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 2013Advisor: Dr. Danny Thomas
2 Presenters Deanene H. Deaton, SAS Institute Travis W. Duncan, Wake County Public SchoolsChristine M. Fierro, Durham Public SchoolsSharon R. Goldman, Alamance Burlington School SystemMark Johnson, Guilford County SchoolsKatrina A. Massey, Alamance Burlington School SystemHeidi McClure, Chatham County SchoolsQuamesha Whitted, Durham Public SchoolsKendra B. Woods, Graduate Student UNC Chapel Hill
3 ObjectiveResearch 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 Leadership45,000 in (2000) to over 3 million (2009)Expanded course offeringsOpportunities to meet needs of diverse learnersAccess to highly qualified staff in hard to staffsubjects.Customization and personalized learningoptionsRigor and relevancyThe International Association for K-12 Online Learning , 2011
5 Best Practices in Non-Traditional Learning Executive leadershipStrategic starting pointsDevelopment of the model with student supportin mindData collection & MonitoringStudent supportLeadership: strong support (financial & political), vision/direction.1. long term commitment to the initiative2. investment of significant financial and political resources3. prioritization of expenditures on high impact programs4. clear understanding by all stakeholders about implementation and vision (Able, 2005)Strategic ProgrammingDeveloping 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, communication3. Attendance requirements, student’s role4. Scheduling5. Technology infrastructureData collection & monitoring (to ensure instructional quality, student achievement, funding allocations, and attendance)1. Attendance requirements and data collection2. Academic progress throughout the course3. Teacher effectivenessStudent 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)
7 Who are some of the important stakeholders for this policy? Those who the policy may affectThose who will act on, carry out, or use the policyStudentsTeachersCounselorsAssistant PrincipalsAssistant Principals / PrincipalsPrincipalsCentral Office Administrators and/or CoordinatorsCommunity members, such as parents and/or businessesBoard Members and Superintendent
8 Involving CCSS Stakeholders Components to gain successful buy-in:successful creation of a new policy based on our recommendationsclear and open communication on the benefits, actions, and consequences of the policymotivation within stakeholders who have a vested interest in the policystructure 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 mindDefine the expectations of the new policy clearly and articulately Incorporate and promote teacher leadership by incorporating teachers in the policy decision making and planningReflect, refine, and modify the policy periodically as needed after the first implementation
12 CCSS Career and Technical Education Opportunities Vary from school to schoolCommunity College PartnershipsGetting credit through NC College & Career PromisePrograms hosted at schools and at CCCCCourses preapproved by NCDPI and process outlined in CCS Course Registration GuideTransportation issues create inequitable access as a result of differing student demographics
13 CCSS Program Location Automotive Systems Technology Courses Central Carolina Community College, PittsboroBarberingJordan Matthews High SchoolCriminal Justice Technology CoursesIndustrial Systems Technology/Welding CoursesSAGE AcademyMasonry CoursesNorthwood High School
14 CCSSAPEX LearningStandards-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 MathNorth Carolina Virtual Public 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 RequirementsResearch paper and Exit Speech1 online course necessary for the Class entering2 online courses necessary for the Class entering and beyond
22 PreparationRequire 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 RemediationSummer Credit RecoveryMiddle SchoolHigh School
24 Suggested Programs or Systems OdysseywareApex LearningNC Virtual Public Schools
25 Alamance-Burlington School System Career & Technical Education Center
26 Facility Specifications Built 201143,000 square feetFully equipped:Smartboardsflat screen televisionssurround sound, wireless internet, video securitymobile laptop carts, webcasting and video sharing applications13 classrooms, 5 conference rooms, two automotive bay areas, a double sided culinary kitchen, two cyber cafés, media center, office spaceLEED registered Green Building
27 Facility Data Cost: $8.3 million dollars 900 pupil capacity lottery revenueThrough President Obama’s 2009 American Recovery & Reinvestment ActApproved by county commissioners900 pupil capacity450 morning students450 evening studentsSix traditional high schools have the opportunity to dually enroll students into CTEC
28 PlansWeaver Academy of Performing & Visual Arts and Advanced TechnologyGreensboro, North Carolina.Two curriculum tracks: Performing & Visual Arts and Advanced Technology/Career Technical AcademyAdvance Technology is a part-time program that dually enrolls studentsInfluential Courses Offered:Automotive/Collision/ElectricalComputer EngineeringCulinary ArtsDigital MediaMedical CareersComputer Programming/ Network AdministrationScientific 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 workforceEmphasizing hands-on learning.Transportation is provided for all studentsInfluential Courses Offered:Automotive TechnologyCollision RepairCulinary ArtsDigital Art & DesignDrafting and Pre-EngineeringHealth Science I, II & IIIMedia Technology
30 CurriculumConsider prerequisite courses that will enable students to graduate in 5 yearsIdentify high-end coursescost to duplicate multiple course offerings at each siteAdministered a survey to 9th and 10th grade soliciting interestLooked at teacher interest and certification for licensure in perspective course areasFour year plans were pulledto determine which courses staywhich leavewhich should move to another school
31 Curriculum NC Virtual Public School or E2020 for credit recovery Assigned NCVPS/E2020 course facilitatorCertified school teacherAssigned a full course loadProvide assistance to studentsCost per student funded by the districtOther Course offerings:Culinary I & IIDigital MediaBiomedical Technology, Health Science I & IIScientific VisualizationComputer Programming I & IIProject 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 standardsstudent capacityoperational procedures per courseHuman Resource and Maintenance policies govern:staffingbuilding constructionABSS has building policies that cover all schools within the district
34 International Perspective Innovations Around the Globe& Equity Considerations
35 China Typical E-Learning Constructs Access to materials, not learningTechnology without instructor interfaceCost-saving by eliminating the tutorChinese University Teacher Training in EnglishComprehensive approachDevelop teacher English proficiency40% of instruction delivered in target languageInstructor & technology integrated40% - promote depth of understanding in content knowledgeWidely 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 accessResearch of online learning for ELsContent knowledge is best learned with opportunity to explore key components in primary languageInteractive model incorporating online materials, instructor support, and peer collaboration in native languageELL techniques curated and norms set so access can happenInnovative blended modelsGuatemala schools & learner cafésUrban Planet Mobile – digital educationGeorgia’s kiosk approachHybrid approach recommendedUrban Planet Mobile – innovations in EL software: Writing Planet: Project Essay Grade- new technology in other languages:- Others: LiveMocha, EdMoto, Verbling, TOEFL, kpk12.com, edsurge.com, gettingsmart.com- 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 packageResearch cited – Marsh, Potts, Blake, Calderón, Oliversmith
38 Barriers to Equitable Access Technological InfrastructureWherever 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 TransportationEquitable 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.
41 Equitable AccessVirtual 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 ProvisionWould 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.
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.
50 Recommendations Moving Toward a School System: Equitable course offerings district-wideProtocols for 1) communication 2) credit decisions 3) accessMonitor via reporting systemarrowssky arrowearth forwardmulti arrows
51 Engaging Stakeholders: District-wide representative committeeCommunications “blitz”Feedback – Adaptation loopExplicit roles and responsibilities for allDistrict-wide commitments and cohesive vision
52 Best Practices: Require alternative learning credit for graduation Determine offerings via surveys and resourcesEnsure equitable access—transportation, ELL, SESEstablish partnerships with businesses and community centersEstablish data collection systems—monitor
53 Cautions: Ensure diverse participation Monitor subgroup patterns and performanceProvide substantive staffing, resources, and student support systemsSeek and use authentic involvement of all stakeholders
54 Questions? http://library.sasaustin.org/questioning.php scene question worldwater