EDLD 5301 Wk4 Revised Plan

Site Supervisor Meeting:

My conference was actually during the RTI training a few weeks ago. I was invited to get involved in this training and team through my school district. This training included two administrators, one of which is my site supervisor, and various teachers. We agreed on combining assignment completion rates, behavior and attendance interventions and social justice or equity issues and relate it to the RTI through an “at-risk” program for students going into tier 2 or 3 of RTI. This program will connect teachers, parents, administrators and student to address all of these issues and formulate a plan for success and interventions for each student identified as tier 2 or 3.

Our conference took place during and after training for RTI at our school. We agreed on a timeline that includes training for faculty during in-service the week before school starts, monthly RTI team meetings and consistent follow-up with students identified “at-risk”, their teachers, parents and administrators. I have made changes to include our monthly meetings.

Goal:

The at-risk/RTI program will unite parents, student, school and community offering an opportunity for all to be more involved and for the parents to be made aware of the student’s behavior, grades, attendance, etc. on a consistent basis. The assistance offered will be similar to the assistance special education receives. The at-risk Rep will also involve the community by getting employers and volunteer facilities on board to offer positions to those kids that need that extra sense of pride, an opportunity to help the household income and a place to be that will keep them out of trouble. This will assist roughly 20% of the student population toward success at our school.

Needed	Person(s) Responsible	Action Step(s)	Timeline:	Resources
Agreement on Title I Funds for At-Risk Rep for RTI	Campus Improvement Team/RTI Team	CIT/RTI meeting to approve Title I fund allocation for At-Risk Program.	June 2010	School Principal Title I funding Budget
RTI Training for RTI team	RTI team through district	The district will train the RTI team in RTI practices.	Summer 2010	RTI program District funding
Contact parents of known “at-risk” kids entering into the school in the Fall.	At-Risk Rep for RTI	Contact parents via phone, email and mail, describing the program and getting permission signatures for participation and online grade access.	August 2010	Parent Profiles Online Gradebook Edugence
Staff Development explaining At-Risk/RTI Program	RTI Team and At-Risk Rep	Explaining the program to the staff during staff development and how to recognize an “at-risk” child in the online gradebook and in the classroom & what procedures to follow for those kids.	August 2010 Staff Development	RTI trained staff Successful RTI programs in place through different schools
Speaking to the “at-risk’ kids one on one.	At-Risk Rep	Direct contact with the kids at the beginning of the year explaining the program, what benefits they can receive, employment and volunteer opportunities and what’s expected of them.	August-Sept. 2010	RTI team At-Risk Rep Students Successful RTI programs in place through different schools Previous & Current teacher’s observations
RTI Team Meeting	RTI Team & Stakeholders	Monthly RTI meeting to go over progress, issues, question & ideas	Sept. 2010	RTI team At-Risk Rep Students Online Gradebook Edugence Successful RTI programs in place through different schools Previous & Current teacher’s observations
Consistent Follow-up Evaluation	At-Risk Rep & RTI team	Keeping in close contact with the parent, employer, volunteer location, teachers and student. Watching grades, attendance & checking on discipline of each child.	Throughout the school year of 2010/2011	Administrators Teachers Parents Students
RTI Team Meeting	RTI Team & Stakeholders	Monthly RTI meeting to go over progress, issues, question & ideas	Oct. 2010	RTI team At-Risk Rep Students Online Gradebook Edugence Successful RTI programs in place through different schools Previous & Current teacher’s observations
RTI Team Meeting	RTI Team & Stakeholders	Monthly RTI meeting to go over progress, issues, question & ideas	Nov. 2010	RTI team At-Risk Rep Students Online Gradebook Edugence Successful RTI programs in place through different schools Previous & Current teacher’s observations
Parent and student meetings	At-Risk Rep & RTI team	Held parent & student meetings when needed &/or twice a year to review the student’s progress.	November 2010 & April 2011 &/or as needed	RTI team Student Parent
CIT At-Risk/RTI Progress meeting Evaluation	CIT & RTI team	1 meeting each semester reviewing the program’s progress (attendance, discipline and grades) and discussing any suggestions.	December 2010 & March 2011	Teacher Reports Online Gradebook Edugence
RTI Team Meeting	RTI Team & Stakeholders	Monthly RTI meeting to go over progress, issues, question & ideas	Jan. 2011	RTI team At-Risk Rep Students Online Gradebook Edugence Successful RTI programs in place through different schools Previous & Current teacher’s observations
RTI Team Meeting	RTI Team & Stakeholders	Monthly RTI meeting to go over progress, issues, question & ideas	Feb. 2011	RTI team At-Risk Rep Students Online Gradebook Edugence Successful RTI programs in place through different schools Previous & Current teacher’s observations
RTI Team Meeting	RTI Team & Stakeholders	Monthly RTI meeting to go over progress, issues, question & ideas	April. 2011	RTI team At-Risk Rep Students Online Gradebook Edugence Successful RTI programs in place through different schools Previous & Current teacher’s observations
RTI Team Meeting	RTI Team & Stakeholders	Monthly RTI meeting to go over progress, issues, question & ideas	May. 2011	RTI team At-Risk Rep Students Online Gradebook Edugence Successful RTI programs in place through different schools Previous & Current teacher’s observations
End of year progress report Evaluation	RTI Team	Presentation of results of the program during end of year Staff Development meeting	June 2011	Teacher Reports Online Gradebook Edugence

Wk 3 NF High School At- Risk/RTI Action Plan

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Goal:
The at-risk/RTI program will unite parents, student, school and community offering an opportunity for all to be more involved and for the parents to be made aware of the student’s behavior, grades, attendance, etc. on a consistent basis. The assistance offered will be similar to the assistance special education receives. The at-risk Rep will also involve the community by getting employers and volunteer facilities on board to offer positions to those kids that need that extra sense of pride, an opportunity to help the household income and a place to be that will keep them out of trouble. This will assist roughly 20% of the student population toward success at our school.

Wk 2 Lessons Learned

After listening to the scholars I am reminded that as educators, we never stop learning. We are consistently faced with new data, new research, new methods and changes in our students and in our world. We cannot just focus on content. We must use data, research, qualitative research within our classrooms and focus on overall student success. We must build on data that is currently out there and not “reinvent the wheel” (Dr. Johnny Briseno, Week 2 Interview). We utilize several types of data to change performance and as leaders; we must invite the opportunity for action research within our schools.

My conference to decide on action research was actually during the RTI training that I was involved in through my school district recently. This training included two administrators and various teachers. We agreed on action research for RTI through an “at-risk” program for students going into tier 2 or 3 of RTI. This program will connect teachers, parents, administrators and student to address individual student issues and formulate a plan for success and interventions for each student.

EDLD 5301 Educational Leaders and the Use of Blogs Wk 1

Blogging can be very useful for educational leaders if done correctly. Blogs should be used to get people thinking and as an open door for communication through posing questions, solutions, and posting information for teachers, parents and students. It can be another way to keep the community abreast of upcoming events and important dates. It can be used to share campus successes and important information. On a blog there can be campus newsletters, calendars, test scores, surveys and ultimately can serve as a forum allowing all stakeholders the opportunity to learn and participate.

EDLD 5301 Action Research wk1

Implementing change that is what action research is about. An individual that takes an involved role as a participant in planning and examining data to make a positive change conducts action research. It involves an individual conducting experiments by making changes while simultaneously observing the results from current programs on his/her campus or another campus with the desire to make change. The change may either be by adding a needed program to improve student success or maybe even to dissolve an ineffective program that is a waste of budget resources. This type of research is a practical way for individuals to explore and improve and encourages knowledge-making and planned change that is implemented, monitored and analyzed. Action researchers may use a variety of research methods on their way to implement change.

I will be using action research to research the effectiveness of an “At-Risk” program for students at my high-school. As a very involved teacher of 4 years, I am anxious to discover what has and has not worked for those children that struggle in their education process with grades, attendance, behavior and other faced issues. I am interested in learning about more proven techniques that might benefit all staff and students in my building.

EDLD 5301 Research

EDLD 5301 is my 8Th Class on my way to a Masters Degree In Education from Lamar. I will be researching the effectiveness of an “At-Risk” program for students at my high-school. As a very involved teacher of 4 years, I am anxious to discover what has and has not worked for those children that struggle in their education. I am interested in learning about more proven techniques that might benefit all staff and students in my building.

Week 5

I am proficient in all the domains listed in the Technology Applications Inventor. I am a technology teacher in high school and have a Master's in Educational Technology from TAMU-Commerce, so, what I've read and viewed in this course are all familiar to me. I will say that the readings in the course really hit home and are true to what I see in my school. Several teachers that teach other subjects are not familiar enough with the technology that we have available to us, so I would assume that they are not utilizing this in their classrooms effectively. We use cameras, e-mail, pdas, online staff development, online grades and attendance. Our teachers need to stay current to go further. I feel that being able to utilize a wide range of technologies is beneficial to everyone in the school as well as the parents as long as those involved can all use and understand the technology used.

I had no envisioned outcomes when starting this course because I’ve had courses similar to this in the past. I will say that the readings, videos and websites viewed in this course are still relevant to what is going on in my district today. I know that I, and my colleagues, need to stay current with technology so that we all benefit from the convenience and accessibility of technology use and teach our students the same. We are role models whether we “signed up for it” or not, whether it’s “in our job description” or not. We have to be happy, professional, respectful, enthusiastic and loving. We cannot expect those things from our students if we don’t lead them by example to be that way. Students demand more of us. They want relevance, quick delivery, organization and a way to retain information needed without repetitive busy work. They want hands on learning. It is time for us to step up to the plate and provide an education for our students that will help them in college, jobs, careers, etc.. Our work and how well our students learn must be evaluated. As an educator our main job seems to be evaluate/update. We are ongoing learners, evaluators, thinkers and role models. We teach our kids about how to be safe and protect themselves when it comes to drugs, sex & driving. Now, we need to teach them how to Internet responsibly.

It has been reiterated through the readings that we sometimes forget that teens are still kids that need guidance in every aspect in their lives, including what they do with technology (internet use, blogs, forums, etc.). They still need us to teach them and be role models for them and there are some really sick people out there that are ready to pick up where we are lacking and take advantage of children that are impressionable. We, as educators and/or parents have to stay up with technology and stay current with what and how our kids learn.

I was successful in carrying out my assignments for the most part. I was just frustrated in the beginning with all of the updates, changes and emails along with the numbers of readings & posts. I would like for things to be organized from the beginning so I can get started & go full steam ahead with getting the assigned work completed without speed bumps.

We are facing new technology & new options, but are still not caught up with 2003 in 2009 when it comes to wireless in the classroom. I have several students that do not have computers at home and my classroom is the only room that they use more than Word in. To allow them an opportunity to venture outside of their box, we need to provide them the opportunity somehow.

In our department at our school, we have blogs, podcasts and presentations that we share to collaborate and provide new lesson plans for our students. With a department of technology savvy people, it can get kind of crazy sometimes though. There are so many helpful technology tools that can be used that so many of my fellow colleagues have no idea of. We are faced with so many choices and a lot of people end up taking more time choosing the wrong one.
Also, in our department we make our own lessons. These are step-by-step Power Points to follow so the students can complete their work. The district buys books that we never use, but the lessons that we do use, we don’t get any compensation or credit for.

I have learned that the Long-Range Plan states that students can expect higher performance and deeper engagement. Parents can expect to participate more directly in their children’s education and improve their own knowledge. There will be a better collaboration between school, home, and community, with the goal being to empower young citizens to live and learn in a continuously changing environment and to enable this citizenry to effectively interact in a global marketplace. It also states that students require skills that allow them to communicate in a technology-enriched society and need technical as well as traditional reading and writing skills, and analytical skills for accessing and applying information and that the diverse situations that the students come from require that we do not teach a one-sized-fits-all teaching style. Administrators must envision, fund, and assess the use of technology in schools and utilize a robust technology plan that provides effective and efficient technology implementation for students, faculty, administrative and community use and teaching and learning are both impacted through the use of educational technology and classroom experiences are dependent on an educator taking the initiative to increase personal learning. It concludes that The Educational Technology Advisory Committee has identified the immediate issues that need to be addressed such as a dependable funding model, leadership and support in the area of educational technology to districts, continuation of telecommunications discounts and established software interoperability standards.

The Technology Applications TEKS state that the student is to use appropriate computer-based productivity tools to create and modify solutions to problems and uses research skills and electronic communication, with appropriate supervision, to create new knowledge. I have students that range from intro computer users to computer experts and to cater to all, I pair them up to help each other and get my experts to make new lessons and teach the lesson to the class. Instead of getting frustrated, I get creative and provide hands on, real world learning.

I learned that in the Texas StaR Chart, leadership, administration and instructional support communication & collaboration was the greatest strength all three years for my school. I agree with this. Our school administration really tries hard for the kids and for our teachers. Also, currently, according to the StaR Chart, our campus falls short in the area of teaching and learning with technology with core teachers. Our campus needs to do a better job of developing and maintaining technology use and teaching these tools to the teachers that are used to the old ways of teaching. In the category of Infrastructure for Technology distance learning capacity, we had our greatest weakness all three years observed. In our district, we have access for collaboration between school, home, and community, with the goal being to empower young citizens to live and learn in a continuously changing environment and to enable this citizenry to effectively interact in a global marketplace, but we need to step up more opportunities for teachers and students through use of blogs, distance education and better organized online staff development.

In Technology Education at Naaman our students gain knowledge and skills in the application, design, production, and assessment of products, services, and systems. According to the students, the opportunity that they have in technology allows students to reinforce, apply, and transfer their academic knowledge and skills to a variety of activities, problems and settings. Students gain an understanding of career opportunities available in technology and what employers require workers to gain and maintain employment. Students get a chanced to learn Bio-related technology, Computer applications, Construction, Energy, power, and transportation, Communication Graphics, Manufacturing and several other technology related areas in core and elective subjects. The Technology Student Association (TSA), the student organization for students enrolled in Technology Education, is an avenue by which leadership, citizenship and technical skills are provided as an integral part of the instructional program and is offered at Naaman.

Our administrators are aware that they must envision, fund, and assess the use of technology in schools & utilize a robust technology plan that provides effective and efficient technology implementation for students, faculty, administrative and community use & teaching and learning are both impacted through the use of educational technology & classroom experiences are dependent on an educator taking the initiative to increase personal learning. The administrators and students agree that the plan for students should and will be for them to use technology on a daily basis knowing they will be prepared to thrive in a global workforce through engagement in academic, real world endeavors through the use of 24/7 technology. In our department, our educators are able to develop new learning environments that will use technology flexibly in the classroom and incorporates interactive and customized lessons. Our administrators implement and develop a budget funds this.

Our campus needs to do a better job of developing and maintaining technology use and teaching these tools to the teachers that are used to the old ways of teaching. Our school administration really tries hard for the kids and for our teachers. We just need to focus on getting everyone up to speed and utilizing tools that will help our students succeed. The State Plan for Career and Technical Education is based on the premise that a rigorous academic foundation contributes to success, that all students should be provided equal opportunities to succeed, and Career & Technical Education should complement and enhance academic preparation by enabling students to apply academic principles and technology skills to a variety of career situations. Our goal as educators is to offer students skill development that meets industry standards and leads to an industry certification when possible along with dual and Technology Prep credits are available.

I learned through research in this course that the Executive Administrator of Technology is ultimately responsible for implementing technology throughout the district but is supported directly by the Superintendent's Cabinet. This committee considers tactical planning issues such as detail scope, schedule, budget, and precedence, of slated technology implementation projects The Superintendent's Cabinet also directs the Executive Administrator of Technology to survey the district to gather the instructional technological needs of t he students and teachers for the future. An Executive Administrator of Technology, reporting to the Assistant Superintendent for the Division of Business Operations, heads the Technology department. This department, employing approximately 136 staff members, includes an Educational Technology Group and an Information Technology Group, each headed by a Project Director. Community Partnerships include a variety of programs such as Business Education Scholastic Team (BEST) – a partnership between the district and local businesses, which offers mentoring. Campus Improvement Teams – community members, along with teachers, administrators, and parents, work to develop unique plans to increase academic achievement and to improve the school environment. Community Education – the district offers classes ranging from water safety to swing dancing to technology-skill development. School-to-Careers Initiative – a partnership between the district and local business and industries to ensure that students are able to explore a variety of career options.

In the round table interviews Dr. Abernathy stated that we as administrators need to be aware of the technology tools and that it is important for the Leadership program to offer a technology course to introduce these tools. Cindy Cummings stated that we need to provide different levels of what needs to be taught in professional development just as we do in the classroom with the students. Dr. Abernaty stated that “when we are visionary, we think differently”. We have many means to collaborate and use technology to be the village that our children need. Blogging is one of these means. We have to utilize at least simply what the kids have on their phones. There is automatic Q&A, research and collaboration at their fingertips and we need to offer this in our schools.

Throughout the readings we learned of all the dangers out there facing our children in the world of technology. There are predators, placing things or saying things online that should not be said and can come back to you. Our kids need to be taught safety and responsibility for all Internet use, including, online forums, blogging, legal use policies for copyrights, etc..