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.

Mediation and due process

Mediation and due process are implemented in order to discuss differences between parents and public agencies staff members (school systems) and get into an agreement that will benefit both parties, in a mediation process both parties get prepared to explain their own opinion, and try to find a positive solution to the issues exposed, there will be a mediator, someone who can not take sides, has to be very neutral and objective, the mediator is there to help both parties reach into a positive agreement and solutions and record a written signed document. Mediation has to be voluntary between parents and school members, in this case Special education teachers, administrators, and school facilitator. The state bears with the cost of this process and each session must be scheduled ahead of time so it will benefit both parties. It is very important to mention that a mediator can not be anyone who is part of the school district involved in the case or care of the child.

Mediation is an approach to resolving disputes between parents and schools systems, Parents and school members are highly encouraged to be respectful and be able to communicate openly their differences and finally come into an agreement. If an agreement is not possible, then parents can apply for a due process hearing.

As a future principal, I could schedule a meeting with parents first to “hear” them out, I believe that sometimes just letting them “vent” will make a big difference. Once they explained their problem, I should very calmly acknowledge their feelings and let them know that if would be a parent, I may feel the same. The tough part could be explaining them why some things are this way or why a policy is in place and can not be changed. I think it is all about how you say things. Also, if the problem involves a specific teacher, I will have that person involved in the conference as well at some point in time. Always try to find a positive solution before we get to the point of a mediation process or a complaint.

On the other hand, due process will be a letter or a written complaint filed by the parents or an organization on matters of conflict, and it will be related to the evaluation, identification, or educational plan for the child. Sometimes it can be about the provision of a free appropriate public education to the child. These complaints must be written, signed and include a statement that a public agency has violated a requirement of part B of IDEA that occurred not more than two years before the date parents knew about the alleged action that forms the basis of the complaint, as well as other facts upon the statement is based. Attorneys will be involved on this process, and they will have to provide a copy of the written document to both parties involved. As a future principal this is a process that could be avoided if during a mediation all members involved could reach into a positive agreement that satisfies both parties, it will be the best for the sake of the school and its members. Having to deal with lawyers, and hearings can be a headache for school administrators, and teachers, so it will be beneficial to get into a solution during a mediation or a meeting with administrators or the principal, before reaching this point. As with mediation, parents are looking for a solution that will benefit their child or a disagreement for the child unique educational plan, but with the help of attorneys. There is a time limit to file a due process complaint.

Discuss measures that should be taken by educators to effectively accommodate students who receive special education services.

          First of all, it is very important to know the difference between the words modification and accommodation, in order to be able to implement the right service for the disable child.

          Modification is a change, in what a teacher teaches, while accommodation is a change that will help the student to work around the disability. An example of an accommodation in my Spanish class will be take oral answers instead of written answers if the child has a disability in the writing field. This means that the child would answer the same thing than any other regular student but he will do it orally instead of writing the answer.

          It is imperative to know that these accommodations are designed to be able to help the child that receives special education service.

It has been said that special education is special designed instruction, which means to adapt the content, the way content is being taught and the strategies being used, in order to serve the special education child

          Every special education student has the right to access to the general curriculum and meet the standards that public schools apply to all children, in order to do so teachers must make appropriate accommodations and modifications to the way they teach the content of a subject. A good accommodation could be giving a child extra time to complete assignments, shorten the tests, or divide the sections of the test for different days. It would be advisable to let him work in small groups, give them copy of the notes, instead of student writing down notes, an audio tape of the lecture given by teacher, or books on CD,

Accommodations should be given not only during testing days but also during regular school days.

          These accommodations must take place in the classroom so the child with a disability can accomplish his/her goals in class, meet the unique needs and be able to understand the objective and meet the standards applied to all children in school. This has been defined by law. But who suggests these accommodations? The IEP team gets together and they are the people who decide if a student is in need of accommodations in class or during testing. They usually consider the specific strengths, challenges and student’s routines to be able to determine which accommodations and activities would be suitable for the specific child, and the help the student need to access instruction designed to meet the educational standards established by the school district and/or state.

In other words, teachers must follow the indications for accommodation on the IEP document to help that child succeed within the classroom setting and instruction. There are several types of accommodation based on the disability, some examples are:

Accommodations in presentation, in response, in setting, in scheduling and timing. Teachers are requested by the IEP team to use them in class in order to help the child receiving special education services achieve high. Accommodations are not an option, this is something that must take place in class if a child receives special education services.

Walk me through the eligibility procedures in deciding whether a student would benefit from receiving special education services

It is my understanding that before a child may receive Special Education services, there must be a full and individual evaluation to see if the child is eligible or has a disability defined by IDEA. In order to do so, there will be two ways to find out about it, either by child find or by referral or request for an evaluation. On the first one, parents ask for permission to evaluate the child, on the second one, a school teacher or counselor can refer the child for the service, agreement can be verbal but it is suggested to put it in writing. Parental consent is needed before a child may be evaluated; this evaluation must also be conducted within 60 days after parents gave consent.

In my school district, the child is evaluated by a diagnostician and basically the evaluation must answer three specific questions:

a.                           Does the child have a disability defined by IDEA that requests the special education service?

b.                          What are the child’s educational needs?

c.                          What special education services are good for the disable child?

If parents disagree, they have the right to ask for an IEE or independent educational evaluation.

The eligibility is decided by a group of qualified professional, in my case the diagnostician, special education facilitators. Special educators decide if the child has a disability defined by IDEA, and if parents disagree a hearing can be requested. Once the child is eligible for services, an IEP must be conducted and it will have to take place within 30 calendar days after a child is determined eligible. On the other hand, when the IEP is scheduled, diagnostician contacts parents and other participants involved. Notification must be done ahead of time so parents can attend the meeting. Parents must be informed about the time, the place and the reason of this meeting as well. Also, they must inform the parents who will attend the meeting and let them know that they can invite anyone who has expertise on the field to attend this meeting.

IEP meeting is held, and written. Parents are part of the team who made decisions on this meeting. They are invited to participate actively on their child’s IEP meeting. Before the child receive any kind of special education service for the first time, parents must give consent. After the IEP is written, services are provided; this includes accommodations, modifications, and other types of support that must be provided to the child to accomplish the annual IEP goal. The progress is measured and progress report is given to the parents with the same frequency that it will be given to a child with no disability at all. Last but not least, the IEP is reviewed by the IEP team; this occurs once a year or more often if parents request it. When parents disagree with the IEP placement, they might want to discuss them and try to work out an agreement, some of the options are additional testing, independent evaluation, mediation or due process hearing.

To conclude, a child is revaluated, at least, every three years to see if a child continues with a disability defined by IDEA and what the educational needs are.