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The Puerto Rico Dual Program for Schools

Project (PRDP) offers an innovative and

pertinent multidisciplinary educational

alternative that responds to students authentic

reality which pretends to improve retention

rates; it collaborates with the transition

processes of the Puerto Rican school, andcontributes with the expectations of

transformation of the working field in a word

class education that enhances our learning

community.

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Mission

To promote flexible, multidisciplinary

educational programs as an alternative

that improves retention rates of

students.

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Vision

To provide word class education that

enhances our learning community.

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Purpose

Facilitate a innovative virtual academic-

vocational program for students at risk of

dropping out of school .

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GOALS

Achieve retention of 85% of the school population.

Prepare students for life and workforce.

To improve the academic achievement of all students,

with emphasis in schools that are going through anImprovement Plan period.

To promote in all the academic and vocational areas

oral and written communication, research in action andthe integration of technology.

Enrich curricular production, academic offerings and

incorporate new educational tendencies.

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Carl D. Perkins Act 1984(Public Law 98-524) The Vocational

Education Act of 1984The Perkins Act 1998(Public Law 105332) The Carl D.

Perkins VocationalTechnical Education Act

2006(Public Law 109-270) The Carl D.

Perkins Career and Technical Education Act

Review of the Literature

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Carl D. Perkins Act

PURPOSE:

to develop fully academic and career and

technical skills of secondary education

students and postsecondary education

students who elect to enroll in career and

technical education.

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On-line courses

provide computer-based instruction to

students who are geographically

separated from their teachers.

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Hybrid Programs

implies that the students engage in a

variety of activities ranging from

individual to group activities

face-to-face whole-class

small-group sessions

on-line courses

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Kentuckys Model

Provides a good standard in on-line and

hybrid education.

Working with on-line education since

2000.

Self-paced path.

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Californias Model

Fulltime independent study

Individualized learning plan

Students can complete assignments at any

time, pace, or location that conforms totheir plan.

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First phase Orientations- Enrollment

A team of highly qualified teachers will promote it

The target will be students with the eight grade approved

This program will accelerate the high school curriculumby dividing into six trimesters

The participant will attend four hours a day four days a

week to the respective vocational shop and seven hours

one day of the week with the academic teachers.

Methodology

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First phase Orientations- Enrollment

The application package

Teachers summer seminars

Location and duration of the seminars

Methodology

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Methodology

Second phase Implementation

Start the ninth grade in august and receive a

welcome package with a personalized schedule

Twenty four hours seven days a week on line

technical service assistance

Academic advisors of each class subjects will be

available as well as two special education teachers If a student does not comply with the minimum

hours per week he will be counsel.

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Third phase Assessments Improvements

The platform Black Board will provide us the

statistics of the progress of the students.

Surveys

Methodology

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Timeline

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Provisions for Students with

Special Needs

Educational therapy and related services

according to their IEP

Meetings with the Special Education teacher

as established in every IEP

On-line and in-site technical support by a

technology specialist.

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ReferencesAdell, J. (2004). Nuevas tecnologas en la educacin presencial: del curso online a las

comunidades de aprendizaje. Currculo: Revista de teora, investigacin yprctica educativa Vol. 17. P. 57-92

Barrat, V. X., and Berliner, B. (2009).Examining independent study high schools in

California. (REL Issues & Answers Report, REL 2009No. 074). Washington,

DC: U. S. Department of Education, Institute of Education Sciences, National Center

for Education Evaluation and Regional Assistance, Regional Educational Laboratory

West. Retrieved from http://ies.ed.gov/ncee/edlabs.

Buzzetto, More, 2010, Koohang, Riley, & Smith, (2009). Collaborative Writing with Web

2.0 Technologies: Education Students. Retrieved from July 4, 2011, from

http://www.jite.org/documents/Vol10/JITEv10IIPp073-103Brodahl948.pdf

Mokher, C. (2011).Aligning career and technical education with high-wage and high

demand occupations in Tennessee. (Issues & Answers Report, REL 2011-No.

111).Washington, DC: U. S. Department of Education, Institute of Education

Sciences, National Center for Education Evaluation and Regional assistance,

Regional Educational Laboratory Appalachia.

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ReferencesCavalluzzo, L., Lowther, D., Mokher, C., and Fan, X. (2012).Effects of the Kentucky

Virtual Schools hybrid program for algebra I on grade 9 student mathachievement. (NCEE 2012-4020). Washington, DC: National Center for

Education Evaluation and Regional Assistance,Institute of Education Sciences,

U.S. Department of Education

Freeman, J. (1999). Quality Education: the Development of Competence. Geneva:

UNESCO.

Freeman, J. (2002). Out of School Educational Provision for the Gifted and Talented

around the World', Report for the Department for Education and

Skills UK Government. Retrieved from www.joanfreeman.com

Haveman, R., Wolfe, B., & Wilson, K. (2001). Childhood events and

circumstances influencing high school completion. Demography, 28(1).

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References

Junn, J. (2005). The political costs of unequal education. Paper prepared for thesymposium on the Social Costs of Inadequate Education, Teachers College

Columbia University, October 20

Leslie P, (1995). Constructivism in education. Hillsdale, NJ, England:

Lawrence Erlbaum Associates, Inc

Muennig, P. (2005). Health returns to education interventions. Paper prepared

for the symposium on the Social Costs of Inadequate Education,

Teachers College Columbia University, October 2005.

Smaldino, S. E., Russell, J. D., Heinich, R., y Molenda, M. (2005). Instructional

media and technologies for learning. (7th ed.). Upper Saddle River, NJ:Prentice Hall Wolfe, B. L., & Haveman, R. H. (2002). Social and non-

market benefits from education in an advanced economy. Paper prepared

for Conference Series 47, Education in the 21st Century: Meeting the

Challenges of a Changing World, Federal Reserve Bank of Boston, June 2002