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, 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 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? http://library.sasaustin.org/questioning.php scene
question world
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