Submitted by Mark Williams, Teacher
Note: The information in this profile represents SY2012-13 unless otherwise indicated.
School/organization overview
|
School/organization background
History and context
The high school that houses North Kingstown Pathways (NK Pathways) is a typical suburban school in Rhode Island. NK Pathways, however, is not typical to most schools in Rhode Island. In fact, based on a research project done for the Rhode Island Department of Education, NK Pathways is the longest running virtual learning program in the state, along with Woonsocket’s E-Learning Academy, but only recently have other schools begun to introduce virtual learning options. I decided to use blended learning because I had used it at other schools as far back as 1998 and I saw how individualized learning on a computer benefited students with behavior problems. I had observed that the computer waits for the student to get back on track if they are off-task, absent, or doing transition-related work-based learning. Many students also do not treat computers like they treat people. General education environments require that you move on with each lesson on a schedule as a group led by a person, and this doesn’t work for many students with emotional and/or behavioral problems (EBD). Currently, math courses take the form of individual rotation blended learning. History, science, and English courses take the form of flex blended learning. A strong behavior management program provides incentives to remain on a timely schedule so work is completed by the end of each academic quarter. Also, structured teaching is woven into the mix (physical structure/environment is paid attention to in all possible ways). Both models take place in the same special classroom.
Blended-learning program
|
Program model
Program model: Individual Rotation
Model description
Students rotate between Braingenie activities and face-to-face instruction and support. Students are grouped in different levels/subjects math and rotate from PC to table with teacher and back again. Each student has a different, customized schedule based on their individual needs. The schedules are determined by the teachers.
Program description
How much time do students spend on campus in this blended-learning program? How much of this time do students spend learning online or with educational software?
Students that have displayed behavioral problems preventing them from succeeding in a traditional classroom are assigned to the Pathways program. The time spent online for each student depends on their individualized rotation schedule. Students are provided with structured break time within the course.
Briefly describe the offline components of this blended-learning program.
Depending on their progress, students will rotate offline to work on math problems on paper, individual or small-group support, or other enriching learning experiences. There are some state requirements that necessitate teachers working with students on projects offline.
How does this blended-learning program fit into the rest of the students’ school day?
Some students take only their math course in the blended environment and all other courses in the traditional classrooms in the high school. Other students take all their core subjects courses in the blended environment and elective courses in traditional classrooms.
What are the teachers’ roles and responsibilities in both the online and offline components of this blended-learning program?
There is one teacher in the Pathways program responsible for teaching math (another is responsible for other subjects). The teacher determines student schedules, assists in and coaches students through online and offline learning, and works one-on-one with students in primary and remedial instruction.
What other adults are involved in this blended-learning program (e.g., paraprofessionals, learning coaches, counselors) and what are their roles and responsibilities?
The program includes two paraprofessionals who assists the teachers in any way needed. One of those paraprofessionals is assigned as a 1-to-1 mentor with a particular student.
Briefly describe the set-up of physical space for this blended-learning program.
The Pathways program classroom is set up with individual learning carrels for each student. Each carrel includes a desktop computer. The carrels are arranged around the outside of the room, and common table space takes up the middle of the room. The room is intended to be office-like, providing each student with space to work on their courses at their own pace.
How are students grouped within this blended-learning program?
Students from all grades 9-12 are in the Pathways classroom at any one time. Students present in the room can be working on different courses during the same class period. Students are grouped by level and subject when rotating into offline group or individual work.
Do students have some element of control over the pacing of their learning? Are students tied to a semester-based course schedule or can they complete courses at any time? Briefly describe any requirements or benchmarks in place to ensure student progress.
Students work at their own pace through online programs, and their rotation schedule allows them to work according to their own needs. Coursework is organized into quarters, and students must finish all assignments required by the end of the quarter. After reaching these benchmarks at the end of a quarter, students begin work on a new set of assignments. The behavior management program will prompt/reward students who remain on track in a timely fashion.
Describe the academic results of the program, using quantitative data where possible.
Since 2009, 78% of the students who graduated went on to some type of post-secondary education ranging from short technical school programs
to 4 year colleges. Anecdotally, students in the program showed a positive response to online learning as an alternative to traditional schooling. Pathways gave those students an opportunity to succeed when they otherwise may have not.
What have been the biggest obstacles in implementing this blended-learning program? What has needed adjustment along the way?
A lack of understanding by some peers and administrators has been an obstacle.
For more information, see:
http://www2.nksd.net/
Blended-learning program (2 of 2)
|
Program model
Program model: Flex
Model description
Students receive most content and instruction online through NovaNet courses. The teacher provides face-to-face support on a flexible basis through activities such as small-group instruction, group projects, and individual tutoring.
Program description
How much time do students spend on campus in this blended-learning program? How much of this time do students spend learning online or with educational software?
Students that have displayed behavioral problems preventing them from succeeding in a traditional classroom are assigned to the Pathways program. For courses in English Language Arts, History/Social Studies and Science, students spend most of their time in the Pathways classroom online working through NovaNet course. Students are provided with structured break time within each scheduled period of learning.
Briefly describe the offline components of this blended-learning program.
Teachers provide students with offline experiences such as writing research papers, conducting science experiments, and taking part in enriching field trips. There are some state requirements that necessitate teachers working with students on projects offline.
How does this blended-learning program fit into the rest of the students’ school day?
Students can take any number of their core courses in the blended environment and all other courses in the traditional classrooms in the high school. Even students who take all their core subjects courses in the blended environment have to take elective courses in traditional classrooms.
What are the teachers’ roles and responsibilities in both the online and offline components of this blended-learning program?
There is one teacher in the Pathways program responsible for teaching History/Social Studies and English Language Arts. The teacher assists in the learning coach students through online and offline learning, and work one-on-one with students on primary instruction and remedial work.
What other adults are involved in this blended-learning program (e.g., paraprofessionals, learning coaches, counselors) and what are their roles and responsibilities?
The program includes two paraprofessionals who assists the teachers in any way needed. One of those paraprofessionals is assigned as a 1-to-1 mentor with a particular student.
Briefly describe the set-up of physical space for this blended-learning program.
The Pathways program classroom is set up with individual learning carrels for each student. Each carrel includes a desktop computer. The carrels are arranged around the outside of the room, and common table space takes up the middle of the room. The room is intended to be office-like, providing each student with space to work on their courses at their own pace.
How are students grouped within this blended-learning program?
Students from all grades 9-12 are in the Pathways classroom at any one time. Students present in the room can be working on different courses during the same class period.
Do students have some element of control over the pacing of their learning? Are students tied to a semester-based course schedule or can they complete courses at any time? Briefly describe any requirements or benchmarks in place to ensure student progress.
Students work at their own pace through online courses, but must meet certain requirements by the end of each quarter. After reaching these benchmarks at the end of a quarter, students begin work on a new set of assignments.
Describe the academic results of the program, using quantitative data where possible.
Since 2009, 78% of the students who graduated went on to some type of post-secondary education ranging from short technical school programs
to 4 year colleges. Anecdotally, students in the program showed a positive response to online learning as an alternative to traditional schooling. Pathways gave those students an opportunity to succeed when they otherwise may have not.
What have been the biggest obstacles in implementing this blended-learning program? What has needed adjustment along the way?
A lack of understanding by some peers and administrators has been an obstacle.
For more information, see:
http://www2.nksd.net/
Contact information
Name: Mark Williams
Title: Teacher
Email: mark_williams@nksd.net
Phone: 401268 6288
