Presentation on theme: "Chatham County Schools Non-Traditional Learning Options UNC Chapel Hill Doctoral Cohort, Spring 2013 Advisor: Dr. Danny Thomas."— Presentation transcript:
Chatham County Schools Non-Traditional Learning Options UNC Chapel Hill Doctoral Cohort, Spring 2013 Advisor: Dr. Danny Thomas
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
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.
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
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
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 StudentsTeachers Counselors Assistant Principals Assistant Principals / PrincipalsPrincipals Central Office Administrators and/or Coordinators Community members, such as parents and/or businessesBoard Members and Superintendent
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
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
Chatham County School System
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
CCSS ProgramLocation Automotive Systems Technology Courses Central Carolina Community College, Pittsboro BarberingJordan Matthews High School Criminal Justice Technology CoursesJordan Matthews High School Industrial Systems Technology/Welding Courses SAGE Academy Masonry CoursesNorthwood High School
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)
CCSS Inconsistent usage and variable results with available programs: North Carolina School of Science and Math North Carolina Virtual Public Schools
Orange County Schools
Orange County Distance Learning Policy Distance Learning Procedures NCVPS and APEX Learning
Orange County Honor Code Identify Distance Learning Advisor (DLA) Detailed Explanation of Responsibilities Disclaimer for Potential Changes
Person County Schools
Reflection in the Mission & Vision Person County School exhibits their value for 21 st 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.”
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 2012- 13 2 online courses necessary for the Class entering 2013- 14 and beyond
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.
Suggested Uses Subjects Foreign languages Math Science Benefactors Acceleration and Remediation Summer Credit Recovery Middle School High School
Suggested Programs or Systems Odysseyware Apex Learning NC Virtual Public Schools
Alamance-Burlington School System Career & Technical Education Center
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
Facility Data Cost: $8.3 million dollars ▫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
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
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
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 9 th and 10 th 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
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
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
China International Perspective
Innovations Around the Globe & Equity Considerations
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
CUTE Program Model Distribution of Online Learning Time
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
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.
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.
Barriers to Equitable Access
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.
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.
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
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.
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.”
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.
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.
Moving Toward a School System: ▫Equitable course offerings district-wide ▫Protocols for 1) communication 2) credit decisions 3) access ▫Monitor via reporting system
Engaging Stakeholders: ▫District-wide representative committee ▫Communications “blitz” ▫Feedback – Adaptation loop ▫Explicit roles and responsibilities for all ▫District-wide commitments and cohesive vision
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
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