Title IID Models of Demonstrated Proficiency

1. Title IID Models of Demonstrated Proficiency St. Clair County RESA Final Report November 2010

2. Project Priorities To give students a chance to participate in high school credit recovery opportunities that allow for re-entry to their regular high school; To provide a structured learning environment that allows students to earn their high school diploma or become better prepared to take the GED exam; To provide a pathway for students to achieve academic success in a relevant learning environment that promotes 21st Century skill building; and To offer students an opportunity to develop workplace readiness skills.

3. Blended Project • Student Virtual Learning Academy • Research study • Program development • Teacher Technology Academy • Tools for Teaching Digital Natives

4. RESA Focus and Commitment Commitment to At-Risk Learners Community Focus on K-16Commitment to 21st Century Learning

5. First Grant Component Virtual High School Support

6. To reach a population of students who are not currently engaged in the educational process. Academic Transition Academy Intervention Academy Learning Academy We believe education is the primary gateway to becoming a successful, contributing member of society and, economically, we cannot afford to let a significant portion of our population move forward without a viable education. Built Upon Our Mission

7. Student Program Priorities To offer students: A chance to recover credit allowing re-entry to regular high school; A structured learning environment in which to earn a high school diploma; A pathway to achieve academic success in a relevant learning environment that promotes 21st Century skill building; and An opportunity to develop workplace readiness skills.

8. Target Student Population Students who are not regularly attending school for a variety of reasons, including: Students who have dropped out; Students who are expelled or on long-term suspension; and Students who are exiting county treatment programs.

9. Potential Candidates

10. Immediate enrollment without waiting; Learning tools and environments that meet the needs of this student population; and Opportunities to offer one-on-one support for struggling learners Providing Access to Learning

11. Research Study of Pilot Programby Dr. Richard Ferdig Professor, Kent State University Expert in online research

12. Research Group 27 Students Enrolled 15 Male, 12 Female 21 Drop outs, 6 Expelled Low academic success Need many credits

13. Research Background K-12 online learning has grown exponentially since its origins in the mid 1990s.  Reports suggest that online students are rather heterogeneous in nature.  The promise and potential of serving expelled students, incarcerated youth, stay-at-home teen moms, and students with home-bound health issues is just that – an unrealized promise.

14. Research Purpose To determine whether online K-12 courses could be used to re-engage students who were no longer being served by a traditional school system. 

15. Research Methodology • Study conducted Spring 2009 • Pilot group - 27 St. Clair RESA students • 15 Male, 12 Female • 21 Drop outs, 6 Expelled • Low academic success • Need many credits • Enrolled in 29 different virtual school courses administered by Michigan Virtual School

16. Research Methodology • Data Collection consisted of: • Final completion scores from both St. Clair RESA students and from ‘traditional’ online students • A general end-of-course completion survey from all students • Individual interviews of 7 students

17. Research Findings • 22 students considered at-risk were enrolled in a MVS single course • The average outcome of those students was an 88.76. • 32 traditional students in the same class scored an average of 81.33. 

19. Research Findings No significant differences between experimental group and traditional online students.  No significant difference findings are often viewed negatively; however, in this context, the outcome essentially means this program has erased the achievement gap between successful online students and traditionally disengaged learners.

20. Research Findings 84.2% of students said taking online classes as a part of this program made them more likely to continue their education in the future. 88.9% of students said taking online classes as a part of this program made them more likely to take online classes in the future. 

21. Research Findings • Student self-rating of technology use • Prior to classes 21.1% self-rated as Novice; • End of first semester = 100% self-rated as Intermediate or Advanced

22. Research Findings • Students reported that this program helped them in the development of: • Self Direction (73.7%) • Time Management (63.2%) • Computer Skills (57.9%) • Research Skills (52.6%)

23. Research Findings • At the end of these courses • 89.5% of students said they would recommend online courses to students in high school

24. Research Findings • A majority of students said they could: • Communicate with their teacher better; • Use critical thinking skills better; • Express themselves betterthan in traditional face-to-face classes.

25. Research Findings When asked what about their experience they would like to share, the most poignant and repeated answer was: “It gave me a second chance.” 

27. Research Recommendations Students succeeded when online classes drew on the potential of online classes and all they could offer.  The more an online class mirrored a traditional face-to-face class, the worse a non-traditional student did and the more likely they were to fail or drop-out.  Online class developers need to continue to find ways to build on the potential of online learning. 

28. Research Recommendations Students succeeded when given support from a face-to-face mentor.  Ms. Bonnie, one of the local mentors, was a source of strength, encouragement, and discipline for the students…something they all appreciated.  Future research will need to explore how to replicate the face-to-face support in an online environment, or whether all disengaged students will end up needing some blended time.

29. Research Recommendations Students performed best when they chose courses that they were interested in. This is true across face-to-face and online learning.   Students often have to take required courses; more research needs to be done on how to support disengaged students as they need to take courses that they don’t see as valuable or important to their future. 

30. Research Recommendations This program was extremely successful using various metrics.  Perhaps the most important, however, is that this program is evidence of the potential of retaining students who might otherwise be lost.  A larger scale pilot of this work needs to happen within the system.

31. From Our Lens:Challenges Experienced • Technology “bugs” • Curriculum/Learning Styles alignment • Enrollment/Course Timelines • Pacing • Content teacher feedback as a critical element

32. Lessons Learned • Assuring high levels of learning for all - the “Whatever” of “Whatever it Takes” requires • Support by expectation not invitation • Accepting no excuses • We are making the rules • Student and situational centered • Some teachers adapt better than others • Relationship building is critical

33. More Lessons Learned • Understanding our populations’ needs is ongoing • Demystifying previous associations and general skepticism of authority figures and school personnel is a must • Finding the balance between high expectations and closing the door is complex and evolving

34. VLA Responded • Developed orientation process • World of Work Course (Moodle, Career Cruising) • KeyTrain Curriculum (Online) • WorkKeys Assessments (Online) • Strategies for Academic Success (e2020) • Created student video podcasts of success as an online learner • Created informational video for parents and the community

35. Learning Supports Laptop and MiFi Internet card E2020 LMS/CMS – 24/7 access to courses KeyTrain – WorkKeys Career Cruising Highly Qualified Teachers (8) Small Group and One-on-One Tutoring Drop In Lab open 40 hours week; 12 months (230 days) Mon. - Fri. 8:00 am - 4:00 pm Live Chat: Mon. - Thurs. 4:30 - 12:30 pm; Fri. 7:00 - 10:00 pm; Sat. - Sun.10:00 am - 9:00 pm

36. Strong Mentor Support Our mentor is focused on: Building relationships Providing an atmosphere for success Monitoring coursework Communicating concerns to teacher, parent, student, administration Developing, tracking, and implementing learning resources Troubleshooting technology issues Developing study skills

37. VLA Responded WIA- Partnership for Success Program provides support/incentives for eligible students Text a Teacher = Success Expanded hours of access to teachers Increased small group/individual tutoring Formed a student advisory group Formed a parent advisory group

38. Hired additional staff Conduct staff meetings and school committees Developing a shared leadership culture Developing a teacher evaluation tool Developing a schoolwide literacy initiative Researching virtual field trip options for “Stretch Learning” Developed PE supplemental instruction (Wii) Researching writing workshop curriculum

40. Participating in professional learning experiences: • Tools for Teaching Digital Natives • 21st Century Learning Symposium • K-12 School Reinvention Symposium with Bill Daggett

41. Current Student Statistics 144 Students Enrolled 68 Male 76 Female 138 Dropouts 6 Expelled 506 semester courses earned 5 Graduates 53% TIP eligible 61 WIA enrolled 265 WorkKey Certificates (18 Gold; 64 Silver; 80 Bronze)

42. Second Grant Component Tools for Teaching Digital Natives Institute Focused on improving student engagement and learning through differentiation, technology integration and 24/7 access to learning.

43. Tools for Teaching Digital Natives • A professional learning institute • Three days during summer • Six face-to-face sessions during the year • Six online sessions during the year • Serving 40 high school teachers representing every high school in St. Clair County

44. Tools for Teaching Digital Natives Facilitated by six RESA technology and curriculum specialists Included technologies Laptop computer, digital video camera, iTouch, headphones, web cams, Camtasia, Snag It, and Microsoft Office software Tools such as Moodle, Twitter, Diigo, etc.

46. Objectives • Connecting to 21st Century Learning • Developing a Learning Model Continuum • Making Universal Design Connections • Using digital tools • Accessing virtual course content • Establishing collaborative teams

47. Our Project’s Desired Outcomes Developing a personal learning network among participants and the RESA team members Supporting teachers as they develop their online presence and ability to foster 21st century learning environments.

48. Our Project’s Desired Outcomes • Providing differentiated support • Connecting teachers with rich content and instructional resources

49. Tools for Teaching Digital Natives Teachers were surveyed about their technology background knowledge and level of access Learning activities were customized for content areas represented

50. Where we began…