EdVisions Off-Campus High School Project-based education on the leading edge of the technology revolution

Where schools came from Uncomfortable desks, lockstep schedules One-size fits all curriculum fits nobody Too many kids to get individual attention Trying to force information INTO students

Uncomfortable desks, lockstep schedules

One-size fits all curriculum fits nobody

Too many kids to get individual attention

Trying to force information INTO students

Where schools are going Information available instantly, using all the power of the internet and adaptive software Students out in the community, volunteering and finding out what they need to know Schedules, atmosphere personalized for each student

Information available instantly, using all the power of the internet and adaptive software

Students out in the community, volunteering and finding out what they need to know

Schedules, atmosphere personalized for each student

What’s new? Each Student Has His/Her Own Laptop and webcam Instant connection to their advisor, their peers and the world from home Students design and carry out their own projects

Each Student Has His/Her Own Laptop and webcam

Instant connection to their advisor, their peers and the world from home

Students design and carry out their own projects

Brain research says: Feedback is best when it comes from reality, rather than from an authority figure. People learn best when solving realistic problems. The big picture can't be separated from the details. Because every brain is different, educators should allow learners to customize their own environments. Renate and Geoffrey Caine, Making Connections: Teaching and the Human Brain .

Feedback is best when it comes from reality, rather than from an authority figure.

People learn best when solving realistic problems.

The big picture can't be separated from the details.

Because every brain is different, educators should allow learners to customize their own environments.

Renate and Geoffrey Caine, Making Connections: Teaching and the Human Brain .

Learning Styles Research says: Some students need to move while learning, others need to sit Some students need visual, or auditory, or touch/manipulation to learn Some students learn better alone, others in groups Some students need the whole idea first, others, go for the details With off-campus, individual projects, students can find and meet their own learning needs

Some students need to move while learning, others need to sit

Some students need visual, or auditory, or touch/manipulation to learn

Some students learn better alone, others in groups

Some students need the whole idea first, others, go for the details

With off-campus, individual projects, students can find and meet their own learning needs

Built on a solid foundation MNCS, a leader in educational innovation for over a decade Gates Foundation, funding innovative programs nationwide Volunteers of America - schooling with heart Experienced staff- over 60 years of leadership in new ways of teaching and learning

MNCS, a leader in educational innovation for over a decade

Gates Foundation, funding innovative programs nationwide

Volunteers of America - schooling with heart

Experienced staff- over 60 years of leadership in new ways of teaching and learning

Technology as you’ve never seen it in Education Elluminate - live connections around the state and the world E-Reader, ViaVoice, Kidspiration, WYNN - reading, writing and organization aids level the educational playing field

Elluminate - live connections around the state and the world

E-Reader, ViaVoice, Kidspiration, WYNN - reading, writing and organization aids level the educational playing field

Different from other online schools EOC provides equipment EOC provides “real-time”, daily connections with students and staff EOC encourages curiosity through projects EOC uses technology to compensate for different student needs

EOC provides equipment

EOC provides “real-time”, daily connections with students and staff

EOC encourages curiosity through projects

EOC uses technology to compensate for different student needs

What Is A Project?

Projects Improve Skills Students dig deeply into areas of interest learn from a “need-to-know” attitude rather than from “you must know” improve their reading and writing skills through constant, voluntary use rather than forced drill and practice

Students

dig deeply into areas of interest

learn from a “need-to-know” attitude rather than from “you must know”

improve their reading and writing skills through constant, voluntary use rather than forced drill and practice

Projects reawaken curiosity, ability to concentrate All students, even those with attention or behavior problems, concentrate best when they are interested in what they are doing. Technology helps students connect with mentors in their field - the world is their schoolhouse!

All students, even those with attention or behavior problems, concentrate best when they are interested in what they are doing.

Technology helps students connect with mentors in their field - the world is their schoolhouse!

Projects provide community involvement Students’ projects often include a service component from fundraising, to building, to providing expert internet help like designing web pages

Students’ projects often include a service component from fundraising, to building, to providing expert internet help like designing web pages

Larry the Car Guy 9 AM - Larry wakes up/Gets ready/Eats Breakfast 9:30 AM - Larry calls his advisor and talks about what he is going to do for the day. 9:45 AM - Larry uses text reader and dictation software to take notes on Thunderbird info 11 AM - Larry has a video conference with 2 kids in his advisory about go-cart building the next day. 11:30 AM - Larry meets online with math teacher. They complete a worksheet about balancing a checkbook. 12 PM - lunch 1 PM - He reads along with a recording of his favorite book, Then he meets with his reading teacher by webcam, reads back some of it, and dictates summary. 2 PM - Larry looks online for Thunderbird parts. He finds pictures and saves them on his computer. 3 PM - Larry walks his dog, for exercise. 3:30 PM - He calls his advisor and tells what he did for the day. 3:45 PM - Larry dictates his daily time logs into a program on his computer. 4 PM - Larry’s school day is done

9 AM - Larry wakes up/Gets ready/Eats Breakfast 9:30 AM - Larry calls his advisor and talks about what he is going to do for the day. 9:45 AM - Larry uses text reader and dictation software to take notes on Thunderbird info 11 AM - Larry has a video conference with 2 kids in his advisory about go-cart building the next day. 11:30 AM - Larry meets online with math teacher. They complete a worksheet about balancing a checkbook. 12 PM - lunch

Toby the Musician 12:00 PM Toby gets up and quickly gets dressed 12:15 Online Advisory meeting. The students and their advisor talk about how their projects are going 12:30 Toby writes song lyrics for his band for an hour. He gets stuck a couple of times and looks up rhyming words online. 1:30 Toby looks around the web for other web lyrics/poets. He finds a couple of nice songs and runs off the lyrics. 2:00 Toby works on his own website. He adds some sound files of songs the band has recorded and puts in some links to the new bands he has found. He also puts in some video files of his band's CD covers, which he helped design. 3:00 Toby does 20 math problems (he skipped math yesterday because he was in a recording session, so he has extra ones to do). He checks in with advisor via webcam to ask questions about 3 problems. He e-mails them to his advisor. 4:00 Toby goes out when his friends get out of school and plays basketball with them 5-11 PM Non-school time: Toby has dinner and hangs out with friends 11:00PM Toby learns and practices 2 new songs on electric guitar (with headphones) 12 am- Toby reads part of a novel, and writes his school timelogs and journal. 12:40 AM Toby watches tv for a while and goes to sleep.

12:00 PM Toby gets up and quickly gets dressed

12:15 Online Advisory meeting. The students and their advisor talk about how their projects are going

12:30 Toby writes song lyrics for his band for an hour. He gets stuck a couple of times and looks up rhyming words online.

1:30 Toby looks around the web for other web lyrics/poets. He finds a couple of nice songs and runs off the lyrics.

2:00 Toby works on his own website. He adds some sound files of songs the band has recorded and puts in some links to the new bands he has found. He also puts in some video files of his band's CD covers, which he helped design.

3:00 Toby does 20 math problems (he skipped math yesterday because he was in a recording session, so he has extra ones to do). He checks in with advisor via webcam to ask questions about 3 problems. He e-mails them to his advisor.

4:00 Toby goes out when his friends get out of school and plays basketball with them

5-11 PM Non-school time: Toby has dinner and hangs out with friends

11:00PM Toby learns and practices 2 new songs on electric guitar (with headphones)

12 am- Toby reads part of a novel, and writes his school timelogs and journal.

12:40 AM Toby watches tv for a while and goes to sleep.

Caitlyn the Creative Historian Caitlyn 7:30 AM - Wakes up/Gets ready/Eats Breakfast 8:15 AM - Goes into the family computer room and researches the Civil War. She highlights printouts from websites on the internet and calls her local library to check for books.She starts her power point and makes plans to write fictional accounts of one female from each side of the war. 9:30 AM - Caitlyn has group advisory time, through a video conference, with her advisor and 7 other students. They talk about current events and she shares what she has been doing for her projects lately. 10 AM - She does Algebra, by completing prescribed math problems, using a textbook as a resource. She calls her advisor when she has a question. 11 AM - She eats lunch while chatting online with her friends. 11:30 AM - Caitlyn walks 1⁄2 mile to the library. She looks at the Civil War books and takes notes. She also finds a fiction book and reads for half an hour. She checks out her books and walks back home. 2:30 PM - Caitlyn arrives back home. She writes her daily time logs and reflection and emails them to her advisor. 2:45 PM - Her school day is done. She goes to her part-time job.

Caitlyn 7:30 AM - Wakes up/Gets ready/Eats Breakfast 8:15 AM - Goes into the family computer room and researches the Civil War. She highlights printouts from websites on the internet and calls her local library to check for books.She starts her power point and makes plans to write fictional accounts of one female from each side of the war.

9:30 AM - Caitlyn has group advisory time, through a video conference, with her advisor and 7 other students. They talk about current events and she shares what she has been doing for her projects lately.

10 AM - She does Algebra, by completing prescribed math problems, using a textbook as a resource. She calls her advisor when she has a question. 11 AM - She eats lunch while chatting online with her friends. 11:30 AM - Caitlyn walks 1⁄2 mile to the library. She looks at the Civil War books and takes notes. She also finds a fiction book and reads for half an hour. She checks out her books and walks back home. 2:30 PM - Caitlyn arrives back home. She writes her daily time logs and reflection and emails them to her advisor. 2:45 PM - Her school day is done. She goes to her part-time job.

Parent Responsibilities at EOC Provide adequate supervision for their teen Look over and approve proposal forms Connect with student’s advisor at least weekly (e-mail or webcam or phone) to discuss progress Help arrange transportation for field trips and presentation nights Attend presentation nights to see the projects students are producing

Provide adequate supervision for their teen

Look over and approve proposal forms

Connect with student’s advisor at least weekly (e-mail or webcam or phone) to discuss progress

Help arrange transportation for field trips and presentation nights

Attend presentation nights to see the projects students are producing

Student Resposibilities at EOC Sign in to daily advisory meetings and individual advisory sessions over internet Do work for on projects for an average of 6 hours per day Attend monthly field trips and presentation nights Complete daily time logs and journals so advisor and parents can see progress

Sign in to daily advisory meetings and individual advisory sessions over internet

Do work for on projects for an average of 6 hours per day

Attend monthly field trips and presentation nights

Complete daily time logs and journals so advisor and parents can see progress

Staff of EOC Cathy Diaz Advisor 5 years experience at El Colegio project-based School in Minneapolis 3 years at EOCHS Gigi Dobosenski Co-Director/Advisor 5 1/2years experience at MNCS 3 years at EOCHS Karen Locke Advisor/Special Education Advisor 3 years experience at MNCS 25 years experience in teaching 3 years at EOCHS Keven Kroehler Co-Director/Advisor 8 years experience at MNCS 20 years teaching experience 3 years at EOCHS Aaron Grimm Advisor Actively involved in education policy issues 2 1/2 years experience at MNCS 2 years at EOCHS Mike Motzko Special Education/ Advisor Previous career in Business Management 2 years at EOCHS Chris Lepper Advisor Previous experience in alternative learning Environments 1 year at EOCHS Megan Bollig Advisor Art Specialist Spent time in Australia, New Zealand and Japan 1 st year teacher at EOCHS

Cathy Diaz

Advisor

5 years experience at El Colegio project-based School in Minneapolis

3 years at EOCHS

Gigi Dobosenski

Co-Director/Advisor

5 1/2years experience at MNCS

3 years at EOCHS

Karen Locke

Advisor/Special Education Advisor

3 years experience at MNCS

25 years experience in teaching

3 years at EOCHS

Keven Kroehler

Co-Director/Advisor

8 years experience at MNCS

20 years teaching experience

3 years at EOCHS

Aaron Grimm

Advisor

Actively involved in education policy issues

2 1/2 years experience at MNCS

2 years at EOCHS

Mike Motzko

Special Education/

Advisor

Previous career in

Business Management

2 years at EOCHS

Chris Lepper

Advisor

Previous experience

in alternative learning

Environments

1 year at EOCHS

Megan Bollig

Advisor

Art Specialist

Spent time in Australia,

New Zealand and Japan

1 st year teacher at EOCHS

Contact us EdVisions Off-Campus High School is now accepting students for Fall 2008. To enroll or request additional information, email or give us a call! 1-800-617-7857 EdVisions Off-Campus Box 307 Henderson, MN 56044 [email_address] www.edvisionshighschool.com

EdVisions Off-Campus High School is now accepting students for Fall 2008. To enroll or request additional information, email or give us a call!

1-800-617-7857

EdVisions Off-Campus Box 307 Henderson, MN 56044

[email_address]

www.edvisionshighschool.com