what school boards should know about online learning
DESCRIPTION
Presentation to the "Tri-conference" November 19, 2011 by Cindy Hamblin, Jeffrey Hunt, and Phil LaceyTRANSCRIPT
- 1. What School Boards Should Know About Online Learning
- Joint Annual Conference of IASB/IASA/IASBO November 19, 2011
- Today's presentation file
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- http://goo.gl/NHjXv
- Today's handout file
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- http://goo.gl/p977g
2. Joint Annual Conference of IASB/IASA/IASBO Presenters: Cindy Hamblin Illinois Virtual School Jeffrey Hunt DuPage Regional Office of Education Philip Lacey Niles Township High School District 219 Kathy Tracey-Olesen Center for the Application of Information Technologies 3. WHY DO WE CREATE OPPORTUNITIES FOR STUDENTS?
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- Legal
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- Co-curricular for complete experience at school.
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- Address specific learning issues
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- Prepare student for the future
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- AP Courses
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- School to Work
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- STEM
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- Career
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- 21st Century
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- Learn online
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4. Creating Urgency
- After today's session we hope that the larger issues with digital learning will create a higher level of urgency for this matter in your school district.
5. Participant Question
- What is your interest in online learning?
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- I am curious; I am here to find out more.
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- We are dicussing online learning in our district.
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- We are actively planning an online program.
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- We have an online program.
6. Essential Question
- Howare you preparing yourgraduates to learn in the post secondary digital environment?
7. Essential Question
- How can you address students' needs and interestsin low enrollment courses/subjects?
8. Essential Question
- How do you get your Board policies ready for digital learning?
9. Essential Question
- How do you prepare your teachers to teach with digital learning resources?
10. Essential Question
- How do you ensure that your students receive quality digital courses?
11. FIVE TRENDS IN K12 EDUCATION Cloud Computing Personal Devices Open Source Increasing Bandwidth Digital Content
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- OER
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- Online Courses
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- Web 2.0
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- Social Networking
12. Definitions
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- iNACOL International Association for K-12 Online Learning
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- OER Open Educational Resources (Free or inexpensive course content.)
13. Definitions http://www.sloanconsortium.org/ 14. Blended Learning
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- Mixture of face-to-face and computer-based instruction.
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- (Also known as hybrid courses.)
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- Sometimes computer-based at school, sometimes out of school.
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- Teachers work with student individually during computer-based instruction times.
Carpe Diem H.S., Yuma, AZ 15. Online Learning
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- Students work at the time of their choice.
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- May work at home or at school
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- Have contact electronically with teacher and other students.
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- May have pacing charts to evenly divide work.
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- May have weekly deadlines.
- Florida Virtual School
16. ONLINE LANDSCAPE K12 Leaders Content Providers Education Reformers("Free Marketeers") 17. 18. Trends National and Illinois Perspective 19. Numbers: Online Enrollments
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- 2009, 2 million (est.) online class enrollments in K-12.
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- Nearly 1/3of all students in higher education took courses in fall 2010.
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- 2011 - online and blended learning opportunities exist for at least some students in all 50 states plus DC.
http://www.inacol.org 20. ESTIMATE OF ADOPTION
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- If rate of adoption follows the classic disruptive innovation model, by 2018, 50% of all high school courses will be online.
- -- Clayton M. Christensen
21. 22. 23. 24. 25. ILLINOIS 26.
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- IVS 5-12
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- Enhancing Educational Opportunities for Students through Online Courses. IVS Courses are Offered in Partnership with the Local School.
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- IVS-PD
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- Delivering Online Professional Development Opportunities to Illinois Educators.
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ISBE's Virtual School Program for Illinois 27.
- IVS Partners with Public & Private Schools
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- Online, instructor-facilitated courses
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- 100+ courses including AP, electives and Middle School
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- Experienced, IL Certified, Highly Qualified Instructors
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- Flexible Enrollment Dates
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- Courses are approved by NCAA and College Board
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- IVS provides Completion Certificate
IVS (5-12) Program 28. 29. Policy 30. REMOTE EDUCATIONAL PROGRAMS
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- Public Act 96-0684(HB 2448, 8/25/09) and modifiedPA 97-0339(HB 3223, 8/12/11):Authorizes school districts to create and offer remote educational programs tailored to individual student needs and claim GSA for those programs.105 ILCS 10-29.
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- Prior law : GSA could only be claimed for virtual programs offered in a classroom or other traditional school setting.
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- Broad district discretion, provided the program and plan meet legislative criteria.
31. Two Key Elements for Establishing REP
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- Adopted School Board Policy:
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- Criteria for participation
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- Limits on numbers of students or grade levels
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- Approval process for participation
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- Process to develop student plans
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- System for calculating clock hours of attendance
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- Process for renewal
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- 2.Student Remote EducationalPlan:
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- Specific achievement goals
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- Assessments
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- Progress reports
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- Teacher/student interaction
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- Designation of supervising adult
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- Other family responsibilities
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- Consistency with IEP
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- Participating in district programs
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- Responsible district administrator
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- Term
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- Specific location or locations for delivery
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32. REP: Other Requirements
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- Students remain enrolled in a school district attendance center, and are tested and included for all State/federal accountability determinations.
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- Certified/Highly Qualified Teachers responsible for critical instructional activities.
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- GSA claimable for any days up to limit of students GSA.
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- ISBE rules require documentation of active participation to claim GSA.
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- District policy and data must be submitted to ISBE.
33. DIGITAL LEARNING COUNCIL 1. Student Eligibility:All students are digital learners. 2. Student Access:All students have access to high quality digital content and online courses. 3. Personalized Learning:All students can customize theireducation using digital content through an approved provider. 4. Advancement:Students progress based on demonstrated competency. 5. Content:Digital content, instructional materials, and online and blended learning courses are high quality. 6. Instruction:Digital instruction and teachers are high quality. 7. Providers:All students have access to multiple high quality providers. 8. Assessment and Accountability:Student learning is the metric forevaluating the quality of content and instruction. 9. Funding:Funding creates incentives for performance, options and innovation. 10. Delivery:Infrastructure supports digital learning. Each element includes recommended actions for lawmakers and policymakers! http://digitallearningnow.com/ 34. DIGITAL LEARNING COUNCIL
- The recommended legislative actions were used in building
- the data collection instrument for the
- Report Card on Digital Learning.
- October 2011: The Report Card on Digital Learning was released detailing
- state-by-state progress on the recommended legislative actions.
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- Utah- SB 65 established the Statewide Online Education Program making digital learning available to all grade 9-12 Utah students.
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- Idaho- Education officicals passed on November 3, 2011, a plan that requires allhigh school students to take at least two credits online to graduate.
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- Alabama- students entering the ninth gradeare required to complete one online/technology enhanced course or experience prior to graduation.
- BE PROACTIVE - NOT REACTIVE
35. RecentPolicy Example
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- Passed 2011
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- Contains 10 elements of Digital Learning Council
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- Funding follows student
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- Funding based on successful completion
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- Parents and students choose provider and class.
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- Mastery trumps seat time
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- 2011-12 -- students can take 2 classes.
36. 37. Curriculum 38. DEVELOPMENT ISSUES
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- Common Core
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- NCAA approval
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- Technical know how
39. COURSE DEVELOPMENT PHILOSOPHY
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- Borrow (steal) it
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- Buy it
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- Build it yourself
40. CONTENT
- OER
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- NROC
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- CK12
image source 41. CONTENT
- NROC
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- http://www.montereyinstitute.org/nroc/
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- http://beta.hippocampus.org/
- CK12
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- http://www.ck12.org/flexbook/
- Georgia Virtual Learning
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- http://www.gavirtuallearning.org/Resources.aspx
- Illinois Virtual School
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- http://ilvirtual.org/
image source 42. http://www.ILvirtual.org TOUR OF AN IVS COURSE 43. 44. Professional Development
- Establishing an Effective Professional
- Development Program
image source 45. PRO F ESSIONAL DEVELOPMENT
- Common Myths / Misconceptions
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- Virtual schools and regular school counselors can handle the few participating studentswithout leadership support.
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- Any regular classroom teacher is already qualified to teach online.
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- Any highly qualified face-to-face classroom teacher is ready to teach a quality online course that has previously been prepared or purchased. Some say those who teach a section that is already online dont really teach at all!
http://www.inacol.org/research/docs/NACOL_PDforVSandOlnLrng.pdf 46. PROFESSIONAL DEVELOPMENT http://www.inacol.org/research/docs/NACOL_PDforVSandOlnLrng.pdf
- Common Myths / Misconceptions
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- Virtual schooling will fit with regular school routines and practices. The technology coordinator and counselor will provide any professional development necessary.
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- Newly qualified teachers who learn about virtual schooling in their preservice programs will be ready to teach online when they graduate.
47. PROFESSIONAL DEVELOPMENT
- Prepare for the "Why?"
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- Concisely DefinePurpose
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- Purpose drives design
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- Effectively convey / defend concept
image source 48. PROFESSIONAL DEVELOPMENT
- District 219 has instituted Board Goal #3: Anywhere, Anytime Learning. As students receive devices and participate in a re-written curriculum (BOE Goal 2 E nsuring a guaranteed and rigorous curriculum and common final exam ) teachers need to be able to effectively leverage the educational potential these devices offer students. Tech 1 exposes teachers to a wide variety of common resources (web 2.0, collaborative, FOSS) which will help them effectively select and develop educational experiences for their students.
49. PROFESSIONAL DEVELOPMENT
- Wisconsin
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- 30 hours of PD for e-learning/online classroom instruction.
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- Course content based on the iNACOL National Standards for Quality Online Teaching
- http://dpi.wi.gov/imt/onlinevir.html
image source 50. PROFESSIONAL DEVELOPMENT
- Considerations Prior to Development
- Need Cabinet/BOE level support
- Required or optional training
- Timeline for completion
- Content
- Credit / remuneration options
- for participants
image source: http://farm1.static.flickr.com/64/191668056_20bbc7e89e_o.jpg 51. Professional Development
- Program Development
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- What is the purpose / reason for your PD program?
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- Do current offerings support your online learning initiative?
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- Who will receive PD?
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- In what setting will participants receive instruction?
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- Where will your curriculum come from?
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- How will you define success from your PD program?
52. PROFESSIONAL DEVELOPMENT
- iNACOL: National Standards for Quality Online Courses
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- http://www.inacol.org/research/nationalstandards/
- ISTE: NETS
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- http://www.iste.org/standards.aspx
- iNACOL: PD for Virtual Schooling and Online Learning
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- http://www.inacol.org/docs/NACOL_PDforVSandOlnLrng.pdf
53. 54. Quality Assurance 55. Quality Assurance image source This is not course rigor! 56. Quality Assurance
- Quality Course Design
57. Quality Assurance
- Effective program evaluation
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- Participation targets
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- Completion goals
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- Cost targets
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- Student feedback
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- Comparison to traditional courses/subjects
58. PROMISING PRACTICES
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- Delivering an Engaging and Challenging Course.
Image Credit 59. PROMISING PRACTICES
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- Using the same course outlines, major assessments and courses examinations as face-to-face courses.
Image Credit 60. PROMISING PRACTICES
- Provide studentsmultiple pathways to learn:
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- Text
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- Audio
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- Video
61. PROMISING PRACTICES
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- Proctoring major assessments and final exams.
Image Credit 62. PROMISING PRACTICES
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- Using live virtual sessions with software likeBlackboard CollaborateorAbobe Connect .
Image Credit 63. PROMISING PRACTICES
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- Requiring students have interactivity with the teacher and other students.
Image Credit 64. PROMISING PRACTICES
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- Requiring weekly, purposeful communication between the teacher and individual students.
Image Credit 65. PROMISING PRACTICES
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- Adding oral exams at milestone points in the course to check for understanding.
Image Credit 66. PROMISING PRACTICES
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- Challenging problems for accelerated (gifted) students.
Image Credit 67. PROMISING PRACTICES
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- Regular formative assessments, followed by periodic formal evaluations by outside reviewers.
68. INTERACTION TRIANGLE Student Teacher Student Content
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- Essential Understandings
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- Course Goals
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- Student insights
69. WHO CAN BE SUCCESSFUL?
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- Achievement and Self-Esteem
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- BeliefsResponsibility/Risk Taking
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- Technology Skills and Access
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- Organization and Self-Regulation
- Roblyer, M.D. and Marshall, J. (2002).Prediction success of virtual high school students: Preliminary results from an educational success prediction instrument.
70. COURSE TARGET AUDIENCES Excellent Students, A, B Average Students, C Struggling Students Credit Recovery 71. INACOL DEMOGRAPHICS STUDY www.glickconsulting.com 72. INACOL DEMOGRAPHICS STUDY www.glickconsulting.com 73. Where do I start?
- www.ilvirtual.org
- Today's presentation:
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- http://goo.gl/NHjXv
- Today's handout:
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- http://goo.gl/p977g
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- Administrator Academy Course in development.
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- Regional effort to help schools with digital learning opportunities.
74. Today's Handouts
- Presentation:
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- http://goo.gl/NHjXv
- Handout
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- http://goo.gl/p977g