CVCS is a blended model that combines traditional brick-and-mortar school instruction with working virtually from home. The Hybrid model requires active participation from students, parents, and teachers, unlike the other two models where two can work together. Without these three working together, it can be an extremely challenging environment for students.
How does this look in a K12 school? CVCS is hybrid school that has all the benefits of a brick-and-mortar school and a whole lot more.
Daily and weekly schedules allow students to see exactly what assignments need to completed each day. Assignments are assigned for the entire school year and appropriate pacing is managed by each teacher. HS teachers create a course syllabus and post daily announcements outlining expectations for high school student’s course work.Lessons are marked complete by each LC after graded by the computer or themselves or are turned into the teacher for feedback.
K12 has a mastery based curriculum meaning students need to score an 80% or higher on each assessment before students can move onto the next lesson. This ensures students develop a strong foundation of each skill before they move onto the next concept. The OLS can show teachers the assignment score each student earned on the assessment and how many times it was taken (pointer).Students submit examples of their work on a monthly basis to their teachers to review and provide feedback.Weekly assessments are used to determine students are understanding skills along the way as they work through course material.Teachers, students and parents use a progress monitoring tool K12 created in the Online School. The progress percentage on the screen shows that this student is 80% complete with Math for the school year (pointer) and they have 20% left to complete. Hybrid school students are also able to demonstrate what they know by showing it while they attend class here at the Learning Center.Learning is validated through a variety of ways and teachers are able to validate student’s mastery of skills.
CVCS has demonstrated strong academic results over multiple years. The school made Adequate Yearly Progress (AYP) for three straight years and posted considerable gains in both reading and math, thus earning it the Academic Improvement Award and entry into the 2009 Illinois Honor Roll.CVCS was one of only ten charter schools in the state to make the Illinois Honor Roll and one of 147 public schools in the state to win an Academic Improvement Award.
Using live virtual sessions with software like Elluminate or Wimba Classroom.</li></li></ul><li>Course Quality<br />Requiring students have interactivity with the teacher and other students.<br />Requiring weekly, purposeful communication between the teacher and individual students.<br />Adding oral exams at milestone points in the course to check for understanding.<br />Challenging problems for accelerated (gifted) students.<br />
Matthew Wicks (email@example.com)<br /> Vice President, Strategy and Organizational Development<br />International <br />A National Perspectiveon K-12 Online Learning<br />
International Association for K-12 Online Learning (iNACOL) – www.inacol.org<br /><ul><li>iNACOL is the leading, international, non-profit association in K-12 online learning.
3000+ members in K-12 districts, states, universities, researchers & online learning providers
Provides leadership, advocacy, research, training and networking with experts in K-12 online learning
How to Start an Online Program – www.onlineprogramhowto.org</li></li></ul><li>Providing Opportunities to All Students<br />Traditional Public/Private<br />Accelerated Students<br />Credit Recovery <br />Need to work and/or support family<br />Medically Fragile<br />Rural Students<br />Aspiring athletes and performers<br />Home Schoolers<br />Special Education and ELL<br />
The Defining Dimensions of Online Programs<br />
US Online Learning Facts<br /><ul><li>Online learning opportunities are available to at least some students in 48 of the 50 states, plus Washington, DC. However, no state is providing both supplemental and full-time opportunities for all students at all grade levels
30 states have state virtual schools, Alaska is in the process of establishing one, and 8 states of state online learning initiatives
27 states plus Washington, DC have full-time online schools serving students statewide
20 states provide supplemental and full-tine online learning options statewide
iNACOL estimates 1.5M students took an online/blended class in 2009-10
450K course enrollments from state virtual schools
200K students in full-time online schools (2M course enrollments)
It is estimated that at least 80% of public high schools have at least one student enrolled in a fully online course.</li></li></ul><li>State Level Activity 2009<br />
Opportunities will be of high quality</li></li></ul><li>States Need to Reform Policies<br /><ul><li>Schools are funded on seat-time, not mastery; policies need to be revised to enable pupil funding for competencies demonstrated; performance.
States need to allow teaching licenses to have reciprocity; permission to teach online across state lines.
Quality standards should be held to a high level/level playing field for all courses.</li></li></ul><li>Cindy Hamblin (firstname.lastname@example.org)<br />Director<br />Illinois Virtual School <br />What’s Happening in Illinois?<br />
What’s Happening in Illinois?Illinois Virtual School<br />IVS 5-12 Operation <br />Enhancing Educational Opportunities in Partnership with Local Schools<br />IVS-PD <br />Online Professional Development Delivery System for Educators<br />IVS-CR – Coming 2011<br />Credit Recovery Courses for Targeted Student Population<br />
Online courses for Students in Grades 5-12<br />What does IVS offer its partner school?<br />Developed courses (curriculum, materials, assessments)<br />IL certified teachers (properly certified) facilitating every course<br />SIS for monitoring ongoing progress and attendance<br />Flexible enrollment opportunities<br />What makes a successful program?<br />Ongoing communication and feedback from online instructor<br />Scheduled time for students to work in online course<br />Appropriate placement and expectations communicated to students and parents. <br />
IVS – PD:Online Professional Development Delivery System for Educators<br /><ul><li>Objective of the ISBE contract for IVS operation - Development of a deliverying platform for ISBE online professional development.
Authorization codes used by educators to “pay” for PD</li></li></ul><li>IVS – CR: Coming 2011, Credit Recovery Courses for Target Student Population<br /><ul><li>Federal funds committed to IVS to build IVS-CR
English I and II</li></li></ul><li>Chicago Virtual Charter School<br />Leah Rodgers (email@example.com)<br />Head of School<br />Chicago Virtual Charter School<br />
What is the Chicago Virtual Charter School?<br />A tuition-free public charter school serving students in grades K-12 <br />A Chicago Public School open to all students residing in Chicago<br />Illinois’ first certified public school that combines 21st century technology with traditional classroom instruction <br />A school that allows parents to actively participate in their children’s education, with weekly classes taught by certified teachers in a central downtown location easily accessible by public transportation<br />
Hybrid Model Benefits<br />All the benefits of brick-and-mortar school:<br />Teachers, school staff & administrators<br />Classrooms and classmates<br />Projects, assignments, and assessments<br />Schedules<br />Field trips & school events<br />Accountability<br />Benefits of a virtual school:<br />Curriculum available 24/7<br />Differentiated instruction tailored to meet student’s needs<br />Strong parent/teacher relationship<br />Teach to student interests<br />Rigorous coursework at student’s ability level<br />Greater flexibility<br />Immediate feedback and constant communication<br />
How has K12 changed how students learn?<br />K12 has developed an integrated, complete curriculum delivery, learning management and communication platform. <br />
How do teachers know students are learning?<br />Mastery-Based Curriculum<br />Work Samples<br />Weekly Assessments<br />Online School Progress<br />Class Work <br />*K-8 Sample<br />
Learning Center Instruction<br />Students are required to attend the Learning Center for 2 hours and 15 minutes one day a week.<br />Sessions: 9:00-11:15 AM OR 12:30-2:45 PM<br />High School:<br />College and career orientated<br />Providing students with effective study skills to be self-sufficient, independent learners<br />Work habits to prepare for the real world<br />K-8:<br />Math instruction<br />Literacy-based instruction<br />Students participate in various group activities and projects with grade-level peers<br />
Weekly Virtual Instruction<br />Students are required to attend weekly virtual sessions<br />online with their teachers throughout the week.<br />K-8:<br />Weekly Achievement Exercises or in class assessments serve as learning checkpoints for mastery to assess student’s knowledge of grade-level skills<br />Two remedial sessions for Math and Language Arts each week to provide students who are in need of additional support remediation<br />High School:<br />Office Hours prescheduled time set aside for students to drop in and get support directly from their teacher.<br />Regular online sessions with content area teachers to review skills taught throughout the week.<br />
CVCS is Getting Results!<br />In 2006-2007, 2007-2008, & 2008-2009 CVCSmade Adequate Yearly Progress!<br />Recipient of 2009 Academic Improvement Award!<br />Honored in the 2009 Illinois Honor Roll!<br />
Laura Kurtyak (firstname.lastname@example.org)<br />Health Educator<br />Indian Prairie School District 204<br />Online Health<br />
Insights from Online Health<br />Preparation for future opportunities and challenges<br />Increased interaction with teachers and peers<br />Improved time management skills.<br />
Insights from Online Health<br />Increased Participation<br />More responses from students.<br />More thoughtful responses.<br />All students have an opportunity to speak.<br />
Insights from OnLine Health<br />Increased interaction between the teacher<br />and the students<br />More feedback, more often.<br />
Insights from Online Health<br />Evaluation & Assessment<br />Weekly Assignments<br />Videos, articles, worksheets, discussion boards, journals, etc. <br />Notes Quizzes <br />Checks for understand and accountability <br />Projects<br />Unit Tests/Final Exam<br />Face to Face<br />
Philip Lacey (email@example.com)Director of Instructional Technology<br />Niles Township High School District 219<br />Professional Development<br />What Does it Take to Get Instructors Ready for Virtual Instruction<br />
219 Model<br /><ul><li>BOE Five Year Goal #3: Engaging students in anywhere/anytime learning by providing laptop computers to expand their learning opportunities.
PD Goal: Develop capacity to use LMS (Moodle) in supplemental instructional context
Tech 3 (Conceptual): Virtual Course Content and Design</li></li></ul><li>Tech 1 Hybrid Option<br />Hybrid: Technology Tools and Applications for the Classroom<br />3 Physical Meetings<br />Virtual Instruction augmented w/ virtual meetings<br />
Jeffrey L. Hunt (firstname.lastname@example.org)<br />Director of E-Learning<br />Indian Prairie School District 204<br />Research<br />
Estimate of Adoption<br />If rate of adoption follows the classic disruptive innovation model, by 2018, 50% of all high school courses will be online. <br /> --Clayton M. Christensen<br />
Who can be successful?<br /><ul><li>Achievement and Self-Esteem Beliefs – Students require a high degree of self-motivation, and [they] must perceive that their success depends on their own contributions, rather than those of the course or teacher.
Responsibility/Risk Taking – Students have to take the initiative [to] complete tasks, even when all the information may not be given and the correct way to proceed may not be clear.
Technology Skills and Access – Students in on-line courses not only must be skilled at using on-line resources but also should have better-than-average access to them.
Organization and Self-Regulation – Even more than other academic activities, on-line environments seem to require students to have excellent organization and study skills.</li></ul>Roblyer, M.D. and Marshall, J. (2002). Prediction success of virtual high school students: Preliminary results from an educational success prediction instrument.<br />
Student Advice<br /><ul><li>Only take this course if you are self-motivated enough to do it. It’s not bad at all if you manage your time wisely and set goals for yourself to finish it on time. I wrote down all of the due dates in my assignment notebook so I could see when they were coming up to remind myself or else I knew that I would probably forget.</li></li></ul><li>Darlene Senger (email@example.com)<br />Representative, 96th District<br />Illinois General Assembly<br />A Legislator’s Perspective<br />
Quality Education<br />Quality education for all children<br />Affordable higher education<br />Online learning can address quality and affordability.<br />Remote Education Act<br />
Remote Educational Programs<br /><ul><li>Public Act 96-0684 (HB 2448, signed into law on August 25, 2009): Authorizes school districts to create and offer “remote educational programs” tailored to individual student needs and claim GSA for those programs.
Prior law: GSA could only be claimed for virtual programs offered in a classroom or other traditional school setting.
Broad district discretion, provided the program and plan meet legislative criteria.</li></li></ul><li>2 Key Elements for Establishing REPs<br />Adopted School Board Policy:<br />Criteria for participation<br />Limits on numbers of students or grade levels<br />Approval process for participation<br />Process to develop student plans<br />System for calculating clock hours of attendance<br />Process for renewal<br />Student Remote Educational Plan:<br />Specific achievement goals<br />Assessments<br />Progress reports<br />Teacher/student interaction<br />Designation of supervising adult<br />Other family responsibilities<br />Consistency with IEP<br />Participating in district programs<br />Responsible district administrator<br />Term<br />Specific location or locations for delivery<br />
REPs: Other Requirements<br /><ul><li>Students remain enrolled in a school district attendance center, and are tested and included for all State/federal accountability determinations
Certified/Highly Qualified Teachers responsible for critical instructional activities
GSA claimable only on days aligned to school district calendar
ISBE rules require documentation of active participation to claim GSA
District policy and data must be submitted to ISBE</li></li></ul><li>Cindy Hamblin (firstname.lastname@example.org)<br />Director<br />Illinois Virtual School <br />Policy in Illinois<br />
Policy DiscussionConsiderations in Developing Policy to Support Online Learning<br /><ul><li>The Remote Education Act has Refueled Support for Online Learning
Identifies program requirements from ISBE’s perspective.
Provides a mechanism for districts to claim general State aid for students participating in a remote education program.
Many Questions Have Also Been Raised . . . . . </li></li></ul><li>Policy DiscussionConsiderations in Developing Policy to Support Online Learning<br /><ul><li>When does online learning best serve a student’s learning needs?
Successful elements of an online program that help ensure student’s learning needs are met.
Attendance (anytime learning vs seat time)---- New perspective
Should we (nation, state, and local) examine the replacement of a time-based system with learning-based system? </li></li></ul><li>Collin Hitt (email@example.com)<br />Director of Education Policy<br />Illinois Policy Institute <br />A proposed Implementation<br />
Guaranteed” Learning?<br />Performance Guarantees(e.g. surety bonds, warranties)<br />Florida Virtual School Course Completions = Funds Received<br />“Learning Guarantees” No Gains = No Funds<br />