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Implementing an Online Program of Success. Sandi Atols, Ed.D. Manager of Distance Learning Chicago Public Schools Office of High School Programs. Mainstreamed Distance Learning. 80% of higher education institutions have online offerings

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implementing an online program of success

Implementing an Online Program of Success

Sandi Atols, Ed.D.

Manager of Distance Learning

Chicago Public Schools

Office of High School Programs

mainstreamed distance learning
Mainstreamed Distance Learning
  • 80% of higher education institutions have online offerings
  • 21 states now have statewide online programs, and cyber-schools and/or district-level online programs operate in almost every state (Watson, 2005)
  • There is anecdotal and now quantitative evidence from the Dept. of Education that 36% of all public schools offer some form of distance education, and of those, 76% are high schools.

Watson, J. (2005). Keeping Pace with K-12 Online Learning, Learning Points, Associates, Chicago.

student centered instruction
Student-Centered Instruction
  • Fueling this paradigm shift is the growth of internet connectivity in schools.
    • 99% of schools are connected according to the US Dept. of Education, 2005.
  • This shift provides more student responsibility and choice in their learning.
  • The rapid expansion of distance learning has followed.
cps ivhs partnership
CPS – IVHS Partnership
  • CPS and Illinois Virtual High School have partnered for 4 years.
  • CPS online students’ successful completion rate was 65%; the rest of Illinois was above 80%.
  • Why? We have learned much!

Implementing of a model of support is vital!

distance learning support
Distance Learning Support
  • The US Dept. of Education’s Technology Plan, 2005, lists supporting elearning and virtual schools as one of their major action steps (p. 41).
  • Palloff and Pratt (2001) explain that just increasing number of distance learners is not sufficient. In order for students to succeed, conditions including building communities of support must be met.
cps distance learning plan
CPS’ Distance Learning Plan
  • The plan must include all students from accelerated, mainstreamed, recovery, alternative, and special needs.
  • Similar strategies apply in all cases; one of these is providing support.
distance learning support1
Distance Learning Support

But what is support?

Chicago’s goal is 90% online students’ success rate by implementing a strategy of support based on best practices from what we have learned.

conditions for success
Conditions for Success
  • Understanding the expectations
  • Proper environment
    • Students scheduled into a regular class period
    • Supported by a trained mentor during that period within the instructional day
  • Regular access to working technology
  • Students not afraid to try new things, but have tools to assist them to learn
  • Local school team support
community of support
Community of Support
  • Support is necessary in all areas that affect the students.
  • These are made up of small communities within the global community.
  • One can view it in a diagram of concentric circles.
community support system
Community Support System
  • The global community
  • Parents
  • The Program Administration
  • The online course
  • The school environment

Peers

Student

  • Local school personal
  • Online Teachers
  • Peers
12 th graders perceptions
12th Graders Perceptions

Patrick, S. (2005, January 19).NACOL Webinar.

re engage students
Re-engage Students
  • Distance Learning (D.L.) provides the opportunity for choice, interactive communication, collaboration, and flexibility.
    • CPS online course enrollments have doubled each year.
    • Schools and school personnel are beginning to understand and implement a program of success.
    • Data on success is now being disaggregated to address specific needs of learners.
    • Workng to add CPS-VHS to Evening School and middle school.
successful results
Successful Results

Technology based education at the secondary level enables school districts to expand the range of courses available to their students and facilitates more flexibility in students’ schedules and instructional delivery.By providing choice, addressing students’ individual needs and learning styles, and using the tools millenniums have grown up with, school becomes more meaningful and valuable. Online students are reengaged in learning and hone skills needed to succeed in today’s global society.

strategies for success
Strategies for Success

CPS’ Two Pronged D. L. Approach:

  • CPS students can choose to take online classes to meet their individual needs, learning styles, and choices.
  • All CPS students in the future will have the opportunity to use online tools and resources for communication and collaboration within their traditional classrooms.
strategies for success1
Strategies for Success

In order to succeed, those small communities affecting students (counselors, teachers, administrators, Board of Education, and parents) must be addressed.

  • Classes offered f-2-f and online
    • Mentor Training
    • Online Teacher Facilitation
    • Online Tools for Teachers
    • Online Tools for Administrators
strategies for success2
Strategies for Success

Chicago has been partnering with the Illinois Virtual High School to provide online course opportunities for its high school students.

In a second prong of CPS’ distributed learning program, beginning this year a cadre of teachers will be trained to use on line tools and make these available to their tradition classes. All the students in these traditional classes will have the same 24 hour access to online tools giving the students opportunities for collaboration, communication, and sharing with their instructors, their peers, and experts, as well as access to posted resources and web links. Recognizing that teenagers are social beings that long to communicate, this should prove to be a catalyst for renewed interest in learning and subject matter understanding.

strategies for success3
Strategies for Success
  • NCLB requirements must be met
    • Students are taught by certified online instructors
    • Schools designate certified teachers of record
  • Data must be gathered and analyzed to provide evidence of success.
slide19

Multiple Measures of Data

  • Demographics
  • Perceptions
  • Student learning
  • School processes

Adapted from: Bernhardt, V. L. (1998). Data analysis for comprehensive schoolwide improvement. Larchmont, NY: Eye on Education.

slide20

Multiple Measures of Data

Demographic Data

Enrollment, attendance, drop-out rate, ethnicity, gender, grade-level

School Processes Data

Perceptions Data

Adapted from: Bernhardt, V. L. (1998). Data analysis for comprehensive schoolwide improvement. Larchmont, NY: Eye on Education.

Student Learning Data

slide21

Multiple Measures of Data

Demographic Data

Perceptions of learning environment, values and beliefs, attitudes, observations

School Processes Data

Perceptions Data

Adapted from: Bernhardt, V. L. (1998). Data analysis for comprehensive schoolwide improvement. Larchmont, NY: Eye on Education.

Student Learning Data

slide22

Multiple Measures of Data

Demographic Data

Standardized tests, norm/ criterion-referenced tests, teacher observations of abilities, authentic assessments

School Processes Data

Perceptions Data

Student Learning Data

Adapted from: Bernhardt, V. L. (1998). Data analysis for comprehensive schoolwide improvement. Larchmont, NY: Eye on Education.

slide23

Multiple Measures of Data

Demographic Data

Descriptions of school processes and programs

School Processes Data

Perceptions Data

Student Learning Data

Adapted from: Bernhardt, V. L. (1998). Data analysis for comprehensive schoolwide improvement. Larchmont, NY: Eye on Education.

slide24

Multiple Measures of Data

All four areas must be considered for student success.

Demographic Data

School Processes Data

Perceptions Data

Adapted from: Bernhardt, V. L. (1998). Data analysis for comprehensive schoolwide improvement. Larchmont, NY: Eye on Education.

Student Learning Data

learning communities provide
Learning Communities Provide
  • Gains in student achievement; high graduation rates; lower drop-out rates
  • Quality solutions to problems
  • Increased confidence
  • Teacher, mentor, parent, school personnel and student’s support
  • Collaboration and sharing among all stakeholders
    • New ideas, methods and

materials

    • Expanded pool of ideas,

materials and methods

    • Additional avenues for sharing, presenting and publishing
  • Access to data
support is a community system
Support is a Community System
  • Distance Learning with its emphasis on community building is here to stay.
  • With best practices in place, distance learning provides an avenue to address the learning styles and multiple intelligences of today’s digital learners.
  • Online tools for community building (collaboration and communication) can be used within all classrooms: brick and mortar or virtual.
  • These communities provide increased understanding and hone skills needed to interact within our technologically advanced society.
slide27
Thank you!
  • Do you have any questions?
  • Contact information:

Sandi Atols, Ed.D.

Manager of Distance Learning

Chicago Public Schools

slatols@cps.k12.il.us

773 553 6691

Cell: 773 841 1610