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NVUSD Credit Recovery with
Digital Curriculum
How it Began:
• 2010-11 Summer School Ended
• Interest in Digital Curriculum...
Hybrid or Blended Model
Advantages:
•Students work at own pace
•Teacher Interaction and Intervention- Key to Success
•Stud...
Development of Program








Align with District & Sites
Know the scope of needs (clearly define)
Involve teacher...
Implementation-Professional
Development
-Training, Training, Training
-Involve Teachers
-Teacher PLC: aligned District cur...
Digital curriculum program implementation
Pathways of instruction with standards-based
curriculum, taught in blended learn...
Operations
 Sufficient staff to place, monitor and track
 Constant communication with site
counselors and administrators...
Results
 Data demonstrates program value
 Compare to traditional summer school
(pass rates, content, mastery, expense,
d...
2012-13
981 Total Students
Courses Placed 2139
Completed Courses 1067
Credits Recovered 5335
700
613
600

544

500
400

39...
Courses Placed by Grade Level
350

312
278

300

253
219

250
209
200
150

182

12th grade
11th grade
104 10th grade
9th g...
Completed Courses by Subject
144

143

140

124
120

110

100

English
Social Studies
Math
Science
Health
PE
Elective
Fore...
Student Survey
 93% - Computer w/Internet at home
 47% - 1-3 hrs.; 42% 3+ hrs. outside class
 83% - Teacher communicate...
Celebrate!
Graduation Celebration on June 28, 2013
NHS
VHS
VOHS
NVIS
NVAE
Total

23
7
5
1
7
43
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Rhonda harris slota nvusd acsa credit recovery 2013 (1)

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Transcript of "Rhonda harris slota nvusd acsa credit recovery 2013 (1)"

  1. 1. NVUSD Credit Recovery with Digital Curriculum How it Began: • 2010-11 Summer School Ended • Interest in Digital Curriculum • Asked Adult Education to pilot • Began with summer session • Evolved into year round plus expanded summer session Goals: • Increase rigor (College & Career Readiness) • Expand access to 21st century skills • Provide equitable access and opportunities for all Needs:  Those who need to recover credits  Those who can be better served through use of digital curriculum  Those who choose to retake courses for grade improvement
  2. 2. Hybrid or Blended Model Advantages: •Students work at own pace •Teacher Interaction and Intervention- Key to Success •Students may work anywhere outside class •Built in student supports •No disciplinary issues Challenges: •Technology must work •Developing effective placement system •Continuous monitoring •Staffing, Tracking
  3. 3. Development of Program        Align with District & Sites Know the scope of needs (clearly define) Involve teachers and students Research and pilot different systems Develop tracking system to produce useable data Know what supports are available in system Make sure licenses are reusable
  4. 4. Implementation-Professional Development -Training, Training, Training -Involve Teachers -Teacher PLC: aligned District curriculum to Apex Courses, Course Codes uploaded to UCOP for a-g credit -Student progress: timelines, intervention strategies, coaching, scaffolding -Levels: Core, Literacy Advantage, Foundations -Significant teacher Involvement -Rigor, Clear Content Mastery -Test-out option 80% complete w/ 80% score -Constant monitoring & support for Teachers -Digital curriculum not for every student
  5. 5. Digital curriculum program implementation Pathways of instruction with standards-based curriculum, taught in blended learning model: • Foundations: For students with IEPs who are not prepared for grade-level academic challenges • Literacy Advantage™: For students who are reading below proficient and need to earn credits toward graduation • Core: For students ready for grade-level challenges; Also includes: targeted scaffolding • Honors: For motivated students seeking to accelerate their learning self-paced learning *Advanced Placement and AP are registered trademarks of the College Board
  6. 6. Operations  Sufficient staff to place, monitor and track  Constant communication with site counselors and administrators  Steering committee (Adult Education, District & Site Staff)  Give teachers-tangible tools, tech support  Keep track of expenses
  7. 7. Results  Data demonstrates program value  Compare to traditional summer school (pass rates, content, mastery, expense, disciplinary issues)  Survey staff, students  Present to Cabinet and Board
  8. 8. 2012-13 981 Total Students Courses Placed 2139 Completed Courses 1067 Credits Recovered 5335 700 613 600 544 500 400 399 397 355 300 200 Placed Completed 284 206 177 141 77 100 9 4 0 ACHS NHS NTHS NVIS VOHS VHS
  9. 9. Courses Placed by Grade Level 350 312 278 300 253 219 250 209 200 150 182 12th grade 11th grade 104 10th grade 9th grade 128 105 78 55 100 50 47 40 22 1 40 4 54 16 37 0 ACHS 397 NHS 544 NTHS 177 NVIS 9 VOHS 399 VHS 613
  10. 10. Completed Courses by Subject 144 143 140 124 120 110 100 English Social Studies Math Science Health PE Elective Foreign Languages 90 80 60 40 20 61 58 30 26 9 9 13 11 1 1 11 9 6 0 ACHS 206 NHS 284 VHS 355 1
  11. 11. Student Survey  93% - Computer w/Internet at home  47% - 1-3 hrs.; 42% 3+ hrs. outside class  83% - Teacher communicated regularly about progress  86% - Learned material in the course  84% - Preferred blended to traditional  76% - Digital curriculum blend was more motivating  74% - were in Literacy Advantage
  12. 12. Celebrate! Graduation Celebration on June 28, 2013 NHS VHS VOHS NVIS NVAE Total 23 7 5 1 7 43
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