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On line course delivery in alternative education: Don’t be just another click in the Wall!

On line course delivery in alternative education: Don’t be just another click in the Wall!. Brian A. Barber Alternative Education Consultant Michigan Department of Education. The big questions….

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On line course delivery in alternative education: Don’t be just another click in the Wall!

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  1. On line course delivery in alternative education:Don’t be just another click in the Wall! Brian A. Barber Alternative Education Consultant Michigan Department of Education

  2. The big questions… • Who is in an alternative education program, why do students go there and where does online content delivery fit in?

  3. Who is in an alternative education program, why do students go there and where does online content delivery fit in? From Education Week July 30, 2013

  4. Sample Alternative Education Student Profile The following was data collected over a three year period from a 5 district community education consortium in northern Muskegon county know as White Lake Area Community Education.

  5. Sample Alternative Education Student Profile • Both alternative and adult program data that was collected to show what students look like as they moved further in to this system in search of a credential.

  6. Alternative and Adult Education Student Profiles Alternative Education Student Profiles Adult Education Student Profiles Basic Demographics Average age=28 years Average number of credits=8.4 54% Female 46% Male Basic Demographics • Average age=17.7 years • Average number of credits=9.38 • 44% Female • 56% Male

  7. Alternative and Adult Education Student Profiles Alternative Education Student Profiles Adult Education Student Profiles • Literacy and Numeracy Data • Average TABE (Test of Adult Basic Education) scores by grade equivalencies • Reading=8.3 • Math=8.1 • Language=6.9 • Literacy and Numeracy Data • Average TABE (Test of Adult Basic Education) scores by grade equivalencies • Reading=9.6 • Math=7.7 • Language=8.1

  8. Alternative and Adult Education Student Profiles Program Type Alternative Education Student Profiles Adult Education Student Profiles Program Placement High School Completion 5% General Education Development 21% Alternative Basic Education 74% ABE anything below a 9.0 on the TABE (in any section - Reading, Math, or Language). Program Placement • High School Completion 23% • General Education Development 13% • Alternative Basic Education 64% • ABE anything below a 9.0 on the TABE (in any section - Reading, Math, or Language).

  9. An Observation and a Question The average grade equivalency was 7.8 when combining reading math and language data. This reflects the average student being 4 grade levels below their chronological age. While many vastly below 4 grades some are at or above. Do you think this reflects your population/program?

  10. An Observation and a Comment The average age was 17.7 for those in the alternative program. This indicates that while students come in with less than half of the credits required they are chronologically at the age of a graduate. For those that are lacking in credit, it would seem that when properly processedwhile minding possible pitfalls, there is promiseinusing virtual or online content delivery for some of our students.

  11. Use the 3 P’s Process, Pitfalls, Promise

  12. Process, Pitfalls & Promise Student screening and program delivery Questions and points to consider • Student Screening • Is the student a proper fit for online content delivery? • Have they learned to read, so that they can read to learn? • Math/Quantitative Sciences?

  13. Process, Pitfalls & PromiseStudent screening and program deliveryQuestions and points to consider • Student Screening • If they are a weak reader can adaptive technology help them be successful in a limited capacity if they desire some click time? • Are they capable of “free-range” learning and if so how much?

  14. Process, Pitfalls & PromiseStudent screening and program deliveryQuestions and points to consider Program Delivery Be sure to follow the 5-0-B pupil accounting requirements Be certain that your mentors are relationship cultivators and constantly monitor/respond to ALL reasonable student needs

  15. Process, Pitfalls & Promise Student screening and program deliveryQuestions and points to consider • Program Delivery • Cautiously monitor instructional setting, paying particular attention to teacher “facilitated” facets of your program. There must be established interaction channels for the facilitating teacher and students to the HQ teacher where appropriate.

  16. Process, Pitfalls & Promise Student screening and program deliveryQuestions and points to consider • Program Delivery • Brick vs. Click – This is not an all or nothing proposition. Programming should be tailored to an individual’s capabilities. Remember to consider the student’s “free range” learning abilities.

  17. How you may evaluate a student’s brick/click ability by their needs and skill level. Here some things to consider. WHAT’S MISSING? 12 Good Free Range Ability Good access to technology Poor access to technology Poor Parental Support Good Parental Support Social Anxiety Issues Poor Social Coping Skills Good Social Coping kills Poor (Pre)Literacy/Numeracy Skills Good (Pre)Literacy/Numeracy Skills K Brick Click

  18. Questions and Discussion

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