Submitted by JoAnne Glenn, Principal
Note: The information in this profile represents SY2011-12 unless otherwise indicated.
School/organization overview
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School/organization background
History and context
We launched our blended-learning program in response to state legislation, to increase choice options for students, and to provide options for schools to meet constitutionally-mandated class size caps.
Blended-learning program (1 of 2)
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Program model
Program model: Flex
Model description
Many of our students work in supervised lab locations on school campuses, receiving primary instruction online. They have optional direction instruction via face-to-face sessions or webinars.
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?
The vast majority of our students spend 50 minutes per school day, nearly all of it spent learning online in a supervised lab location. Some students leave the school campuses to learn remotely, and some are full-time online students.
Briefly describe the offline components of this blended-learning program.
Students may receive face-to-face tutoring or live lessons at community locations or on a school campus.
How does this blended-learning program fit into the rest of the students’ school day?
Student schedules have placeholders inserted to designate portions of the traditional school day that are replaced with virtual school courses. Students may arrive on campus late, leave early, or report to a supervised location to work on their virtual coursework.
What are the teachers’ roles and responsibilities in both the online and offline components of this blended-learning program?
Virtual school teachers work 90% from their homes, providing direct instruction, detailed feedback on student work, and engaging in email, phone or text message exchanges with students. Teachers also visit school labs and are designated as campus liaisons for one school site. They work closely with the lab facilitators and guidance counselors at the school sites to support students success.
What other adults are involved in this blended-learning program (e.g., paraprofessionals, learning coaches, counselors) and what are their roles and responsibilities?
Lab facilitators supervise students working on campus, provide a point of contact for virtual school teachers working remotely, and assist students with technical issues.
Guidance counselors approve student course requests and participate in student success conferences.
Briefly describe the set-up of physical space for this blended-learning program.
School campuses have installed computer labs in classrooms, and may also assign students to the media center for class periods designated for online coursework.
How are students grouped within this blended-learning program?
The model is student choice, and students are not grouped in any particular way.
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 are accountable for following an minimum pace chart based on a semester time schedule (pursuant to Florida statutes governing program operation). Students may choose to accelerate and complete additional coursework. Student mastery is checked based on required monthly calls with the parent/student, by discussion-based assessments, and by requiring students to pass a semester examination.
Describe the academic results of the program, using quantitative data where possible.
96% of the students enrolled in the program have completed their online courses with a passing grade. Student performance for full-time students is comparable with brick-and-mortar schools and with other statewide programs. Student performance on state assessments for co-enrolled, or blended, students is not captured at this time.
Describe any financial impact this blended-learning program has had on your cost of operations. Use numbers when possible.
The state funds virtual courses only when students are successful. Additionally, the funding per successful completion is capped at an amount that is lower than a comparable course delivered in a traditional school setting. Finally, virtual courses are not eligible for capital funding that would expand the hardware and infrastructure within schools to increase opportunities for more students to participate.
What have been the biggest obstacles in implementing this blended-learning program? What has needed adjustment along the way?
District-operated virtual programs are restricted by enrollment eligibility requirements and restriction to a traditional school year calendar. These limitations prevent district programs from being competitive with a statewide virtual school that has open enrollment on a year-round calendar.
The state funds virtual courses only when students are successful. Additionally, the funding per successful completion is capped at an amount that is lower than a comparable course delivered in a traditional school setting. Finally, virtual courses are not eligible for capital funding that would expand the hardware and infrastructure within schools to increase opportunities for more students to participate.
For more information, see:
http://eschool.pasco.k12.fl.us/
http://pascoeschool.com/
http://eschoolninjanews.com/
http://www.greatschools.org/florida/land-o%27lakes/5345-Pasco-Eschool-Virtual-Franchise/
http://www.youtube.com/watch?v=kGPNo1BNV5U&feature=plcp
http://www.tampabay.com/news/education/k12/sign-language-joins-online-offerings-at-pasco-eschool/1251424
http://newportrichey.patch.com/articles/pasco-eschool-opens-doors-for-online-learning-2
Blended-learning program (2 of 2)
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Program model
Program model: Flex
Model description
Students work in a supervised lab location, directed and supported by a certified teacher. Students may receive face-to-face support, if needed.
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?
Generally, students are enrolled for one or two class periods (50-100 minutes per school day). Students spend approximately 80% of their time using educational software.
Briefly describe the offline components of this blended-learning program.
Students receive small group instruction on core content, engaged in student progress conferences, and in completing a career-planning elective.
How does this blended-learning program fit into the rest of the students’ school day?
Students are enrolled using a designated course placeholder that identifies participation in this program.
What are the teachers’ roles and responsibilities in both the online and offline components of this blended-learning program?
The Graduation Enhancement Resource Teacher supervises students, monitors student progress, provides feedback on student work, and initiates small group instruction or individual instruction when needed.
What other adults are involved in this blended-learning program (e.g., paraprofessionals, learning coaches, counselors) and what are their roles and responsibilities?
A guidance counselor approves student enrollment in the CCRP and assists with monitoring student progress.
Briefly describe the set-up of physical space for this blended-learning program.
Students work in a traditional computer lab setting.
How are students grouped within this blended-learning program?
Students are not grouped.
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.
Yes. Students may work at their own pace, including after school, before school, or during the summer, to complete their courses.
Describe the academic results of the program, using quantitative data where possible.
The program is currently being evaluated.
Describe any financial impact this blended-learning program has had on your cost of operations. Use numbers when possible.
The operation of this program is supported by Title II federal grants, supplemental academic instruction funds allocated by the state, and some basic FTE funding.
What have been the biggest obstacles in implementing this blended-learning program? What has needed adjustment along the way?
Our school schedules do not include additional class periods. Schools offer six periods per day, and 24 credits are required for high school graduation. It has been a challenge to find ways to involve students in this program to retrieve missing credits. Additionally, funding for the staff needed to operate the program, as well as the content has been a challenge.
For more information, see:
http://www.tampabay.com/news/education/k12/pasco-countys-high-school-graduation-rates-rise/1206761
Contact information
Name: JoAnne Glenn
Title: Principal
Email: jglenn@pasco.k12.fl.us
Phone: (813) 346-1900
