2012 CABE/CAPPS Convention
Cost Savings and Student Achievement
with Online Courses
&
Learning Management Systems
Presenters:
•Gretchen Hayden; CT Distance Learning /CT Virtual Learning
ghayden@ctdlc.org
•Joseph Macary; Wolcott Public Schools
jmacary@wolcottps.org
•Paul Dzialo; ERACE Branford
pdzialo@branford.k12.ct.us
•Jeff Renard; VT Virtual Learning Cooperative
jrenard@vtvlc.org
Connecticut Distance Learning Consortium
OUR SERVICES
• Support Center
• eTutoring
• Online High School and Adult
Education Virtual High School
• Instructional Design
K-12
Online Courses for High School
and Adult Students
K-12
High School Courses
High School Courses are fully interactive and contain all of the
activities, lessons, assignments and assessments with the same
rigor and expectations as face to face courses. The Courses are
semester based and most of them contain 16 weeks of covered
material. A full year course contains 32 weeks of covered
material. These courses are offered on a flexible schedule, and
students may complete them as quickly as they are able – but are
given up to 20 weeks per semester based course.
K-12
High School Courses
COURSES OFFERED:
* Indicates courses offered in parts A & B
• *English 1, 2, 3, & 4
• *Algebra 1 & 2
• *Geometry
• *American History
• American Government/Civics
• *Earth Science
• Life Management Skills
• Music Appreciation
• Mandarin Chinese 1 & 2
• Japanese 1 & 2
Life Management Skills
Music Appreciation
Mandarin Chinese 1 & 2
Japanese 1 & 2
AP American History
AP Computer Science A
AP English Literature
AP Statistics
AP Micro Economics
AP Macro Economics
AP Psychology
AP Art History
AP Calculus
K-12
Credit Recovery
Credit Recovery Courses have been designed for students that did
not pass a course initially but learned enough to make a complete
repetition of the course unnecessary. The courses operate on a
diagnostic driven model to validate comprehension, assess strengths
and weakness and allow students to repeat or proceed through
lessons as needed. Screen readers have been added to reinforce
concepts with audio and video and well as English Language Learner
supports. Offered on a flexible schedule, students may complete
them as quickly as they are able – but are given up to 10 weeks per
semester based course.
K-12
Credit Recovery
COURSES OFFERED:
* All courses offered in parts A & B
SUCCESSFUL STUDENTS:
•Self motivated
•English 1, 2, 3, & 4
•Algebra 1 and 2
•Geometry
•Independent thinkers
•Possess basic computer skills
•Possess time management skills
•American Government
•Earth Science
•Biology
Students will be expected to work in
their online class environment
several days per week and interact
with their teachers and online
classmates appropriately.
K-12
PRICING:
•Semester-long courses per enrollment:
• $320 for CT public high school students
• $350 for private and home schooled students
•Year-long courses per enrollment:
• $640 for CT public high school students
• $690 for private and home schooled students
•Credit Recovery courses per enrollment:
•$199 for CT public high school students
•$220 for private and home schooled students
K-12
State-Run for Adult Education Students:
Funded by a grant from the state
CTAVHS (www.ctvhs.org) provides students enrolled in participating Adult
Education Programs the option of taking courses online as a part of their Adult
Credit Diploma work, and/or their GED or ESL preparation.
This online learning program provides Connecticut with shared resources
available to students across the state, regardless of where they are located, or
their ability to commute to a traditional classroom setting. The professional
development components of this program increase local expertise and
standardize educational resources.
K-12
BENEFITS:
•All courses aligned with state standards
•Reading level adjusted for lower levels
•Access anytime, anywhere
•Alternative Learner and ELL support
•Course solutions address multiple learning styles
•Individualized, students work at their own pace and schedule
•CT Certified teacher-facilitated
•Flexible Enrollment, start at any time
•Cost effective
NBC 30 Making the Grade : http://www.ctvirtuallearning.org/video.cfm
Joe Macary
Superintendent, Wolcott Public Schools
Implementation model for an online
course program that has been serving
multiple needs in a school district for
over three years
Virtual Learning Lab
• Build it and they will come.
• Like any learning environment, the first step is
the classroom… a designated area for virtual
learning must be established so that faculty and
staff can relate online courses to academics.
• A clean, healthy, and safe environments needs
to be established with up-to-date computers,
comfortable chairs, and area for collaboration.
Time
• The greatest challenge for any student to
successful complete an on-line course is time.
• Students assigned to take on-line courses have that
class on their student schedules with a set time
period (44 minutes a day) to work on the on-line
course, just like any other class.
• Districts can not expect students to complete online courses without structure and allowing them
to complete such work at home is not practical.
Support in Schools
• Districts need to provide a certified teacher to
“support” the students taking on-line courses at
the school. Students need a person to go to for
questions, assistance, and technical issues.
• Boards of Education and Superintendents need to
embrace the philosophy of on-line learning. Online courses should be clearly defined and
established in course of studies program and
districts need to provide financial resources.
Courses Offered
There are five reasons students opt to take online courses for academic learning:
•Enrichment & Exploration
•Non-traditional Languages
•Advanced Placement Classes
•Credit Recovery & Graduation
•21st Century Visual Learners
Online Learning
• Students are 21st century learners with a
different set of skills and needs.
• Allowing on-line courses opens the academic
opportunities for each student to explore
subjects that may not be available at school.
• Dedicated and committed students can thrive in
an on-line learning environment
• Virtual Learning opens the doors to learning
outside of the established school limits…
Paul Dzialo
Director, East Shore Regional Adult Education
• A fully integrated Blended Learning model
• Serving multiple needs in five districts for over
three years
Blended Learning
Four Nontraditional Learning Models
1. CT Adult Virtual High School Credit Diploma
Program Classes
2. CT Adult Virtual High School locally delivered
course
3. Purchased content delivered locally
4. Flexible Schedule- Open Enrollment
Blended Learning – Model One
CT Adult Virtual High School Credit Diploma
Program
•www.ctvhs.org
–CDP – Credit Diploma Program
–Students attend scheduled classes and work at
their own pace in their online environment
–ERACE provides a CT certified as a mentor
–Motivates students to complete their ½ credit
CDP course
–CT certificated teacher monitoring student
progress and grading their work
Blended Learning – Model Two
CT Adult Virtual High School locally delivered
course
•Bridges Math
-Three modules
-Curriculum follows the Accuplacer test
-ERACE gives the Accuplacer test
Blended Learning – Model Three
Purchased content delivered locally
•ERACE purchased 3 CTVHS courses
-Biology
-Modern Literature
-Personal Finance
•Students all classes
•Teachers work with student both individually and
direct instruction
Blended Learning – Model Four
Flexible Schedule- Open Enrollment
– Multiple courses offered any time the student joins
our CDP program
– Same schedule for attendance
– Again, motivation for students to earn credits at
their pace and curriculum reflects Common Core
Standards
Credit Recovery Summer School
• Branford High School Summer School
– Over the last two years BHS used CT Virtual
Learning for credit recovery course with great
success
– Summer 2011: 18 students/ 17 passing grades.
– Summer 2012 : 22 students took 26 courses.
25 passing grades
Cooperative Educational Model
Jeff Renard, Director
Vermont Virtual Learning Cooperative(VTVLC)
What if :
•We could provide greater availability,
accessibility and flexibility for student learning
•Without building another school…
•And by doing more with what we already have
VTVLC’s Goals
•Availability: More choices for Courses that
are not offered locally
•Accessibility: More choices due to
scheduling conflicts
•Flexibility: Learn in a way and at a time that
improves student success
Partner School
-At least one teacher that facilitates an online course
as part of their regular teaching assignment
-Vermont licensed teacher (HQT when applicable)
-Currently employed by a Vermont school
-Teacher remains under local Master Agreement
Partner School
-Teacher/course: identify low/under-enrolled course
-School receives: 25 Tuition-free seats each
semester
-VTVLC provides: Teacher PD Program, Mentoring,
Curriculum, LMS, SIS
Membership
-Partner
-School
-Teacher
VTVLC
1. Cooperative Partnership
2. Learning Recovery Program
3. Virtual In-service Program
4. Custom Online Solutions
Thank You
Questions