Welcome to Soar Through Summer: Implementing A Virtual Summer School

Moderated by:

John CostillaExecutive Director of Partner InitiativesCompassLearning

Soar Through Summer:

Six Steps for Creating a Successful Online

Summer SchoolDebi Crabtree

Chattanooga, TN

Hi! I’m here to help you . . .

The Critical QuestionRemediate or retain ?

What options will you make available to those who do not succeed in their studies during the school year?

What we know . . .

“Research indicates that while grade retention does not typically increase student performance, it is widely practiced in schools throughout the country. Arguments for retaining a child include immaturity, the belief that an extra year of schooling will produce successful academic outcomes, and failure to meet criteria for promotion. Those who oppose retention contend that it is not beneficial to students’ academic progress, the financial cost and cost to children’s self-esteem are too great, and it has a correlative relationship with dropping out of school.”

from Grade Retention: Is It a Help or Hindrance to Student Academic Success? Bowman, L.; Preventing School Failure; vol. 49, no. 2; Spring 2005; pp. 42–46; ERIC# EJ744733.

What we know . . .

“…grade retention and low academic achievement are indicators for dropping out, and research shows that critical transition points such as the move from the middle school to high school are difficult for already struggling students…”

from Dropout Prevention. Dynarski, M., Clarke, L., Cobb, B., Finn, J., Rumberger, R., and Smink, J.; Washington DC: National Center for Education Evaluation and Regional Assistance, Institute for Education Sciences; U.S. Department of Education (NCEE 2008-4025); September 2008; 66 pages.

Step One: Program Scope

• K–12 curriculum readily available• Determine district priorities• Start with limited, manageable scope• Recommendation: limited offerings to middle

and high school students who need credit recovery to move to the next level

Program Scope: Must Haves

Middle School: Language Arts and Math

High School: English 9–11 Algebra I, Geometry, Algebra 2

Government Physical Science

Step Two: Courseware

• Engaging content• Intuitive interface• Aligns with state standards• Tied to a diagnostic• Individualized as much as possible

Try to recover the learning, not just the credit.

Courseware: LOR vs. “Boxed”

• Learning object repository (LOR) — greatest capability for individualization

• Diagnostic-Prescriptive model — maximizes potential for recovering learning

• Requires content experts to build learning paths

• LOR takes more time and training but gives teachers ownership and deeper knowledge

RFP Considerations

• Diagnostic-prescriptive capability• LOR availability • Multi-media vs. text-based content• Communication tools• Addition of teacher-created content, editing

capability• Interoperability with SIS• Complexity of interface: audience and design

considerations

Step Three: Teacher Team

• Require an electronic

application• an interview• Look for teachers who are tech savvy, have

great communication skills, understand the commitment of online instruction

• Monitor and support with Lead Teacher

Teacher Team/Lead Teacher

• Courseware expertise — communicate with courseware company

• Monitor — contact during office hours• Support• Report • Share best practices

Teacher Team: Expectations

• Clearly communicate need for synchronous office hours

• Variety of communication methods, especially texting, phone availability

• Log in 6 out of 7 days• Checkpoints from Lead

Teacher

Teacher Team: Expectations

• Weekly progress reports to students, parents, schools, Lead Teacher

• Weekly contact documented with students• Parent contact documented at least at

beginning and mid-point• Documentation: SIS, Google Docs, cc

emails to Lead Teacher, etc.

Documentation

Step Four: Enrollment

• Student Information System (SIS) or other database

• Enrollment form — email, cell phone & carrier, contact info for parents

• Train school-based Onsite Facilitators and put them in communication loop

SIS

• Sends email confirmation of enrollment with links to online orientation, login information, teacher information

• Repository of documentation with student• Captures and reports progress and grades• Allows for report generation• Facilitates teacher monitoring

Other database options

• Shared Google Docs

• Wikis

• Standardized form for OFs to distribute with login and teacher info

• PowerSchool or other school-based program

Step Five: Location

• School labs with Lab Facilitators trained in basic courseware navigation as well as use of database

• F2F with teachers as LFs• Community resources• Home-based (teacher support critical)• Proctored exams

Implementation Timeline

• Check state and school board guidelines for course approval policy and determine vendor

• Determine funding model• Reach out to principals and guidance counselors• Create document for parent/student communication

and distribute to schools with summer calendar• Create enrollment form and set up database to

facilitate enrollment and reporting• Identify teachers, OFs, and LFs• Schedule professional development

Infrastructure Flow Chart

Step Six: Professional Development

• Professional development for teachers to build learning paths, learn documentation procedures (SIS or other database)

• Train Onsite Facilitators (enrollment process)• Train Lab Facilitators (supporting online

students, using database, communicating with teachers)

Covering Costs

• Tuition-based model• or other credit card options help parents• Title I funding• Scholarships• Career Ladder/Extended contracts funding for

Lab Facilitators, Teachers

Other considerations

• Student/parent orientation

• Tech help for students working at home

• Academic Integrity policy

• Proctored exams

• Timely grade reporting to schools

For more help . . .

Debi Crabtree

crabtree_d@hcde.org

debi.crabtree@gmail.com

423-209-8804

@debid (Twitter)