Submitted by Melody Williamson, Director of Blended Learning Programs, K12 Inc.
Note: The information in this profile represents SY2012-13 unless otherwise indicated.
School Overview
|
School Description
Arizona Virtual Academy (AZVA) uses K12 inc.’s online curricula to offer Arizona students in grades K–12 a blended-learning experience.
Blended Learning Program
|
Program Model
Program model: Enriched Virtual
Model description
Students are not required to be on campus every day during the school week but can choose to attend a brick-and-mortar learning center for face-to-face support on their online courses. Students seldom attend the brick-and-mortar learning centers every day and the majority of the learning is done remotely.
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 amount of time students spend on campus varies depending on the wishes of the student and their parents. Before the school year starts, parents and students determine which days and how often the student will attend a brick-and-mortar learning center. The school’s curriculum is almost entirely online so students spend between 90-95 percent of their time learning online or using educational software.
Briefly describe the offline components of this blended-learning program.
Most coursework is completed online, but teachers at the learning centers do occasionally lead small group activities or spend time with individual students engaging in face-to-face learning. Students also have a physical education class that doesn’t include any online learning.
How does this blended-learning program fit into the rest of the students’ school day?
Students learning remotely are mostly free to complete their coursework on their own time and do not take part in a regular, scheduled school day. Students who come in to the learning center will generally come to the campus for a four-hour session that runs from either 8 a.m. to 12 p.m. or from 12 p.m. to 4 p.m. Once at the learning center, students will spend the majority of their day engaged in online learning as they work through the curriculum. There are periodic breaks throughout the session so that students can stretch their legs and blow off steam.
What are the teachers’ roles and responsibilities in both the online and offline components of this blended-learning program?
The online teachers are mostly responsible for traditional teacher duties such as planning online daily sessions, working with students on their individualized learning plans, scheduling courses, and assigning online practice problems. They also filter and analyze real-time student data and constantly check-in with students to ensure they are not falling behind or feeling confused. There are a number of licensed teachers who work in support roles at the on-site learning centers as well.
What other adults are involved in this blended-learning program (e.g., paraprofessionals, learning coaches, counselors) and what are their roles and responsibilities?
The majority of the on-site staff at the learning centers are paraprofessionals who provide additional learning support to students working through their online curriculum. Each learning center also has a site director who is responsible for managing the students and staff at the learning center and the school also employs counselors to support students with other issues unrelated the curriculum.
Briefly describe the set-up of physical space for this blended-learning program.
The majority of content and curriculum is delivered online and engaged in remotely. Arizona Virtual School has 17 learning centers throughout the state of Arizona. Many of them double as YMCA centers. Inside the learning centers, the students work in computer labs which contain a number of desktop computers to facilitate the students’ online learning.
How are students grouped within this blended-learning program?
Students are grouped by grade level.
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.
The control over the pacing of student learning depends largely on grade level. K-8 students have more flexibility to work at their own pace. The school assigns everything at the beginning of the unit and then provides the family of the student with a pacing guide to ensure students stay on track. However, students are free to do their coursework when it is convenient for them and they can move ahead of the pacing guide if they want to. Most assignments have monthly due dates. In grades 9-12, the students are subject to a more traditional high school schedule. Students may work on units during the week and have an assignment based on the unit due at the end of the week. All assignments must be submitted by midnight on Sunday and students also have end-of-semester exams.
What have been the biggest obstacles in implementing this blended-learning program? What has needed adjustment along the way?
One of the biggest obstacles has been overcoming communication issues between the on-site staff and the virtual teachers. There is a lot of training for teachers on the best ways to communicate, but there is also a big disconnect and students are caught in the middle. The school has taken additional measures with on-site staff to ensure that the first thing they do is reach out to the virtual teacher and establish a consistent line of communication.
Contact Information
Name: Melody Williamson
Title: Director of Blended Learning Programs, K12 Inc.
Email: [email protected]
Website: www.k12.com/azva