Dual Language

language

DRAW Dual Language Program

Program Content and Design

Draw Academy offers a Dual Language immersion program.  The Academy serves predominantly second language       at-risk population.  The students’ families are mainly from Latin American countries, the Middle East and Africa.  The school is multi-age and multi-leveled.  The grades are grouped as follows:  Kindergarten; First/Second; Third/Fourth/Fifth; Sixth/Seventh; and Eighth.  For more information, please refer to our web page, www.drawacademy.org, and click on the “About us” link.

  1. A little bit of history:

 

Dual Language programs in the United States began in the 1960’s, and it includes both language majority and language minority children.  The program aims for students to speak fluently (bilingualism), read and write in two languages (biliteralism).  The language majority in the United States is English, and in our school, the partner language is Spanish.  Dual Language programs like this are used around the world.  In Europe for instance, many people learn 3 to 4 languages fluently, and they begin it at school.  It is a priority for them to be able to communicate with the neighboring countries, so among the languages they learn are English, French, German, Italian and Spanish.  Another example is Canada, where the Dual Language program creates a fluent population of English and French speakers.  Years of research show that Dual Language program makes students perform academically higher, develops self-esteem, appreciate cultural diversity and several other linguistic, socio-cultural and pedagogical benefits.

The following paragraphs outline the rationale of a Dual Language Program, were extracted from Dual-Language Programs In U. S. Schools – An Alternative To Monocultural, Monolingual Education, Eugene E. Garcia and Bryant Jensen from the Arizona State University (draft 1/17/06)

Dual Language (DL) Immersion public school policy is relatively new in the United States. After the reauthorization of the Elementary and Secondary Education Act (ESEA) in 1994, a large federal effort related to the education of dual language students was launched.

It was at this point that the US Department of Education promoted the development of educational programs whose goal was dual language competency for both language minority students speaking a non-English home language as well as for students whose home language was solely English. These programs were designed to create dual language competencies in students without sacrificing their success in school or beyond.

Unique among program alternatives, the goals of DL are to provide high-quality instruction for students who come to school speaking primarily a language other than English and simultaneously to provide instruction in a second language for English speaking students. Schools offering DL programs thus teach children language through content, with teachers adapting their instruction to ensure children’s comprehension and using content lessons to convey vocabulary and language structure. Striving for half language minority students and half native English-speaking students in each classroom, DL programs also aim to teach cross-cultural awareness. Programs vary in terms of the amount of time they devote to each language, which grade levels they serve, how much structure they impose for the division of language and curriculum, and the populations which they serve.   There are two widely adopted models of language division: the 50:50 and the 90:10 models. In the 50:50 model, instruction is given half the day in English and half the day in non-English native language (i.e., target language) throughout the grades. In the 90:10 model, children spend 90% of their kindergarten school days in the non-English minority language, and this percentage gradually decreases to 50% by fourth or fifth grade. These two models are shown in the figure below.

  1. Theoretical Foundation

The installation of DL programs is based on a strong theoretical rationale and supported by empirical research findings concerning both first and second language acquisition (Genesee, 1999). This rationale grows out of socio-cultural theory which maintains that learning occurs through naturalistic social interaction (Vygotsky, 1978). That is, the integration of native English speakers and speakers of other languages facilitates second language acquisition because it promotes natural, substantive interaction among speakers of different languages. Furthermore, at least four theoretical and empirically sound points that follow are made in favor of DL programs.  First, research indicates that “academic knowledge and skills acquired through one language pave the way for acquisition of related knowledge and skills in another language” (Collier, 1989; Genesse, 1999). In other words, children who are taught and achieve academically in their native language are more likely to experience comparable, sustained achievements in a second language.
Second, English skills—when learned as a second language—are best acquired by students who first have strong oral and literacy skills in their native language (Saunders and Goldenberg, 1999; Lanauze and Snow, 1989). Thus, English language learners (ELL) are more likely to acquire oral and written English skills when native language skills have been firmly established.  Third, DL programs enable native English speakers to acquire advanced second language skills without compromising their first language development or academic achievement (Genesse, 1987; Swain and Lapkin, 1982).  Finally, language skills are acquired best when used as the means of instruction rather than just the focus of instruction. High-quality DL programs provide the opportunity for children with diverse linguistic backgrounds to learn academic content while simultaneously learning and exploring a second language in a shared educational space.  (end quote)

  1. Why teaching a Dual Language Program?

The following paragraphs were extracted from Dual Language programs, Two Voices One World, by Mr. Raymond Sanchez and Ms. Mirla Puello.

Dual Language Program develops bilingualism and biliteracy in English and Spanish integrating English Language Learners (ELLs) with English speakers (proficient in English) and promoting cultural sensitivity

    1. The goals of a dual language program
  1. Students will develop proficiency in their first language.
  2. Students will develop proficiency in their second language.
  3. Academic performance for both groups of students will be at or above grade level.
  4. All students will demonstrate positive cross-cultural attitudes and behaviors that will help them function in

                   a global society.

  1.   Rationale of a dual language program
      1. Eradicates the Achievement Gap.

        2.   Additive bilingual environment for all students.
3.   Second language be acquired by language minority students (ELLs) when first language established.
4.   Second language be acquired by language majority students (English speakers) through immersion in
second language.
5.   Knowledge learned through one language facilitates second language acquisition.
6.   Students will benefit from cognitive advantages with development of bilingualism and biliteracy.
7.   Response to change in demographics.

                  1.      C.    Benefits of a dual language program

       1.    Enhances academic and linguistic competence in two languages.
2.    Development of skills in collaboration & cooperation
3.    Appreciation of other cultures and languages
4.    Cognitive advantages
5.    Increased job opportunities
6.    Expanded travel experiences
7.    Lower high school dropout rates (ELL)
8.    Higher interest in attending colleges and universities (ELL)

  1. Children who know more than one language have intellectual, educational, personal, social and economic advantages that continue throughout their lives.
  1. On the intellectual aspect, research shows that knowing more than one language increases a person’s thinking ability.  Bilingual individuals have greater mental flexibility and use those skills to their advantage in understanding math concepts and solving word problems.
  2. From the educational perspective, preliminary research shows that on academic achievement tests, both EP students and ELLS in Dual Language programs perform as well as, or better than, their peers who receive all their instruction in English.
  3. Personality wise, developing a child’s first language helps the child to value his or her culture and heritage, thus contributing to positive self-image.
  4. Finally, socially, when the native language is maintained, important links to family and other community members are preserved and enhanced. (end quote)

Program Coverage

The goal at DRAW Academy is to create fluent, bi-literate, cross-cultural and high achieving students.  The instruction of the curriculum is done 50 % in English and 50% in Spanish. The target language is used for instruction a minimum of 50% of the time.  The program provides a continuum of eight years of dual language instruction to participating students. Focus of instruction is the same core academic curriculum for all students.  Classroom includes a balance of students from both language groups who participate in instructional and social activities together.  Positive interactions among students are facilitated by use of strategies such as cooperative learning and differentiated instruction.

Program Implementation

DRAW Academy fosters the belief that all students have a right of a good education, and we strive to provide it to our students with our Dual Language Program.

In Pre-K the primary goal is to encourage social and language skill development, with hands-on experiences.  Teachers set the stage based on monthly themes centers or activities in both English and Spanish.

Pre-K monthly objectives:

month

Leap Frog School house

Vocabuláminas
(Hampton-Brown)

1

All About School

En la escuela

2

All about Me

!Vengan a jugar!

3

Home and Family Life

Mi familia

4

My neighborhood

Por todo el barrio

5

All kinds of Animal

De colas y patas  !Oinc! !Cuac! !Muuu!

6

Everyone can help

Dentro de casa

7

Nature Near and Far

Aire y sol

8

Good food, Good fun

!A comer!

9

All around Town

Rueda que rueda

The Dual Language Program from Kindergarten to Eighth grades involves several components.  First, the students work in English and Spanish Centers or activities daily.  The Math, Science and Social Studies Centers alternate every six weeks from English to Spanish or vice versa:

Dual Language Content Area Rotation

Mathematics Center

Science Center

Social Studies Center

First Six Weeks

English

English

Spanish

Second Six Weeks

Spanish

Spanish

English

Third Six Weeks

English

English

Spanish

Fourth Six Weeks

Spanish

Spanish

English

Fifth Six Weeks

English

English

Spanish

Sixth Six Weeks

Spanish

Spanish

English

Second, the students participate in an hour of Spanish Language Arts on Monday, Wednesday and Friday.

Third, DRAW Academy supports the students’ achievement in both languages with different programs to increase the children’s ability to learn and master Texas Education Agency’s Texas Essential Knowledge and Skills, which are the States objectives by grade level:

DRAW Academy Programs

English

Spanish

TAI (Team Accelerated Instruction) Math

X

Renaissance Place –Accelerated Math

X

Orchard Reading Software

X

Mountain English Language Arts

X

Scientific Learning Reading Assistant

X

X

Living with Science

X

X

Mountain Math

X

X

Junior Great Books

X

X

Daily Tutorials

X

X

Response to Intervention

X

X

After-school Program

X

X

Saturday Tutorials

X

X

Finally, each grade level works on a school’s theme project component.  The project is researched and presented by the students in English.

Assessments are based on observation, program generated, oral reports, products presentations and activities’ rubrics.  Hence, grading is qualitative from Pre-K through 5th grade, while is quantitative from 6th through 8th grade.

Program Assessments

DRAW Academy utilizes TAKS to evaluate the achievement in English, and it is researching various Spanish standardized aptitude tests to use as benchmark and official annual assessment of Spanish language acquisition.

Multiage Dir Eng

MULTIAGE INSTRUCTION OVERVIEW

So… what is multiage?

Simply put, a multiage classroom is comprised of students of mixed ages. Typically children are in classes of 5-6-7, 6-7-8, 7-8-9, 8-9-10 year olds and so on. Children spend the entire 2-3 years with the same teacher in a classroom that is truly a family unit. The multiage classroom is a learning atmosphere that exists deliberately for the benefit of the child. It does not exist for the purpose of economics or enrollment statistics. It promotes unity, diversity and success through developmentally appropriate practices according to how children learn. In this environment, children do not feel the need to compete. In a multiage classroom, children can find the security to develop a positive self-concept that lays the groundwork for lifelong success.
The multi-age structure does not focus on promotion and retention; students simply continue to receive age and developmentally appropriate instruction until they move to the next level. The notion of failure is eliminated. Some children will be studying more advanced materials while others devote their energies to different materials. It is also probable that a child will progress more rapidly in one subject than añother. The wide range of performances in reading, mathematics, problem solving, and writing is likely to extend over many grade levels.
It is our firm belief that parent and teacher should meet frequently to share information and to discuss the strengths and weaknesses in the child’s development.
To help them in building on what s/he already knows, in making choices, showing what s/he knows in different ways
working together and by her/himself
knowing that what s/he says is valued by teachers and classmates
finding out that s/he can learn from others and that others can learn from him/her seeing teachers as learners while having fun learning
excited about sharing what s/he is doing with others
talking about what s/he is doing and how s/he is doing it
Multi-age grouping may be implemented for institutional or pedagogical reasons by the administration of the school, but the outcome is that students are able to interact across age groups and have long-term relationships with other students and teachers. In a multi-age middle school program students from more than one grade level learn side by side. The oldest students eventually move on and are replaced by a new group of younger students each year.
Looping is a popular elementary school practice somewhat similar to multi-age grouping. However, in looping, students from a single grade level remain with the same teacher for more than one school year. At the end of the time, the teacher loops back to the same grade as at the start. It is an old notion, reminiscent of the one-room schoolhouse. Why is this concept emerging again? Robert Lincoln at Tolland Middle School, Tolland, Connecticut, is hoping that a two-year experience with the same teachers and students remaining together can produce improved relationships and increased academic time. Allowing teachers and students to work together for more than one year has many potential advantages: long lasting, trusting relationships, fewer classroom management problems, and teacher accountability for student growth it is hoped that positive parent teacher relationships, and home/school partnerships will be formed.
Multiage Classrooms are sprouting up in every state across our nation. The state of Kentucky has mandated multiage classes for Kindergarten through third grade. Mississippi and Oregon are looking at similar legislation. Pennsylvania, California, Texas, New York and Tennessee are reported to be developing similar programs. Multiage classrooms can be seen in Arizona, Washington, Maine, Colorado, Missouri, Wisconsin and Indiana. British Columbia, Canada and New Zealand enjoy successful multiage programs. Across our nation, the multiage classroom is sought out by professionals as a viable and preferred option to traditional same-age, same-grade classrooms.
Multiage Environment
A multiage environment is a classroom of mixed ages or grades that is deliberately constructed for the benefit of children, not because of enrollment numbers. Many multiage environments are 2-3 grade levels or ages. In a multiage environment students are learning from each other (cross-age learning) and learn according to their individual developmental timeline (developmentally appropriate philosophical practice). The students learn through themes (Oceans, Dinosaurs and Butterflies for example). Instruction occurs in small groups according to ability or interest, while the rest of the class participates in self-directed enrichment activities or projects related to the theme. The assignments are geared toward the individual child, not a grade level standard or set grade level curriculum. The student’s progress is assessed from work examples, portfolios, teacher’s anecdotal records and informal or authentic assessment. Standardized testing is not normal practice, but rather used occasionally.
A multiage environment is a non-threatening model for instructing children. It allows for diversity in learning. The community established in a multiage environment is one of respect and support. Children are allowed to grow at his/her individual rate, and are not expected to fit into a grade level expectation. Because of this, any student can benefit. Late bloomers, advanced, older and younger students are seen as an individual. Their individuality is respected and appreciated because it is understood that everyone is different and learns in a different way.
What is so good about it?
Instruction is geared toward individual student needs.
In a graded system, the curriculum is often designed around a homogenous set of standards. In many cases, there are children who exceed or fail to meet these standards. Children have many developmental levels and learn in many different ways. In a multiage class, the child learns on his/her own developmental timeline.
Children spend 2-3 years with the same teacher.
This enables the student to build a secure relationship with the teacher and allows the teacher to get to know the child, therefore improving the quality of his/her education.
The child is a member of the multiage family unit.
In a multiage classroom, community is the emphasis. The closer the community atmosphere is, the more secure the children feel. This often results in improved quality of performance.
Respect for individual differences is encouraged.
In a multiage class, the teacher understands that each child is unique and has a unique way of learning. The class understands this as well. The result is a non-threatening, non-competitive atmosphere.
No grade retention or promotion.
Because learning is based on the individual there is no need to group, classify and organize children. Thus, there is no need to hold a child back or rush him/her into the next grade.
Assessment reflects instruction.
A multiage teacher will assess his/her student’s performance using more authentic means of measuring progress. Standardized tests tend to measure an arbitrary set of skills where authentic assessment tells the teacher on a daily basis how the child is progressing.
Cross-age learning is experienced.
Students learn to help one añother. This is not a requirement in a multiage class, it just happens naturally. Not only do children begin to depend on one añother, but they also get a chance to experience what it might feel like to have siblings of older and younger ages and be an older or younger sibling.
Focus is on success.
Progress is not measured by what a child does not know, but what a child does know. The child moves forward, building on prior knowledge.
Improved self-esteem.
The security, community, familiarity and continuous progress of a multiage environment allow the child to see the good in himself. He sees how successful he can be and becomes empowered.
Flexible grouping.
Student learning groups are fluid and heterogeneous. Students are constantly working with different peers based on interest. Ability grouping is not the focus.
Children develop the skills to become lifelong learners.
Student choice and interest is always considered. The students begin to think of learning as exciting and fun, rather than a chore. Students are allowed to see things through to the proper end so that they may engage in another thought-provoking activity with enthusiasm.
Are you ready for Multiage?
Multiage teachers utilize these classroom practices.
Team teaching: Teachers must be able to plan and work cooperatively with colleagues
Developmentally Appropriate Practices: The teacher understands how young children learn and grow at different rates. Teachers must be able to teach social skills and independent learning skills to individual students.
Cooperative learning: Children learn to work together in teams. Student seating is arranged to promote cooperation.
Flexible grouping: Children are grouped for specific needs and interests for short periods of time. Groups are fluid and changing based on the topic or content addressed.
Literature-based reading: The teacher as well as students read as part of the daily routine. Material provided is on a wide span of levels and interests. Children are encouraged to read self-selected materials. The teacher reads a variety of genres to the children.
Manipulative-based math: Emphasis is on problem solving. Worksheets are used minimally or not at all.
Hands-on discovery, experimentation science: Materials are available for children to manage their own learning.
Process writing: Children select their own topics and invented spelling is accepted as a part of the process.
Integrated thematic instruction: Content concepts are introduced and extended in open-ended, divergent learning experiences to challenge students functioning at different levels.
Learning centers: Centers are used as part of the instruction process for reinforcing and extending instruction, not for when “work” is finished.
Authentic assessment: Students are assessed as they are taught. Reflection and goal setting are common. Teachers must be proficient in assessing, evaluating, and recording student progress using portfolios and anecdotal reports.

 

Multiage Dir Esp

Que es el programa de edades “multiples” ?

Simplemente, es un salon compuesto por estudiantes de edades mixtas. Generalmente, los estudiantes varian entre las edades de 5, 6 y 7, años, 6, 7 y 8 años, 8, 9 y 10 años asi sucesivamente. Los alumnos pasan 2 o 3 años con el mismo instructor en un salon que es enteramente una unidad familiar. Un salon con edades multiples tiene un atmosfera de aprendizaje, la cual existe para el beneficio del alumno, y no esta basada para propositos de estadisticas o economicos. Esto promueve la unidad, diversidad y el exito a traves de practicas apropiadamente desarrolladas de acuerdo a como el alumno avanza en su aprendizaje. En este ambiente , los niños no sienten la necesidad de competir. En un salon de edades multiples, los alumnos pueden encontrar la seguridad para desarrollar un concepto de auto estima positivo que sienta la base para el exito a lo largo de su vida,

La estructura de un salon de edades multiples no se enfoca en promocion y retencion, los estudiantes simplemente continuan recibiendo instruccion academica de acuerdo a su edad y nivel hasta que ellos alcanzan el nivel siguiente. La nocion de fracaso es eliminada. Algunos niños estudiaran materiales mas avanzados mientras que otros enfocaran sus energias a materiales diferentes. Es muy probable que un niño desarrolle mas rapidamente una materia que otra. La amplia gama de resultados en lectura, matematicas, resolucion de problemas y escritura se extendera entre muchos niveles.

Se cree firmemente que los padres y el instructor deberan frecuentemente compartir informacion y platicar sobre las areas fuertes y debiles del desarrollo del niño.
Las razones de la administracion escolar para agrupar a los alumnos en un salon de edades multiples pueden ser tanto psicologicas como academicas, pero la finalidad es que los estudiantes sean capacitados para interactuar a traves de las diferentes edades del grupo y mantener relaciones interpersonales con su maestro y compañeros por un tiempo mas largo y duradero. En una escuela secundaria con un programa de edades multiples, los estudiantes conforman el salon con mas de un nivel de instruccion, aprendiendo hombro a hombro. Los alumnos mayores eventualmente son cambiados y reemplazados por alumnos mas jovenes.
EI ciclo es una practica popular entre las escuelas primarias muy similar a la de edades multiples,solo que en el ciclo, los estudiantes de un mismo grado academico se quedan con el mismo instructor por mas de un año escolar. Al final del tiempo determinado el maestro regresa al grado en donde empezo el ciclo.

Esta es una version antigua reminiscente de lo que era una escuela de un solo salon. Por que este concepto esta surgiendo de nuevo? Robert Lincoln de la Escuela Secundaria Tolland, en Tolland, Connecticut, menciona que quiza sea porque la experiencia de permanecer juntos dos años tanto para el maestro como para los alumnos puede producir mejora en las relacionss interpersonales y un incremento en el tiempo de instruccion. EI permitir que los maestros y estudiantes trabajen juntos par mas de un año tiene varias ventajas potenciales, entre ellas: su extendida duracion, amistades confiables, y menos problemas de disciplina y major supervision por parte del maestro en el crecimiento academico del estudiante, promueve una positiva relacion padre-­maestro y por ende una buena relacion hogar-escuela.
Los salones de clases de edades multiples van creciendo en cada estado a traves de nuestra nacion. EI estado de Kentucky ha mandado que las clases de Kinder hasta tercer grado sean clases de edades multiple. Mississippi y Oregon estan buscando una legislacion similar, Pennsylvania, California, Texas, New York y Tennessee han reportado estar desarrollando programas similiares. Los salones de edades multiples pueden ser vistos en Arizona, Washington, Maine, Colorado, Missouri, Wisconsin e Indiana. British Columbia, Canada y Nueva Zelanda disfrutan del exito de los programas de edades multiples. A traves de nuestra nacion, los salones de edades multiplesestan siendo vistos por profesionales como una opcion viable y preferida sobre los programas tradicionales de misma-edad, mismo-grado.
Un ambiente de “edades-multiple”
Un ambiente de edades multiples es un salon de clases formado por diversas edades o grados que ha sido deliberadamente construido para el beneficia de los niños, no en base a los numeros de registracion o a la matricula. Muchos ambientes de edades multiples son de 2 -3 niveles academicos o edades. En un ambiente de edades multiples los estudiantes aprenden uno del otro a traves de las diferentes edades y aprenden de acuerdo a su propio tiempo de desarrollo individual y apropiado. Los estudiantes aprenden por medio de unidades tematicas (por ejemplo: Oceaños, Dinosaurios, Mariposas). La instruccion ocurre en grupos pequenos de acuerdo a intereses o habilidades, mientras que el resto de la clase participa en actividades auto-dirijidas o projectos de enriquecimiento relacionados con el mismo tema. Las asignaciones son dadas dependiendo de la individualidad del niño, no del nivel de grado estandarizado o asignado en el curriculum. EI progreso de los estudiantes es evaluado en base a trabajos, portafolios, registro anecdotal del maestro o evaluacion informal o autentica. Los examenes estandarizados no son una practica habitual, pero es usada ocasionalmente.

Un ambiente en un salon de edad multiple es un modelo no-intimidante para el alumno. Esto permite la diversidad en el aprendizaje. La comunidad establecida en una clase de edades multiples es un ambiente de respeto y apoyo. A los niños se les permite crecer a su propio paso, y no se espera que “se acomoden” a un nivel academico determinado. Es por eso que cualquier estudiante puede beneficiarse, tanto los que necesitan mas tiempo para adquirir el conocimiento, como los avanzados, son vistos como individuos. Su individualidad es respetada y apreciada porque se entiende que cada uno es diferente y aprende de distinta manera.

Que es lo bueno de este programa?
Instruccion es impartida dependiendo de las necesidades individuales de los estudiantes.
En un sistema de grados, el curriculum es a menudo designado alrededor de un grupo homogeneo de requerimientos. En muchos casos, habra niños o que sobrepasen o reprueben dichos requerimientos. Los niños tienen muchos niveles de desarrollo y aprenden en muchas diferentes maneras. En un salon de edades multiples, el niño aprende a su propio tiempo de desarrollo.
Niños permanecen 2-3 años con el mismo maestro.
Esto ayuda a que el alumno constuya una relacion segura con su instructor y permite que el maestro llegue a conocer al alumno, a la vez que mejora la calidad de su eduacion.
El alumno es un miembro de una unidad familiar de edades multiples.
En un salon de edades multiples, la comunidad es el enfasis. Entre mas cercana sea la atmosfera de la comunidad mas seguro se siente el alumno, Esto a menudo significa mejora en la calidad de los resultados.
Respeto por las diferencias individuales.
En un salon de edades multiples, el maestro entiende que cada alumno es unico y que tiene su manera unica de aprender. La clase comprende tambien esto. El resultado es un ambiente de no­intimidacion y no-competencia.

No existe retencion o promocion.
Porque el aprendizaje es basado en los individuos, no hay necesidad de agrupar, clasificar y organizar a los alumnos. Por lo tanto no hay necesidad de detener al niño en un grado o apresurarlo a que entre al siguiente.
Evaluacion refleja la intruccion.
Un maestro de edades multiples evaluara el desarrollo de sus estudiantes usando metodos mas autenticas para medir su progreso.
EI aprendizaje es experimentado:
Los estudiantes aprenden unos de otros. Esto no es un requisito obligado en un salon de edades multiples sino que simplemente ocurre en forma natural. No solamente los alumnos empiezan a depender uno del otro, sino que tambiem les da la oportunidad de experimentar que se siente tener companeros mas jovenes o mayores que ellos o bien, ser un companero mas joven o mayor que los otros.
Enfogue en el exito.
El progreso no es medido por lo que el niño no sabe, sino por lo que el niño sabe. EI niño se mueve hacia adelante, construyendo sobre conocimiento previa.
Incremento de auto estima.
La atmosfera de seguridad, comunidad, familiaridad y el continuo progreso en un salon de edades multiples permite que el niño entienda sus propios valores. EI puede ver que tan exitoso puede ser y que puede Ilegar a lograr.
Agrupacion flexible.
Los grupos de aprendizaje son fluidos y heterogeneos. Los estudiantes estan constantemente trabajando con diferentes companeros en base a sus intereses. La agrupacion por habilidades no es el enfoque.
Los niños desarrollan las habilidades para llegar a ser estudiantes para toda la vida.
EI interes y las preferencias del estudiante siempre son tomadas en cuenta. Los estudiantes empiezan a pensar que aprender es emocionante y divertido en vez de verlo como una responsabilidad. A los estudiantes se les permite ver las cosas a traves de su propio enfoque y eso hace que ellos se envuelvan en toda actividad con enorme entusiasmo.
Esta usted listo para el programa de “edades multiples” ?
Los maestros del equipo trabajan y planean cooperativamente con sus colegas.
Practicas desarrolladas apropiadamente. El maestro entiende como alumnos jovenes aprenden y crecen a diferente nivel o paso. Los maestros deberan ensenar tanto habilidades sociales como de aprendizaje independiente a estudiantes como individuos.
Aprendizaje cooperativo. Los niños aprenden trabajar en equipos. Los asientos de los estudiantes son acomodados para promover esta cooperacion.
Agrupacion flexible. Los niños son agrupados de acuerdo a necesidades e intereses especificos por espacios cortos de tiempo. Los grupos son fluidos y cambian en base al tema a contenido expresado.
Lectura basada en la Literatura. El maestro al igual que los estudiantes leeran como parte de una rutina diaria. El material de lectura es provisto en una amplia variedad de niveles e intereses. Los niños son animados a leer materiales seleccionados por ellos mismos. EI maestro lee de una variedad de generos o temas a sus alumnos.
La matematica es basada en manipulativos. Se enfatiza la resolucion de problemas. Las hojas de trabajo se usan en lo mas minimo o practicamente no se usan
Trabajos manuales. Materiales de ciencias para descubrimiento y experimentacion estan disponibles para que los niños conduzcan su propio aprendizaje.
Escritura. Los alumnos seleccionan sus propios temas y la ortografia inventiva es aceptada como parte del proceso de aprendizaje.
Instruccion tematica integrada. Los conceptos son introducidos y extendidos en una experiencia continua sin un fin determinado de aprendizaje que impulsa a los estudiantes a que funcionen en diferentes niveles.
Centros de aprendizaje. Los centros son usados como parte del proceso de instruccion para reforzar y extender instruccion, no cuando el alumna haya terminado de “trabajar”.
Evaluacion autentica. Los estudiantes son evaluados a la vez que estan siendo ensenados. La reflexion y el establecimiento de logros son comunes. Los maestros deberan ser eficientes al evaluar, y recordar el progreso del estudiante usando portafolios y reportes de anecdotas.

Multiage Tea Eng

Multiage as seen by DRAW teachers

Multiage is a learning method, that does not follow the traditional teaching model of sequential grade levels, where students are grouped independently of their chronological age, and in which their cognitive abilities and individual intelligences are respected.

This mixed-age group of children stays with the same teacher for several years, getting to know each student’s strengths and weaknesses therefore more able to support their academic and emotional development. The students, the teacher, and parents become a unique “family” of learners. The multiage classroom is designed to provide every student the opportunity to find success on his or her own path of growth. At the end of each year, the older students move on to the next grade and a new group of students enters at the lower grade. This provides the opportunity for students to spend more than one year with a teacher or team of teachers.

In the multiage classroom, children engage in real and meaningful activities at their own levels of development. By working together at stations and on projects, children learn from each other independent of the sequence of learning proposed by a higher authority who determines at what age a student “should” acquire certain knowledge or skill solely based on his/her age level disregarding the individual cognitive abilities and maturity specific to each student.

Children of different ages are able to study in a friendly working environment, while they develop social and emotionally. This safe environment allows the students to learn through the example and guidance of other students.

This classroom situation creates an atmosphere where the students and teachers spend more than a single year together in a mixed-age learning community. The benefit experienced by students in this type of program is as a result of both learning together in a mixed-age group of children and of the extended time with a single teacher. Studying and learning from a different age group is beneficial per se, as an added value, younger students learning from older students experience, and older students learning to help and care for younger or academically less developed students, helps them greatly in the social aspect of development.

This situation is very beneficial for both the younger and the older students. The younger students benefit from the older students who are able to work with them and help them out with difficult concepts that they have already learned during their previous year. The older students also benefit a great deal because peer tutoring builds leadership skills and confidence, while at the same time helps to reinforce the concepts that they already know by reinforcing and mastering the objectives learned the previous year.
Teaching students of different ages within one classroom has social and academic advantages. When classrooms are more heterogeneous, teachers must find ways to meet the needs of the individual students rather than teaching to the average. Students within a multiage classroom have the benefit of the older children as leaders and instructional facilitators, and the younger children as learners. Social interactions within a multiage classroom tend to be more positive as the students are less competitive, more understanding, and more appreciative of the other students’ abilities.
Multiage teaching is based on the concept that all children can learn and have the right to learn at their own speed. Learning is a continuous experience rather than delivered in blocks. The age diversity contributes to create the family atmosphere that is practiced in the classroom as a reality that must be embraced. A classroom made up of a variety of ages and abilities helps students to accept others differences. Children do not compete as much but help nurture each other and by this approach each child’s individuality is accepted. The teacher supports each student with their own complex set of needs instead of leading a group to complete the same block at the same speed.

A good metaphor for the traditional teaching approach might be a staircase. First you get everything you need on step one and then you go onto step two. This continues until you reach the end of the staircase (If there is an end.) In a multiage classroom we would use the learning metaphor of a path. Students come to us somewhere along the path. Sometimes they run swiftly, other times they seem to wander slowly. When they get to a particular place in the path, they leave us.

Multiage learning is effective academically because less time is spent each year getting to know the individual strengths of students. Instead of spending the first few weeks getting acquainted every year, teachers and students jump right in. Since nongraded or multiage programs focus on individual students in a diverse setting the curriculum is geared to everyone on the curve, not just those in the middle. This helps special needs children who know that they can fit in and challenges talented children because “grade level” is no longer enough to get by. If you look at writing skills in a multiage classroom you can see everything from one sentence stories to stories with many pages and sophisticated language. Everyone fits in.

Being in a multiage program lets kids grow into responsibility. When they’re little they are nurtured by helping them with spelling, fire drills and even tying their shoes. As they get older they learn they must do this for others. There may be no special program, or approach but students learn through the example of others that they must help those who are younger or less capable.

The multilevel group learning depends solely on each and every child’s learning style and knowledge, not on the grade level the traditional school setting would place the student. In pre-assessments, the student is evaluated and will do the work she/he is capable of doing according to the results.

A student in fifth grade might be working with a third grade book or skill because she had already mastered the topic, and helping her classmates to understand the topic. Once her classmates understand it she will go back to work in her individual skill level. She is acting as tutor for them. Each child will progress and move on to the next level according to his/her abilities. When the child has moved through the planned cycle pre-established by the teacher, the student has an option to be a peer tutor. This is not a waste of time, by teaching the concept already mastered she is transferring that knowledge to a different frame of mind in order to explain it, and by doing so, she is not only reinforcing the knowledge but also internalizing it.

In a multilevel group, learning depends solely on each and every child’s learning style and knowledge, not on the grade level the traditional school setting would place the student, in order to determine the appropriate level of teaching needed. In pre-assessments, the student is evaluated and will do the work she/he is capable of doing according to the results.
Given the right atmosphere, the right techniques, and the right teaching team, multiage classrooms have the potential to provide children with the benefit of some very successful life experiences such as more positive attitudes toward school, their peers, and themselves. These attitudes are developed in part through child-centered curriculum taught at the appropriate developmental levels, with social and emotional learning developed in safe, risk-free environments, all of which may lead to higher rates of attendance and fewer behavioral problems.
At another point, if a student is struggling in some particular area, in order for this child to be able to advance to a higher level, he or she must master the previous concepts. Placing him or her with the lower level groups, will help to reinforce these difficult concepts. The students will be able to work together and peer tutor each other. When this student has mastered this concept he or she will be able to advance to the next level. Remember, each student must work on the level that he or she is capable and become successful prior to move on to higher and difficult concepts. 
While they learn at different levels, helping each other, and refreshing all the previous knowledge, students acting as tutors reinforce his/her own knowledge of previous concepts. As we all know, the best way to learn is through teaching!

We encourage the students to be independent. I explain it to the students as a whole and they work own their own. Using this strategy will allow me to pick out the students who really do not understand how to do this activity. I do expect the students that do not understand what they are doing to raise their hand and ask for help. I will come around and help the students on a 1:1 basis. The ultimate learning responsibility lies on the student.

The school experience has changed dramatically. Education today must respond to new needs that were not present twenty, fifteen, or not even ten years ago.

The Internet is the most up to date tool for the students to find information. The web sites are pre-selected and pre-screened before the students access the Internet. Technology is a must in the twenty-first century, and our students utilize it for centers and projects. Technology, is not only delivered with computers, but also by using digital cameras, Telemunditos presentations, etc. The Internet is an open window to knowledge, and can be explored about any topic. Internet is the best linking tool between technology and knowledge providing a 1:1 tutoring with a positive detachment from the learner’s feelings allowing an immediate feedback which speeds up the process of mastering the material.

The internet is one of many educational tools a child can use. If the assignment requires a great deal of research, the internet is one of the best resources a child can use, with all of the articles, online books, encyclopedias, dictionaries, essays, journals, newpapers, etc. The possibilities are endless as long as the students are taught beforehand how to use it properly. Nevertheless this is not the only resource, books, magazines, newspapers, interviews, are used as well. However, the ever growing internet, communication as we knew it has been transformed completely. It is essential that we keep the children up to date with this ever-changing technology so that way they will be able to successfully adapt to the working world.

Traditional teaching in which teachers delivered a lesson, then requested an assignment and then qualified and quantified the level of acquisition has seriously evolved. Students, according to their ability, are now active participants and actively engaged in their learning and in their own development. In the class environment, teachers act as facilitators monitoring that learning.

Teachers score their work not just with a grade but according to rubrics made exclusively for the specific center or project. The student’s work is measured according to the effort she/he placed on her/his work, and how to improve it the next time around. Multiage classrooms are not based on a linear process of “doing assignments and getting grades” but developing skills and abilities in which the students grades are determined by their performance and the progress they make.
Multiage learning is like a path where students enter at different places. Sometimes they move fast and sometimes they move slower. We do not teach only to the middle levels, we teach to different levels. We do not accept that children can only learn at one unique level common to all children. The program gives them the option to sore past what others consider the accepted average
Students are responsible for their own learning. The student must consult his classmates before consulting the teacher. A student is normally sent back to read again when she has a question that probably can be answered if she/he takes the time to read the passage more carefully. Reading the assignment twice helps to answer the question. Students have to realize that learning is not a race. They have to take their time and do their work no matter how long it takes in order to achieve a higher quality result. Students asking their peers for an idea or an advice is a better way to learn than to merely listen and follow the teacher’s instructions. Students will realize that they found the solution with their own thinking skills, the resulting knowledge will not only last longer but will also set the basic approach to resolve problems and find answers in a self-directed manner.

Before the child can receive and answer from her teacher, she must complete the problem solving steps required. This is extremely beneficial for the student, in that she will be able to discuss and possibly find a solution with her peers. If this is not possible, she could possibly check her book for answers, the internet, or use other classroom resources. She is enhancing her problem solving skills and also becoming a more independent thinker. However, if she is still unable to find a solution after completing the required steps, she can then seek a solution from her teacher. Even though a student may not always find the solution on their own, they will still learn a lot through their own problem solving process.

The teacher is not the only source of information. There are books, computers with internet access, and other students in the classroom. When a student is sent back to her team is because she should explore and try different ways to find the answer to her questions. The teacher is one more resource that will not accompany the students for life. It is imperative that they develop a natural and positive degree of independence and self-motivated responsibility. Students need to be active learners. They should try to resolve their questions by themselves using all the resources.

When we encourage students to be independent learners we are just facilitating the learning process. The teachers give them clues and the students explore. We are building independent thinkers. Smart teaching teaches with questions not answers.

In summary, multiage is far from the simplicity of the concept stated at the beginning of this paper but a sensitive approach to learning in which the “industrial assembly line model” is replaced for a more respectful and individualized learning method.

This method places in a higher level a deserved respect for the student as a person proactively delivering, in the long run, a mature individual skilled on self-directed tools to become a long life learner.

 

This document was collectively created by:
Draw academy teachers – school year 2006-2007
Fernando Donatti – CEO/Superintendent

Mutiage Tea Esp

Programa de Edades Múltiples por los maestros de DRAW

El Programa de Edades Múltiples es un método de aprendizaje que no sigue el modelo tradicional de niveles secuenciales de enseñanza; donde los estudiantes son agrupados independientemente de su edad cronológica y en la cual sus habilidades cognitivas e inteligencias individuales son respetadas.
Este grupo de estudiantes de varias edades se queda con el mismo maestro por varios años, de esta manera el maestro se da cuenta de las cualidades y debilidades de cada estudiante y por lo tanto los maestros pueden apoyar a los estudiantes en los niveles académicos y emocionales. Los estudiantes, los maestros y padres se convierten en una familia única de estudiantes. La clase Programa de edades múltiples esta diseñada para que cada estudiante tenga la oportunidad de encontrar el éxito a su propio ritmo de crecimiento.
Para el final del año, los estudiantes mayores son promovidos al siguiente año escolar y un nuevo grupo de estudiantes entra en los grados más bajos. De esta manera se le provee al estudiante la oportunidad de pasar más de un año escolar con un maestro o grupo de maestros. 
En la clase de Programa de Edades Múltiples, los estudiantes se envuelven en actividades reales y significativas en sus propios niveles de desarrollo. El trabajar juntos en estaciones y proyectos, les ayuda a los estudiantes a aprender el uno del otro independientemente de la secuencia de aprendizaje propuesta por una autoridad mayor que determine a que edad el estudiante debe de adquirir ciertos conocimientos o habilidades únicamente basada en el nivel de edad del estudiante desatendiendo las habilidades cognitivas y madurez especificas de cada estudiante.

Estudiantes de diferentes edades son introducidos a un ambiente amistoso de trabajo, mientras se desarrollan social y emocionalmente. Este ambiente seguro, permite que los estudiantes aprendan por medio de ejemplos y guias de otros estudiantes. 
Esta situación en la clase crea una atmósfera donde los estudiantes y maestros pasan más de un año juntos en una comunidad de aprendizaje de edades variada. El beneficio experimentado por los estudiantes en este tipo de programa es el resultado de aprender juntos con un grupo de estudiantes de edades variadas y del tiempo extendido con el mismo maestro. El estudiar y aprender de diferentes grupos de edades es beneficial, y añade valor, estudiantes de menor edad aprendiendo de las experiencias de los estudiantes de mayor edad y los estudiantes mayores aprenden a preocuparse por los estudiantes de menos edad o que están en un nivel académico mas bajo; esto les ayuda grandemente en el aspecto social de desarrollo.
Esta situación es muy beneficial tanto como para el estudiante de menos edad como para el de mayor edad. Los estudiantes de menor edad se benefician de los de mayor edad que pueden trabajar con ellos y que les ayudan con conceptos difíciles que ya han estudiado en años pasados. Los estudiantes de mayor edad también se benefician grandemente porque el dar tutorías a sus compañeros les construye habilidades de liderazgo y confianza, mientras que al mismo tiempo les ayuda a reesfuerzan los conceptos ya aprendidos y a dominar objetivos aprendidos años anteriores.

El enseñar a estudiantes de diferentes edades en una misma aula tiene ventajas sociales y académicas. Cuando las clases son más diversas, los maestros tienen que encontrar la manera de enseñar a cada estudiante individualmente y no tan solo a un nivel promedio.
Los estudiantes de una clase de Programa de Edades Múltiples tienen el beneficio de tener a compañeros de mayor edad como líderes y facilitadores instruccionales; y a los estudiantes más jóvenes como aprendices. Las interrelaciones sociales en una clase de Programa de Edades Múltiples tienden a ser mas positivas y los estudiantes son menos competitivos, más comprensivos y más apreciativos de las habilidades de otros estudiantes. 
El concepto de enseñar en clases de Programa de Edades Múltiples esta basado en el concepto de que todos los estudiantes pueden aprender y tienen el derecho de aprender a su propio paso. El aprendizaje es una experiencia continua y no tan solo el aprender en bloques. La diversidad de edades contribuye a crear una atmósfera familiar que es practicada en la clase y es una realidad que debe ser valorada. Un grupo de estudiantes compuesto por estudiantes de diferentes edades y habilidades les ayuda a los estudiantes a aceptar las diferencias de cada uno. Los estudiantes no compiten tanto, pero se ayudan entre si y por medio de esto la individualidad de cada estudiante es aceptada. El maestro ayuda a cada estudiante con su propio paquete de necesidades envés de dirigir a todo el grupo a que complete lo asignado al mismo ritmo.
Una buena metáfora para el método de enseñanza tradicional podría ser una escalera. Primero usted consigue todo que usted necesita en el primer paso y luego prosigue al segundo paso. Esto continúa hasta que el final de la escalera es alcanzado (Si es que hay un final.) En una clase de Programa de edades múltiples usaríamos la metáfora de aprendizaje de un camino. Los estudiantes nos llaman en algún sitio a lo largo del camino.

A veces ellos corren rápidamente, otras veces parecen vagar despacio. Cuando ellos llegan a un nivel en particular en el camino nos abandonan y siguen solos.
El aprendizaje con el método de Programa de edades múltiples es académicamente efectivo por que cada año se pasa menos tiempo conociendo los puntos fuertes de cada estudiante. Envés de pasar las primeras dos semanas de cada año escolar conociéndose, los maestros y estudiantes encajan sin ningún problema. Como el Programa de edades múltiples al igual que el programa sin grado académico se enfoca en cada estudiante individualmente; el currículo esta dirigido para todos y no solo para los estudiantes promedio. Esto ayuda a los estudiantes con necesidades específicas que saben que pueden hacer un buen trabajo y acoplarse, al igual que reta a los estudiantes talentosos por que el sistema de “niveles de grado” no es suficiente para ellos. Si tus ves las habilidades de los estudiantes en escritura te encontraras con historias de una sola oración al igual que historias que son varias páginas de largo con un lenguaje muy sofisticado. Todos se acoplan.
Estar en un programa de Programa de Edades Múltiples les ayuda a crecer en responsabilidad. Cuando son pequeños se les enseña a deletrear, a respetar las alarmas de fuego y hasta a abrocharse las agujetas. A medida que van creciendo se dan cuenta que tienen que hacer esto por otros estudiantes de menor edad. Tal vez no haya un programa especial, o acercamiento, pero ellos aprenden por medio de los ejemplos de otros para ayudar a los de menor edad y menos capaces. 

El nivel de Programa de edades múltiples depende grandemente en el estilo de aprendizaje de cada estudiante al igual que su conocimiento académico y no solo en el grado académico en el que el sistema tradicional pondría al estudiante. En una pre- evaluación, el conocimiento del estudiante es determinado y hará el trabajo que es capaz de completar reacuerdo con los resultados de su evaluación. 
Un estudiante de quinto grado puede trabajar con un libro de tercer grado al igual que puede ayudar a sus otros compañeros a entender lo enseñado. Tan pronto como sus compañeros aprendan la lección puede regresar a estudiar en su propio nivel. Estarán actuando como un tutor para ellos. Cada estudiante progresara y será promovido al siguiente nivel dependiendo de sus habilidades. Cuando el estudiante ha pasado todos los niveles planeados por el maestro, el estudiante tiene la opción de ser un tutor para sus demás compañeros. Esto no es una perdida de tiempo, al enseñar el concepto ya adquirido el estudiante convierte esa enseñanza en algo capaz de ser explicado; y por medio de esto no solo se esta reinformando con lo aprendido pero también lo esta interiorizando. 
En un grupo de Programa de edades múltiples, el aprendizaje depende solamente en el estilo de aprendizaje de cada estudiante; al igual que su conocimiento académico y no solo en el grado académico que el sistema tradicional pondría al estudiante para poder determinar el nivel de enseñanza necesario. En una pre-evaluación, el conocimiento del estudiante es determinado y hará el trabajo que es capaz de completar de acuerdo con los resultados. 

Siendo dada una buena atmósfera, una buena técnica, y un buen grupo de maestros, las clases de Programa de Edades Múltiples tienen el potencial de proveer a los estudiantes con muy buenas experiencias, como una actitud positiva para la escuela, sus compañeros y para ellos mismos. Estas buenas actitudes son desarrolladas en parte por el currículo de enfocarse solo en un estudiante a la vez, con enseñanzas seguras, sociales, emocionales y ambientes sin riesgo; todo esto puede contribuir a altos niveles de asistencia y menos problemas de conducta. 
En otro punto, si el estudiante esta batallando en una área especifica, para que este estudiante pueda avanzar al siguiente nivel académico, el o ella tiene que dominar el concepto anterior. Colocando al estudiante en los niveles mas bajos les ayudara a refuerzan conceptos difíciles. Los estudiantes podrán trabajar juntos y ayudarse mutuamente. Cuando el estudiante ha dominado este concepto el o ella podrá avanzar al siguiente nivel. Recuerden que cada estudiante tiene que trabajar en el nivel que es capaz de realizar y completarlo exitosamente antes de avanzar a un nivel con conceptos mas complicados. 
Mientras que ellos aprenden en diferentes niveles, al ayudarse mutuamente, y repasar todo lo aprendido anteriormente, los estudiantes que sirven como tutores refuerzan sus conocimientos aprendidos en lecciones anteriores. Como todos ya sabemos la mejor manera de aprender es por medio de enseñar! 
Nosotros motivamos al estudiante a que sea independiente. Se lo explicamos en grupo y ellos lo llevan a cabo individualmente. Usando esta estrategia nos mostrara los estudiantes que en realidad no entienden como hacer la actividad. Si esperamos que los estudiantes que no entienden lo enseñado alcen su mano y pidan ayuda, iremos hacia el estudiante y le explicaremos en base de uno a uno. La responsabilidad primordial de aprender en del estudiante. 

La experiencia escolar ha cambiado drásticamente. La educación hoy en día tiene que responder a nuevas necesidades que no existían veinte, quince, o hasta diez años atrás. 
El Internet es la herramienta más actualizada para que el estudiante busque información. Las páginas de Internet son preseleccionadas y previstas antes de que el estudiante tenga acceso. La tecnología es primordial en el siglo veintiuno y los estudiantes la utilizan para hacer sus centros académicos y proyectos. La tecnología no solo es implementada con computadoras pero también por el uso de cámaras digitales, presentaciones de Telemundito, etc. El Internet es una ventana abierta al conocimiento, y puede ser usado para explorar cualquier tópico. El Internet es la herramienta que mejor une la tecnología y el conocimiento académico proveyendo tutorías de uno a uno; con una separación positiva de los sentimientos del estudiante permitiendo una respuesta inmediata que acelera el proceso de dominio del material. 

El Internet es una de las muchas herramientas educacionales que el estudiante puede usar. Si la tarea encargada requiere de mucha investigación, el Internet es uno de los mejores recursos que ellos puedan usar junto con todos los artículos, libros en línea, enciclopedias, diccionarios, composiciones, diarios, periódicos, etc. Las posibilidades son infinitas siempre y cuando al estudiante le sea enseñado como usarlo adecuadamente. Sin embargo, esto no es el único recurso, libros, revistas, periódicos y entrevistas son usados de igual manera. Sin embargo, debido a la creciente Internet, la comunicación ha sido transformada completamente. Es esencial que mantengamos a los estudiantes al día con todos estos cambios de tecnología para que de esa manera se puedan adaptar a la fuerza laboral. 

La manera tradicional de enseñanza en la cual los maestros dan la clase y luego asignan una tarea y luego califican y cuantifican los niveles de adquisición, ha evolucionado seriamente. Los estudiantes de acuerdo a sus habilidades son ahora participantes activos y activamente se envuelven en su aprendizaje y desarrollo. En el ambiente de la clase los maestros hacen el papel de facilitadores monitoreando el aprendizaje. 
Los maestros dan los resultados de sus trabajos no solamente con un grado sino también con observaciones echas exclusivamente para el centro académico o proyecto especificado. El trabajo de los estudiantes es medido de acuerdo con el esfuerzo echo en sus tareas y en como mejoran. Las clases de Programa de Edades Múltiples no están basadas en un proceso lineal “de hacer tareas y esperar grados”, pero si en desarrollar habilidades y capacidades en las cuales los grados de estudiantes son determinados por su aprovechamiento y el progreso que ellos hacen.
El aprendizaje de Programa de Edades Múltiples es como un camino al cual los estudiantes entran de diferentes maneras. A veces ellos se mueven rápido y a veces ellos se mueven despacio. No damos clases sólo a los niveles medios, damos clases a diferentes niveles. No aceptamos la idea de que los estudiantes sólo pueden aprender en un único nivel; común a todos los niños. El programa les da la opción de olvidar los problemas académicos pasados y lo que otros consideran el promedio aceptado.
Los estudiantes son responsables por su propio aprendizaje. El estudiante primero debe consultar con su compañero de clase antes de que consulte con el maestro. El estudiante será regresado a su asiento si el maestro considera que no leyó bien y que pudo haber hecho mejor en la tarea asignada. Los estudiantes tienen que darse cuenta que el aprendizaje no es una carrera.

Tienen que tomar el tiempo para hacer sus tareas, no importa lo que se lleve con tan solo alcanzar un mejor resultado. El que los estudiantes le pregunten a sus compañeros por una idea o consejo es una mejor manera de aprender que el tan solo escuchar y seguir las instrucciones de el maestro. De esta manera los estudiantes se darán cuenta de que han encontrado una solución por medio de sus propias habilidades; el conocimiento resultado no solo durara más pero también los guiara a resolver problemas y encontrar respuestas de una manera autodirigida.

Antes de que el estudiante reciba la respuesta del maestro, tiene que completar los pasos diseñados para resolver el problema. Esto es muy beneficial para el estudiante, porque de esta manera el estudiante podrá discutir y posiblemente encontrar una solución con sus demás compañeros. Si esto no es posible el estudiante siempre podrá contar con libros, el Internet y otros recursos encontrados en la clase. Los estudiantes realzaran sus habilidades para resolver problemas también llegar a ser pensadores independientes. Sin embargo, si el estudiante aun no encuentra la respuesta después de seguir los pasos requeridos, puede preguntar al maestro para juntos buscar la solución. Aunque muchas veces el estudiante no encuentre una respuesta por si solo aprenderán mucho si siguen los pasos requeridos.
El maestro no es la única fuente de información. Hay libros, computadoras con acceso al Internet y otros estudiantes en la clase. Cuando el estudiante es regresado a su equipo, es para explorar y tratar de usar diferentes maneras para resolver el problema. El maestro es un recurso más que no estará con los estudiantes para toda la vida. Es imperativo que ellos desarrollen un grado positivo y natural de independencia y que se motiven en responsabilidad. Los estudiantes tienen que aprender activamente. Deben de tratar de contestar sus preguntas por ellos mismos usando todos los recursos disponibles. 
Cuando motivamos a los estudiantes a aprender independientemente, estamos facilitando el proceso de aprendizaje. Los maestros les dan pistas y los estudiantes exploran. Estamos creando estudiantes independientes. Maestros con muchas preguntas que hacer y no respuestas. 
En corto, el programa de Programa de Edades Múltiples es más amplio que la simplicidad del concepto expresado al inicio de este escrito, pero con un acercamiento sensible al aprendizaje en el cual “el modelo de cadena de montaje industrial” es sustituido por un modelo más respetuoso y un método de aprendizaje individualizado. 
Este método coloca en un nivel más alto el respeto merecido por el estudiante como persona, activamente consiguiendo, al final del camino crear un individuo maduro capaz de auto dirección para transformarse en un estudiante de por vida.

Este documento fue creado colectivamente por
Maestros de DRAW Academy – año escolar 2006-2007
Fernando Donatti – CEO/Superintendente

Technology Eng

TECHNOLOGY PLAN

PLAN INTRODUCTION
Plan Last Edited: 02/24/2009
Technology Planning Committee:
Fernando Donatti – Superintendent/CEO
Ayanna Williams – Board President
Roberto Aramayo – Technology Department
Patricia Beistegui- Teacher
Carmen Rivera – Dean of Instruction
Angeles Moreno – Parent
EXECUTIVE SUMMARY
This educational technology plan is designed to direct the Draw Academy Charter School efforts to use technology to help students meet curriculum standards and help the staff deliver instruction and services to students and parents. The plan describes:
• The School’s Mission
• Our vision for using educational technology as a tool for student achievement
• Ways technology will assist administrative, business, and instructional support functions
• Our minimum expectancies for students and staff as users of technology
• A plan for the training the staff to integrate educational technology with effective instructional and managerial functions
• Our requirements for hardware, software, network configurations, and applications.

Purpose
DRAW ACADEMY CHARTER SCHOOL has prepared this Technology Plan to articulate a common vision for technology in the district and identify the strategies that will help us use advanced technology to improve the academic achievement, including technology literacy, of all students of rigorous curriculum standards and the development of critical thinking skills that are essential for academic and workplace success and build the capacity of all teachers to integrate technology effectively into curriculum and instruction.
Background
This plan is based on information drawn from many sources including:
• A review of the literature to identify best practices including other schools’ successful stories and appropriate practices.
• A survey of school site hardware and instructional media.
• A survey of teachers, administrators, and students
• School site meetings
• Other district’s technology plans
Parameters
This three-year Technology Plan is driven by the state curriculum standards and supports the educational mission and instructional goals of DRAW ACADEMY CHARTER SCHOOL and by the No Child Left Behind Act of 2001. Specific attention is given to addressing student standards for technology as defined by the Technology Applications Texas Essential Knowledge and Skills (TEKS), required in the Texas Education Code, Section 28.002. The Technology Applications TEKS found in 19 TAC Chapter 126 describe what students should know and be able to do using technology. As a part of the enrichment curriculum, these TEKS are to be used as guidelines for providing instruction. The goal of the Technology Applications TEKS is for students to gain technology-based knowledge and skills and to apply them to all curriculum areas at all grade levels.
The plan stresses the importance of ongoing and sustained staff development in the integration of technology into the curriculum for teachers, principals, administrators, and school library media personnel to further the effective use of technology in the classroom or library media center. It also is consistent with the recommendations for LEAs as defined by the Texas Long-Range Plan for Technology in the areas of Teaching and Learning, Educator Preparation and Development, Administration and Support Services, and Infrastructure for Technology, as well as the e-rate applications guidelines, and other state standards, such as the newly adopted Technology Applications Standards for Beginning Teachers.
Vision Statement
The school mission statement reads: Diversity, Roots and Wings Academy will provide all students with a personalized, supportive, and engaging school environment where they can obtain the knowledge and skills necessary to find success as individuals and as members of their communities. The focus of the curriculum will incorporate active, project-based learning, which connects learning across academic disciples and by addressing the specific academic needs of students. The daily curriculum will actively engage students in multiple language development and utilize current technology tools. The school will celebrate student diversity, as an important contribution to the greater society. The collaboration with universities, corporations, businesses, and the community at large will provide a transitional bridge from the academic programs of Diversity, Roots and Wings Academy and to steady employment and further education through real world application of learning
There cannot be a gap between what a student needs to know in pure academic matter and the technology knowledge required to accomplish that goal and to fulfill a successful future.

The School’s Vision for its Technology Plan
As the technology gap between the technology “haves” and “have-nots” widens, lack of access to the economic opportunities inherent in the technology revolution of the latter part of the 20th century and beyond will render those in the disenfranchised communities virtually unemployable.
To prosper in the new global economy of the 21st century, individuals will have to have the economic benefits of technology ingrained in their everyday life in such a way that “demystifies” technological concepts and exposes them to the new paradigms of life-long learning, knowledge work, and electronic communication and commerce. Schools are dynamic and ever-changing institutions. If our schools are to fully participate in the information age, we must plan for technology and technology must become a vital part of every school’s culture.
This plan is our roadmap for integrating technology into everyday classroom practice and into the organizational and management functions of the school. The Draw Academy technology plan lays out the requirements and design of an information and communications infrastructure in our classrooms and offices. Our goals are to use technology to extend existing curricula, create new curricula, administer more efficiently, and develop new ways of relating to our students, their families, and the community.
This careful and comprehensive automation will offer all those who use our services the opportunity to become well educated in the technology that exits today and the new technology that will be created in the future.
It is vitally important, in this day and age, that students are aware of and comfortable with the technology that has become a part of everyday life. We will provide our students with ready access to computers and the world of information now available on-line. We also plan to help teachers integrate technology into their teaching and curriculum planning.
Our goal is to incorporate technology into the educational process through an integrated, comprehensive framework to acquire, apply, and evaluate technological resources. This framework ensures that all students will have the opportunity to develop the learning skills necessary to be productive citizens in information driven global society. The information resources furnished through this infrastructure will help our students be well-prepared, confident citizens in the next century.
This plan addresses our district office at 3920 Stoney Brook. Houston, TX. 77063, with a total capacity of 300 students, 36 teachers, and administrators. As technology changes and the body of knowledge surrounding effective uses of technology evolve, we will update and revise this plan. The plan was developed with the input of many people representing a wide range of views and beliefs – including students, parents, teachers, classified staff, administrators, community members, and business partners. This plan addresses many fundamental questions including:
What information-age education will best prepare students for the future?
What kinds of technological skills do students need to meet the challenges of a rapidly changing world?
How can technology tools empower students and staff?
What type of training is required and needed for both educators and students?
What specific equipment is needed to be modified, improved, and acquired?
NEEDS ASSESSMENT
Assessment Process: DRAW ACADEMY CHARTER SCHOOL created a committee of students, parents, the superintendent, teachers, technology department, and board members to analyze and determine the district technology needs. This Technology Plan attempts to articulate a common vision in the district by identifying the strategies that will help us use advanced technology to improve the academic achievement of rigorous curriculum standards, the technology literacy of all students, and the development of critical thinking skills that are essential for academic and workplace success. The plan also articulates the methodology to build teachers’ capacity to integrate technology effectively into curriculum and instruction.
In order to determine the current status, a faculty and staff in-service that included an online needs assessment survey was conducted by the technology director; who also facilitated faculty meetings, met individually with teachers regarding their specific disciplines to assist them in expanding their integration of technology into their curriculum and instruction.
Parent meetings were attended to assess parent understanding of technology use in the school and to obtain their feedback.
Finally the technology coordinator met regularly with the CEO/Superintendent to assess financial status regarding available technology funding.
Existing Conditions:
Prior to the creation of the technology plan, a comprehensive inventory of the existing technology environment was conducted. The inventory consisted of the telecommunications, computers, network appliances, servers, and video equipment and assets. The school has an Internet presence through the website: http://www.drawacademy.org
Currently, the school has the following technology assets in use:
1. A developed and implemented local (LAN) and wide area network (WAN0. The server/based network allows consist of 1 router provided by the ISP, 5 clone servers, 11 Linksys 24 ports switches, Smart-PS 1400xl (battery pack), VXA Tape Backup, 2 network printers, and 75 workstations.
2. 5 clone servers with the following specs:
a. OS/ Windows 2003 Server
b. Processor/ 1.8 gigahertz Intel Pentium III
c. Processor/ 8 kilobyte primary memory cache
d. Processor/ 512 kilobyte secondary memory. Cahce
e. Memory Modules/ 1024 Gigabytes

3. Student workstations: (total number of workstations: 105 )
a. Clone: No Floppy and No CD Rom, 1.67 gigahertz AMD, 256mb, Windows Xp, 20GB Hard Drive.
b. Clone: 1.13 gigahertz Intel Pentium III, 20.GB Hard Drive, 256mb Ram, Windows Xp, Mitsmi CD-ROM,
No Floppy
c. DELL Computer Corporation Precision 330 NEC: Upgraded to Windows XP Pro., 1.47 gigahertz Intel Pentium 4, 512mb ram, 20gb hard drive
d. Dell Computer Corporation OptiPlex GX240, 1.70 gigahertz Intel Pentium 4, 20gb Hard Drive, 256mb ram,
4. Teacher and teacher aides’ laptops: (total number of laptops: 18)
a- DELL:
b- Fujitsu:
5. Variety of equipment such as video, still digital cameras, LCD projectors, TV sets and DVD-VCR equipment.
Technology Needs:
Technology Needs:

Needs and issues as identified in the teachers’ and administrators’ surveys, interviews, meetings, are:

1- On-going professional development:
Professional development is needed for faculty and staff in advance levels of technology usage. Teachers’ use of office applications such as text processing, spreadsheets, and graphics presentation software is utilized on a daily basis and used not only for administrative reporting but also for students’ instruction.
Expansion of teacher use, in the areas stated above, need to include advanced delivery of content instruction through the use of text processing (as example of animated text), spreadsheets (use of formulas for calculation and grading strategies), and graphics presentation (use of graphics to illustrate hard to understand concepts for instruction) software. In-house instruction will be created or revised, and provided to the faculty and staff as workshops. These workshops will be made available to faculty/staff on whole-day Saturdays and established on the school calendar at the beginning of the school year.
2- More integration of technology into the curriculum. The administration not only addresses these needs with training as needed and identified but also encourages the utilization of technology in every activity performed by the students. The lesson plans are required to identify and describe a technology component for every lesson.
Increase usability of existing WAN access to accommodate intensive use of on-line graphics, audio, and video school day. The V-Brick system has been upgraded enabling our TV environment web based and to broadcast a live signal on the Internet

3- Access to technology resources for teachers and students. The computers are located in the classrooms and not in an isolated computer lab, thus the students’ access is guarantee, required, and encouraged in every activity utilizing the technology provided by the school.
Nevertheless we need to provide a technology solution for our students who have limited or no access to anytime, anywhere technologies outside of the regular school day. The vast majority of DRAW’sfamilies do not have access to technology or knowledge of the how-to. DRAW has implemented adult computing classes to our community members and parents outside of the instructional day. A plan will also be developed to purchase lap-tops to be borrowed by students for use outside the instructional day.

4- To develop the ultimate purpose of the technology integration to the daily academic activities as a tool and as a component of a culture that is new, that is in development and that mainly is still in its design phase. For many years we have been finding a different way for the computer to replace outdated learning techniques and to change the way we work and produce work. For example, we use a keyboard instead of a typewriter and we use the Internet instead of a library. But the real challenge is to create a new culture of global understanding rather than simply keeping on doing the same things faster or easier. To address that need the school conducts open discussions during faculty meetings and the administration is always open to listen, support and fund new and innovative ideas. One example is the utilization of our V-Brick system to broadcast our signal. This can be utilized to reach school outside our cultural environment to share what is happening in schools.

5- The school needs to develop a budget and a program to acquire technology equipment to assure equitable access by those students and families who are deprived due economic or cultural barriers. A program that would allow students to check-out laptop computers to take home will provide an answer to those needs.

6- The school must review data to compare the progress of students not only in the technology aspects but also the academic grades as a result of the exposure and usage of higher levels of technology.

7- Schools have been historically isolated and detached from what outsiders call the “real world”. Even teachers who come into the profession from other activities are referred to have “real world” experience. It is a need to expand the students’ reach to outside resources using technology as the media to accomplish that goal.
Examples of this are key-pals and learning cooperation links with other educational institutions allowing the expansion of school walls using technology as the window to that “real world”. After all our students’ life and experiences is as real as the “other world” outside.
GOALS, OBJECTIVES, AND STRATEGIES
Goal 1: DRAW Academy will create opportunities for professional development and will provide human resources support for faculty in all levels of technology usage.

Objective 1.1: Expansion of teacher knowledge to improve the technology richness and quality of the delivery of content instruction
Budget for this objective: $9,000.00
LRPT Category: Educator Preparation and Development
E-Rate Correlates: ER02
NCLB Correlates: 01 04a 04b 07 11

Strategy 1.1.1: Professional development opportunities and coursework will be determined by on-going teacher self-assessments and surveys and also as decided by the technology coordinator and the CEO/Superintendent.
State: Revised
Status: In Progress
Timeline: August and December starting in 2009.
Person(s) Responsible: Technology Coordinator
Evidence: Completion of professional development coursework. Improvement on the quality and level of detail evidenced on the teachers’ self-assessments and surveys. Improvement in technology usage in the classroom evidenced by the students’ work.
Comments:
LRPT Correlates: EP01, EP02, EP03, EP04, EP05, EP06, EP07, EP08, EP09, I05, I09, LAS01, LAS02, LAS03, LAS06, LAS10, TL01, TL02, TL03, TL06, TL12, TL16

Strategy 1.1.2: Teachers will utilize the newly learned techniques when delivering the curriculum to provide appropriate responses to individual student needs in order to improve academic achievement.
State: Original
Status: Planned
Timeline: School years 2009-2012
Person(s) Responsible: Classroom teachers, academc coordinator.
Evidence: Stuents will increase their classroom grades, scores in standardized tests, and quality of classwork.
Comments:
LRPT Correlates: EP05, EP06, EP09, LAS01, TL01, TL03, TL07, TL08

Strategy 1.1.3: Teachers will create their classroom web-pages containing lesson plans, student access to homework help, links to support sites, and general information for parents. The site will also serve as a collaborating tool to share lessons and resources with colleagues within and outside the school.
State: Original
Status: Planned
Timeline: 2009-2010 school year, first semester.
Person(s) Responsible: Classroom teachers, technology coordinator.
Evidence: 100% of classroom teachers will have their own personal web-page.
Comments:
LRPT Correlates: LAS03, TL13, TL16

Strategy 1.1.4: The professional development opportunities will be designed in order to allow teachers to master the Technology Applications Educator Standards and participation in the Master Technology Teacher Program
State: Original
Status: Planned
Timeline: School year 2009-10 Technology Applications Educator Standards School year 2010-2012 Master Technology Teacher Program
Person(s) Responsible: Technology coordinator.
Evidence: Number of teachers participating and successfully completing the programs.
Comments:
LRPT Correlates: EP01, EP05, EP07

Objective 1.2: Professional development will address the integration of technology within the curriculum. Teachers will be required to include a technology component for every academic subject of the lesson plan.
Budget for this objective: $7,500.00
LRPT Category: Educator Preparation and Development
E-Rate Correlates: ER02
NCLB Correlates: 01 02 04a 04b 07 11

Strategy 1.2.1: Teachers and faculty will have to integrate technology into the curriculum. Teachers and faculty will have the opportunity for mentoring and be mentored in successful and proven effective technology practices. Teachers and faculty will have time to develop and research technology integration into existing curriculum.
State: Revised
Status: In Progress
Timeline: First week of professional development before the beginning of the 2009-2010 school year and three professional development days built the 2009-2010 school year. Follow up and revision of the curriculum every school thereafter on the first week of professional development before the beginning of each school year
Person(s) Responsible: CEO/Superintendent. Technology coordinator. Academic coordinator.
Evidence: Professional development coursework completion. Development a comprehensive technology integration into the curriculum. Development of a school wide how-to technology procedures and programs.
Comments:
LRPT Correlates: EP01, EP08, EP09, LAS01, LAS03, LAS06, LAS08, LAS12, TL01, TL06, TL14

Strategy 1.2.2: Students will be required to utilize technology equipment to prepare and delivery their projects presentations. A technology component will be required as part of the syllabus on each project.
State: Revised
Status: In Progress
Timeline: School years 2009-2012
Person(s) Responsible: Teachers and technology coordinator
Evidence: Number of technology resources utilized and quality of the presentations.
Comments:
LRPT Correlates: LAS01, LAS05, TL09, TL12

Strategy 1.2.3: Students will increase their academic achievement as a result of their increased research abilities and their connections with outside resources.
State: Original
Status: Planned
Timeline: School years 2009-2012
Person(s) Responsible: Classroom teachers
Evidence: Scores improvement on school snapshots, State mandated tests, and quality of project presentations.
Comments:
LRPT Correlates: I02, LAS05, TL09, TL10, TL12, TL14, TL16

Objective 1.3: To provide opportunities for teachers, students, and staff to raise the level of use of technology resources through innovative methodologies to improve student academic achievement.
Budget for this objective: $6,000.00
LRPT Category: Educator Preparation and Development
E-Rate Correlates: ER02
NCLB Correlates: 02 11

Strategy 1.3.1: Teachers, students, and staff will meet to discuss, research and develop activities to utilize technolgy in innovative and creative ways exploring beyond the traditional manner. Teachers will be encouraged and funded to propose and apply innovative methodologies.
State: Original
Status: In Progress
Timeline: Monthly meetings with the technology coordinator, teachers, and faculty each school year starting on 2009-2010.
Person(s) Responsible: Technology Coordinator.
Evidence: Innovative programs as proposed by teachers and approved by the CEO/Superintendent.
Comments:
LRPT Correlates: EP01, EP04, LAS01, LAS03, LAS13, LAS15, TL08, TL09, TL10, TL13

Strategy 1.3.2: Students will be surveyed after each activity in order to establish overall satisfaction and effectiveness of the learning process. Data on academic achievement related to the activity will be collected. Surveys and data will drive the goals for the meetings as established on 1.3.1
State: Original
Status: Planned
Timeline: Monthly starting on 2009-2010 school year.
Person(s) Responsible: Technology coordinator and teachers.
Evidence: Monthly meetings agenda, minutes, and planned activities.
Comments:
LRPT Correlates: LAS10, TL01, TL03, TL07, TL08, TL12

Objective 1.4: The DRAW Academy will expand the support for teachers on the daily operations and the administration requirements for reports and technology activities. Support will mainly be provided for application of innovative methodologies as stated on Objective 1:3
Budget for this objective: $228,000.00
LRPT Category: Leadership, Administration and Support
E-Rate Correlates: ER01
NCLB Correlates: 01 02 03 06

Strategy 1.4.1: DRAW Academy will contract technology maintenance who under the Technology coordinator’s supervision will maintain the existing equipment and will search for opportunities to expand the technology delivery of instruction and to troubleshoot and assist on the implementation of a more elaborated and sophisticated technology environment.
State: Original
Status: Planned
Timeline: Three school years starting 2009-2010
Person(s) Responsible: Technology Coordinator
Evidence: Decrease on number of repair/trouble shooting tickets received by the technology department. Increase on existing planned activities frequency. Design and development of new activities involving technology and teachers, students and parents.
Comments:
LRPT Correlates: I01, I02, I03, I04, I05, I06, I07, I08, I09, LAS01, LAS02, LAS03, LAS04, LAS05, LAS07, LAS10, TL04, TL05, TL06, TL07, TL08, TL10, TL12, TL14, TL15, TL16
Goal 2: To upgrade or replace crucial components of our technology system to accommodate intensive use of online graphics, audio, and video and to explore the potential of our TV station in a web based environment.

Objective 2.1: To upgrade equipment crucial to support Internet communication and data storage for students and teachers.
Budget for this objective: $30,000.00
LRPT Category: Infrastructure for Technology
E-Rate Correlates: ER01
NCLB Correlates: 03 05 08 12

Strategy 2.1.1: DRAW Academy will maintain and periodically upgrade the servers to improve its functionality and to expand the storage space.
State: Revised
Status: In Progress
Timeline: On going maintenance. Upgrade,if needed, at the beginning of each school year starting on 2009-2010
Person(s) Responsible: Technology Coordinator. CEO/Superintendent
Evidence: Servers continuous functionality.
Comments:
LRPT Correlates: I01, I02, I05, I06, I07, I08, I09, LAS11, LAS14, LAS15, TL07, TL16

Strategy 2.1.2: Expand the broadcasting of the in-school TV station through the Internet to other schools in order to expand our students awareness of other cultures and realities.
State: Revised
Status: Planned
Timeline: Implementation on August to December 2009. Continuous improvement throughout the 2010-2012 school years
Person(s) Responsible: Technology Coordinator
Evidence: TV signal broadcasting.
Comments:
LRPT Correlates: EP04, EP09, I01, I06, I08, LAS10, TL08, TL09, TL10

Objective 2.2: To acquire improved software as needed to protect the teachers and students data as well as to comply with CIPA requirements.
Budget for this objective: $6,000.00
LRPT Category: Infrastructure for Technology
E-Rate Correlates: ER01
NCLB Correlates: 05 07 12

Strategy 2.2.1: The school will purchase and install the software designed to protect the servers from viruses and the students’ access to inappropriate content.
State: Revised
Status: Planned
Timeline: August to December 2009
Person(s) Responsible: Technology coordinator
Evidence: Equipment acquisition and functionality.
Comments:
LRPT Correlates: EP09, I01, I05, LAS09, LAS11, LAS14, TL08, TL10, TL11

Objective 2.3: The DRAW Academy will assure the technology equipment will be maintained and upgraded as needed.
Budget for this objective: $30,000.00
LRPT Category: Infrastructure for Technology
E-Rate Correlates: ER01
NCLB Correlates:

Strategy 2.3.1: The DRAW Academy will maintain an accurate inventory and will plan in advance appropriate response for equipment replacement needs as equipment becomes obsolete or new equipment becomes available.
State: Revised
Status: In Progress
Timeline: The inventory and the replacement/addition plan will be conducted on August and May each school year starting on 2009
Person(s) Responsible: Technology Coordinator. CEO/Superintendent.
Evidence: Inventory and written plan.
Comments:
LRPT Correlates: I01, I07
Goal 3: To provided students and parent equal access to quality technological learning opportunities.

Objective 3.1: To provide students and parents technology equipment to be utilized outside the school building and outside the school’s schedule.
Budget for this objective: $42,000.00
LRPT Category: Infrastructure for Technology
E-Rate Correlates: ER01
NCLB Correlates: 01 02 03 05

Strategy 3.1.1: To acquire technology equipment (laptop computes) available to be checked out for all students in middle school.
State: Original
Status: Planned
Timeline: Initial purchase on school year 2009-2010 100% completion by the end of year 2011-2012
Person(s) Responsible: Technology coordinator
Evidence: Equipment check out lists.
Comments:
LRPT Correlates: I03, I05, LAS15, TL09, TL10, TL12

Objective 3.2: Expand the number of classes offered for parents.
Budget for this objective: $14,400.00
LRPT Category: Infrastructure for Technology
E-Rate Correlates: ER01
NCLB Correlates: 09 10

Strategy 3.2.1: The DRAW Academy will offer technology classes for parents in early morning and evening schedules in order to accommodate different parents’ working schedules.
State: Original
Status: Planned
Timeline: Throughout the regular school year starting August 2009
Person(s) Responsible: Technology coordinator. Adult instructor.
Evidence: Attendance sign-in sheets.
Comments:
LRPT Correlates: I03, I08, LAS09, TL09

Strategy 3.2.2: DRAW Academy will contract providers to offer adult education classes and training geared to support their children academic development and achievement.
State: Original
Status: Planned
Timeline: August to December each school year starting on 2009
Person(s) Responsible: Parent Teacher Organization
Evidence: Number of classes offered, sign-in sheets, student increase in completing homework assignments as reported by teachers.
Comments:
LRPT Correlates: I08, LAS05, LAS09, LAS13, TL15

Objective 3.3: To increase Parents’ participation and attendance to PTO monthly meetings and increase the level of communication between parents and school.
Budget for this objective: $6,000.00
LRPT Category: Leadership, Administration and Support
E-Rate Correlates:
NCLB Correlates: 09

Strategy 3.3.1: Increase Parent participation on PTO meetings by including presenters on a variety of subjects including educational techniques, health, homework and classroom support.
State: Original
Status: Planned
Timeline: 10 meetings per year, 2009-2010 to 2011-2012 school years
Person(s) Responsible: Technology coordinator
Evidence: Sign-in sheets for PTO meetings as proof of participation will show a minimum of a 50% increase every year.
Comments:
LRPT Correlates: LAS07, LAS09

Strategy 3.3.2: Teachers will have access to a phone system that allows delivery of messages directly to parents’ phones.
State: Revised
Status: In Progress
Timeline: 2009-2012
Person(s) Responsible: Principal
Evidence: On-going use of the phone system to assure prompt delivery of school information directly from teachers to parents. Number of ocassions in which individual teachers use the system.
Comments:
LRPT Correlates: I08, LAS09, TL15

Objective 3.4: The school will expand the number of adult education courses offered to include coursework offered by literacy service providers.
Budget for this objective: $3,000.00
LRPT Category: Leadership, Administration and Support
E-Rate Correlates:
NCLB Correlates: 09 10

Strategy 3.4.1: The school will contract with organizations such as the Parent Institute to provide adult education in areas related to assure an increase in parents participation on the academic development of their children.
State: Original
Status: Planned
Timeline: August to November and February to May each school year.
Person(s) Responsible: Parent liaison. Parent Teacher Organization.
Evidence: Sing-in sheets as proof of parent participation
Comments:
LRPT Correlates: LAS05, LAS09, LAS13, TL15
Goal 4: DRAW Academy technology program will reach-out the school boundaries providing opportunities for students and teachers to access outside resources.

Objective 4.1: Teachers will incorporate daily classroom opportunities for student to establish contacts with other students in schools within the United States and worldwide.
Budget for this objective: $6,000.00
LRPT Category: Teaching and Learning
E-Rate Correlates: ER01
NCLB Correlates: 03 11

Strategy 4.1.1: Under close teacher supervision students will join organizations and communicate via email with other students of the same age in school within the United States and world-wide
State: Original
Status: Planned
Timeline: Three school years. From August to June
Person(s) Responsible: Classroom teachers and Technology coordinator
Evidence: Number of classes with outside partners and frequency of communication
Comments:
LRPT Correlates: I01, I02, I06, TL01, TL03, TL09, TL12

Objective 4.2: Teachers will incorporate daily classroom opportunities for student to establish contacts with professionals and experts within the United States and worldwide.
Budget for this objective: $6,000.00
LRPT Category: Teaching and Learning
E-Rate Correlates: ER01
NCLB Correlates: 11

Strategy 4.2.1: Under close teacher supervision students will join organizations and communicate via email with professionals and experts in a variety of fields of study.
State: Original
Status: Planned
Timeline: Three school years. From August to June
Person(s) Responsible: Classroom teacher and Technology coordinator
Evidence: Number of organizations contacted per classroom and frequency of communications
Comments:
LRPT Correlates: LAS10, LAS13, TL12, TL13, TL15
BUDGET
Total amount of Title II, Part D formula funds received for the current year of this plan: $1,297.00
Method of application for formula funds: Local Application
Budget for year 2009
– Telecom cost: $10,000.00
– Telecom source: 90% E-Rate funding
10% General funds
– Materials cost: $2,000.00
– Materials source: General funds
– Equipment cost: $24,000.00
– Equipment source: General funds
– Maintenance cost: $76,000.00
– Maintenance source: 90% E-Rate funding
10% General funds
– Staff development cost: $7,500.00
– Staff development source: $324.25 Title II, Part D
$7,175.75 General funds
– Miscellaneous cost: $11,800.00
– Miscellaneous source: General funds
– Total: $131,300.00
Budget for year 2010
– Telecom cost: $10,000.00
– Telecom source: 90% E-Rate funding
10% General funds
– Materials cost: $2,000.00
– Materials source: General funds
– Equipment cost: $24,000.00
– Equipment source: General funds
– Maintenance cost: $76,000.00
– Maintenance source: 90% E-Rate funding
10% General funds
– Staff development cost: $7,500.00
– Staff development source: $324.25 Title II, Part D
$7,175.75 General funds
– Miscellaneous cost: $11,800.00
– Miscellaneous source: General funds
– Total: 131,300.00
Budget for year 2011
– Telecom cost: $10,000.00
– Telecom source: 90% E-Rate funding
10% General funds
– Materials cost: $2,000.00
– Materials source: General funds
– Equipment cost: $24,000.00
– Equipment source: General funds
– Maintenance cost: $76,000.00
– Maintenance source: 90% E-Rate funding
10% General funds
– Staff development cost: $7,500.00
– Staff development source: $324.25 Title II, Part D
$7,175.75 General funds
– Miscellaneous cost: $11,800.00
– Miscellaneous source: General funds
– Total: 131,300.00
EVALUATION
Evaluation Process:
DRAW Academy will evaluate the plan and the development of the technology program yearly by the Technology Coordinator and the CEO/Superintendent.
The evaluation will comprehend the following items:
a- Professional development.
b- Lesson plans
c- Students knowledge.
d- Frequency of outside contacts.
e- Equipment constant functionality.

The findings of the evaluation will be utilized to improve the levels of professional development, to target needs for professional development, to adjust the sophistication and complexity of the programs and activities, and to evaluate the needs for equipment acquisition.
These findings will be communicated at the end of each school year and at the beginning of the following school year to faculty and staff with the specific requirement to utilize these findings as guidelines for the improvement of the lesson plans and the direct delivery of technology instruction to the students.
Evaluation Method:
The following are different strategies to monitor the progress of the faculty, staff, and students related the technology development and utilization.
a- Surveys will be conducted with faculty and staff in order to decide on the effectiveness of each professional development courses and the needs for new activities. The surveys will include students’ opinions evaluating the teachers’ ability to use and incorporate technology in the classroom as well as to instruct using technology and its methods.
b- Lesson plans will be revised to assure the inclusion of the technology components as required.
c- The school’s curriculum will be revised frequently throughout the year in order to incorporate technology tools and technology resources as teachers plan and research.
d- The students will be assessed with a pre and post test at the beginning and end of the school year to assure their knowledge, acquisition, utilization, and comprehension of the State Technology TEKS.
e- The Technology Coordinator will supervise classroom activities frequently throughout the year to assess the quality and quantity of students’ and teachers’ communications and contacts other schools and outside organizations.