1. NVUSD Credit Recovery with
Digital Curriculum
How it Began:
• 2010-11 Summer School Ended
• Interest in Digital Curriculum
• Asked Adult Education to pilot
• Began with summer session
• Evolved into year round plus expanded summer session
Goals:
• Increase rigor (College & Career Readiness)
• Expand access to 21st century skills
• Provide equitable access and opportunities for all
Needs:
 Those who need to recover credits
 Those who can be better served through use of digital curriculum
 Those who choose to retake courses for grade improvement

2. Hybrid or Blended Model
Advantages:
•Students work at own pace
•Teacher Interaction and Intervention- Key to Success
•Students may work anywhere outside class
•Built in student supports
•No disciplinary issues
Challenges:
•Technology must work
•Developing effective placement system
•Continuous monitoring
•Staffing, Tracking

3. Development of Program







Align with District & Sites
Know the scope of needs (clearly define)
Involve teachers and students
Research and pilot different systems
Develop tracking system to produce useable data
Know what supports are available in system
Make sure licenses are reusable

4. Implementation-Professional
Development
-Training, Training, Training
-Involve Teachers
-Teacher PLC: aligned District curriculum to Apex Courses,
Course Codes uploaded to UCOP for a-g credit
-Student progress: timelines, intervention strategies,
coaching, scaffolding -Levels: Core, Literacy Advantage, Foundations
-Significant teacher Involvement
-Rigor, Clear Content Mastery
-Test-out option 80% complete w/ 80% score
-Constant monitoring & support for Teachers
-Digital curriculum not for every student

5. Digital curriculum program implementation
Pathways of instruction with standards-based
curriculum, taught in blended learning model:
• Foundations: For students with IEPs who are not
prepared for grade-level academic challenges
•
Literacy Advantage™: For students who are reading
below proficient and need to earn credits toward
graduation
• Core: For students ready for grade-level challenges;
Also includes:
targeted scaffolding
• Honors: For motivated students seeking to accelerate
their learning
self-paced learning
*Advanced Placement and AP are registered trademarks of the College Board

6. Operations
 Sufficient staff to place, monitor and track
 Constant communication with site
counselors and administrators
 Steering committee (Adult Education,
District & Site Staff)
 Give teachers-tangible tools, tech support
 Keep track of expenses

7. Results
 Data demonstrates program value
 Compare to traditional summer school
(pass rates, content, mastery, expense,
disciplinary issues)
 Survey staff, students
 Present to Cabinet and Board

8. 2012-13
981 Total Students
Courses Placed 2139
Completed Courses 1067
Credits Recovered 5335
700
613
600
544
500
400
399
397
355
300
200
Placed
Completed
284
206
177
141
77
100
9 4
0
ACHS
NHS
NTHS
NVIS
VOHS
VHS

9. Courses Placed by Grade Level
350
312
278
300
253
219
250
209
200
150
182
12th grade
11th grade
104 10th grade
9th grade
128
105
78
55
100
50
47 40
22
1
40
4 54
16
37
0
ACHS
397
NHS 544
NTHS
177
NVIS
9
VOHS
399
VHS
613

10. Completed Courses by Subject
144
143
140
124
120
110
100
English
Social Studies
Math
Science
Health
PE
Elective
Foreign Languages
90
80
60
40
20
61
58
30
26
9
9
13
11 1
1
11 9 6
0
ACHS 206
NHS 284
VHS 355
1

11. Student Survey
 93% - Computer w/Internet at home
 47% - 1-3 hrs.; 42% 3+ hrs. outside class
 83% - Teacher communicated regularly
about progress
 86% - Learned material in the course
 84% - Preferred blended to traditional
 76% - Digital curriculum blend was more
motivating
 74% - were in Literacy Advantage

12. Celebrate!
Graduation Celebration on June 28, 2013
NHS
VHS
VOHS
NVIS
NVAE
Total
23
7
5
1
7
43