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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, [email protected] Kerri Smith, Principal, [email protected] Marie Ballance, Ed.D., Education Developer,
[email protected] Sue Nelson, Registrar, [email protected] Scott Deckelmann, Teacher Support,
[email protected] Amy Alexander, Technologist,
[email protected] Sharon Meeuwsen, Admin Assistant,
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
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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
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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
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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
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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, [email protected]
www.orved.org
