Chatham County Schools Non-Traditional Learning Options UNC Chapel Hill Doctoral Cohort, Spring 2013 Advisor: Dr. Danny Thomas
Chatham County SchoolsNon-Traditional Learning Options
UNC Chapel Hill Doctoral Cohort, Spring 2013 Advisor: Dr. Danny Thomas
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
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.
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
Best Practices inNon-Traditional Learning
•Executive leadership•Strategic starting points•Development of the model with student
support in mind•Data collection & Monitoring•Student support
Stakeholder Involvement
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
Teachers Counselors
Counselors Assistant Principals
Assistant Principals / Principals Principals
Central Office Administrators and/or Coordinators
Central Office Administrators and/or Coordinators
Community members, such as parents and/or businesses Board Members and
Superintendent
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
Recommendations for Stakeholder Buy-
InProvide 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
Current Practice/Models
Chatham County School System
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
CCSSProgram Location
Automotive Systems Technology Courses
Central Carolina Community College, Pittsboro
Barbering Jordan Matthews High School
Criminal Justice Technology Courses
Jordan Matthews High School
Industrial Systems Technology/Welding Courses
SAGE Academy
Masonry Courses Northwood High School
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)
CCSSInconsistent usage and variable results with available programs:
•North Carolina School of Science and Math
•North Carolina Virtual Public Schools
Orange County Schools
Orange County
•Distance Learning Policy
•Distance Learning Procedures
•NCVPS and APEX Learning
Orange County
•Honor Code
•Identify Distance Learning Advisor (DLA)
•Detailed Explanation of Responsibilities
•Disclaimer for Potential Changes
Person County Schools
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.”
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 2012-13 2 online courses necessary for the Class entering 2013-14 and beyond
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.
Suggested Uses
• Subjects Foreign languages Math Science
•Benefactors Acceleration and Remediation Summer Credit Recovery Middle School High School
Suggested Programs or Systems
•Odysseyware •Apex Learning •NC Virtual Public Schools
Alamance-Burlington School SystemCareer & Technical Education Center
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
Facility Data
•Cost: $8.3 million dollars ▫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
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
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
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
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
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
ChinaInternational Perspective
International PerspectiveInnovations Around the Globe & Equity Considerations
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
CUTE Program Model
•Distribution of Online Learning Time
75%
8%
17%
Online independent learning, tutor sup-port, peer interaction
Face-to-face skill development
Face-to-face evalu-ation and reflection
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
Barriers to Equitable Access
•Technological InfrastructureWherever disparities in access to resources are identified, CCS should strive to allocate additional funds to facilitate the necessary technological upgrades.
Barriers to Equitable Access•TransportationEquitable 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.
Barriers to Equitable Access
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.
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.
Equitable AccessOn-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
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.
Policy Considerations
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.”
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.
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.
Recommendations
Recommendations
•Moving Toward a School System:
▫Equitable course offerings district-wide
▫Protocols for 1) communication 2) credit decisions 3) access
▫Monitor via reporting system
•Engaging Stakeholders:
▫District-wide representative committee
▫Communications “blitz”
▫Feedback – Adaptation loop
▫Explicit roles and responsibilities for all
▫District-wide commitments and cohesive vision
•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
•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
Questions?