COVCS, Inc., COLORADO VIRTUAL ACADEMY

Transcription

1 RENEWAL APPLICATION COVCS, Inc., A Colorado non-profit corporation operating a charter school under the trade name COLORADO VIRTUAL ACADEMY Presented to Adams 12 Five Star School District 1500 E. 128 th Ave. Thornton, Colorado November 1, 2012

2 I. TABLE OF CONTENTS SECTION TITLES AND SUBSECTIONS PAGE I. TABLE OF CONTENTS 1 II. EXECUTIVE SUMMARY 3 III. VISION AND MISSION 6 IV. EDUCATIONAL PROGRAMS 8 V. EVALUATION OF PUPIL PERFORMANCE 22 VI. FINANCE AND OPERATIONS 33 A. FINANCE 33 B. OPERATIONS 36 VII. GOVERNANCE 39 VIII. EVIDENCE OF SUPPORT 42 IX. FACILITIES 43 1 P a g e

3 X. SCHOOL MANAGEMENT AGREEMENT 44 XI. ADDENDUMS 46 XII. APPENDICES K-8 COURSE CATALOG 2. K-8 SCOPE AND SEQUENCE 3. HS COURSE CATALOG 4. HS SCOPE AND SEQUENCE 5. STUDENT DEMOGRAPHICS 6. STUDENT PARENT HANDBOOKS 7. SCANTRON GROWTH DATA UNAUDITED FINANCIAL STATEMENT 9. AUDITED FINANCIAL STATEMENTS ( ) 10. ENROLLMENT CHART FOR ALL SCHOOL YEARS 11. DRAFT FINANCIAL AND CONTRACTING POLICIES 12. PROJECTED SCHOOL BUDGETS 13. COVA ORGANIZATIONAL CHART 14. SCHOOL DASHBOARD 15. ESP/VENDOR EVALUATION 16. ACADEMIC ACHIEVEMENT ADDENDUM 2 P a g e

4 II. EXECUTIVE SUMMARY The following Executive Summary regarding the intention to remain a charter school authorized in Adams 12 Five Star School District in the event the Charter School Institute (CSI) does not accept the transfer application for Colorado Virtual Academy. Colorado Virtual Academy Serving students in grades K-12. Colorado Virtual Academy s rating on the School Performance Framework is categorized on the upper end of the Priority Improvement category at 40.9%. A rating of 47% would move COVA to Improvement status. This is COVA s second year in the Priority Improvement Category. Mission Statement: COVA, a statewide, online K-12 public school, brings alive an individual, content-rich curriculum to students, supported by highly-skilled teachers in partnership with parents. Vision Statement: Colorado Virtual Academy offers Colorado K-12 students a research-based and content-rich online public education. Our students are supported by state-of-the-art technology and a highly-skilled teaching staff. Our students master core subjects, are culturally literate, and are prepared for college. COVA is known for its academic excellence. Governing Board s vision for remaining as a charter school authorized by Adams 12 Five Star School District: As a statewide charter school of choice, the COVA board believes remaining with our current authorizer, Adams 12 Five Star School District, will provide focus on continued academic improvements and quality school of choice for students throughout the State of Colorado. A short explanation of the key programmatic features of the program design model. Also, include any unique features such as extended day/year, uniforms, or a particular school culture. Colorado Virtual Academy (COVA) is an on-line charter school offering a distance learning option for students across Colorado. As an online school COVA uses technology to bring education to the child rather than the child to the education. There are many benefits to this unique learning model, including a rigorous and comprehensive curriculum based on the Core 3 P a g e

5 Knowledge curriculum, the flexibility of learning anytime and anywhere, and the support of Highly Qualified professional educators. With high standards, committed adults, and an emphasis on moral as well as academic instruction, COVA believes that all children can be given the tools to reach their potential. COVA aims to help students meet high expectations by offering them an individualized, rigorous, and self-paced instructional program that incorporates significant parental involvement in the early grades along with the involvement of licensed, highly qualified teachers throughout their educational career. Academic progress is an important indicator of students success at COVA. Parent responsibilities include maintaining regular communication with COVA teachers, ensuring student readiness for, and participation in, various assessments, and monitoring and ensuring consistent student attendance and progress. Progress data is used by the COVA teachers and parents to evaluate student progress and learning and to efficiently prepare for required standardized testing. Additional recommendations for beneficial scheduling, working with multiple children and appropriate progress goals for each student may be obtained from the student s COVA teacher. Teachers teach live virtual interactive weekly lessons via their Class Connect sessions. They offer sessions in their content areas that address the different learning styles and levels for students. Colorado Virtual Academy High School students, parents, and teachers interact frequently. Students in our model complete assignments and assessments that are turned in to teachers in each of their classes. Teachers are licensed and highly qualified in their specific subject area. Teachers provide feedback and grades on assignments and assessments and return them to students within a three day time period from when the assignment was initially submitted. Teachers hold weekly office hours that students attend to ask specific questions and obtain guidance regarding content. Teachers also hold Class Connect sessions during which material is introduced or reviewed. Often these sessions provide practice on necessary skills for each course. Students may be placed into break out rooms in Class Connect sessions to work on group projects. Threaded discussions are utilized in all courses and postings are incorporated into students grades. COVA High School provides a high level of teacher and student interaction. Describe the targeted student population the school serves and how it provides a unique choice different from other schools within the same region: The school s curriculum is standards-based and was designed to meet or exceed Colorado s Academic Content standards and the Common Core Standards. COVA is committed to helping students meet the high expectations of Colorado as well as those of the K12 program. The K12 curriculum is research-based, time-tested, and content-rich. It is based largely on the Core Knowledge sequence, a highly specific, rigorous sequence of knowledge and skills. COVA provides a high-quality educational option for all students. The K12 program provides unique value to at-risk students by administering benchmark assessments within the first two weeks of school and differentiating instruction to address individual student needs. This tailored academic program also provides careful and ongoing assessment to ensure that mastery is 4 P a g e

6 achieved. The distance learning aspect allows students to proceed at their own pace and at the levels that best fit their abilities, still following the NCLB goal of at least one year s growth in a year s time. A description of the process to involve stakeholders in this request to transfer, including any parent or community meetings, discussions with community leaders or written survey: Communication is the key to any successful change. Charter authorization discussions within the COVA Board began in Fall of 2011 and continued until June 2012 when the COVA Board decided to pursue the Charter School Institute as an authorizer. In the event, CSI does not accept the COVA transfer application; COVA would desire to remain authorized with Adams 12 Five Star School District. COVA plans were communicated through a variety of venues including holding virtual Town Hall Meetings with our COVA families, and conducting face to face meetings with our internal COVA team in early August. This section should also describe details such as where the existing school is located, a brief description of the school s campus and information on the current charter contract. Currently, COVA s main office is located in Northglenn; however, we serve students throughout the State of Colorado. We strongly believe that children should have public school options, and parents should have the freedom to choose those options without barriers. COVA has many wonderful, successful students in grades K-12. COVA serves students, including children with special needs, with medical challenges such as autism, and children who have suffered from bullying or other negative social experiences in schools. For many of these students, statewide online public schools are the only public school option they have. That is why our school s policy is to provide an open option to any student regardless of their zip code, educational background, or academic abilities. COVA has a minimum credit requirement for high school students based on age. There have been a higher number of academically at-risk students choosing to transfer to online public schools, such as COVA, after struggling or failing in traditional schools. This is especially true in high school. A significant number of these students enroll in COVA behind in their high school credits and are not on track to graduate on time. The federal graduation rate definition requires that students must graduate in their fourth year after entering high school. If a student transfers to another public school, the new school is then held responsible to graduate that student on time in his fourth year, even if he is behind in credits. This is a significant burden on public schools of choice, and even more so for online public schools that have the capacity to serve students statewide. COVA is currently authorized by Adams 12 Five Star School District. Our contract expires on June 30, COVA is currently in good standing with the Adams 12 Five Star District. 5 P a g e

7 III. VISION AND MISSION Colorado Virtual Academy (COVA) provides an innovative online public education option meeting the individual needs of students in kindergarten through twelfth grade. COVA seeks to develop and enrich the educational experience of its students while fostering a lifelong desire for learning to help them reach their full potential. The Board of Directors of COVA (the COVA Board or Board ) has adopted the following formal Vision and Mission statements to guide the school in fulfilling this purpose. Vision Statement: Colorado Virtual Academy offers Colorado K-12 students a research-based and content-rich online public education. Our students are supported by state-of-the-art technology and a highly-skilled teaching staff. Our students master core subjects, are culturally literate, and are prepared for college. COVA is known for its academic excellence. Mission Statement: COVA, a statewide, online K-12 public school, brings alive an individual, content-rich curriculum to students, supported by highly-skilled teachers in partnership with parents. Finally, the school has adopted four core principles to direct its operation as an outward manifestation of this purpose, vision and mission. 1. Everything we do speaks well. 2. We serve each student with sincerity, commitment and compassion. 3. Success stems from a well-supported team. 4. We prepare students for the 21 st century. COVA is focused on promoting creative learning environments for all types of students, including those who are academically at risk. All students deserve access to the type of education which best suits their unique needs and such educational choice is critical to their success and the future of Colorado. COVA made several changes within the last year to better position the school to serve the academic needs of students. These changes are addressed more specifically in other sections of the application but can be summarized as follows: We reorganized our leadership structure to provide more depth and experience at the executive leadership level while adding various layers of support throughout the school. We separated the K-8 school into two operating schools (K-5 and Middle School) and added dedicated leadership at each school level. We added Deans at each school to focus on student engagement, attendance and truancy issues. 6 P a g e

8 We added a School Assessment and Accountability Manager to focus on data analysis and utilization. We implemented a new internal assessment plan utilizing Study Island. We are developing a new evaluation process to align with the pending teacher accountability requirements of Senate Bill 191. We are working with the COVA Board of Directors to develop more comprehensive policies and procedures as well as clearly defined accountability standards and measures. 7 P a g e

9 IV. EDUCATIONAL PROGRAMS The educational programs at COVA are based on a holistic, comprehensive and integrated approach to online learning. This includes an innovative academic philosophy, web-based curriculum that utilizes formative and summative content-specific assessments, an instructional model that combines rigorous curriculum with focused individualized instruction, unique strategies and resources to support a diverse learning population, well-defined requirements at each school level, a defined culture of community, and extensive learning management systems and tools, ACADEMIC PHILOSOPHY The academic philosophy of COVA is based on using innovations in technology to create and harness the power of individualized learning. As a public charter school, COVA is open to any grade K-12 child eligible for attendance in public schools in Colorado. This includes students from diverse backgrounds, urban, rural, special populations of students, such as gifted and talented students, special education students, homebound students, teenage mothers, or those who are struggling academically and in need of an alternative choice for their public school education. All students at the high school level must meet the minimum credit requirement for admission based on age. We understand that not all children learn the same way and believe that individual students and families should have access to an array of high quality public education options. We desire to be recognized as a school that is student-centered--looking at each student as an individual and matching teaching methods to individual learning styles and student performance. Our students define, plan, and work towards achieving their academic and non-academic goals. Students, teachers, parents, learning coaches, and school leaders share an ethic of cooperation, hard work, and high expectations. CURRICULAR APPROACH COVA uses K 12 curriculum developed by K12 Inc. (K 12 ). 1 K 12 s mission is to maximize a child s potential by providing access to an engaging and effective education, regardless of geographic location or socio-economic background. Since its inception in 2000, K 12 has developed curriculum and online learning platforms that promote mastery of core concepts and skills for students of all ability levels. K 12 s approach combines cognitive science with individualized learning. 1 K12 Inc. is a technology-based education company that provides curriculum and educational services for online delivery to students in grades K 12. It provides such products and services either directly or through a whollyowned subsidiary, K12 Virtual Schools L.L.C. Both K12 Inc. and K12 Virtual Schools L.L.C. may be referred to either separately or collectively as K 12 throughout this application. 8 P a g e

10 K 12 has developed the nation s leading kindergarten through grade 12 web-based academic programs combining online technology with traditional instruction and materials. It has delivered over 3.2 million courses to hundreds of students worldwide. In the school year, over 81,000 full-time public school students in twenty-seven states and the District of Columbia used the K 12 curriculum. K 12 has developed over 210 courses comprising 24,000 lessons of engaging online curriculum, which includes online lessons, video, assessment, learning games, labs, physical experiences and published textbooks and workbooks. K 12 has developed courses that incorporate standards, parameters, and characteristics outlined by a host of leading sources including: the National Academy of Science; American Council on the Teaching of Foreign Languages; Chinese Language Teachers Association; National Art Education Association; International Association for K 12 Online Learning; National Association for Sport and Physical Education; National Council on Economic Education; National Council for History Education; National Council of Teachers of English; National Council of Teachers of Mathematics; National Institute of Child Health and Human Development; and Partnership for 21 st Century Skills. The quality of the K 12 courses and learning management system along with a track record of academic success has been documented. K 12 is accredited through AdvancED, the world s largest education community, including such members as North Central Association Commission on Accreditation and School Improvement (NCA CASI), Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS CASI), and Commission on International and Trans-regional Accreditation (CITA). K 12 is the largest national kindergarten through grade 12 online school provider to be recognized by AdvancED. Online public schools using K 12 curriculum have received accreditation from qualified accrediting organizations across the country including CITA (now part of AdvancED), Middle States Association, NCA CASI (also now part of AdvancED), Northwest Association of Accredited Schools, and Western Association of Schools and Colleges. K 12 currently offers 15 Advanced Placement courses that have been approved by the College Board. These courses were approved through the AP Audit process in April K 12 AP courses are college level courses that follow curriculum specified by the College Board. These courses are designed to prepare students for success on AP exams, providing students the opportunity to earn credit at most of the nation s colleges and universities. CURRICULUM OVERVIEW We utilize the award-winning, research based K 12 curriculum in grades K-12 which includes a variety of formative and summative content-specific assessments built into every lesson to customize learning to each child s needs. Lesson Assessments are used to verify application of the standards-based objectives for that lesson, and to determine whether a review of some or the entire lesson is advisable. When content is presented using platforms that support adaptivity, lesson assessments can also determine the learner path. 9 P a g e

11 Unit Assessments show whether the student has retained key standards-based learning objectives for the unit, and identify specific objectives students may need to review before moving on. Semester Assessments verify student mastery of key standards-based learning objectives for the semester. Teachers monitor individual student progress by setting goals, grading assignments, giving support and advice, and drawing on their years of experience and training. This approach, integrated assessments, and comprehensive learning system provide parents and teachers with the support needed to deliver an unparalleled education. Teachers can proactively track individual student academic progress through ongoing lesson and unit assessments tracked in real time through the OLS. Our specialty is individualized learning to meet the unique needs of each student. The K 12 curriculum is based on cognitive science, decades of research about learning, and tried-and-true methodologies. K-8 Curriculum The curriculum is mastery-based with assessments built into every lesson to ensure adequate learning and provide for remediation or enrichment where necessary. Students who master lessons ahead of schedule can progress seamlessly into the next unit or even grade level. Students who need additional instructional time can continue working on lessons until they master the lesson objectives. From kindergarten through 8th grade, K 12 courses are categorized into six core courses: Language Arts/English, Mathematics, Science, History, Art, and Music plus adaptive K-5 math courses and MARK 12 adaptive reading remediation courses. In addition, K 12 provides multiple levels of World Languages in Spanish, French, Latin, German, and Chinese. COVA currently offers Spanish and French at the K-8 level. The proprietary curriculum includes all of the courses that students need to complete the core kindergarten through 8th grade education in more than 700 engaging lessons in each subject. These courses focus on developing fundamental skills and teaching the key knowledge building blocks or schemas that each student will need to master the major subject areas, meet state standards and complete more advanced coursework. Please refer to the K-8 Course Catalog in Appendix 1 and the K-8 Scope and Sequence in Appendix 2. High School Curriculum The high school offers more than 150 K 12 high school courses designed to help students earn their high school diploma and find their own paths to post-high school success whether that s in college or in the workforce. K 12 offers Math, English, Science, and History courses in multiple levels Core, Comprehensive, Honors, and Advanced Placement plus remediation and credit recovery courses to meet the needs of diverse learners. Students can also take up to four years of a world language (depending on the language) which includes Spanish, French, Latin, German, Chinese and Japanese. Students may also choose from a variety of electives, including Anthropology, Engineering, Web Design, Service Learning, Entrepreneurship, and Green Design & Technology. Unlike other programs, where a student must be in a particular 10 P a g e

12 academic path, the K 12 program allows students to customize their own course, choosing from among the four levels of courses to match their aptitude and goals. So, if a student excels in Math and Science, he may take all Honors/AP courses in those subjects, while choosing from among the Core and Comprehensive English and History courses. These multiple course levels prevent students from being locked in to one level of a particular subject, and account for natural progress and growth. The school uses a combination of rich, engaging content with interesting interactive demonstrations and activities that helps students absorb and retain information. The use of graded assignments and assessments allows students to demonstrate progress toward learning objectives. Because the K 12 curricula employs the technology tools students use in their daily lives and, in doing so, challenges them with demanding lessons that meet them where they are, we believe our model develops a school culture that promotes personal responsibility. We work with our students on individual learning plans matched to their stated academic and non-academic goals. We provide our teachers and students with the ability to track progress towards these goals on a daily basis through a data-based dashboard in the OLS/LMS. In this way, we provide students with greater flexibility, but also with an increased focus on personal accountability. Four Levels of Core Subjects By using the K 12 high school curriculum, the school allows students to harness the power of individualized learning by choosing from the following six levels of Math, English, Science, and History courses: In K 12 core courses, topics are broken into discrete modules that are taught in tandem with the framework students need to develop strong study skills. Rich, engaging content with interactive demonstrations and activities help students absorb and retain information. In K 12 comprehensive courses, students do more extensive writing and research projects, and tackle problems that require more analytical thinking. Course projects and activities also demand more independent thinking and self-discipline than projects in core courses. K 12 honors courses hold students to a greater degree of accountability, and demand even greater independence and self-discipline. Students synthesize and evaluate information and concepts from multiple sources and read texts typically assigned in college level courses. Students also demonstrate college level writing in essays that require analysis of primary and secondary sources, responsible use of evidence, and comprehensive citation of sources. K 12 AP courses are college level courses that follow curriculum specified by the College Board. These courses are designed to prepare students for success on AP exams, 11 P a g e

13 providing students the opportunity to earn credit at most of the nation s colleges and universities. K 12 also provides two levels of courses for struggling students, at risk students, and students who have not successfully completed courses required for graduation: K 12 remediation courses bring students up to grade level in math and English guiding them through the skills and knowledge needed for success. Remediation courses evaluate students current knowledge and provide the instruction needed for them to continue their studies at a high school level. K 12 credit recovery courses allow students to gain credit for courses they have previously taken and not completed successfully. These courses include a diagnostic unit test that assess students understanding of fundamental content and directs them to review or move ahead accordingly. Fresh, engaging content delivered with new approaches helps students grasp concepts they missed the first time. Designed to provide flexibility in delivering teacher support, these courses include computer-graded assignments and assessments with the option to augment with teacher-graded assignments and assessments, as appropriate. Please refer to the High School Course Catalog in Appendix 3 and the High School Scope and Sequence in Appendix 4. IEPs Students in tiers two or three of Response to Intervention participate in regular education interventions during their classroom sessions as determined by their learning plans. Students with Individualized Education Plans (IEPs) receive accommodations and direct instruction during their classroom sessions. Accommodations and modifications are implemented according to the student s IEP. Students with IEPs may receive related services from a third party provider. CURRICULA SELECTION Charter schools can and should be places for research and development in our public schools. The model we utilize has been tested and proven successful in over twenty-seven states with our partner, K 12 Virtual Schools LLC. We work with all stakeholders to ensure high levels of accountability and transparency. In 2010, the U.S. Department of Education released Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, the largest study of online learning to date. While online learning is relatively new in K 12 public education, the report notes two important findings (while also encouraging the creation of new models to study): Students who took all or part of their class online performed better, on average, than those taking the same course through traditional face-to-face instruction. The effectiveness of online learning approaches appears quite broad across different content and learner types. 12 P a g e

14 (See for the full report.) In the spirit of such research, K 12 provides a curriculum that is based on more than fifty years of cognitive science research in the following areas: how students learn the structure of expert knowledge in school subject areas general instructional design principles, including research-based e-learning methods and methods for teaching specific topics and addressing possible misconceptions on those topics Much of this research has not yet been implemented effectively in education despite the fact that key findings were summarized by Jerome Bruner (1960) almost 60 years ago and updated summaries have been published by John Bruer (1993) and many others over the last few decades. To ensure that they draw on methods shown by scientific research to be effective in improving learning, K 12 has dedicated an Evaluation and Research team to reviewing and synthesizing cognitive science research and working with course development teams to implement it. The Evaluation and Research team, which is guided by Ph. D.-level cognitive science researchers and statisticians, also conducts original research on new teaching methods and tools in addition to studies of the effectiveness of their curricula. Our instructional model is based on K 12 s National Instructional Model (NIM). Student services such as guidance counseling, diagnostic achievement testing, college and career counseling, coordinated with a detailed instructional model and intensive academic intervention programs are a part of our approach. At the center of this approach are the certified (and NCLB Highly Qualified) teachers. Our instructional model is a reflection of the reality that student engagement and performance is best achieved through a tight combination of rigorous curriculum and focused innovative instruction. Our model allows us to demonstrate best practices: optimal use of technology in learning and teaching, high quality instruction and curriculum, data-driven decision making, and focused and well-structured instructional practices. We believe the instructional practices in our public charter school are models for school districts in Colorado to replicate especially in the areas of creating individualized learning plans (ILPs), parent engagement, mastery of standards, webbased and in-person professional development, a detailed instructional model, creating valueadded measures of student achievement, and providing successful intervention for students who are struggling. Like all high-performing schools, COVA is committed to data-driven instruction and decision making, responsive governance, across-the-board accountability, and transparency in all aspects of school operations. COVA believes that K-12 academic success leads to college and career success. But we also recognize that there is more than one way of learning that not all students learn in the same way. We have chosen the K 12 curriculum because it allows students to adjust to the pace, schedule, and learning style that works best for them which could vary day by day and subject by subject. There are very clear lesson objectives and the assessments are designed to help teachers and learning coach s gauge when each student has mastered each objective. There are 13 P a g e

15 also a variety of activities; the type and amount of activity needed to master each lesson objective varies by subject and student. The curriculum also matches the right learning tool to the task. Rich digital media and animations are used when a lesson is best taught using interactivity. Beautiful illustrations and words make stories and ideas jump off the page when print works best. Things like paint, rocks, dirt and other messy materials are used when the best approach is to get hands dirty. These approaches help engage young minds in the right ways. Interactivity of the learning process is enhanced by the use of the tools described which makes the program adaptable to all types of students and learners. INDIVIDUALIZED LEARNING We believe our instructional model and educational philosophies are well suited for the diversity represented by the COVA student population. Our educational program is individualized to each student s needs and abilities. To accommodate the diverse learning styles of children, we employ a variety of teaching strategies, including direct instruction, hands-on exploration, use of manipulatives, practice exercises, and distributed review (a method of including previous lesson material in a current lesson for the purpose of reinforcing and reviewing the content). Please refer to the COVA Demographics in Appendix 5. K-8 The needs of the student and adherence to state standards were at the forefront of the curriculum design. The K 12 Online School (OLS) includes detailed instructional guides, clear presentation of lessons, a comprehensive online help system, technical support, optional challenge problems, teaching tips, and additional resources. COVA students proceed at their own pace according to their Success Plan and individual academic needs. The K 12 curriculum and the Online School (OLS) (K 12 s learning management system) offer the flexibility for each student to progress at their own level and pace within each subject area. Students who are excelling can progress ahead to the next lessons and units. Students who are struggling can take more time and receive extra help from teachers and, in some cases, alternative lessons provided through the OLS. In grades K-8 distance learning setting, written assignments are submitted daily to the student s learning coach as well as recorded in the OLS. Assignments are sent to the teacher via document scanning, fax or on a regular basis. High School Students can choose from many courses that consist of multiple units, lessons and activities that instruct, provide practice to, and evaluate students. Within these courses, students complete assignments, lessons, and assessments that teachers post to their course calendar. Students submit assignments to teachers on or before the due dates posted on the calendar. Once teachers 14 P a g e

16 grade and return assignments to students, a feedback cycle is initiated to improve student s skills. Teachers are available during live office hours or in online discussions. Students can also receive help during optional live class sessions or by watching recordings of these sessions. Students always know where they are in a course and how well they are achieving, and can continually monitor their progress. Most students partner with teachers and other staff being actively engaged and committed as a learner and student in the COVA high school program. COVA s K 12 high school curriculum offers a seamless and integrated option for students and their parents, where all the major tools for success are readily available in the learning management system. Single login at the website no need to remember several usernames and passwords. Home page announcements & school info to keep both students and parents abreast of important information. A single calendar that keeps track of all of a student s lessons and assignments makes time management a breeze. Online groups and organizations help students to make friends and to explore their interests. Students have access to Elluminate a great web conferencing tool that allows for live real-time synchronous sessions with teachers and other students. Accurate online grade book tools allow students and parents to check on course progress anytime day or night. Student Guides for K 12 -created courses guide students step-by-step through lessons and help teach effective note-taking and study skills. Worksheets provide extra skill-building practice for students. Learning Coach Guides for K 12 -created courses provide in-roads into student learning for learning coaches. At a glance, parents can know exactly what a student should be learning in their current unit and lesson. Many courses make use of offline materials many created by K 12 that enhance learning and make offline studying easier. Threaded discussions are used in many courses to help students learn from each other and to form a community of learners in a class. Courses use visualizations to make abstract concepts and complex ideas more accessible for students. K 12 employs a variety of techniques to explain these concepts in a media-rich environment through: Animations unzip strands of DNA, and reconstruct them to understand how proteins work together. Illustrations view the systems of the human body layer by layer and see how they build upon each other. Simulations Understand how density and mass have an effect on the buoyancy of an object. Games test a student s knowledge of the cold war in a timed trivia game. 15 P a g e

17 Photography See the Taj Majal up close and personal. Video Famous speeches that happened before students were born. K-8 PROGRAM REQUIREMENTS COVA offers a robust online program for students in grades K-8. An overview of this program, including our educational model, expectations for parent and student responsibilities, and information about such matters as instructional time requirements, school-wide assessments, grading policies, student conduct, grievances, extra-curricular activities, and internet subsidies, is set forth in the Elementary Parent and Student Handbook and the Middle School Parent Student Handbook, Appendix 6. HIGH SCHOOL PROGRAM REQUIREMENTS COVA operates a comprehensive high school program for its students in grades An overview of this program, including our educational model, expectations for parent and student responsibilities, and information about such matters as academics, counseling, advising, attendance, community and extra-curricular activities, safety, enrollment, special services, FERPA, grievances, technology, Internet subsidy and other matters, is set forth in the High School Parent and Student Handbook, Appendix 6. Graduation Requirements Students must currently earn 23 credits in grades 9-12 to receive a Colorado Virtual Academy High School diploma. The required credits are as follows: English 4.0 World Language** 2.0 Math 4.0 Physical Education 1.5 Science 3.0 Health 0.5 Social Studies* 3.0 Electives 5.0 * Students are required to meet the following course/credit requirement in Social Studies in order to graduate from COVA: World History (1 credit), US History (1 credit), Geography & World Cultures (.5 credits), Civics (.5 credits). ** Both world language credits must be completed in the same language. Two world language credits must be completed by every high school student, including students transferring in from other schools. ** American Sign Language has been approved as a world language by COVA. This course is treated the same as other world languages under the above policy. Note that not all colleges accept sign language as a fulfillment of their world language entrance requirement. 16 P a g e

18 G.P.A. Calculation A grade point average (GPA) is an average of all the grades earned and the number of classes attempted. The following point scales is used to compute grade point average on COVA HS transcripts: Unweighted A = 4 points B = 3 points C = 2 points D = 1 point F = 0 points Weighted A= 5 points B = 4 points C = 3 points D= 2 points F = 0 points * Please note: Only AP courses earn a weighted grade point average. Honors courses are not weighted. ** Honor Roll status is awarded each year in June to students with a 3.5 GPA or higher for the school year. College/Career Counseling Every public school student in Colorado is required to have an Individual Career and Academic Plan (ICAP). This is an individualized plan that is used to help establish personalized academic and career goals, explore postsecondary career and educational opportunities, align course work and curriculum, apply to postsecondary institutions, secure financial aid and ultimately enter the workforce. The intent of the ICAP policy is to ultimately decrease dropout rates and increase graduation rates by assisting students in developing and maintaining a personalized postsecondary plan that ensures readiness for postsecondary and workforce success. An ICAP should be designed to assist a student and his or her parent or legal guardian in exploring the postsecondary career and educational opportunities available to the student, aligning course work and curriculum, applying to postsecondary education institutions, securing financial aid and ultimately entering the workforce COVA has an extensive counseling program guiding students through the ICAP process. Counselors facilitate relationships and advise students regarding course selection, exploring college and career choices, and creating a four-year plan to guide students in meeting their postsecondary goals. More information is included in the High School Parent Student Handbook. Concurrent Enrollment The Concurrent Enrollment option at COVA promotes content standards, provides academic challenges, and access to academic courses that may not otherwise be to meet high school graduation requirements. Students under twenty-one years of age, enrolled in Colorado Virtual Academy, who demonstrate academic preparedness, are eligible to apply for Concurrent Enrollment. High School students who are ready for college-level coursework in one or more 17 P a g e

19 subject areas are encouraged to apply to COVA s Concurrent Enrollment Program. information is included in the High School Parent Student Handbook. More Graduation Rates The following is a summary of the student graduation data according to cohort year (defined as a group of students who enter high school and are expected to graduate in four years) for the past three years data is based on our own internal calculation as of this date Total Cohort Seniors Total Cohort Graduates Graduation % (based on 4 yr. cohort) 12% 39% 56% 5 th + Year Graduates Total Graduates Effective Graduation % 12% 43% 58% This chart illustrates that our cohort graduation rate has continued to increase over the past several years. It should be noted that 70% of our new seniors came to us behind in credits at the start of the school year and were not expected to graduate on time. We also continue to have difficulty tracking students who withdraw from COVA during the cohort period due to the lack of a statewide student data base system. Both of these issues significantly impact our ability to maximize graduation rates based on the cohort definition. For example, if the graduation rates would include 5 th + year seniors, our graduation rates would increase significantly. This is illustrated by the Effective Graduation % in the above chart. The graduation rate for students last year who had been at COVA for at least four years was 92%. This is well above the state average. Finally, of the 126 graduates in , it is estimated that approximately 55% have continued on to some sort of post-secondary college/university. We expect that number to continue to increase in future years as well. 18 P a g e

20 SCHOOL CULTURE/COMMUNITY COVA works diligently to establish a positive, learning environment that promotes and encourages active participation in the education process. This occurs through the orientation process, school-based activities and events, and other opportunities for personal interaction. New Student/Family Orientation We provide virtual and face to face orientation and welcome to school sessions in July and August to introduce students and families to COVA, provide community connections, and introduce students and families to the concept of online learning. This is an important tool to establish learning expectations, discuss technology issues, review school policies, and address individual questions and concerns. COVA has also an integrated a Family Support team to offer additional support to those who are new to online schooling. An individual from this team contacts the family and student to provide a more personal orientation and introduction to online learning. This individual also serves as a direct point of contact for questions and issues. Once the orientation and transition period is completed, the family is transferred to its regular teacher who will support the student academically. This is an important process by which students and families become familiar with the online school and community prior to beginning the school year. Our intake process is designed to assist families in the transition from enrollment to the homeroom classroom. It includes a checklist of tasks intended to familiarize them with the COVA systems, school policies and student requirements, learning coach professional development resources, and enrichment and support opportunities. The intake process includes individualized phone and k-mail contact initiated by our Engagement Specialists, Online Blackboard Collaborate Orientation sessions provided by leadership team members, and regional face to face opportunities hosted by our Family Support team. The Family Support team continues support throughout the year by providing community and social activities for students and parents throughout the state. These events not only provide academic enrichment, but also represent an opportunity for students/families to connect with one another. Other programs supported by the Family Support team include Booster Buddies, Mentoring Program, and Box Tops for Education Scholarships. School Activities and Events Once school has started, students connect with their assigned homeroom teacher in K-8 and their Advisor in High School on a regular basis through online meetings. These meetings allow the students to receive regular updates and information and participate in different activities. This promotes engagement and student sharing in a smaller school setting. COVA also provides students at the high school level the opportunity to participate in school organizations and student clubs. These organizations and clubs recognize student achievement and success and allow students to connect with other students who share similar interests, ideas 19 P a g e

21 or goals. COVA has an active charter of the National Honor Society, operates a Student Council, offers more than 20 clubs locally, and provides access to 104 clubs nationally in conjunction with students from other K 12 managed schools. All student clubs are authorized by school administration and have a staff sponsor. Other Opportunities We also provide many opportunities for our families and students to connect and engage outside of the virtual classroom. For example, elementary teachers organize school outings to museums, roller rinks, ice-skating parks, local zoos, and other interesting and enjoyable sites. Older students participate in a variety of activities such as dances, bowling and graduation ceremonies. These events bring families together and create real connections within the COVA community. LEARNING MANAGEMENT AND STUDENT INFORMATION SYSTEMS Students, parents, teachers, administrators and the governing board may continuously measure and receive reports on student achievement gains during the school year using the school s learning management and student information systems. Using these systems, the school delivers the curriculum to its students and permits teachers and parents to see, at every moment, how the student is progressing. These systems provide each student with an individualized learning experience. The school uses the following management tools which are components of the education program that K 12 provides to the school: Learning Management System (LMS) and Online School (OLS) Both the OLS and LMS are intuitive, web-based software platforms. They provide access to more than 24,000 online lessons and courses; lesson/unit/term assessments; hands-on activities; alternative learning approaches; classroom collaboration tools; and optional and supplemental lessons and activities, as well as lesson planning and scheduling tools and progress tracking tools. Students, parents and teachers can access the OLS or LMS with an Internet connection at any time, twenty-four hours per day, seven days per week. Lesson Planning and Scheduling Tools The K 12 lesson planning and scheduling tools enable K-12 teachers and parents to establish a schedule for completing lessons. These tools are designed to update the plan as a K-8 student progresses through each lesson and course, allowing flexibility to increase or decrease the pace the student moves through the curriculum while ensuring that the student progresses towards completion in the desired time frame. Changes can be made to the schedule at any point and the remainder of the student s schedule automatically adjusts. Students in grades 9-12 will use these tools as a guide for flexibility within a week. High school teachers use the LMS to establish assignment dates, post grades and host classroom discussions. They are designed to provide student and parent visibility into upcoming assignments and course progress. 20 P a g e

22 Progress Tracking Tools Once a master schedule has been established for K-8 students, the LMS delivers lessons based upon the schedule. Each day, a student is initially directed to a screen listing the syllabus for that day and selects one of the listed lessons. As each lesson is completed, the student returns to the day s syllabus to proceed to the next subject. If a student does not complete a lesson during the session, the lesson is rescheduled to the next day resuming at the point where the student left off. The progress tracking tool allows students, parents and teachers to monitor student progress. In addition, information collected by the progress tracking tool regarding student performance, attendance and other data is transferred to the management system for use in providing administrative support services. Once a master course schedule has been established by a high school teacher in the LMS, content units and assignments are delivered to students based upon the schedule. Each day, a student is initially directed to a screen listing the upcoming assignments for the course, as well as specific teacher-created announcements that assist in guiding the student s activities for the day and/or week. As each lesson is completed, the student returns to the day s assignment list to proceed to the next activity. The progress tracking tools allow students, parents and teachers to monitor student progress in each course. Student Administration Management System (SAMS) SAMS, the master digital database, captures raw student data, stores it, organizes it, and integrates with other systems. SAMS collects and provides all of the information required to manage student enrollment and monitor student performance. TotalView School and MyInfo are two sides of SAMS. They are applications for administrators, teachers, parents, and students to use that display the information stored in the SAMS database. TotalView School serves the school teachers, administrators, and other staff by providing a secure, internal communications tool, an overview of their students current progress and history, and the status of the shipment of curriculum materials. It allows teachers to interact one-on-one with students. Parents and students use MyInfo as a secure communications tool to track students course progress, grades, and attendance history, and to check the status of course material shipments. 21 P a g e