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Chatham County Schools Non-Traditional Learning Options

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Presentation on theme: "Chatham County Schools Non-Traditional Learning Options"— Presentation transcript:

1 Chatham County Schools Non-Traditional Learning Options
UNC Chapel Hill Doctoral Cohort, Spring 2013 Advisor: Dr. Danny Thomas

2 Presenters Deanene H. Deaton, SAS Institute
Travis W. Duncan, Wake County Public Schools Christine M. Fierro, Durham Public Schools Sharon R. Goldman, Alamance Burlington School System Mark Johnson, Guilford County Schools Katrina A. Massey, Alamance Burlington School System Heidi McClure, Chatham County Schools Quamesha Whitted, Durham Public Schools Kendra B. Woods, Graduate Student UNC Chapel Hill

3 Objective Research best practices and options for CCSS for non-traditional learning and develop recommendations for policy and practice to promote stakeholder involvement, equity, and systemic / unified thinking as a cohesive school district.

4 Why Non-Traditional Learning?
Visionary Leadership 45,000 in (2000) to over 3 million (2009) Expanded course offerings Opportunities to meet needs of diverse learners Access to highly qualified staff in hard to staff subjects. Customization and personalized learning options Rigor and relevancy The International Association for K-12 Online Learning , 2011

5 Best Practices in Non-Traditional Learning
Executive leadership Strategic starting points Development of the model with student support in mind Data collection & Monitoring Student support Leadership: strong support (financial & political), vision/direction. 1. long term commitment to the initiative 2. investment of significant financial and political resources 3. prioritization of expenditures on high impact programs 4. clear understanding by all stakeholders about implementation and vision (Able, 2005) Strategic Programming Developing a model of instruction and support (Appendix A: Defining Dimensions of Blended Learning Models) 1. Instructional model desired (partial course/ entire course, F2F, Blended, Online) 2. Assessments, communication 3. Attendance requirements, student’s role 4. Scheduling 5. Technology infrastructure Data collection & monitoring (to ensure instructional quality, student achievement, funding allocations, and attendance) 1. Attendance requirements and data collection 2. Academic progress throughout the course 3. Teacher effectiveness Student Support (ranked 3rd highest in terms of important ingredients for success for non-traditional learning) 1. Prior to beginning course work (training, structure, organizational) 2. During course work (support, pacing, interaction)

6 Stakeholder Involvement

7 Who are some of the important stakeholders for this policy?
Those who the policy may affect Those who will act on, carry out, or use the policy Students Teachers Counselors Assistant Principals Assistant Principals / Principals Principals Central Office Administrators and/or Coordinators Community members, such as parents and/or businesses Board Members and Superintendent

8 Involving CCSS Stakeholders
Components to gain successful buy-in: successful creation of a new policy based on our recommendations clear and open communication on the benefits, actions, and consequences of the policy motivation within stakeholders who have a vested interest in the policy structure of CCSS transformation and change around the policy

9 Recommendations for Stakeholder Buy-In
Provide clear communication of the policy and other changes in the system   Provide ample opportunities for stakeholders to voice their concerns or comments   Design the policy and new plans with the stakeholders in mind Define the expectations of the new policy clearly and articulately   Incorporate and promote teacher leadership by incorporating teachers in the policy decision making and planning Reflect, refine, and modify the policy periodically as needed after the first implementation  

10 Current Practice/Models

11 Chatham County School System

12 CCSS Career and Technical Education Opportunities
Vary from school to school Community College Partnerships Getting credit through NC College & Career Promise Programs hosted at schools and at CCCC Courses preapproved by NCDPI and process outlined in CCS Course Registration Guide Transportation issues create inequitable access as a result of differing student demographics

13 CCSS Program Location Automotive Systems Technology Courses
Central Carolina Community College, Pittsboro Barbering Jordan Matthews High School Criminal Justice Technology Courses Industrial Systems Technology/Welding Courses SAGE Academy Masonry Courses Northwood High School

14 CCSS APEX Learning Standards-based, digital curriculum used for “original credit, credit recovery, remediation, intervention, acceleration, and exam preparation” (Apex Learning Inc., 2012). First time credit (SAGE & JMHS) versus credit recovery (CCHS, JMHS, & NWHS)

15 CCSS Inconsistent usage and variable results with available programs:
North Carolina School of Science and Math North Carolina Virtual Public Schools

16 Orange County Schools

17 Orange County Distance Learning Policy Distance Learning Procedures
NCVPS and APEX Learning

18 Orange County Honor Code Identify Distance Learning Advisor (DLA)
Detailed Explanation of Responsibilities Disclaimer for Potential Changes

19 Person County Schools

20 Reflection in the Mission & Vision
Person County School exhibits their value for 21st Century learning and technological students in the vision for the school district: “Our graduates are prepared to deal with the challenges of the 21st Century. Our graduates have the critical thinking, communicative, collaborative, and creative skills necessary for problem solving.”

21 Graduation Requirement
Include an online learning course as a graduation requirement. School Board Policy 3460 states the following: Other Requirements Research paper and Exit Speech 1 online course necessary for the Class entering 2 online courses necessary for the Class entering and beyond

22 Preparation Require that students take a blended online learning model course with an instructor prior to a complete virtual online learning course. This will prepare students for the flexible and unstructured schedule of online or virtual learning courses.

23 Suggested Uses Subjects Benefactors Foreign languages Math Science
Acceleration and Remediation Summer Credit Recovery Middle School High School

24 Suggested Programs or Systems
Odysseyware Apex Learning NC Virtual Public Schools

25 Alamance-Burlington School System Career & Technical Education Center

26 Facility Specifications
Built 2011 43,000 square feet Fully equipped: Smartboards flat screen televisions surround sound, wireless internet, video security mobile laptop carts, webcasting and video sharing applications 13 classrooms, 5 conference rooms, two automotive bay areas, a double sided culinary kitchen, two cyber cafés, media center, office space LEED registered Green Building

27 Facility Data Cost: $8.3 million dollars 900 pupil capacity
lottery revenue Through President Obama’s 2009 American Recovery & Reinvestment Act Approved by county commissioners 900 pupil capacity 450 morning students 450 evening students Six traditional high schools have the opportunity to dually enroll students into CTEC

28 Plans Weaver Academy of Performing & Visual Arts and Advanced Technology Greensboro, North Carolina. Two curriculum tracks: Performing & Visual Arts and Advanced Technology/Career Technical Academy Advance Technology is a part-time program that dually enrolls students Influential Courses Offered: Automotive/Collision/Electrical Computer Engineering Culinary Arts Digital Media Medical Careers Computer Programming/ Network Administration Scientific Visualization & Game Development

29 Plans The Applied Technology School (ATC)
Rock Hill, South Carolina ATC is a technology based high school implemented to prepare students for successful entry into postsecondary programs, technical/trade schools, or the workforce Emphasizing hands-on learning. Transportation is provided for all students Influential Courses Offered: Automotive Technology Collision Repair Culinary Arts Digital Art & Design Drafting and Pre-Engineering Health Science I, II & III Media Technology

30 Curriculum Consider prerequisite courses that will enable students to graduate in 5 years Identify high-end courses cost to duplicate multiple course offerings at each site Administered a survey to 9th and 10th grade soliciting interest Looked at teacher interest and certification for licensure in perspective course areas Four year plans were pulled to determine which courses stay which leave which should move to another school

31 Curriculum NC Virtual Public School or E2020 for credit recovery
Assigned NCVPS/E2020 course facilitator Certified school teacher Assigned a full course load Provide assistance to students Cost per student funded by the district Other Course offerings: Culinary I & II Digital Media Biomedical Technology, Health Science I & II Scientific Visualization Computer Programming I & II Project Lead the Way (Intro to Engineering) Automotive Service, Brakes and Diagnostics

32 CTEC Policies Most policy is around individual courses via CTE
The State of NC sets: curriculum standards student capacity operational procedures per course Human Resource and Maintenance policies govern: staffing building construction ABSS has building policies that cover all schools within the district

33 China International Perspective

34 International Perspective
Innovations Around the Globe & Equity Considerations

35 China Typical E-Learning Constructs
Access to materials, not learning Technology without instructor interface Cost-saving by eliminating the tutor Chinese University Teacher Training in English Comprehensive approach Develop teacher English proficiency 40% of instruction delivered in target language Instructor & technology integrated 40% - promote depth of understanding in content knowledge Widely recognized that acquisition of knowledge is more successful with proactive support and collaboration with peers

36 CUTE Program Model Distribution of Online Learning Time
Balanced approach - 75% utilizing online content program, language development, tutor support & feedback, and collaboration - 17% in-person evaluation and self-assessment/reflection - 8% face-to-face traditional teaching and skill building

37 English Learners Technology-led vs. learner-based
Hybrid approach to improve access Research of online learning for ELs Content knowledge is best learned with opportunity to explore key components in primary language Interactive model incorporating online materials, instructor support, and peer collaboration in native language ELL techniques curated and norms set so access can happen Innovative blended models Guatemala schools & learner cafés Urban Planet Mobile – digital education Georgia’s kiosk approach Hybrid approach recommended Urban Planet Mobile – innovations in EL software: Writing Planet: Project Essay Grade - new technology in other languages: - Others: LiveMocha, EdMoto, Verbling, TOEFL,,, - Wifi efforts like in New Orleans after Katrina are also key – such as reduced rates on broadband or credits for telephone usage etc. ! A well structured "Access" plan is critical - Add a hot spot or wifi card and you begin to empower families - Georgia also has a kiosk approach where ELL families congregate in places such as Wal Mart and/or McDonald's - Intake centers who offer mobile or leased tablets as a part of the package Research cited – Marsh, Potts, Blake, Calderón, Oliversmith

38 Barriers to Equitable Access
Technological Infrastructure Wherever disparities in access to resources are identified, CCS should strive to allocate additional funds to facilitate the necessary technological upgrades.

39 Barriers to Equitable Access
Transportation Equitable access to the virtual-learning and Career and Technical Education (CTE) courses requires careful consideration of where these programs are to be made available to students.

40 Barriers to Equitable Access

41 Equitable Access Virtual and CTE courses may be provided either at an off-site location, or on-site at each of the existing high school locations. Off-Site Provision Would allow students from across the district to share resources; this would help raise efficiency by cutting the costs associated with operational expenses, such as instructor salaries and technology support. Depending on available funds, the off-site location could either be housed in a purpose-built facility similar to Alamance Burlington’s CTEC building, or within an existing non-profit organization’s building, such as a community center or library.

42 Equitable Access Offsite Provision
Building would need to be easily accessible to all high school students within the district. Transportation and travel time would need to be considered.

43 Equitable Access On-Site Provision
Learning zones created within each of the existing schools. Students participate in courses offered through APEX Learning, North Carolina Virtual School, or Odysseyware under the direct supervision of trained “learning zone facilitators.” Would require: computers and Internet provision, instructor salaries and benefits, technology support, furniture, and per pupil licenses for any commercial products

44 Equitable Access CTE Courses
There is disparity in the types of CTE courses being offered at each high school. Chatham County could move to a blended/hybrid model, in which between thirty and seventy nine percent of the content is delivered online. Practical content would continue to be delivered face-to-face, either at each high school location by a traveling instructor, or at an off-site location, housed at a local non-profit facility or at a local business.

45 Policy Considerations

46 Policy Considerations
Public schools are “essential to social change” Educational policy should aspire to deliver freedoms and equity of provision for all students, regardless of race, disability, or socioeconomic status. Article I, Section 15 of the Declaration of Rights within the North Carolina State Constitution states that, “The people have a right to the privilege of education, and it is the duty of the State to guard and maintain that right.”

47 Policy Considerations
Article IX, Section 2, of the North Carolina State Constitution, includes the following provision: (1) General and uniform system:  The General Assembly shall provide by taxation and otherwise for a general and uniform system of free public schools, which shall be maintained at least nine months in every year, and wherein equal opportunities shall be provided for all students.

48 Policy Considerations
Educational equity is concerned with equalizing educational experiences and opportunities for students based on their individual, environmental, or contextual differences. In July of 2004, the Justices of North Carolina’s Supreme Court unanimously affirmed every child's Leandro right to the "equal opportunity to receive a sound basic education.” It is necessary to consider the extent to which any new policy provides equity of access for all “at risk” students.

49 Recommendations

50 Recommendations Moving Toward a School System:
Equitable course offerings district-wide Protocols for 1) communication 2) credit decisions 3) access Monitor via reporting system arrows sky arrow earth forward multi arrows

51 Engaging Stakeholders:
District-wide representative committee Communications “blitz” Feedback – Adaptation loop Explicit roles and responsibilities for all District-wide commitments and cohesive vision

52 Best Practices: Require alternative learning credit for graduation
Determine offerings via surveys and resources Ensure equitable access—transportation, ELL, SES Establish partnerships with businesses and community centers Establish data collection systems—monitor

53 Cautions: Ensure diverse participation
Monitor subgroup patterns and performance Provide substantive staffing, resources, and student support systems Seek and use authentic involvement of all stakeholders

54 Questions? scene
question world water

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