Submitted by Kenneth Crowell, Executive Director
Note: The information in this profile represents SY2011-12 unless otherwise indicated.
School/organization overview
|
Blended-learning program
|
Program model
Program model: Enriched Virtual
Model description
We deliver classes primarily via the Internet but frequently meet with students one-on-one to provide tutoring, life-skills, guidance and academic reinforcement.
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 spend approximately 90% of their time online with the curriculum. Face-to-face and group meetings comprise approximately 10% of the students time. However as all instruction is individualized – if a student requires tutoring or face-to-face instruction it is arranged.
Students spend approximately 90% of their time online with the curriculum. Face-to-face and group meetings comprise approximately 10% of the students time. However as all instruction is individualized – if a student requires tutoring or face-to-face instruction it is arranged.
Briefly describe the offline components of this blended-learning program.
Students participate in many offline extended learning activities such as art projects, outdoor biology, experiential learning, etc. Students also have the opportunity to meet with counselors, therapists, IEP personnel, ELL personnel, academic coaches or other school / community professionals at their request.
Students participate in many offline extended learning activities such as art projects, outdoor biology, experiential learning, etc. Students also have the opportunity to meet with counselors, therapists, IEP personnel, ELL personnel, academic coaches or other school / community professionals at their request.
How does this program fit into the rest of the students’ school day?
The educational process is individualized to meet each student’s unique daily needs. Staff works with each student to develop a flexible educational plan that takes in consideration time for child rearing, income generation, volunteering, or other family needs as needed.
The educational process is individualized to meet each student’s unique daily needs. Staff works with each student to develop a flexible educational plan that takes in consideration time for child rearing, income generation, volunteering, or other family needs as needed.
What are the teachers’ roles and responsibilities in both the online and offline components of this blended-learning program?
Teachers monitor the students’ progress and are available for individualized instruction six days per week. Teachers also help with alternative assignment creation, assessment delivery and participate in enhancement of curriculum.
Teachers monitor the students’ progress and are available for individualized instruction six days per week. Teachers also help with alternative assignment creation, assessment delivery and participate in enhancement of curriculum.
What other adults are involved in this blended-learning program (e.g., paraprofessionals, learning coaches, counselors) and what are their roles and responsibilities?
Students meet face-to-face frequently with Academic Coaches who serve as the student’s primary life coach and mentor. Additional support paraprofessionals and professionals include Individual Career and Academic Counselors, Therapists, IEP personnel, ELL personnel, and Truancy Reduction professionals.
Students meet face-to-face frequently with Academic Coaches who serve as the student’s primary life coach and mentor. Additional support paraprofessionals and professionals include Individual Career and Academic Counselors, Therapists, IEP personnel, ELL personnel, and Truancy Reduction professionals.
Briefly describe the set-up of physical space for this blended-learning program.
A drop-in center is located in each community as student populations warrant. Drop-in centers are arranged to facilitate staff office space; they also serve as regional hubs for technology needs, small group meetings, individual counseling areas, and work areas for students. Additionally, Academic Coaches are geographically located in close proximity to students to allow for frequent face-to-face meetings in other public places.
How are students grouped within this blended-learning program?
Students are grouped mostly by geographic area and/or by individual staff/student interests.
Students are grouped mostly by geographic area and/or by individual staff/student interests.
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 placed in a blocked pacing system. Each semester is broken into smaller terms and students are expected to achieve a certain number of course completions during this time frame. As students complete courses they may move on to the next course at any time. Curriculum is based on a competency based model and students work at a pace that allows them to achieve this competency based on their individual skill levels and academic needs. Students are monitored for weekly achievement and an (Every Opportunity To Succeed) plan is implemented for any student falling behind.
Students are placed in a blocked pacing system. Each semester is broken into smaller terms and students are expected to achieve a certain number of course completions during this time frame. As students complete courses they may move on to the next course at any time. Curriculum is based on a competency based model and students work at a pace that allows them to achieve this competency based on their individual skill levels and academic needs. Students are monitored for weekly achievement and an (Every Opportunity To Succeed) plan is implemented for any student falling behind.
Describe the academic results of the program, using quantitative data where possible.
To date GOAL Academy has graduated more than 600 students most of which were prior dropouts and low performing students. The majority of our graduates completed college level courses and/or were employed.
To date GOAL Academy has graduated more than 600 students most of which were prior dropouts and low performing students. The majority of our graduates completed college level courses and/or were employed.
What have been the biggest obstacles in implementing this blended-learning program? What has needed adjustment along the way?
The biggest obstacle has been trying to fit this innovative school model into the brick-and-mortar funding and accountability systems.
The biggest obstacle has been trying to fit this innovative school model into the brick-and-mortar funding and accountability systems.
For more information, see:
Contact information
Name: Kenneth Crowell
Title: Executive Director
Email: kd.crowell@goalac.org
Phone: 719-671-0483
