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By , August 30, 2011 1:07 pm

Guidance For Educators Of American Indian And Alaska Native Students

Comprehensive planning for school reform is currently underway at all levels of the educational system, from the training of teachers and administrators, to the organization of schools, to the instructional methods and materials used in classrooms. The purpose of the planning is to help make it possible–through a series of organizational and instructional changes–for all children to reach the same high academic standards. Educators and parents of American Indian and Alaska Native (AI/AN) students, as well as other members of tribal communities, must participate in this planning to ensure that the needs of AI/AN students are carefully considered at the local level.
This Digest provides brief descriptions of key federal legislation and initiatives calling for school reform. Each description is followed by a series of questions that can help American Indian and Alaska Native communities closely examine local school reform plans and decide if those plans are designed to (1) ensure the academic success of AI/AN students and (2) reflect the views of their community.

Current school reform emphasizes “locally determined” decision making, so each community will need to tackle the questions posed in this Digest in different ways. There is no “one best way” to address AI/AN student needs since local circumstances and needs vary from one community to the next.
Goals 2000
When the Goals 2000: Educate America Act was passed in 1994, it set the year 2000 as a target date for reaching the National Education Goals of 1990. Under this law, states and school districts are encouraged to use their federal monies in combination with other state and local resources for projects to improve both teaching and learning. The Act also encourages schools to form partnerships with parents, tribes, and businesses, and requires a school improvement plan to “reflect the student body representation” (Licitra & Miller, 1994, p. 6). The National Education Goals and the beliefs reflected in the Goals 2000: Educate America Act have helped shape much of the school reform effort that has followed.
How many schools with Indian students in your district have Goals 2000 projects? Do those projects reflect Indian community views on schooling? How have parents of AI/AN students helped to develop the School Improvement Plan?
Title I of the Elementary and Secondary Education Act
In 1994, Congress passed the Elementary and Secondary Education Act(ESEA) as part of the Improving America’s Schools Act (IASA). The new ESEA is based on the belief that all students can learn and are, therefore, entitled to schooling that helps them strive for and meet high academic standards. To meet this challenge, ESEA (especially Title I, the section of the Act that focuses on serving under-achieving children from low-income families) encourages schools to rethink how all of their local, state, and federal money could better help all students learn at higher levels.
This new legislation reflects a major change in thinking. Now, if all students are not reaching high academic standards, the fault will be seen as resting with the schools, not with the children. The new Act urges schools to consider making several specific types of changes: (1) to give students who need it extra help right in their classrooms instead of pulling them out to work with them separately, (2) to make the school day and/or year longer, and (3) to make sure that the services that children and their families need are better coordinated between schools and community agencies.
The new Title I stresses setting up schoolwide programs in schools with 50 percent or more children from low-income families. While some Title I programs will still be targeted assistance programs (that is, the old system that singles out certain students for special help), schoolwide programs are encouraged whenever possible (Federal Register, 1995). In schoolwide programs, schools are supposed to use Title I money to improve teaching and learning in the entire school. They may also combine most of their federal education monies with other state and local resources to support their comprehensive school reform efforts. In other words, all students–not just Title I students–then benefit from Title I money (Pechman & Fiester, 1994, pp. 1-2).Consolidation of efforts is to be the game plan. It should be noted, however, that to support strong Indian community control, Indian Education Act (IEA, described next) funds cannot be put into the schoolwide pot of money without IEA Parent Committee approval.
How many Title I schools in your district have schoolwide programs? How many have targeted assistance programs? How many AI/AN students are in these schools and how are their specific needs served by these programs? Is the Indian community well represented on Title I planning committees, schoolwide committees, parent advisory committees, or other planning efforts?
Indian Education Act
The renewed Indian Education Act (IEA), passed in 1994, included many important changes. Unfortunately, these changes are not well known in Indian country. Therefore, they have not yet widely affected the rethinking of education services to AI/AN students or the IEA projects. Several new items in IEA deserve special attention.
The number one purpose of IEA is, as always, to meet the “special educational and culturally related academic needs” of AI/AN students (Congressional Record, 1994, sec. 9101[1][c]). Yet–just like Title I described above–the 1994 Act requires that IEA grant money be used to support school districts in their reform efforts. IEA projects must directly promote the goals of state and local improvement plans. Equally as important, every IEA application for grant money must include a comprehensive plan that explains how other federal, state, and local programs, especially under Title I, will meet the needs of all AI/AN students in the school district. The plan should describe how all school resources will be used to help improve AI/AN student performance and how the IEA monies will add to (not take the place of) this effort. Notably, the Act alsorequires school districts receiving IEA funds to regularly check the progress ofall AI/AN students (not just the AI/AN students who receive IEA services) in meeting the goals of the state and local improvement plans (Congressional Record, 1994, sec. 9114[b][6][A]). In other words, school districts must show that their efforts for improvement are actually helping AI/AN students achieve high academic performance. And, school districts must report on their progress to the community. From now on, Indian communities should be informed exactly how their children are doing in the school system. This information will help communities work closely with schools, on an ongoing basis, to continue improving Indian student performance.

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By , August 28, 2011 1:23 am

HVAC Career Training and Online Education Options

Training for a career in Heating Ventilating and Air Conditioning (HVAC) can be done through online studies. Some hands on training may be necessary and can be completed through a vocational school. You can choose to obtain a variety of levels of education based on the specific career you wish to pursue. HVAC career training and online education options are available at the degree and certificate level. You can enroll in an online school or college and complete the basic coursework needed to enter into the field and start the career you long for.

Training will help to prepare you for a career installing, maintaining, and repairing various cooling and heating related systems. Online education can include learning how to work with the mechanics of various systems such as motors, ducts, pipes, compressors, thermostats, and much more. When you choose to obtain an accredited online education in HVAC, you can do so at various levels.

You have the chance to obtain a certificate, or associate or bachelor degree. Training can last anywhere form six months to four years based on your personal career and education goals.

Online educational training programs can help you to gain the skills you need to pursue the career of your dreams. Specific careers can include working as an:

HVAC Technician
Duct Installer
HVAC Mechanic
Refrigeration Specialist
Electronics Technician
Plumber

…and other related career positions. When looking to enter into any of these careers, you will need to complete different types of training and coursework.

Specific areas of study may vary based on the desired career and level of education being pursued.

You can learn various skills and study electronic systems technology, design theory, repair procedures, and more. Training in areas such as these will help to prepare you for an exciting career in this field. You will also train in engineering, HVAC systems, refrigeration, mechanical systems, and many other relevant subjects.

Certain levels of education allow students to gain a more in depth education in certain areas, such as refrigeration. In order to enter into a career in specialized areas such as these, you will need to obtain EPA (Environmental Protection Agency) certification to work with chlorofluorocarbon (CFC) and other refrigerants. Depending on the level of training and desired career you can seek employment in commercial offices, industrial complexes, private homes, and many other places. Accredited online schools and colleges are available to offer you the quality education you need to pursue a successful career.

Fully accredited learning programs allow you to gain the skills you need to seek the career you desire. Accreditation is provided to qualifying programs by agencies like the Accrediting Commission of Career Schools and Colleges of Technology (ACCSC). Online HVAC schools and colleges that offer the best quality education available can be eligible for full accreditation. You can start the path to a new career by researching accredited programs and enrolling in the one that fits your goals and needs today.

DISCLAIMER: Above is a GENERIC OUTLINE and may or may not depict precise methods, courses and/or focuses related to ANY ONE specific school(s) that may or may not be advertised at PETAP.org.

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