supportive the more motivated teachers staff to work towards the program.

My final recommendations would be to work as a whole unit and help each others with ideas and support. Always consider to learn ample professional development, incorporate instructional strategies and lessons that always connect with the students’ interest and applicable to real life, stay positive and never be afraid to ask for help. It is of paramount importance to foster a program that promotes social, emotional, and behavioral change within a safe, positive and non punitive environment with an ongoing staff that will provide a flexible curriculum that places emphasis on functional, academic, social and daily living skills.

Alternative school definition and vision

1.     Definition and vision of an ideal alternative education program:

An alternative school is an educational setting designed to accommodate educational, and behavioral needs of children and adolescents that cannot be adequately addressed in a traditional school envirorenment.

In my opinion, my vision of an ideal alternative education program is the one that fosters effective programs and interventions that will allow the emotional, social and behavioral growth of the students. Being those programs and interventions research based they must be validated also. The implementation of these programs must help to build upon not only the students, but also the family’s strengths. The programs also establish a safe and positive environment that creates a sense of empowerment and value for the students. Instructions must be very active, engaging and use very relevant material, that is related to their real worlds. It has been proven by research that students who are highly engaged in relevant instructional activities and these are aligned to their level of interest, are less likely to engage in disruptive behavior. We must place a priority to these kinds of activities, using effective and meaningful instruction. It is of paramount importance to make connections between students’ learning and their real worlds. It is also very important to focus on building students’ self esteem and enhancing social skills.