Submitted by June-Ellen Cloutier, Administrator
Note: The information in this profile represents SY2012-13 unless otherwise indicated.
School Overview
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School Description
Oak Hill Christian School was established in 1997 as a small Christian school and has since grown to offer classes in every grade.We hope that a successful pilot in SY2013-14 will allow our school to better serve a wider grade-range of students in the future, and be a model for other faith-based PK-8 schools in other communities. Our model blends the physical location of an established K-8 school with rich high-school-level course options now available through online course providers.
The school currently serves students in grades Pre-K – 8. Students who have struggled academically in other school settings have been successful here, in part due to the small class sizes, personalized attention, the school culture, and dedicated staff. However, after 8th grade, our parents and students have a tough choice; there are no options for high school in the area that offer the same environment of Christian values/culture, a small school setting, and tuition that is affordable.
Blended Learning Program
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Program Model
Program model: A La Carte
Model description
Students and families select the courses and online providers to meet individual needs and preferences. This is not a whole-school model. The school still operates using a traditional model for grades preK-8.
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 in the program generally are at the school full time and spend the majority of that time learning online with educational software or completing assignments for online classes.
Briefly describe the offline components of this blended-learning program.
Students benefit from the culture of the brick-and-mortar school, on-site mentoring, and group activities such as school-wide assemblies, however, the primary mode of instructional delivery and assessment is through external providers.
How does this blended-learning program fit into the rest of the students’ school day?
Common times in the schedule include a morning assembly and lunch period.
What are the teachers’ roles and responsibilities in both the online and offline components of this blended-learning program?
The online educators serve the primary instructional responsibilities for the online courses. The onsite facilitator/learning coach supervises the learning environment; works with parents and online educators to ensure that students meet daily, monthly, and yearly goals; helps student craft individual learning plans and good study habits; helps connect students to resources and remove barriers to learning.
What other adults are involved in this blended-learning program (e.g., paraprofessionals, learning coaches, counselors) and what are their roles and responsibilities?
An onsite facilitator / learning coach and parents support the learning process. Supplemental learning activities are occasionally delivered by teachers of the brick and mortar school and other adults as subject-matter experts.
Briefly describe the set-up of physical space for this blended-learning program.
A multi-grade-level work area is provided for the online/blended program.
How are students grouped within this blended-learning program?
There is one group.
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 use different online providers. Some provide synchronous delivery of lessons and a fixed course schedule, whereas others are asynchronous and allow students to progress at their own pace. Parents and students select the mode of learning that best fits each student’s needs and preferences with advice from school staff. The asynchronous courses include formative assessments after–or embedded within–each learning activity; students advance upon mastery.
Describe any other distinctive characteristics of this blended-learning program if they have not been captured above.Describe the academic results of the program, using quantitative data where possible.
This model is being piloted for the first time in SY2013-14, so results are not yet available. (The school piloted an asynchronous online model in mathematics for middle grades and had positive results.)
Contact Information
Name: June-Ellen Cloutier
Title: Administrator
Email: [email protected]
Website: www.oakhillbible.org