Online courses for credit recovery Promising

Size: px
Start display at page:

Download "Online courses for credit recovery Promising"

Transcription

1 Online courses for credit recovery Promising Online courses for credit recovery: Promising practices for high school teachers. Practices for High School Teachers Many students who probably would have dropped out are now making up the courses online. School has become more attractive to them, because they re no longer at the point of feeling, I have no chance to graduate; why would I even go to school? An online credit recovery teacher Introduction High schools are increasingly offering students the opportunity to take courses online that they have previously failed in the classroom an approach known as online credit recovery. This brief provides promising practices for the complex instructional and administrative demands that teachers face when leading these courses, which they often must do after receiving only minimal training with the courseware and associated teaching strategies. A common approach to online credit recovery is providing a computer learning lab in a school or community-based setting in which one or two teachers supervise the coursework of up to 20 students across multiple academic disciplines and grade levels. Students progress at their own pace, so it s likely that no two students are engaged in the same activity at the same time. While blended courses which combine online coursework with teacher-led instruction are often described as the preferred way to incorporate online elements, the credit recovery courses offered at many high schools are fully online, with no teacher-led instruction or group learning activities. Students in these courses need to sustain a high level of initiative a substantial challenge for many students who are re-taking a course they have previously failed. Clearly, their teachers must create a learning environment that is well-structured for independent learning. Online credit recovery teachers use many of the same strategies that are used in traditional classrooms, such as communicating rules and procedures, offering encouragement and feedback, and presenting clear goals. This brief focuses on ways that teachers tailor these strategies to serve online credit recovery classrooms, as well as strategies that are unique to online learning labs. It is based on findings from a study of 12 Massachusetts high schools with high dropout rates that developed online credit recovery programs as part of the MassGrad initiative. Using Online Courseware to Monitor Student Work A typical online course consists of a series of curriculum modules that include readings, recorded lectures, practice activities, and interim and final assessments. The courseware offers printable reports and on-screen displays of course data that enable teachers and students to track progress and performance. Monitoring progress and performance. Progress indicators are calculated based on the number of modules in a course and its start and planned completion dates. Performance indicators show a student s grade based on mastery assessment scores. These indicators enable teachers to offer more intensive support to students who are behind schedule or struggling to demonstrate mastery, and to allow other students to manage their own learning process more independently. 1

2 Monitoring classwork and homework. Teachers need to unlock online assessments before students can complete them. One teacher reported checking in with students who hadn t asked her to unlock an assessment for a half hour or longer, to determine if the students had lost focus or encountered an obstacle. Some teachers also review course log-in times to determine if students have taken advantage of the opportunity to complete online coursework from home. Monitoring time on task. Some courseware offers idle time indicators intended to assess student focus and time spent on task. Most teachers reported that these indicators are unreliable, because students who engage in productive offline activities (e.g., consulting a textbook or meeting with a teacher) while logged into their courses, or who forget to log out before leaving the learning lab, are also counted as having high levels of idle time. Diagnosing performance challenges. Students often rush through the learning activities in a module, or complete them without adequate focus, and then repeatedly attempt and fail the module s mastery test. Teachers can identify this dynamic by checking the amount of time a student spent on a module, or by looking online at the quality of responses that a student provided for a given activity. Teachers can then require the student to take more detailed notes, do additional practice exercises, or complete other supplemental tasks before the teacher will unlock the assessment for the student to re-take it. Identifying courseware limitations. One teacher found that several students had failed the same assessment, despite spending ample time on the module s activities. She reviewed the activities, determined that the instructions and academic content were deficient, and developed an alternative activity for the students to complete. Online Courses and Competency-Based Learning Educators are increasingly implementing competency-based approaches to learning, in which students move ahead once they have demonstrated specific knowledge and skills, rather than after spending a specified number of months in a classroom. Many competencybased learning approaches also accommodate students at varying levels of academic preparation, and have transparent systems for assessing performance. The online courses described in this brief have features that enable them to meet all of these criteria for competencybased learning. Detecting cheating. Checking the amount of time spent on a module led one teacher to notice that a student was providing detailed written responses after spending only a minute or two on activities that required several pages of reading. The teacher determined that the student had been typing course questions into Wiki Answers and pasting the responses directly into the courseware. 2

3 Supporting Student Motivation. Due to the self-directed nature of online learning in many credit recovery settings, fostering student motivation is essential. One teacher said, Most students are in credit recovery because of motivation issues, not cognitive or behavioral issues. As in traditional classrooms, online credit recovery teachers grapple with how much of this motivation should be internal versus external, as reflected in these two opposing comments made by one teacher: If the opportunities we provide don t motivate them, I can t hold them by the hand and make them work. Mostly they re motivated because it s their second chance to pass the course, and they know that. I m always on their back if they re behind they know that. In practice, teacher strategies emphasized both internal and external motivation. Fostering student buy-in. One teacher explained that when new students enroll in online credit recovery, she sits with them to make sure they know exactly what they re getting into This is what you re going to be doing in here, for 180 days. But she also lets them know that the online course could be a good solution, since they have already failed the course in the classroom, and that she will provide support. If a student is reluctant to participate, the teacher suggests looking over another student s shoulder for a class period, and to talk with students who are already taking online courses. If the student still doesn t want to participate, the teacher sets up an appointment for the student with a guidance counselor. Offering praise and encouragement. Some teachers spent much of their time circling the room, offering encouragement in addition to academic support Oooooh Kyle, we re getting there. 84%. You have a B- average. Keep it up! or Nice work. Now see if you can get one more activity done today. One teacher said, I m a pretty positive person. I think it helps, because many of my students are surrounded by pretty negative people. Even if they re not progressing, just offering some positive feedback about something they re doing well generally works. Emphasizing deadlines and consequences. One teacher explained that her students had not fully understood that their credit recovery course could make the difference between graduating or not. After she met with seniors to discuss this, their participation increased. At another school, a prominent notice on the learning lab s whiteboard said, Attention Seniors!! You must finish Credit Recovery by Fri May 23rd for June graduation!! Remaining days: A third teacher reminded students that the more focused they were, and the more often they came into the credit recovery classroom, the sooner they would finish the course. 3

4 Supporting Goal-Setting, Time Management, and Self-Regulation Check-ins. Teachers conduct several types of formal and informal check-ins. As students enter the room, some teachers initiate a quick exchange with each student to ensure that they are logging on and have a specific progress goal for the day Alex, you re at 36% completion; see if you can push to 40% today, okay? Other check-ins happen as teachers circulate in the learning lab, or at the teacher s desk during an impromptu or scheduled meeting. In addition to discussing in-class goals, some teachers help students plan for doing online coursework at home or during a study hall. Using progress indicators. The courseware provides bar charts, percentage completion metrics, and color-coded screen elements that help teachers and students track progress and set goals for the day, week, or semester. Students in some schools access their own online progress reports, as they enjoy knowing their standing and find it motivating. One teacher prominently displays a hand-written, poster-sized bar chart indicating each student s percentage course completion and goals for the week. She explained, They don t always reach the goal, but it helps them with their time management. It allows them to say, Last week I didn t do so hot on my chemistry, so I m going to have to work on that at least three times this week in order to catch up. Working off-site. All schools encourage students to complete online work outside of the learning lab. To reduce the possibility of cheating, schools only permit students to make off-site progress until they reach the next mastery assessment, which then has to be unlocked by a teacher and completed in the learning lab. Most sites reported that only about 5 25% of students complete much work at home, but that it is an important option for students who are highly motivated, approaching graduation, or have an extended absence due to a suspension or medical problem. One teacher said, If they took the time at home even just three nights per week to watch a 20-minute lecture and then do the related vocabulary exercises, they would cut their course completion time by 15 20%. This teacher also makes calls and sends notes telling parents that their children always have homework, because they can work on an online course at home. Building socio-emotional skills. Some teachers help students develop the socio-emotional skills that support success in online courses. One school combines their summer online credit recovery program with a series of group sessions on self-control and self-understanding. One teacher helped a frustrated student put her online coursework challenges in perspective, sitting with her and pointing out that she was close to reaching a progress milestone. Another teacher explained, When I see students not progressing, I ll sit down with them and ask them what the issue is. If it s a personal issue, I ll encourage them to leave it at home and press forward. That s the coach in me. Completing a productivity rubric. In one school, students and teachers separately complete a productivity rubric each week, then meet to compare and discuss their assessments. The rubric contains the following four dimensions: Productivity (e.g., student completed at least 75% of their weekly module goal ); Time Management Skills (e.g., student rarely needed on-task reminders or redirection to meet program goals ); Respect (e.g., student was usually respectful to peers and staff and used proper etiquette most of the time ); and Attendance (e.g., student had one unexcused absence ). 4

5 Balancing Courseware Monitoring and Direct Student Support The teacher s time is a scarce resource that must be allocated wisely across many potential activities in the learning lab. A key dimension of teacher activity is the amount of time focused on monitoring and managing the courseware versus directly supporting students and managing the learning environment. Across the learning labs, teachers made very different choices with regard to this dimension, and the resulting learning environments were substantially different. A few teachers monitored the courseware very closely, almost never left their chairs, and demanded a very quiet classroom environment. These teachers had frequent but very brief interactions with students that focused almost entirely on unlocking assessments and encouraging students to work toward completing a specified percentage of the course that day. (One learning lab with 6 students had so little activity that the motion-sensitive lights turned off several times during a 45-minute class period.) At the opposite end of this dimension, the teacher in one school with an after-school credit recovery program seemed virtually unaware of the courseware s monitoring and management features. The room was loud and chaotic, and the students entered and left frequently, having made minimal progress. Few structures were apparent that supported student planning or goal-setting, and the program was serving far fewer students than its capacity, despite a great need for credit recovery among the student population. Most learning labs fell somewhere in the middle, with teachers striking a balance between managing the courseware, managing the learning environment, and providing direct student support. It appeared that this balance was not dictated at the school level, because in some schools different teachers used distinctly different approaches. Many factors undoubtedly influenced the range of approaches just described. The emphasis here is for teachers (and administrators) to recognize that this range exists, and to make a deliberate choice, possibly by experimenting with different approaches over time in order to identify what is most effective with their specific students. The middle ground adopted by the majority of schools appeared to meet the complex instructional and administrative demands of the online learning lab most effectively. Additional Resources Two additional briefs one for teachers and one for administrators will be published based on the MassGrad study of schools engaged in online credit recovery. The following websites contain resources that also address the knowledge and skills needed to facilitate online, blended, and competency-based learning programs. International Association for K 12 Online Learning Keeping Pace with Digital Learning Nellie Mae Education Foundation 5

6 Acknowledgments The contents of this report were developed by the University of Massachusetts Donahue Institute in collaboration with the Massachusetts Department of Elementary and Secondary Education. Grant funding was provided by the Nellie Mae Education Foundation and the U.S. Department of Education. The contents do not necessarily represent the policy of the U.S. Department of Education, and readers should not assume endorsement by the Federal Government. 6

ONLINE LEARNING AT BRIGHTON HIGH SCHOOL

ONLINE LEARNING AT BRIGHTON HIGH SCHOOL ONLINE LEARNING AT BRIGHTON HIGH SCHOOL Brighton High School recognizes that online learning allows us to better meet the needs of our diverse population. Students take online courses through Brighton

More information

Frequently Asked Questions

Frequently Asked Questions Frequently Asked Questions Why would a public school offer online courses? The intent of Minnetonka s Tonka Online is not to replace the rich learning experience that takes place in a traditional classroom,

More information

Grades 6-8 Goal Setting

Grades 6-8 Goal Setting Grades 6-8 Goal Setting Background Information: Goal setting skills are essential for young people. They empower students to strive for selfimprovement and have control over their own lives. This skill

More information

Master of Science in Reading

Master of Science in Reading Master of Science in Reading Marie Cheak, Ph. D. Coordinator, Reading Graduate Program Department of Curriculum and Instruction Western Illinois University - Quad Cities E-Mail: MJ-Cheak@wiu.edu Phone:

More information

The Virtual Alternative High School Information

The Virtual Alternative High School Information The Virtual Alternative High School Information The Idaho Virtual Academy s alternative high school program provides an accredited, rigorous curriculum for students. The high school courses meet or exceed

More information

Theory of Action Statements - Examples

Theory of Action Statements - Examples Theory of Action Statements - Examples E. Robin Staudenmeier, Principal Consultant System of Support and District Intervention Division March 24, 2014 1. Establish specific district wide Goals and Objectives

More information

Our Agenda. Making the switch to blended learning Debunking the myths Looking at a successful implementation Understanding why it works

Our Agenda. Making the switch to blended learning Debunking the myths Looking at a successful implementation Understanding why it works Our Agenda Making the switch to blended learning Debunking the myths Looking at a successful implementation Understanding why it works What is blended learning? The Clayton Christensen Institute s definition

More information

HIGH SCHOOL FAQ. Last edit date 2 June 2014 ATTENDANCE/PACING

HIGH SCHOOL FAQ. Last edit date 2 June 2014 ATTENDANCE/PACING Last edit date 2 June 2014 ATTENDANCE/PACING How will students know what needs to be completed on a daily basis? o The Course Guide will provide an overview of the program for the Classic, Plus, and Academy.

More information

That s why we focus so much time and effort on the development of our digital curriculum.

That s why we focus so much time and effort on the development of our digital curriculum. APEX LEARNING Overview Quality is never an accident; it is always the result of high intention, sincere effort, intelligent direction, and skillful execution; it represents the wise choice of many alternatives.

More information

A Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant

A Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant Structure of a Workshop: A Writer s Workshop: Working in the Middle from Jennifer Alex, NNWP Consultant For the last four years, writing and reading workshops have been the foundation of my classroom practice.

More information

HCS elearning Program

HCS elearning Program HCS elearning Program Every Child, Every Day, Whatever it Takes Information and Guidelines Table of Contents Introduction & Overview. 3 elearning Key Components.. 3 elearning Courses 4 elearning Grades

More information

Apex Learning Teacher Manual

Apex Learning Teacher Manual Apex Learning Teacher Manual Student Account Management Teachers can enroll students in the courses they are teaching and reset passwords for those same students once they are enrolled in a course the

More information

ADMINISTRATIVE GUIDELINE. Title: Suggested Homework Practices

ADMINISTRATIVE GUIDELINE. Title: Suggested Homework Practices ADMINISTRATIVE GUIDELINE Title: Suggested Homework Practices Effective Date: April 28, 2009 Responsibility: Superintendent of Program and Schools SUGGESTED HOMEWORK PRACTICE. In response to the concerns

More information

Manchester Essex Regional School District District Curriculum Accommodation Plan (DCAP)

Manchester Essex Regional School District District Curriculum Accommodation Plan (DCAP) Manchester Essex Regional School District District Curriculum Accommodation Plan (DCAP) 2012 2013 What is a District Curriculum Accommodation Plan? Massachusetts General Laws require the adoption and implementation

More information

MILLARD EDUCATION ONLINE

MILLARD EDUCATION ONLINE DESCRIPTOR TERM: Instructional Program Millard District Policy File Code: 5080 Approved: 10-16-12 MILLARD EDUCATION ONLINE A. Purpose The Utah State Legislature established Public Education Online in the

More information

Speak Up Sample Survey Questions

Speak Up Sample Survey Questions Speak Up Sample Survey Questions Speak Up, an online research project facilitated by Project Tomorrow, is an annual survey that collects and reports on the authentic, unfiltered views and opinions of K-12

More information

Formative Assessment & Standards- Based Grading: The Journey for Dansville Schools

Formative Assessment & Standards- Based Grading: The Journey for Dansville Schools Formative Assessment & Standards- Based Grading: The Journey for Dansville Schools HOW FORMATIVE ASSESSMENT AND STANDARDS-BASED GRADING ARE MOTIVATING OUR STUDENTS AND INCREASING ACHIEVEMENT Our Purpose:

More information

Response Rates in Online Teaching Evaluation Systems

Response Rates in Online Teaching Evaluation Systems Response Rates in Online Teaching Evaluation Systems James A. Kulik Office of Evaluations and Examinations The University of Michigan July 30, 2009 (Revised October 6, 2009) 10/6/2009 1 How do you get

More information

Computer Science 040-6927 Spring 2012 Page 1. COURSE INFORMATION Introduction to Computers / COMSC 040-6927 / Online Section. kstanton@losmedanos.

Computer Science 040-6927 Spring 2012 Page 1. COURSE INFORMATION Introduction to Computers / COMSC 040-6927 / Online Section. kstanton@losmedanos. Computer Science 040-6927 Spring 2012 Page 1 COURSE INFORMATION Title and Course # Introduction to Computers / COMSC 040-6927 / Online Section Department: Computer Science Number of Units 4 Semester Spring

More information

BOCES Educational Consortium Testimony

BOCES Educational Consortium Testimony New NY Education Reform Commission October 11, 2012 SUNY Old Westbury BOCES Educational Consortium Testimony Good morning/afternoon. My name is Dr. Lydia Begley and for the past year, I have been the Associate

More information

5-O-A: VIRTUAL LEARNING, DISTANCE LEARNING, & INDEPENDENT STUDY

5-O-A: VIRTUAL LEARNING, DISTANCE LEARNING, & INDEPENDENT STUDY 5-O-A: VIRTUAL LEARNING, DISTANCE LEARNING, & INDEPENDENT STUDY Virtual learning is a method of receiving academic instruction in courses in which the pupil is registered and the courses are taken through

More information

APPENDIX 16 MATH REDESIGN ABSTRACT. Cleveland State Community College DSPM Redesign Abstract

APPENDIX 16 MATH REDESIGN ABSTRACT. Cleveland State Community College DSPM Redesign Abstract APPENDIX 16 MATH REDESIGN ABSTRACT DSPM Redesign Abstract is a two year institution in the Tennessee Board of Regents system with an annual enrollment of approximately 2100 FTE and 3100 headcount. Developmental

More information

Lesson Plan Template

Lesson Plan Template 1. Information Lesson Plan Template Name: Stephanie Subject/Content: ELA/Social Studies School Name: Pritchardville Grade Level: 3 rd Date Lesson is Taught: October 13, 2014 2. Standard(s)/Relevancy/Objective(s)

More information

Accommodation Ideas Based on Student Area of Need

Accommodation Ideas Based on Student Area of Need Some information adapted from: Beech, M. (2010). Accommodations: Assisting students with disabilities (3rd ed.). Tallahassee, FL: Florida Department of Education. Student has difficulty with reading comprehension

More information

BEST PRACTICES FROM EXPERIENCED EDUCATORS. 25 TIPS FOR BLENDED LEARNING SUCCESS When Implementing a Program to Personalize Education

BEST PRACTICES FROM EXPERIENCED EDUCATORS. 25 TIPS FOR BLENDED LEARNING SUCCESS When Implementing a Program to Personalize Education BEST PRACTICES FROM EXPERIENCED EDUCATORS 25 TIPS FOR BLENDED LEARNING SUCCESS When Implementing a Program to Personalize Education INTRODUCTION Blended learning is a formal education program that integrates

More information

Principal Practice Observation Tool

Principal Practice Observation Tool Principal Performance Review Office of School Quality Division of Teaching and Learning Principal Practice Observation Tool 2014-15 The was created as an evidence gathering tool to be used by evaluators

More information

EDUC 605 Curriculum Development and Assessment.. 3 cr

EDUC 605 Curriculum Development and Assessment.. 3 cr MASTER OF ARTS IN EDUCATION The Master of Arts in Education degree program combines online learning with practical and applied learning in the classroom. The master s candidate must earn and successfully

More information

Student Feedback on Online Summer Courses

Student Feedback on Online Summer Courses Student Feedback on Online Summer Courses October 8, 2015 Santa Clara University Office of Assessment Report Introduction In the summer of 2015, approximately 700 undergraduate students were enrolled in

More information

Helping Your Child With Math Homework

Helping Your Child With Math Homework Helping Your Child With Math Homework Presented by: Dr. Frank D Angelo, Assistant Professor Bloomsburg University Jessica Fellin, Graduate Student Bloomsburg University & Jennifer Troutman, Graduate Student

More information

Updated Question and Answers about the Illinois Common Core Standards

Updated Question and Answers about the Illinois Common Core Standards Updated 11 22 13 Question and Answers about the Illinois Common Core Standards Information Regarding the Illinois Common Core English Language Arts Standards The Illinois Learning Standards, based on the

More information

Best Practices in Implementing ACCUPLACER//MyFoundationsLab

Best Practices in Implementing ACCUPLACER//MyFoundationsLab Best Practices in Implementing ACCUPLACER//MyFoundationsLab June 2013 2013 The College Board. College Board, ACCUPLACER, SAT and the acorn logo are registered trademarks of the College Board. PSAT/NMSQT

More information

AP & Honors Parent and Student Night. Presented by the Woodbridge High School Counseling Department

AP & Honors Parent and Student Night. Presented by the Woodbridge High School Counseling Department AP & Honors Parent and Student Night Presented by the Woodbridge High School Counseling Department Schedule changes In fall 2014, 832 schedule changes were made to accommodate students requests after the

More information

Ms. Ratkoff Biology, 2015

Ms. Ratkoff Biology, 2015 Ms. Ratkoff Biology, 2015 Room B118 August 24, 2015 Dear Students, Parents and/or Guardians, Greetings! My name is Ms. Jaime Ratkoff; I am Duke Ellington s Physics and Biology teacher this year, and I

More information

Instructional Strategies: Teacher and Peer Feedback

Instructional Strategies: Teacher and Peer Feedback Instructional Strategies: Teacher and Peer Feedback Providing Feedback to Students Feedback enhances student achievement by highlighting progress rather than deficiency. With progress feedback a student

More information

Department of Teacher Education. Graduate Programs. Reading Teacher Internship Guidelines. Masters Degree in Education: Reading Teacher Endorsement

Department of Teacher Education. Graduate Programs. Reading Teacher Internship Guidelines. Masters Degree in Education: Reading Teacher Endorsement Department of Teacher Education Graduate Programs Reading Teacher Internship Guidelines Masters Degree in Education: Reading Teacher Endorsement Revised Fall 2012 Table of Contents To The Candidate...3

More information

Model 1: ROTATION. A. Station-Rotation model

Model 1: ROTATION. A. Station-Rotation model Model 1: ROTATION A. Station-Rotation model Definition: A rotation-model implementation in which within a given course or subject (e.g., math), students rotate on a fixed schedule or at the teacher s discretion

More information

Sample Online Syllabus

Sample Online Syllabus Sample Online Syllabus This sample syllabus is based off of the MCCC DE-1 form and is designed to provide suggestions to instructors seeking to create a comprehensive syllabus for teaching online. Please

More information

Grade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction

Grade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction Grade 3: Module 1: Unit 1: Lesson 8 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name

More information

Chapter Four: How to Collaborate and Write With Others

Chapter Four: How to Collaborate and Write With Others Chapter Four: How to Collaborate and Write With Others Why Collaborate on Writing? Considering (and Balancing) the Two Extremes of Collaboration Peer Review as Collaboration * A sample recipe for how peer

More information

Blended Learning W H I T E P A P E R

Blended Learning W H I T E P A P E R Blended Learning W H I T E P A P E R INTRODUCTION The use of technology in the classroom to augment teaching and learning has increased over the past decade. This increased access to technology in the

More information

Grade 3: Module 1: Unit 1: Lesson 4 Choosing a Book that Interests Me: Seeking the Superhero Reader in Me

Grade 3: Module 1: Unit 1: Lesson 4 Choosing a Book that Interests Me: Seeking the Superhero Reader in Me Grade 3: Module 1: Unit 1: Lesson 4 Seeking the Superhero Reader in Me This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content

More information

How to Pass Physics 212

How to Pass Physics 212 How to Pass Physics 212 Physics is hard. It requires the development of good problem solving skills. It requires the use of math, which is also often difficult. Its major tenets are sometimes at odds with

More information

19K660. Brooklyn, NY 11207. Jocelyn Badette

19K660. Brooklyn, NY 11207. Jocelyn Badette NYSED/NYCDOE JOINT INTERVENTION TEAM REPORT AND RECOMMENDATIONS BEDS Code/DBN: 19K660 School Name: W. H. Maxwell High School 145 Pennsylvania Avenue School Address: Brooklyn, NY 11207 Principal: Jocelyn

More information

TINA: But we re getting ahead of ourselves. Let s start at the beginning This is Ivy Tech.

TINA: But we re getting ahead of ourselves. Let s start at the beginning This is Ivy Tech. SFX: Commercial Soundtrack STU: There s nothing like it. Walking across that stage knowing you ve graduated and you re ready for the next step. Whether it s a job or continuing on with your education Ivy

More information

8.38.1.2.4 Online Program. An academic program that contains only online courses.

8.38.1.2.4 Online Program. An academic program that contains only online courses. 8.38 ONLINE COURSE POLICIES [Administrative Updates 9/9/14] 8.38.1 Institutional Context 8.38.1.1 Introduction. Online courses and programming involving significant online delivery can be educationally

More information

St. Martin Parish Virtual Learning Program. Lottie Beebe, Ed.D, Superintendent ST. MARTIN PARISH SCHOOL BOARD

St. Martin Parish Virtual Learning Program. Lottie Beebe, Ed.D, Superintendent ST. MARTIN PARISH SCHOOL BOARD St. Martin Parish Virtual Learning Program Lottie Beebe, Ed.D, Superintendent ST. MARTIN PARISH SCHOOL BOARD 2013-2014 1 P a g e MISSION STATEMENT The mission of the St. Martin Parish School District s

More information

Professional Development Needs Assessment for Teachers

Professional Development Needs Assessment for Teachers Professional Development Needs Assessment for Teachers Name _ Grade Level / Subject Date ABOUT THIS INSTRUMENT: RCB Medical Arts Academy places a high priority on the continuing professional development

More information

Support for Student Literacy

Support for Student Literacy Support for Student Literacy Introduction In today s schools, many students struggle with English language literacy. Some students grow up speaking, reading and/or writing other languages before being

More information

NOVEMBER Early Progress. Teacher Survey RESPONSES. Interim Research on Personalized Learning

NOVEMBER Early Progress. Teacher Survey RESPONSES. Interim Research on Personalized Learning NOVEMBER 2014 Early Progress Teacher Survey RESPONSES Interim Research on Personalized Learning RAND Corporation The RAND Corporation is a nonprofit institution that helps improve policy and decisionmaking

More information

Table of Contents. Blended Learning: Defined o What is blended learning o Models of implementation o Components of a blended learning classroom

Table of Contents. Blended Learning: Defined o What is blended learning o Models of implementation o Components of a blended learning classroom Playbook 2 Table of Contents Personalized Learning: Defined o What is personalized learning o Principles of personalized learning o Why personalized learning o Personalized learning continuum o What makes

More information

Instructional Design Final Paper. TeaM 3J: Melissa Ferry, Terri Golden, Jaclyn Hawkins, Jennifer Lanza, Jenna Ward. University of Akron

Instructional Design Final Paper. TeaM 3J: Melissa Ferry, Terri Golden, Jaclyn Hawkins, Jennifer Lanza, Jenna Ward. University of Akron TeaM 3J 1 Running head: INSTRUCTIONAL DESIGN FINAL PAPER Instructional Design Final Paper TeaM 3J: Melissa Ferry, Terri Golden, Jaclyn Hawkins, Jennifer Lanza, Jenna Ward University of Akron INSTRUCTIONAL

More information

Online Credit and Learning Recovery in Massachusetts & North Carolina

Online Credit and Learning Recovery in Massachusetts & North Carolina Online Credit and Learning Recovery in Massachusetts & North Carolina + The Comprehensive Center Network By insisting on high achievement for all students, regardless of geography or life circumstance,

More information

Lesson Plan Framework

Lesson Plan Framework Teacher: Rachel Ison Grade Level: First Grade Course Unit: Reading Comprehension Lesson Title: Cause and Effect Focus Question/Big Idea/Learning Goals: What do you want students to be able to know as a

More information

READING WITH. Reading with Pennsylvania Reading Specialist Certificate

READING WITH. Reading with Pennsylvania Reading Specialist Certificate READING WITH PENNSYLVANIA READING SPECIALIST CERTIFICATE Reading with Pennsylvania Reading Specialist Certificate Program Coordinator: Ms. Anne Butler The Master of Science degree in Education with a concentration

More information

PERSONAL LEARNING PLAN- STUDENT GUIDE

PERSONAL LEARNING PLAN- STUDENT GUIDE PERSONAL LEARNING PLAN- STUDENT GUIDE TABLE OF CONTENTS SECTION 1: GETTING STARTED WITH PERSONAL LEARNING STEP 1: REGISTERING FOR CONNECT P.2 STEP 2: LOCATING AND ACCESSING YOUR PERSONAL LEARNING ASSIGNMENT

More information

Criminal Justice I. Mr. Concannon Smith Email: Benjamin_Smith@wrsd.net Website: www.benjaminallensmith.com Twitter: @BACSmith

Criminal Justice I. Mr. Concannon Smith Email: Benjamin_Smith@wrsd.net Website: www.benjaminallensmith.com Twitter: @BACSmith Criminal Justice I Mr. Concannon Smith Email: Benjamin_Smith@wrsd.net Website: www.benjaminallensmith.com Twitter: @BACSmith Course Description: This course has two goals. The first is to provide students

More information

Writing 116: Writing in the Natural Sciences Hybrid Online and Classroom Section Gibbons

Writing 116: Writing in the Natural Sciences Hybrid Online and Classroom Section Gibbons Writing 116: Writing in the Natural Sciences Hybrid Online and Classroom Section Gibbons ClassMeetingTimes:8:00 9:50pamMondayandWednesday Room: COB 266 and online Note: This class is a hybrid section,

More information

Modifying Curriculum and Instruction

Modifying Curriculum and Instruction Modifying Curriculum and Instruction Purpose of Modification: The purpose of modification is to enable an individual to compensate for intellectual, behavioral, or physical disabi1ities. Modifications

More information

Using the Virtual High School

Using the Virtual High School Using the Virtual High School B Y : E L I Z A B E T H S W I N G Unlocking the Mystery!!! Getting Started Welcome to the Virtual High School! First, you ll start off by getting acquainted with the home

More information

GIS6100: Geographic Information Systems Syllabus Spring 2015

GIS6100: Geographic Information Systems Syllabus Spring 2015 GIS6100: Geographic Information Systems Syllabus Spring 2015 Instructor Name: Dr. Joni Downs Lab/Office: NES 320/NES218D Email: downs@usf.edu Phone: None About the Course Course meeting: Online. Office

More information

Requirements EDAM-5002. WORD STUDY K-3: PRINT AWARENESS, LETTER KNOWLEDGE, PHONICS, AND HIGH FREQUENCY WORDS

Requirements EDAM-5002. WORD STUDY K-3: PRINT AWARENESS, LETTER KNOWLEDGE, PHONICS, AND HIGH FREQUENCY WORDS LETTER OF ENDORSEMENT: TEACHER LEADERSHIP AND INSTRUCTIONAL COACHING Requirements Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Letter of Endorsement in Teacher Leadership and

More information

TANTASQUA TECHNICAL DIVISION ADMISSIONS POLICY Tantasqua Regional School District

TANTASQUA TECHNICAL DIVISION ADMISSIONS POLICY Tantasqua Regional School District TANTASQUA TECHNICAL DIVISION ADMISSIONS POLICY Tantasqua Regional School District I. INTRODUCTORY STATEMENT The Technical Division program at Tantasqua Regional High School is fully integrated with the

More information

5 th Grade Online Single Subject Acceleration FAQ Principals and AIG Teachers July 2013

5 th Grade Online Single Subject Acceleration FAQ Principals and AIG Teachers July 2013 5 th Grade Online Single Subject Acceleration FAQ Principals and AIG Teachers July 2013 What if a student is struggling with the course? The online teacher will communicate with parents and the AIG teacher

More information

MAKING THE MOST OF PARENT-TEACHER CONFERENCES

MAKING THE MOST OF PARENT-TEACHER CONFERENCES CONTENTS Importance of the home-school connection Different types of Parent-Teacher Conferences Things you can do before, during, and after the conference How to ask the right questions Recommended resources

More information

5-O-A: VIRTUAL LEARNING, DISTANCE LEARNING, & INDEPENDENT STUDY

5-O-A: VIRTUAL LEARNING, DISTANCE LEARNING, & INDEPENDENT STUDY 5-O-A: VIRTUAL LEARNING, DISTANCE LEARNING, & INDEPENDENT STUDY Virtual learning is a method of receiving academic instruction in courses in which the pupil is registered and the courses are taken through

More information

Running head: LESSONS LEARNED FROM A BEGINNING MATH COACH 1. Lessons Learned from a Beginning Math Coach. Susan Muir.

Running head: LESSONS LEARNED FROM A BEGINNING MATH COACH 1. Lessons Learned from a Beginning Math Coach. Susan Muir. Running head: LESSONS LEARNED FROM A BEGINNING MATH COACH 1 Lessons Learned from a Beginning Math Coach Susan Muir K-4 Math Coach Good Spirit School Division LESSONS LEARNED FROM A BEGINNING MATH COACH

More information

A Study of Best Practices in PLATO Learning Online Solutions

A Study of Best Practices in PLATO Learning Online Solutions Marzano Study A Study of Best Practices in PLATO Learning Online Solutions An analysis and interpretation of a Marzano Research Labratory study March, 2012 PLATO Learning 5600 W 83rd Street, Suite 300

More information

Learning in Motion. California After School Resource Center. Administered for the California Department of Education (C.D.E.)

Learning in Motion. California After School Resource Center. Administered for the California Department of Education (C.D.E.) Learning in Motion California After School Resource Center Administered for the California Department of Education (C.D.E.) Welcome to the Learning in Motion training. This training was developed by the

More information

Writing Business Letters Grade Nine

Writing Business Letters Grade Nine Ohio Standards Connection Writing Applications Benchmark C Produce letters (e.g. business, letters to the editor, job applications) that follow the conventional style appropriate to the text and include

More information

AGENDA. The SABIS School Network. SABIS Tools SABIS. A Culture of Achievement. Education Outcomes Q & A. SABIS Core Purpose

AGENDA. The SABIS School Network. SABIS Tools SABIS. A Culture of Achievement. Education Outcomes Q & A. SABIS Core Purpose AGENDA Q & A Core Purpose To provide an outstanding education at a reasonable cost and help ALL students achieve their full potential Privately-held, professionally-run family business Roots in the 19th

More information

Simmons College Adaptation of the CLASSE for Students

Simmons College Adaptation of the CLASSE for Students Simmons College Adaptation of the CLASSE for Students 1-21 Part 1: Engagement Activities. For this course, how often have you done each of the following? 1. Posed questions to the instructor or your peers?

More information

Math Center Services and Organization

Math Center Services and Organization STUDENT AFFAIRS FORUM Math Center Services and Organization Custom Research Brief Research Associate Amanda Michael Research Manager Nalika Vasudevan October 2012 2 of 12 3 of 12 Table of Contents I. Research

More information

A Reflective Assignment: Looking Back, Looking Forward ( 2010 Vicky Zygouris-Coe, Ph.D)

A Reflective Assignment: Looking Back, Looking Forward ( 2010 Vicky Zygouris-Coe, Ph.D) A Reflective Assignment: Looking Back, Looking Forward ( 2010 Vicky Zygouris-Coe, Ph.D) Rationale Teaching reading well and meeting the reading needs of all students are no small feats. Reading is a complex

More information

North Star Online School Enrollment Application Grades 7-12 350 Hunter Lake Drive Reno, Nevada 89509 (775) 353-6900

North Star Online School Enrollment Application Grades 7-12 350 Hunter Lake Drive Reno, Nevada 89509 (775) 353-6900 North Star Online School Enrollment Application Grades 7-12 350 Hunter Lake Drive Reno, Nevada 89509 (775) 353-6900 Use this checklist to ensure that everything is included and the application is complete:

More information

Introduction to Psychology Psych 100 Online Syllabus Fall 2014

Introduction to Psychology Psych 100 Online Syllabus Fall 2014 Introduction to Psychology Psych 100 Online Syllabus Fall 2014 Contact Information Professor: Dr. Deborah Maher Office: C&L (Classrooms and Labs) 119 Office phone #: (714) 432-0202, x21190 (best to email

More information

Escambia County School District RTI-Classroom Management Checklist

Escambia County School District RTI-Classroom Management Checklist Escambia County School District RTI-Classroom Management Checklist DESIGNING THE PHYSICAL SPACE 1. The learning environment should be conducive to learning, organized, neat (free of clutter). 2. Learning

More information

TOWARDS THE PATHWAYS VISION MODEL OF INTRODUCTORY ACCOUNTING. Michael S. Wilson, PhD, CPA, CGMA

TOWARDS THE PATHWAYS VISION MODEL OF INTRODUCTORY ACCOUNTING. Michael S. Wilson, PhD, CPA, CGMA TOWARDS THE PATHWAYS VISION MODEL OF INTRODUCTORY ACCOUNTING Michael S. Wilson, PhD, CPA, CGMA Associate Professor Metropolitan State University St Paul, MN 55106 Michael.wilson@metrostate.edu (612) 659-7279

More information

Teacher Account Instructions. ALEKS Corporation Laguna Canyon Road, Irvine, CA

Teacher Account Instructions. ALEKS Corporation Laguna Canyon Road, Irvine, CA Teacher Account Instructions ALEKS Corporation 15460 Laguna Canyon Road, Irvine, CA 92618 www.aleks.com Welcome and thank you for your interest in ALEKS! ALEKS is an educator s co pilot. ALEKS helps educators

More information

What s My Point? - Grade Six

What s My Point? - Grade Six Ohio Standards Connection Reading Applications: Informational, Technical and Persuasive Text Benchmark D Identify arguments and persuasive techniques used in persuasive writing. Indicators 6 Identify an

More information

Mathematics Undergraduate Program Narrative Report University of Tennessee at Chattanooga Joe Yanik

Mathematics Undergraduate Program Narrative Report University of Tennessee at Chattanooga Joe Yanik Mathematics Undergraduate Program Narrative Report University of Tennessee at Chattanooga Joe Yanik Part 1 Program Outcomes How would you rank this program with similar ones in the state, region, and nation?

More information

Social Behavior Mapping

Social Behavior Mapping Social Behavior Mapping www.socialthinking.com By Michelle Garcia Winner Social Behavior Map Instructions : More information on this strategy is provided in our books: Thinking About You Thinking About

More information

Teaching with. for Accounting Cycle. Advanced Customer Solutions ALEKS Corporation

Teaching with. for Accounting Cycle. Advanced Customer Solutions ALEKS Corporation Teaching with for Accounting Cycle Advanced Customer Solutions ALEKS Corporation Teaching with ALEKS for Accounting Cycle, Version 3.18. Copyright 2013 ALEKS Corporation. Revised June 14, 2013. Prepared

More information

Western Kentucky University Potter College of Arts & Letters Department of Modern Languages ARBC 437: Advanced Media Arabic I Spring 2014 Syllabus

Western Kentucky University Potter College of Arts & Letters Department of Modern Languages ARBC 437: Advanced Media Arabic I Spring 2014 Syllabus Instructor: David DiMeo, Ph.D. david.dimeo@wku.edu Office Hours: M, W 3:30-4:30; T, TH 2:00-3:00 276 Ivan Wilson Fine Arts Center Office Phone: 745-6408 Course Meeting Time & Location: 254 Fine Arts Center

More information

Department of Teacher Education. Graduate Programs. Culturally and Linguistically Diverse Internship Guidelines

Department of Teacher Education. Graduate Programs. Culturally and Linguistically Diverse Internship Guidelines Department of Teacher Education Graduate Programs Culturally and Linguistically Diverse Internship Guidelines Masters Degree in Education: Culturally & Linguistically Diverse ( ESL ) Endorsement Revised

More information

SLO/SAO CHANGES AS A RESULT OF ASSESSMENT

SLO/SAO CHANGES AS A RESULT OF ASSESSMENT CHANGES AS A RESULT OF ASSESSMENT March 2012 1. Institutional Learning Outcomes 2. Student Learning Outcomes (Instructional Program and Course) 3. Service Level Outcomes (Student Services) 4. Service Area

More information

Student Learning Goals Handbook

Student Learning Goals Handbook Student Learning Goals Handbook Contents Overview... 3 High-Quality Student Learning Goals... 4 Roles in Student Learning Goal Process... 7 Teacher... 7 Peer Reviewer(s) and/or Professional Learning Community

More information

Executive Summary. Louis L'Amour Elementary School

Executive Summary. Louis L'Amour Elementary School Jamestown Public School District #l Ms. Vikki Coombs, Principal 1102 15th Street SW Jamestown, ND 58401 Document Generated On May 29, 2015 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's

More information

Georgia s New Tests. Language arts assessments will demonstrate: Math assessments will demonstrate: Types of assessments

Georgia s New Tests. Language arts assessments will demonstrate: Math assessments will demonstrate: Types of assessments Parents Guide to New Tests in Georgia In 2010, Georgia adopted the Common Core State Standards (CCSS) in English language arts and mathematics and incorporated them into the existing Georgia Performance

More information

SVCC Exemplary Online Course Checklist

SVCC Exemplary Online Course Checklist SVCC Exemplary Online Course Checklist Purpose of the SVCC Exemplary Course Checklist The SVCC Exemplary Course Checklist has been created to: guide faculty as they prepare a course for online instruction

More information

Preparing to Serve: Online Training Modules

Preparing to Serve: Online Training Modules Preparing to Serve: Online Training Modules M A S S E N, A. A N D K O W A L E W S K I, B. ( E D S. ) C O P Y R I G H T 2 0 1 0. W E B E R S T A T E U N I V E R S I T Y P R E P A R I N G T O S E R V E :

More information

American High School. inacol Standards for Quality Online Teachers Support

American High School. inacol Standards for Quality Online Teachers Support American High School inacol Standards for Quality Online Teachers Support Standard A & B Teachers at American High School consider themselves part of a pioneering community of virtual educators. We recognize

More information

M-DCPS 2014-2015 Mathematics Department K-8 i-ready Implementation Plan

M-DCPS 2014-2015 Mathematics Department K-8 i-ready Implementation Plan Recommended Mathematics Implementation Options: Option #1 (Please note recommended rotations for Model A and Model B on pages 3-4) Administer i-ready Diagnostic to all K-8 students enrolled in mathematics

More information

CHOOSING BETWEEN PUBLIC AND PRIVATE SCHOOLS By The Testing Mom

CHOOSING BETWEEN PUBLIC AND PRIVATE SCHOOLS By The Testing Mom CHOOSING BETWEEN PUBLIC AND PRIVATE SCHOOLS By The Testing Mom When you are thinking about kindergarten for your child, one of the first things to consider is whether you want a private school, public

More information

Accommodations and Modifications

Accommodations and Modifications Accommodations and Modifications e2020 believes that the learning experience is unique to each individual. The following features make it user-friendly, particularly to English Language Learners and students

More information

Evidence of Learning in the 21 st Century Classroom Classroom Observation Rubric To Guide Leadership for Learning by Instructional Leaders TASK

Evidence of Learning in the 21 st Century Classroom Classroom Observation Rubric To Guide Leadership for Learning by Instructional Leaders TASK 1 of 10 Evidence of Learning in the 21 st Century Classroom Classroom Observation Rubric To Guide Leadership for Learning by Instructional Leaders TASK Task Is Authentic The task requires students to respond

More information

THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus

THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus 1 Conceptual Framework & Knowledge Base The conceptual framework contains four core concepts, which are themes through which we organize

More information

The GRI Designation. Benefits from the GRI Designation

The GRI Designation. Benefits from the GRI Designation The GRI Designation Graduate, Realtor Institute GRI designation is the nation s #1 real estate designation designed specifically for Realtors Who Mean Business. Real estate is a fast moving industry, so

More information

Cooperative Learning for the Middle Level

Cooperative Learning for the Middle Level Cooperative Learning for the Middle Level Debbie Silver, Ed.D. www.debbiesilver.com debbie@debbiesilver.com What is Cooperative Learning? Cooperative learning is an instructional strategy that uses small

More information

NOTE: CHS offers online courses in English, Social Studies, Science, Math, Spanish, with limited AP courses and electives.

NOTE: CHS offers online courses in English, Social Studies, Science, Math, Spanish, with limited AP courses and electives. Coronado High School A New American High School A National Blue Ribbon School 650 D Avenue Coronado, California 92118 A California Distinguished School Telephone (619) 522 8907 Facsimile (619) 437 0236

More information

Module 2: Basic Organizational Skills (Activities 62-69) Module 3: Improving Academic Skills (Activities 70-82)

Module 2: Basic Organizational Skills (Activities 62-69) Module 3: Improving Academic Skills (Activities 70-82) 70 Section 4: Supporting Academic Success programs, extracurricular events, and organizations that would benefit him/her. The tools in this module will help you get the most information possible out of

More information