Online / On Time: Using an LMS to Close the Gap Dr. Rachel Wise Director of Secondary Education Mary Schlegelmilch eLearning Supervisor Omaha Public Schools Dr. Rachel Wise Director of Secondary Education Mary Schlegelmilch eLearning Supervisor Omaha Public Schools

OPS eLearning Mission Provide staff with a comprehensive, integrated set of curriculum tools in the area of Curriculum, Assessment, and Learning Management that will streamline the development, delivery, and dissemination of the OPS K-12 curriculum content and data. ySystem to supplement and deliver curriculum to students yCurriculum Content and Resource Repository  Professional Development Opportunities

Fundamental Redesign of the Instructional Model  Shift from lecture to student centered instruction….student becomes active and interactive learners  Increase in interaction between  Student - Instructor  Student - Student  Student - Content  Student - Outside Resources  Integrated formative and summative assessment  Shift from lecture to student centered instruction….student becomes active and interactive learners  Increase in interaction between  Student - Instructor  Student - Student  Student - Content  Student - Outside Resources  Integrated formative and summative assessment Dziuban, C., Hartman, J., Moskal, P., “Blended Learning,” EDUCAUSE Review, volume 2004, Issue 7, 2004,

OPS Evolving with “e” Tools  Teaching and Learning through the use of a Learning Management System  “e” Initiatives  Curriculum Repository  Credit Recovery  Blending “e” tools with Teaching & Learning  Elementary 1:1

Learning Management System Usage  5553 active student accounts  1205 active teacher accounts

Learning Management System

Focus of Presentation Curriculum Repsoitory Online Community Groups Online Course Delivery

Curriculum Repository

 Why Use a Learning Management System (LMS) for a Curriculum Repository to Replace Course Guides?  Approximately 600 new teachers per year  New teachers need a framework to teach from, to provide more time to focus on “how” to teach and student learning, not “what” to teach.  Transition from “textbooks” as the primary source of information to digital and media rich resources.

Digital Curriculum Repository for Teachers yCourse Guides yPacing Guides yBest Practice Lessons yMulti-Media yLesson Documents

High School Support zAdvanced Placement Supplemental zCourse for supplemental resources and test preparation activities zIndependent Study zTeachers use Master Course and differentiate for student needs zAdult High School zCredit Recovery 1x week classroom experience with 24/7 access to assignments and multimedia lessons zAdvanced Placement Supplemental zCourse for supplemental resources and test preparation activities zIndependent Study zTeachers use Master Course and differentiate for student needs zAdult High School zCredit Recovery 1x week classroom experience with 24/7 access to assignments and multimedia lessons

Elementary 1 to 1 Initiative  Grades 4-6

It is All About Standards!!

Finding & Developing Content  Commercial  Print publishers (proprietary or ANGEL)  Course vendors (complete courses)  Supplement providers  Non-Profit & OER  Course Developers (complete courses)  Repositories--National Repository of Online Courses-NROC  District Development  Using the OER/Social Authoring Concept at the local level

 Design staff/team customize the courses within the LMS  Reorganize  Add or delete content  Modify assignments or assessments  Evaluate/continually review Design Framework

Online Professional Development and Learning Communities

Professional Development  Consistent Message on a District Level  Differentiate based on Student / Teacher / School Needs  Accessible 24/7  Accountable

Technology Magnet Middle School, Gr. 7-8

Elementary Gifted and Talented Facilitators  Online Literature Circles & Novel Studies  Math Enrichment  Online Literature Circles & Novel Studies  Math Enrichment

Online Course Delivery

Credit Recovery  Credit recovery is defined as the opportunity a student accesses to repeat a course to earn the credit required for graduation.  In OPS, all courses are aligned with specific content standards.  Credit recovery opportunities are designed for students to demonstrate proficiency in each content standard in the course—mastery of standards is prioritized over ”seat time”.

Credit Recovery “The Big Picture”  70.50% Graduation Rate (2006/2007)  1,094 Drop Outs (2006/2007)  3,322 (Grades 9-11) Students with GPA (2006/2007)  18,266 Credits “failed” by High School students in Core subjects required for graduation (2006/2007)

Credit Recovery Delivery Options  Taking the courses again during the school day  Taking the courses through Adult High School or Summer School  Taking courses in a traditional classroom delivery model (seat time)  Taking the course through a standards based approach, using a combination of traditional and on-line delivery

Why Customize and Prioritize On-Line Credit Recovery?  It provides:  an opportunity to align district standards and assessments within the course.  an avenue to individualize instruction to meet credit recovery needs.  multi-modal learning experiences.  activities, assignments, assessments utilizing LMS.  simulations and interactivity.  opportunities for delivery in a blended environment in a traditional school, or for a variety of alternative delivery options.

On-Line Credit Recovery  OPS started the transition from an on-line “tutorial” system to a customized on-line system in June,  Courses were developed and piloted throughout the 2006/2007 school year.  The primary on-line delivery model involves a blended environment—which is a teacher in a lab setting facilitating instruction, with some assignments given “anytime/anywhere”.

Growth in e-Course Utilization in Summer School Summer 2007Summer 2008 Usage Enrollments6751,427 Unique Students Success Total Credits Earned Courses Passed76%66% Courses In Progress14%28% Courses Failed7%5% Courses Dropped3%1%

Mark Distribution for e-Courses Used During 2008 Summer School The chart above reflects 1,427 course enrollments made by 737 individual students

E-Course Enrollment and Student Participation; Summer 2007 and 2008

Use of NROC Content  Learning Objects in Digital Repository (LOR)  Learning Objects inserted into Master Course  NROC Courses and Podcasts on Web Server  HippoCampus  Learning Objects in Digital Repository (LOR)  Learning Objects inserted into Master Course  NROC Courses and Podcasts on Web Server  HippoCampus

Learning Objects inserted into Master Course

NROC Course on Web Server

Learning Objects housed in LMS Repository

HippoCampus