Puerto Rico Dual Program for Schools Project (PRDP)

by Carlos R. Ruiz Heysha Grace Ortiz Jahaira Rodrguez Maril Velzquez Radams Gonzlez

Investigative Work submitted to Pilar Barbosa Internship Program as a fulfillment of the requirements to obtain the certification

Pilar Barbosa Internship Program Puerto Rico 2012

Table of Content

Chapter 1: Introduction ...........................................................................................................3 Mission.....................................................................................................................................4 Vision ......................................................................................................................................4 Purpose.....................................................................................................................................4 Goals ......................................................................................................................................4 Statement of the Problem .....................................................................................................5-6 Chapter 2: Theoretical Framework ......................................................................................6-8 Literature Review ...............................................................................................................8-13 Chapter 3: Methodology...................................................................................................14-16 Limitations .17 References .18-19

Introduction The Puerto Rico Dual Program for Schools Project (PRDP) offers an innovating and pertinent multidisciplinary educational alternative that responds to students authentic reality which tends to improve retention rates; it collaborates with the transition processes of the Puerto Rican school, and contributes with the expectations of transformation of the working field in a word class education that enhances our learning community. A systemic change and higher student achievement through scientifically research based educational curricular content in online courses, makes possible to extend the borders of knowledge. Simultaneously makes this solution accessible to the protagonists of the Puerto Rican educational system reducing the digital breach giving low income students the opportunity to participate. In addition, the lack of none prepared online courses for the vocational areas are need so more students can obtain an experience in the working field. Also alliances will be made with different companies to give students a better preparation in working areas. Another important aspect that it pursues is to develop technological skills in students. All the previous objectives are in total fulfillment with the intentions of the No Child Left Behind Law. The Internet will be the fundamental tool of access to information through elearning platform; an interactive atmosphere enhance between the student and teacher. The project will contribute to improve the quality of the education that is offered to students since it responds to the new realities which our students face in their daily life and the expectations of transformation to the working field using technology as a tool for their academic development.

Mission

To promote flexible, multidisciplinary educational programs as an alternative that improves retention rates of students.

Vision To provide word class education that enhances our learning community.

Purpose Facilitate an innovative virtual academic-vocational program for students at risk of dropping out of school.

Goals

Achieve retention of 85% of the school population. Prepare students for life and workforce. To improve the academic achievement of all students, with emphasis in schools that are going through an Improvement Plan period. To promote in all the academic and vocational areas oral and written communication, research in action and the integration of technology. Enrich curricular production, academic offerings and incorporate new educational tendencies.

Statement of the problem

Puerto Rico is facing a drop out crisis in schools. To address this crisis requires a better understanding about why students drop out. There is a variety of reasons that affect school levels in Puerto Rico. Dropout rates occur in adolescents between the ages 15 through 19 who have not earn a high school diploma. Research found demonstrates that adolescents lack of connection to the school, a perception that school is boring, feeling unmotivated, academic challenges, and personal situations. Tendencies pr. 2006 findings inform that there were 8,728 born babies from adolescents. Drop out indicators show that 62,399 youngsters of Puerto Rico did not finish school 7,183 students with disabilities and 79,979 other male students are in higher risk with in the year 2000 that makes a total of 142,378. This situation continues to worsen due to the current recession that the economy of Puerto Rico is experiencing. This data shows that Puerto Rico is significantly behind educationally and shows significant secondary and postsecondary education needs. On the other hand high school graduates, provide both economic and social benefits to society. In addition to earning higher wages, which results in attendant benefits of Puerto Rico high school graduates live longer (Muennig, 2005), are less likely to be teen parents (Haveman et al., 2001), and are more likely to raise healthier, better-educated children. In fact, children of parents who graduate from high school are themselves far more likely to graduate from high school than are children of parents without a high school degree (Wolfe & Haveman, 2002). High school graduates are also less likely to commit crimes (Raphael, 2004), rely on government health care (Muennig, 2005), or use other public services such as food stamps or housing assistance (Garfinkel et al., 2005). Additionally, high school graduates engage in civic activity, including voting and volunteering in their communities, at higher levels (Junn, 2005). Theoretical frame work

The theoretical framework for this work is drawn from two learning theories the social constructivist learning theory and multiple intelligence .The framework identifies two major elements and how they might relate to each other: firstly, learning theories that help to understand the very nature of collaborative learning in terms of learner engagement, group discussion, collaboration, participation in forums, language and culture, and discussion boards; secondly, collaborative tools that serve as means of communication for collaborative learning Wiziq, Dim Dim, and Wimba activities where group can use various techniques collaboratively like the whiteboard online, share their knowledge, post information, and discuss issues of common interest. The framework specifies collaborative learning processes and collaborative tools in a platform called black board. This research will be to use strategies that promote cooperative learning in a virtual environment with the application produced by Blackboard. Blackboard, Inc. is a company founded in 1997 and provides software and services, instructional technology and distance education in Washington DC. The first line of learning products online "e-learning" was called "Blackboard Courseinfo". Its mission is to enable educational innovations around the world by connecting people to technology. The vision is to improve the educational experience with Internet technology making connection with students, teachers, researchers and the general community, a growing network of education environments dedicated to better communication, better trade, better collaboration and better content. Theories of collaborative learning are based on the socio constructivist theory that knowledge is socially produced by communities of people and that individuals can gain knowledge if they join knowledge communities (Vygotsky, 1978). From a social constructivist point of view, learning is considered an active process in which people construct their knowledge by relating it to their previous experiences in real situations through interaction with the social environment. Thus,

learning occurs as learners improve their knowledge through collaboration and information sharing in authentic contexts. According to Vygotsky, language and culture play essential roles in human collaboration and communication. As a result, the socio-constructivist learning theory is essentially a collaborative learning theory. In education, collaborative learning is seen as a process of peer interaction that is mediated and structured by the teacher. Vygostkys theory of Zone of Proximal Development (ZPD) expresses the social aspect of learning. ZPD is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers (Vygotsky, 1978). Vygostkys theory of ZDP is a useful construct to understand the tension between individual learning and collaboration with others. Students learning development in an online collaborative environment should not be assessed by what they can learn independently with the tools alone, but rather by what they can learn in collaboration with fellow students (Buz-zettoMore, 2010; Koohang, Riley, & Smith, 2009). Another important contribution to theory about learning with technology is the multiple intelligence theory for learning. It postulates that using multiple modalities when presenting information leads to more learning transfer. This can be managed by using specific instructional design principles. These theories and principles are the theoretical basis for bringing video, audio and other multimedia presentations and technology into the classroom. For example, it is held that constructivist learning is not passive learning but rather it is interactive with the learning environment, at a cognitive level rather than at a practical or hands-on level, although the latter is not specifically excluded. Also, learning is intimately related with the development of interpersonal communication into intrapersonal comprehension, both of which are heavily

dependent on language and the use of language to express thoughts. Another strong influence on constructivist learning is the belief that learning should be contextualized, usually in a real life environment where there will already exist links with the learners past experience in a manner that permits new knowledge to be assimilated within a structure provided by existing knowledge. Additionally, this project, will offer a challenging curriculum and instructional support in a stimulating educational setting that is responsive to students needs and learning styles. The dual project will have teachers design learning experiences that connect to students' diverse backgrounds providing for personal growth as an outcome of learning. The students will have a more demanding aspect of the design of constructivist learning experience. The teacher will highlight the role of a facilitator and collaborator rather than as a provider. Review of the literature On July, 2006 the Federal Government, the Congress, and former U. S. President George W. Bush reauthorized a law existing since 1984 and renamed it the Carl D. Perkins Career and Technical Education Improvement Act. The main purpose of that law at its beginnings was to increase the quality of technical education within the United States in order to help the economy. The reauthorization came three major areas of revision from the 1998s version of the original law. The first change was the elimination of the term vocational education and the use of the term career and technical education. Second thing was that the program will maintain the Tech Prep program as a separate federal funding stream within the legislation. And, finally, the government should maintain state administrative funding at 5% of a states allocation. The main purpose of the law by 2006 was to develop more fully academic and career and technical skills of secondary education students and postsecondary education students who elect to enroll in career and technical education programs. On its purpose, the act states the needs to

develop challenging academic and technical standards and the preparation of students for high skills, high wage, or high demand jobs in current or emerging professions. That same Act states the needs of technical assistance, research and disseminating information about best practices. Also, the need of promoting the services and activities that integrates rigorous and challenging academic and career and technical instruction as well as the improvement of the teachers, faculty, administrators and counselors. This law offers State and local flexibility in providing services and activities designed to develop, implement, and improve career and technical education. It also provides individuals with opportunities through lifetimes to develop education and training programs, the knowledge and skills needed to keep the United States competitive. According to Fernandez (2011), the federal government has been founding programs to provide education and job training to unemployed, low-income and out-of-school youth since the Great Depression. In 2010, the statistics of the Department of Labor and the Bureau of Labor reflected that less than 50% of the population of 16 to 24 years was employed. That represents a 20% decrease in the last twenty years. Unemployment rates had always been a topic of main concern to our governments and literacy has always been related to it, but there are other factors that affect our economy and its progress in our society. Thats why some researchers tried to look different aspects of our society that can be contributing adversely in the social and economical development of our country. A public health study conducted measured the outcomes of regular high school graduates versus those acquiring a GED. The purpose of the research was to measure health conditions, health related outcomes, habits, and mortality. Through that study, the data collected stated that GED recipients have consistently and considerably worse labor market outcomes than regular graduates

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(Zajacova, 2012). It concluded that GED recipients outcomes were similar to school dropouts, not to high school graduates. At the other hand, the Kentucky Department of Education has been working with online education since 2000. Kentucky has been involved in that kind of programs through the Kentucky Virtual Schools, which impacted over 500 students through hybrid programs for the school years 2005-2006 and 2006-2007. They provide a good standard in on-line or hybrid education. The main purpose of online courses is to provide computer-based instruction to students who are geographically separated from their teachers. Thus, students may access course material wherever they can have internet access. In Kentucky, the program started as an alternative to those high school students who, for any reason, couldnt take some course in their regular school. Meanwhile, a hybrid program implies that the students engage in a variety of activities ranging from individual activities, face-to-face whole-class, and small-group sessions to learn the targeted knowledge and the skills required in the courses, the same way the students would do in a regular school program. Nevertheless, a hybrid program also incorporates online instructional material to provide a self-paced path to each participant with tutorials, practice exercises and activities. Those activities provide the feedback needed to assess the students performance. The goal of the hybrid program at Kentucky was to increase the expected achievement outcomes of students with inexperienced teachers. However, this instructional approach has proven to join in-class teaching and online learning to promote an active and independent learning process. Therefore, education leaders in Kentucky Department of Education reported substantial improvement in students achievement for teachers who adopted the hybrid instruction approach (Cavalluzzo, et. al., 2012).

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Meanwhile, in California, some high school students are taking a different route to graduation because they enroll in a program of fulltime independent study while their peers pursue a diploma by attending classes Monday through Friday in a school building filled with other students and teachers. Within some broad parameters, the education experience of each of these secondary students is guided by a learning plan tailored to their needs, interests, aptitudes, and abilities (California Department of Education 2000). In this program, based on a personalized plan, a student may or may not attend classes in a school building, receive daily instruction from teachers, follow a standard curriculum scope and sequence, learn with peers, or have set hours for schooling. The program is the response of the state of California to help make public schools more responsive to the varied needs of Californias growing and diverse student body. The independent study program is one of the several alternatives the state has developed to traditional classroom instruction and is authorized by the California Education Code as a permissible form of attendance for students in grades K12 (California Department of Education 2000). The independent study program in California has its origins in the 1970s. It was created because the state recognizes that some students need an instructional setting without the structures of traditional schools. Among students who choose this alternative are students with scheduling challenges, for example, because of work or family caretaking responsibilities; students pursuing particular talents or interests; students who have fallen behind and need targeted instruction to fill gaps in their learning or to make up credit; students at risk of school failure (including those who have dropped out of school); students who opt for a home study education; students who are not challenged in their regular classrooms and wish to accelerate their studies; and students with

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certain types of disabilities or learning styles that can be accommodated with independent study (California Department of Education 2000). In this Californian program, all fulltime independent study students are required to do the same amount and quality of study and to meet the same curriculum and graduation requirements as other students in their district. But independent study students may do so in a manner and on a schedule better suited to their needs, as detailed in their individualized learning plan. An individualized learning plan is a written agreement with the student, the students parents, a supervising teacher, and others responsible for assisting the student. It specifies course assignments; learning objectives and instructional methods; manner, frequency, schedule, and place for submitting assignments and reporting progress; methods to evaluate student work; and a schedule for student teacher conferencing. Students can complete assignments at any time, pace, or location that conforms to their plan. Even so, California has a growing number of high schools in which most or all students in grades 912 are enrolled in full time independent study, and the state has developed an operational definition forth is type of school. If at least 75 percent of a schools students in grades 912 are enrolled in full time independent study, California Department of Education staff and the schools themselves refer to the school as an independent study high school. Such schools may operate in various settings, including brick and mortar school buildings, learning centers, community colleges, and other types of community based settings, as well as online (California Department of Education, 2000). This 2012 is the ending year of the 2006s reauthorization of the Perkins Act. This law provides almost $1.3 billion annually in federal support for career and technical education programs including support for integrated career pathways.

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Methodology As we indicated the need for managing the use of technology in todays modern classrooms has never been greater. PC savvy students present several challenges to teachers who are required to maximize the benefits of computer led instruction; ensuring students are spending time on assigned tasks rather than allowing them to use the equipment as an extension of their social life! (NetSupport,2010). Our agenda as teacher educators will be divided in three phases that will guarantee the effectiveness of the program. First- Orientations and Enrollment A team of highly qualified teachers will promote our academic offer thru several middle schools in the District of San Juan II were the statistics of the Department of Education shows us the students are at risk of dropping out The target will be students with the eighth grade approved that are interested in participate of a vocational program and do not get along with the traditional curriculum. This program will accelerate the high school curriculum by dividing it on

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six trimesters and will significantly reduce the hours that the students will spend in a classroom. The participant will attend four hours a day four days a week to the respective vocational shop and seven hours one day of a week with the academic teachers. Those who are willing to participate will then receive the application package that consist of the agreement of understanding to be signed by both parents and student as well as the policy on management of the equipments provided. Teachers summer seminars will be held during June and July to guarantee they master the Blackboard platform as well as the common trouble shooting process. A stipend and two meals will be provided to all participants by the Program. The location and duration of the seminars will be determined by the amount of participants. Second- Implementation Those who fulfill the basic requirements to participate an have completed the enrolment program will then be consider students of the Dual Program. This students will start the ninth grade in august and receive a welcome package with a personalized schedule (including agenda, campus maps, points of contacts and frequently asked questions) a Mac Book Pro and a school supply certificate to buy any other essentials. During the ninth grade the students will receive courses of Computer Literacy and how to manage work. Twenty four hour seven days a week on line technical service assistance will be provided by three web masters. Academic advisors of each class subjects will be available as well as two special education teachers. If extra assistance is required the student will personally meet with the respective personnel during business hours on the next working day. To ensure the student is completing the on-line hours as required, the teacher will use the statics provided by the Blackboard platform and if there is any discrepancy with the agreements, he

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will counsel the student. If a student does not comply with the minimum hours per week he will be counsel. After three counselings (one verbal two in writing) the student will be in a probation status. If the participant does not meet the terms of the program will be enough reason for expulsion. In that case the student must find another school and turn in any equipment that belongs to the program. The students evaluations dates will be determined by the specific subject teacher and in some cases mid terms and final test dates will be provided by programs Director. The suggested duration of the program is two years. At the end of this period is expected that the student have fulfilled the requirements of both vocational and academic curriculum and will graduate with both diplomas. Third - Assessments Improvements The platform Black Board will provide us the statistics of the progress of the students. We will also survey the feelings of both participants and parents about their experiences during the program so we can make the necessary improvement as we go on.

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Limitations According to this perspective, some of the limitations during the investigation could be: a) the reluctance of teachers to integrate learning strategies to promote collaborative learning through the virtual environment, b) tests may not be taken in April as the regular schools, c) malfunction or damage in the Internet or computer systems.

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References Adell, J. (2004). Nuevas tecnologas en la educacin presencial: del curso online a las comunidades de aprendizaje. Currculo: Revista de teora, investigacin y prctica educativa Vol. 17. P. 57-92 Barrat, V. X., and Berliner, B. (2009). Examining independent study high schools in California. Buzzetto, More, 2010, Koohang, Riley, & Smith, (2009). Collaborative Writing with Web 2.0 Technologies: Education Students. Retrieved from July 4, 2011, from http://www.jite.org/documents/Vol10/JITEv10IIPp073-103Brodahl948.pdf Cavalluzzo, L., Lowther, D., Mokher, C., and Fan, X. (2012). Effects of the Kentucky Virtual Schools hybrid program for algebra I on grade 9 student math achievement. (NCEE 20124020). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Fernandez, A. (2011). Vulnerable Youth: Issues in the Reauthorization of the Workforce

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Investment Act. Washington, DC: Congressional Research Service Freeman, J. (1999). Quality Education: the Development of Competence. Geneva: UNESCO. Freeman, J. (2002). Out of School Educational Provision for the Gifted and Talented around the World', Report for the Department for Education and Skills UK Government. Retrieved from www.joanfreeman.com Haveman, R., Wolfe, B., & Wilson, K. (2001). Childhood events and circumstances influencing high school completion. Demography, 28(1). Junn, J. (2005). The political costs of unequal education. Paper prepared for the symposium on the Social Costs of Inadequate Education, Teachers College Columbia University, October 20 Leslie P, (1995). Constructivism in education. Hillsdale, NJ, England: Lawrence Erlbaum Associates, Inc Muennig, P. (2005). Health returns to education interventions. Paper prepared for the symposium on the Social Costs of Inadequate Education, Teachers College Columbia University, October 2005.

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