…fresh, hot air from Big Sky Country!

My sessions have been a little random; I actually took over a session yesterday when a presenter didn’t show up.   Others were valuable discussions, but, awful for sharing session notes.

So, I am trying to get back on track.  :)

I am sitting in “Soar Through Summer: Six Steps to Creating a Successful Online Summer School,” with Debi Crabtree, Coordinator of the Hamilton County Virtual School.  MY COMMENTS ARE IN ALL CAPS.

The session wiki link is here, but, nothing was posted on the wiki at the time of the presentation.

Presentation is geared towards nuts and bolts.  HCVS started as a supplemental program in 2002 as a prep for Gateway courses.  Summer school started in 2005.  Two basic programs in the summer: the “regular program;” courses are strictly aligned to state standards.  CR kids can test out of content in which they already demonstrated mastery.  Teachers can be absolutely certain that students are ready for the next level

Other program, not covered today, classes for students in Title 1 programs at Title 1 schools.  Already funded for next summer.  Students are met where they are at content/skills wise.  They don’t guarantee that they are getting state standards instructions, but, rather, simply prioritize getting success and advancing skill.  Targeted 25 lowest performers in schools.  Paths modified weekly and students were moved as far as they could in any given week.  Exciting results.  Summertime is great for recovering early.

Goal of the program is to recover the learning, not just the credit.  Focus activities to help students sustain success later.

Graphic from IES What Works Clearinghouse.

Good summer school program is a dropout prevention program.  Need diagnostic; targeted interventions and schoolwide interventions.

Teachers play a different roll; they are there to talk to kids, facilitate, motivate, and not develop curriculum.

Step One: Program Scope

• K-12 curriculum readily available
• Determine district priorities: talk to counselors and stakeholder to determine priority
• Target specific groups
• Start with limited, manageable scope; you want success first and then expand to additional students/new groups
• Recommendation: limited offerings to middle and high school students who need credit recovery to move to the next level

Step Two: Courseware

** HCVS uses Odyssey Learning.  Because it is fun.  Needs to be fun.  (I AM NOT SURE HOW MUCH I AGREE WITH THIS… INDIVIDUALIZING INSTRUCTIONS MEANS UNDERSTANDING THAT A LOT OF KIDS DON’T LIKE CARTOON-BASED, ANIMATION BASED OR CURRICULUM THAT TRIES TO BE “FUN”)

** I am not a fan of LMSs do I don’t use them.  (I DISAGREE. )

** Make sure solution has the ability to access individual learning objects independently.  (GOOD POINT)

• Engaging content
• Intuitive interface
• Aligns with state standards
• Tied to a diagnostic
• Individualized as much as possible

(LOTS OF ADVOCACY AGAINST LMSs AS OPPOSED TO VENDOR HOSTED SOLUTIONS.  I SHOULD HAVE MINDED THE COMMERCIAL PRESENTER WARNING IN THE BOOK. )

RFP Considerations

• Media is critical (AGAIN, I DISAGREE… A LOT OF STUDENTS I WORK WITH HATE THE CHEESIE CARTOONS IN HIGH SCHOOL-AGED COURSES).
• Communication tools
• Addition of teacher-created content
• Editing capability
• Works with your SIS

* Advocacy for Edmoto as opposed to discussion boards.

Step Three: Teacher Team

• Require electronic application
• Skype an interview (WE DO THE SAME IN MY PROGRAM; VERY GOOD ADVICE.)
• Look for tech-savvy folks with good communication skills
• Monitor and support for a lead teacher
• Create a PLN for teachers

Teacher Team/Lead Teacher are critical

Teacher expectations are critical; clear communication expectations, Log in 6 out of 7 days; make parent contact, etc.

Step Four: Enrollment

• Student Information System or other database
• Enrollment form
• Train school-based onsite facilitators and put them in a communication loop

SIS is critical

Step Five: Location

• School labs with Lab Facilitators trained in the courseware
• F2F with teachers as LFs
• Community resources
• Home-based (teacher support critical)
• Proctored exams

(WE HAVE SOME “ACTION RESEARCH” ON THIS; STUDENTS THAT ARE SUPPORTED IN THE LAB ENVIRONMENT IN MY PROGRAM HAS MUCH, MUCH BETTER OUTCOMES.)

Step Six: PD

• Need to learn everything
• Train teachers; most everything
• Train site facilitators; less
• Train lab monitors; less

Covering Costs

• Tuition-based model
• PayPal/Google Checkout
• Title I funding
• Scholarships from many sources
• Career Ladder/Extended contracts funding for Lab Facilitators, Teachers
• District-funded projects that target specific district goals

Other considerations

• Student/parent orientation: HCVS’s Wiki Page
• Tech help for students working at home
• Academic Integrity policy
• Proctored course exams
• State exams, if needed by summer students
• Timely final grade reporting to schools