Brian A. BarberAlternative Education ConsultantMichigan Department of Education

The big questionsWho is in an alternative education program, why do students go there and where does online content delivery fit in?

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

Sample Alternative Education Student ProfileThe 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.

Sample Alternative Education Student ProfileBoth 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.

Alternative and Adult Education Student ProfilesAlternative Education Student ProfilesBasic DemographicsAverage age=17.7 years Average number of credits=9.3844% Female56% MaleAdult Education Student ProfilesBasic DemographicsAverage age=28 years Average number of credits=8.454% Female46% Male

Alternative and Adult Education Student ProfilesLiteracy and Numeracy Data

Average TABE (Test of Adult Basic Education) scores by grade equivalenciesReading=8.3Math=8.1Language=6.9Literacy and Numeracy Data

Average TABE (Test of Adult Basic Education) scores by grade equivalenciesReading=9.6Math=7.7Language=8.1Alternative Education Student ProfilesAdult Education Student Profiles

Alternative and Adult Education Student Profiles Program TypeAlternative Education Student ProfilesProgram PlacementHigh 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).Adult Education Student ProfilesProgram PlacementHigh 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).

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? An Observation and a Question

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 processed while minding possible pitfalls, there is promise in using virtual or online content delivery for some of our students.

Use the 3 Ps Process, Pitfalls, Promise

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?Process, Pitfalls & Promise Student screening and program deliveryQuestions and points to consider

Process, Pitfalls & PromiseStudent screening and program deliveryQuestions and points to considerStudent 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?

Process, Pitfalls & Promise Student screening and program deliveryQuestions and points to consider

Program Delivery

Be sure to follow the 5-0-B pupil accounting requirementsBe certain that your mentors are relationship cultivators and constantly monitor/respond to ALL reasonable student needs

Process, Pitfalls & Promise Student screening and program deliveryQuestions and points to considerProgram 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.

Process, Pitfalls & Promise Student screening and program deliveryQuestions and points to considerProgram Delivery

Brick vs. Click This is not an all or nothing proposition. Programming should be tailored to an individuals capabilities. Remember to consider the students free range learning abilities.

BrickClickK12How you may evaluate a students brick/click ability by their needs and skill level. Here some things to consider. WHATS MISSING? Poor (Pre)Literacy/Numeracy SkillsGood (Pre)Literacy/Numeracy SkillsGood SocialCoping killsPoor Social Coping SkillsSocialAnxietyIssuesPoor Parental SupportGood Parental SupportPoor access to technologyGood access to technologyGood Free Range Ability

Poor Free Range Ability

Questions and Discussion