Dr. Marie Ballance, Education DeveloperOctober 15 & 17, 2012

Goals At the end of the session, you will:

◦know the research-based profile of a successful online learner

◦how to support online education in your school or district

◦what the instructional platforms (LMS) look like

◦how ORVED facilitates online learning.

Paul Peterson, Director, ppeterson@orved.org Kerri Smith, Principal, kmsmith@orved.org Marie Ballance, Ed.D., Education Developer,

mballance@orved.org Sue Nelson, Registrar, suen@orved.org Scott Deckelmann, Teacher Support,

sdeckelmann@orved.org Amy Alexander, Technologist,

aalexander@orved.org Sharon Meeuwsen, Admin Assistant,

sharonm@nwresd.k12.or.us

Characteristics for SuccessFactors for/against Success

Equity & RetentionFAQs

High-Quality Curriculum:◦ Oregon certified teachers◦ Aligned to the Common Core◦ Grades 6-12 

Increased Flexibility for Students:◦ Personalized pace and schedule◦ Students can participate in athletics, band, choir, and

other activities without scheduling conflicts

Increased Flexibility for Schools:◦ Resolve scheduling conflicts◦ Additional course offerings◦ Affordable, public education

Superintendent Gaston School District

The question isn’t will your students take courses online, the question is will it be a program that works with and supports public schools or a for-profit

company that only cares about the bottom line.

Being a part of online learning lets you meet a student’s needs that cannot be

accommodated in the traditional school model.

Montessa Young, Science & Math

I see ORVED as supplemental to the traditional school setting and as a way for some students to…succeed at their [own]

pace. Connie Heath, Language Arts

[ORVED is a] more personalized education system [that] offers flexibility to families

and students. Natalie Winchester, PE/Health

Academic self-concept Technologically savvy Strong reading and

writing skills Internal locus of

control Self-directed and self-

reflective in learning Effective time

manager

Problem-solver Flexible Wants to learn online

Image courtesy of Ambro/freedigitalphotos.net

Scheduling conflicts Access to additional courses Credit recovery Student preference Accelerated/decelerated pace Meet TAG plan requirements Medical conditions Disciplinary reasons Home school options

Student does not have consistent access to technology.

Student has no desire to learn online.

Some points to consider:Students who do not meet the profile of a

successful online student as well as students who have a history of poor grades may need extra support in order to be successful in an online environment.

Personal attributes Supportive,

involved adults Support – teaching

self-advocacy Choice Locus of control

Image courtesy of imagemajestic/freedigitalphotos.net

I find a connection with them.Montessa Young, Science & Math

They are willing to correct and return assignments.

Connie Heath, Language Arts

They are motivated! Heidi Larson, Family & Consumer Science

They…have chosen the online classroom for intelligent and worthwhile reasons and are

well supported by their families.Robert Brown, Science

They are willing to check in with me at least twice a week.

Scott Ryan, Social Studies, Business, ESOL

Less face time Isolation Lack of access Difficulties with instructional platform

Equity Considerations: Access to computers/internet for all

students Access to modifications for IEPs

Be clear about expectations Set clear goals for the semester Stay involved Provide face-to-face interactions

Things to consider: Student/Parent Orientation Nights ORVED presentation to school board Back-to-School Nights for online students

I have a student who doesn’t match all the profile – can I still enroll him with ORVED?

I have a student who is a slow reader. Will online learning work for her?

My student types slowly. Will this hinder his progress? (www.learn2type.com)

Can students with disabilities enroll in online courses?

A Few FactsEnrolling students

Choosing instructional platformsWhat to expect

Who to contact for help

250,000 students in grades K-12 Billion dollar industry Mostly for-profit companies (K-12 Inc.,

Connections Academy) Can be impersonal Can have higher dropout rates, lower

achievement rates Oregon’s 3% rule

Not-for-profit public charter

Created by Oregon educators

Oregon licensed, highly qualified teachers

Grades 6-12 Teachers have 2, two-

way conversations with each student each week

Designed to provide support to districts

Image courtesy of Stuart Miles/freedigitalphotos.net

Welcome Call 2, two-way

conversations each week

Emails, phone, text, specific feedback.

Why? – Research into student learning and retention

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Student interactions Connections Personalized education Mentoring Completed curriculum

Most students – 1-2 classes online What is a charter school student?

◦PT/FT◦Assigned to sponsoring district Gaston School District (West ORVED) Sherman County School District (East

ORVED)◦$ shared with home district

Go to www.orved.org Consult the Course

Catalog Click on “Register a

Student” (upper left corner)

Fill out form The registrar will

contact student, parent, and counselor to confirm registration.

Under “Quick Links” click on Register a Student

It is important that ORVED receives as much contact information as possible.

Contact registrar for Multiple Enrollment Form

Fill out and submit form via email Students will be processed and enrolled

within three days Counselors, parents, and students receive

notification via email upon enrollment

Go to www.orved.org Consult the Course

Catalog Click on “Register a

Student” In the “Comments” box,

list the courses the student wishes to take in one semester.

The registrar will contact student, parent, and counselor regarding enrollment.

Quarterly meetings with academic advisor

Educational Plan and Profile

Progress Tracking for Graduation

Under the Cooperative Agreement

Access to home district for services, extra-curriculars

State testing through home district

Image courtesy of Sheelamohan/freedigitalphotos.net

Currently, ORVED uses multiple platforms, also known as LMS (Learning Management Systems)◦ Brain Honey (FLVS curriculum, PT & FT)◦ Moodle◦ EdOptions (STARS)◦ Accelerate◦ GradPoint (TTSD only)

Goal: consolidate platforms for a more consistent experience

\

Brain HoneyMoodle

AccelerateEdOptions

Ash, K. (2012). Report: Full-Time Virtual Ed. Lacking Accountability. Education Week. Camins, A. (2012). The Difference Between Live and Taped Lectures. The Washington Post. Carter, D. (2010). Study: Online Learning Less Effective for Some. Colorado, J.T. and Eberle, J. (2010). Student Demographics and Success in Online Learning

Environments. Emporia State Research Studies, 46(1), 4-10. *Dabbagh, N. (2007). The Online Learner: Characteristics and Pedagogical Implications.

Contemporary Issues in Technology and Teacher Education, 7(3). Dillon, E. and Tucker, B. (2011). Lessons for Online Learning. Education Sector.

www.educationsector.org/print/publications/lessons-online-learning Frankola, K. Why Online Learners Drop Out. Workforce: HR Trends & Tools for Business

Results. Illinois Online Network. “What Makes a Successful Online Student?”

www.ion.uillinois.edu/resources/tutorials/pedagogy/StudentProfile.asp Miron, G. and Urschel, J.L. (2012). Understanding and Improving Full-Time Virtual Schools: A

Study of Student Characteristics, School Finance, and School Performance in Schools Operated by K12 Inc. National Education Policy Center.

ORS: 584-036-0017, 342.156, 342.120 Rose, R. and Blomeyer, R. Accessibility and Equity in Online Classes and Virtual Schools.

NACOL (North American Council for Online Learning) Research Committee Issues Brief. Wimmer, L. and Krugel, M. (2012). A Revolution in the Making. Today’s OEA.

For more information, questions, or comments, please contact:

Dr. Marie Ballance, Education Developer(503) 679-7023, mballance@orved.org

www.orved.org