digital bridges to success
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Digital Bridges to success. Using digital Curriculum to provide “Best Options” for all students. Digital Curriculum. remediation Content recovery alternative Learning Environments summer school initiatives Diagnostic Resources for Traditional classroom teachers Advanced Placement. - PowerPoint PPT PresentationTRANSCRIPT
DIGITAL BRIDGES TO SUCCESS
USING DIGITAL CURRICULUM TO PROVIDE “BEST OPTIONS” FOR ALL STUDENTS
DIGITAL CURRICULUM
REMEDIATION CONTENT RECOVERY ALTERNATIVE LEARNING ENVIRONMENTS SUMMER SCHOOL INITIATIVES DIAGNOSTIC RESOURCES FOR TRADITIONAL
CLASSROOM TEACHERS ADVANCED PLACEMENT
District Completion Summary
Regular School Year
Extended Year
Summer School
District Total
2007-2008 148Credit Recovery
282 108 538
2008-2009Apex Year 1
923Credit Recovery: 656
Initial Credit: 267
212 165* 50% decrease
in enrollment from 07-08
1300
2009-2010Apex Year
2
1189Credit Recovery: 709
Initial Credit: 480
318 216 1723
A series of cascading interventions, designed to identify students at the point of failure and implement corrective measures
“Working to insure that every child reaches their full potential.”Dorchester District Two serves over 6,500 High School students
CONTENT RECOVERY:
INDEPENDENT CREDIT RECOVERYGOAL: REMEDIATE STUDENTS WHO FAILED ONE CLASS IN THE PAST YEAR AND
RETURN THEM TO A NORMAL FOUR YEAR GRADUATION PATH
Completed outside of the scheduled school day Proctored examinations Passage requires 70% mastery of all objectives Students receive a 70% replacement grade 138 credits were earned in 2008-2009 26 credits were earned in 2009-2010
IN-SCHOOL CREDIT RECOVERY
GOAL: REMEDIATE STUDENTS FAILING MORE THAN ONE CLASS IN THE PAST YEAR AND PROVIDE A FRAMEWORK FOR RETURN TO A NORMAL FOUR YEAR GRADUATION PATH
Serves students identified as failing more than 1 course
Scheduled during the regular school day with a Highly Qualified Teacher
Courses are assessed at 70% mastery Students with early completion are given the
opportunity to recover additional classes and/or take a course for initial credit
500 total credits were earned in 2008-2009 683 total credits were earned in 2009-2010
UNIT RECOVERYGOAL: TO PROVIDE PREEMPTIVE RECOVERY FOR STUDENTS FAILING A
SINGLE UNIT OR QUARTER OF ONE OR MORE CLASSES
Open to all students Curriculum managed by the classroom teacher Independent lessons conducted outside of regular
school hours Proctored assessments Students receive a 70% replacement grade 2,197 students completed assignments in 2008-2009 2,376 students completed assignments in 2009-2010
Digital Curriculum
One teacher cannot effectively meet the individual needs of each of 30 students — not when five are reading at a below-proficient level, three are waiting impatiently to move on, several lack learning strategies, two are in terror of looking stupid if called uponAdding to the pressure, this same teacher is expected to ensure that each of these students stays on track to graduate from high school on time and is prepared to pass high-stakes state exams.A “one-size-fits-all” model simply doesn’t meet the needs of every student. Schools challenged to find new approaches to support success for all students are implementing Apex Learning digital curriculum solutions.
Differentiated Instruction Teachers use diagnostic assessment tools to
provide digitally delivered individualized learning plans for students before summative assessments
Teachers use diagnostic assessment results to identify students who would benefit from skill remediation
Teachers use assessment data to inform instruction
Students work on individualized study plans Teachers work face to face with small groups
of 3-5 students to provide targeted instruction
ADVANCED PLACEMENT OFFERINGSGoal: Expand Advanced Placement offerings, regardless of student
demand
When classes do not “make”, interested students can be offered this option
Use internal AP certified teachers in a blended environment or Apex AP certified virtual school teachers.
ADVANCE PLACEMENT EXAM REVIEWGoal: Provide AP exam review support to all students enrolled in AP programs
Students enrolled in Advanced Placement courses can benefit from diagnostic assessment and prescriptive study plans
“Ask the Expert” online support
Alternative Learning Settings
“Reach out to traditionally underserved students and keep at-risk youth on track and moving toward timely completion of the high school curriculum.”
HOME-BOUND & HOME-BASED EDUCATION
Goal: Revitalize our home-bound and home-based offerings by enabling individualized, timely instruction
Classes taught and administered by highly-qualified, in-
school personnel within each subject area Students no longer wait for instruction to be delivered Students work and progress at their own pace Home-bound teacher answers general questions and
proctors assessments 36 Home-bound students were served via Apex Learning in
2008-2009 73 Home-bound students were served via Apex Learning in
2009-2010
CURRICULUM-BASED IN-SCHOOL SUSPENSION (ISS)GOAL: TO PROVIDE MEANINGFUL, CLASSROOM-ALIGNED INSTRUCTION TO
STUDENTS UNDER DISCIPLINARY SANCTION.
Housed in specialized, computer-enabled ISS labs
Teachers assign lessons from the Apex curriculum or the student can work on any content recovery currently in progress
EVENING SCHOOL PROGRAM Goal: Alternative program to support drop-out prevention
Highly Qualified teachers provide instruction within the content area to students whose situation may preclude normal enrollment in school.
At-risk students age 16 - 20 Credit recovery and Initial credit offered Days: Tuesday, Wednesday and Thursday Hours: 5:00pm-9:00pm 88 Students completed 258 credits in 2008-2009
Credit Recovery:147 Initial Credit: 111 114 Students completed 333 credits in 2009-2010
Credit Recovery: 111 Initial Credit: 222
SUMMER SCHOOLGOAL: REMEDIATE STUDENTS DURING SUMMER BREAK WHO FAILED
ONE OR MORE CLASSES DURING THE PREVIOUS SCHOOL YEAR Scheduled with highly qualified teachers Supplements or replaces traditional
summer school Students may take more than one class if
time allows *no more than 2 classes at time is
recommended Summer 2009 ~165 Completions Summer 2010 ~216 Completions
SUMMER JUMP-START PROGRAMGoal: Smooth the transition to high school for rising at-risk 9th graders
Rising Freshman identified as at-risk Students are identified based on 8th grade scores
in math and English Students are invited to participate in an intensive
math and English remediation program the summer before 9th grade
Implementation Process
Men often oppose a thing merely because they have had no agency in planning it, or because it may have been
planned by those whom they dislike. -Alexander Hamilton
Describe Your Vision
Imagine A school where all
student needs are met
Teachers offer one on one guidance and support
Students are at the center of the learning process
Define Measureable Goals Increase Graduation Rate Drop out prevention Decrease core course
failure Increase student
engagement Increase student
achievement on high stakes assessments
Increase student participation in Advanced Placement courses
Establish an Implementation Timeline
Define Goals
Align Curriculum Establish Procedures Produce Support Materials
Train Administrators
Train Faculty and StaffCreate ClassroomsDeliver access to
Students
Communicate with Parents + Guardians
Provide coaching and mentoring for teachers
Monitor student progress Evaluate Program
Establish Policies and Procedures Roles and
Responsibilities Student selection Student enrollment Scheduling Student contracts Grading
Develop a Communication Plan Administrative
Awareness meeting Program Guide for
teachers and administrators
Parent Information Night will showcase your program
Distribute student data to school administration
Present programs and program progress to the school board
Curriculum Alignment Curriculum
Interventionists team with classroom teachers to conduct and internal curriculum review
Digital Curriculum is aligned to district pacing
Critical teacher buy-in is achieved
Professional Development Formal workshops
Program specific Targeted audience Practical classroom
application Classroom visitation
Model best practices, offer coaching and mentoring support
User’s Groups Share best practices Solve classroom difficulties
Main issues motivation, academic
integrity, reading/skill level
Program Evaluation Qualitative
Surveys Administrators Teachers Students Parents
Quantitative Enrollment data Performance data
Create a feedback loop for continuous improvement
Strategic Resource Allocation and Online Learning Understand how high-performing schools use
resources Assess their school resource use in light of this
vision Make resource choices and tradeoffs
consistent with it Build long-term success by shifting resources
to more effective practices and structures
What are Strategic School Designs? An instructional model Strategic use of, time, money, and people Resource trade-offs and choices Ongoing assessment and adjustments
One Strategic Design Focus on the academic achievement of low-
performing students Use academic time strategically Provide for individual student attention Integrate online learning Use resources accordingly Differentiate the teaching staff and promote
staff collaboration
Time Management Maximize time, including longer blocks of
uninterrupted time that students spend on academic subjects (from 60% to 75% of school day)
Maximize the time that low-performing students spend in English/language arts and math with high quality instruction
Assign less time to non-academic and elective courses
Time Management-II Use online learning to supplement teacher
directed instruction in an extended block schedule and/or
Extend the school day with supervised online instruction
Use online instruction to provide non-academic and elective courses in both school and home settings
Provide for Individual Student Attention
Current resource use patterns Reduce class size in the core academic areas
for low-performing students- the earlier, the better
Assign teachers skilled in these classes Use formative assessments for differentiated
learning Use online learning labs with larger class sizes
for more proficient students
Provide Common Planning Time for Teachers Common planning time can be used to
evaluate instruction by analyzing formative, diagnostic and summative assessments that are provided by online programs.
Teacher collaboration is also facilitated by online instructional management systems that keep students on track, ensure academic integrity, tailor course delivery and facilitate distance learning.
Differentiate Teacher Capacity The traditional role: The teacher designs
the curriculum, manages the classroom, motivates students, delivers instruction, assesses student progress and provides remediation.
The online teacher role: The teacher facilitates the online process, monitors student online engagement, intervenes when necessary, solves problems and evaluates remediation opportunities.
References The Strategic School by Karen Hawley Miles
and Stephen Frank (2008), Corwin Press