Working with ORVED

1. Working with ORVED Dr. Marie Ballance, Education Developer October 15 & 17, 2012

2. Seminar Overview • 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.

3. Who We Are • 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

4. At the Student Level Characteristics for Success Factors for/against Success Equity & Retention FAQs

5. Why Work with ORVED? • 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

6. 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. David Beasley Superintendent Gaston School District

7. What Do Teachers Say? 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

8. What Do Teachers Say? 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

9. What Do Teachers Say? [ORVED is a] more personalized education system [that] offers flexibility to families and students. Natalie Winchester, PE/Health

10. Characteristics of a Successful Online Learner • 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

11. Why Might You Enroll a Student Online? • Scheduling conflicts • Access to additional courses • Credit recovery • Student preference • Accelerated/decelerated pace • Meet TAG plan requirements • Medical conditions • Disciplinary reasons • Home school options

12. When should you consider not enrolling a student online? • 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.

13. What Leads to Student Success? • Personal attributes • Supportive, involved adults • Support – teaching self-advocacy • Choice • Locus of control Image courtesy of imagemajestic/freedigitalphotos.net

14. Students are Most Successful When… 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

15. Students are Most Successful When… 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

16. Factors the May Impede Success • 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

17. Improving Retention • 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

18. FAQs • 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?

19. At the School Level A Few Facts Enrolling students Choosing instructional platforms What to expect Who to contact for help

20. A Few Facts About Online Education • 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

21. What Makes ORVED Unique? • 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

22. How ORVED Teachers Interact with Students • Welcome Call • 2, two-way conversations each week • Emails, phone, text, specific feedback. • Why? – Research into student learning and retention Image courtesy of digitalart/freedigitalphotos.net

23. What Makes Teaching Online Different… • Student interactions • Connections • Personalized education • Mentoring • Completed curriculum

24. ORVED Students: PT, FT, Charter • 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

25. How to Enroll Students (PT) • 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.

26. www.orved.org Under “Quick Links” click on Register a Student

27. Register a Student It is important that ORVED receives as much contact information as possible.

28. Enrolling Multiple Students in One Course • 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

29. How to Enroll Students (FT) • 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.

30. What a FT Student Can Expect • 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

31. Understanding Instructional Platforms • 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 • \

32. Instructional Platforms Brain Honey Moodle Accelerate EdOptions

33. Bibliography/Resources • 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.

34. Oregon Virtual Education For more information, questions, or comments, please contact: Dr. Marie Ballance, Education Developer (503) 679-7023, mballance@orved.org www.orved.org