Vss 2011 credit recovery model
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MTDA Connect Credit Recovery began in February of 2011 and has served around 2000 enrollments already. This session discusses the issues and lessons learned in this fast-track start-up program serving over 70 districts from around Montana.
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Vss 2011 credit recovery model
- 1. Credit Recovery Model Start-up –Lessons Learned iNACOL VSS 11/11/11, Indianapolis, IN Ryan Schrenk, Ed. D. & Bob Currie Montana Digital Academy Chrissy Murgel Helena High School
- 2. Summary for Today About MTDA About MTDA Connect Meet A Facilitator (Chrissy Murgel) Connect CR – Lessons Learned Connect vs. Original Support Tutorial Tour New Initiatives Questions or Requests for Seeing anything?
- 4. MTDA Connect – Brief History http://www.pdphoto.org/PictureDetail.php?mat=&pg=7767
- 6. PJW College of Education at UM
- 7. MTDA Connect – Brief History • Montana • 630 miles x 255 miles • 147,000 square miles • 1 million people • Hundreds of Schools • MTDA=border to boarder • MTDA Started in 2009 • Classes – Fall 2009 • Ryan hired – Dec. 2010 • Connect Launch – Feb 2011
- 8. How Our Digital Program Works Students enroll Local schools through the retain large local district and amount of local NOT directly control with MTDA All teachers are Teachers subject employed to local through public bargaining unit school districts and local and not directly expectations from MTDA
- 9. Unique Relationships and Partners (broad support is great) :-) MEA-MFT Montana Montana University School Boards System Association Montana Rural School Education Administrators Association of Montana
- 10. MTDA Founded in 2009 Legislature Serve K12 Students in Montana through Public Schools Governing Board Director (CEO) Curriculum Director (Vice CEO) Montana licensed teachers Core subjects, dual credit enrichment
- 11. About MTDA Montana’s Statewide Digital Academy Serve over 170 Districts Original Credit Fall 2010 Schools wanted flexible alternative Piloted Connect Credit Recovery/Hired Ryan December Full roll-out Feb 2011 (Handout of Course Titles) Piloting Middle School Language Sampler this Fall 4 Staff Members
- 12. Connect Model PLATO PLE + MTDA Staff + Local Facilitator + Coach MTDA Technical Support School Assigns Credit/Decides when credit is recovered MTDA works closely with company to make it better Enrollments Fall 2010 - 62 Spring 2011 - 496 Summer 2011 – 678 Fall 2011 (as of 10/11/11) – 900 (final numbers in January)
- 13. Facilitator Input Q and A from an MTDA Site Facilitator Tell us about MTDA Connect at your high school. What inspired your school to be the first to get involved? What is the most prevalent benefit? What should we change? How is the academic area coach model working? How has online credit recovery changed your school’s approach to CR? Do you see the program growing in the future? Do you have plans for tracking students who take part?
- 14. Before we get to Lessons Learned… We’ll hear from: Chrissy Murgel –Facilitator/Counselor at Helena High Connecting via GoToMeeting
- 15. Montana Digital Academy: Connect Helena High School Program Design By Chrissy Murgel, Counselor cmurgel@helena.k12.mt.us 406.324.2223
- 16. Pilot Group ~ Fall 2010 High need for credit recovery Needed to fill a void BYU courses Aventa courses Retake at Helena High MDA Connect Unlimited seats Free Friendly administrators
- 17. HHS Design: MDA Original Credit/Connect Counselor 3 other counselors and 3 assistant principals Credit Recovery Room 10 computers; just added 2 more One supervisor Scheduling Build a credit recovery period into schedule Periods 1-7 Prioritize seats
- 18. HHS Design Continued: Scheduling One class at a time; will consider two depending on student Earning the credit Finish all modules Pass all tests Verify grades Print final report; record to transcript (P)
- 19. MDA Connect Benefits: Gives “off track” students hope Earn back credits needed for graduation requirements Reengages them in their educational experience Empowers them Validates their abilities
- 20. Tips for a Successful Program: System support from your teachers and staff One person as facilitator Track data (student, course, completion) Be familiar with the MDA system and Plato System Email or call Ryan and give him time to reply Network with other schools to find out how they are using the program Be creative
- 21. Connect Model Lessons Learned Misuse of MTDA Original/True CR Model was needed Coach + Local Facilitation + MTDA Staff team is critical Communication needed for student success Locking Mastery Tests after 2 tries Unit and Semester Post-tests locked by coaches Estimating License Needs is Challenging Integration with SIS is needed and critical
- 22. New Initiative – Configure and Customize PLE Branded as Connect Credit Recovery Program Created Scalable/Consistent Setup of Classes Example: Spring 2011 Algebra 1A Big Sky Hired Coaches Opened Registration February 1, 2011 Used manual enrollment process Emailed attachments/processed by hand Individual and group orientations
- 23. Support/Tutorial Page Tutorials to Show Logging In Tracking Account Logins Tracking Curriculum Progress Unlocking Tests Printing Grade Reports
- 24. New Initiative 1 – Integration Project Discussed Plan/Started in August Integrated GeniusSIS and PLATO Student accounts, enrollments and classes Demo Can Enroll a student in Genius/show in PLE! Questions?
- 25. New Initiative 2 – Student Retention Applying our lessons learned from the past year Students need support from our Connect Team Enhanced Upfront Preparation Entrance Counseling Form Non-participation drop process Ongoing Support will Continue…more focused on staff Coach contact info and monthly meetings Facilitator orientation and as-needed support
- 26. New Initiative 3 – Data Enrollment and Growth Completion Rates Student Success
- 27. Technology Used and Resources for Coaches and Facilitators New Website Layout Fall 2011 http://montanadigitalacademy.org SSO - GeniusSIS, Moodle and PLATO Learning Environment School, parent and student portals Wikispaces tutorials http://montanadigitalacademy.wikispaces.com/ Gotomeeting for virtual meetings Archives of gotowebinars on website http://montanadigitalacademy.org/schools Ringcentral for fax-to-Email service Customized number
- 28. Questions or Requests for Demo Can do live demo or screen shots and respond to audience questions with information Can show SSO to PLE Choose your own adventure…
- 29. Contact Info Ryan Schrenk, ryan.schrenk@montanadigitalacademy.org Twitter: ryanschrenk Skype: ryan.schrenk Presentations: http://www.slideshare.net/rschrenk Robert Currie, robert.currie@montanadigitalacademy.org Chrissy Murgel, cmurgel@helena.k12.mt.us Website: http://www.montanadigitalacademy.org
Notes de l'éditeur
- High Need for Credit Recovery: ~Side note about our system: I asked Mr. Upham, HHS Principal, if he had suggestions about information I should mention. He reminded me that the buy in from staff took some time to acquire. It wasn’t something that happened over night. It was a process that he worked on four about 4-5 years. He had staff meetings, department meetings, sometimes small group or one-on-one meetings. He has welcomed staff to view the curriculum. He wants our program design to be as transparent as possible in order for it to be meaningful. Needed to Fill a Void:~ When I first started as a classroom teacher, we occasionally offered BYU courses to students. ~Transitioned to AVENTA, which was very costly and allowed for limited seats.~Retaking the course at HHS wasn’t always in the students best interest. I.e. doubling up on English.Summer School: ~We do offer summer school, but if I fail a 1.0 of English, I can’t make-up a full credit in summer school. Only a .5. Summer school is costly, and we have a high percentage of students who live in poverty. We do offer support to our students who qualify for free/reduced lunch, but often those students need to work during the summer to help financial support their families.MDA Connect: ~It’s given us the ability to be very creative with our students schedules in terms of making up credits they are deficient. ~With unlimited seats available and for the fact that it’s free, we are utilizing it as much as we can. ~ I’ve developed a great working relationship with Jason Neiffer and Ryan Schrenk. I know that if I have a question, I can email or call them and get an answer that is immediate and helpful.
- I work with three other school counselors. We all have a case load of students, which is determined by the alphabet. Additionally, we divide up duties. One duty of mine is being the site facilitator for the Montana Digital Academy program: both credit acquisition and credit recovery. I take care of all the administrative work that goes into registering the student, tracking his/her progress, making sure final grades are posted to the students’ HHS transcript, etc.Each counselor works to identify his/her students who need credit recovery. We all work to schedule our own student into a period of Credit Recovery. From there, I work with all the students in the individual sections to make sure they are enrolled in the proper classes. I ask that the counselor either email me the name of the student and class(es) he/she needs to take. Sometimes the principals will be working with a student and they will schedule the student into credit recovery. They do the same thing: email me with the name and class. I have a folder in my email specific to credit recovery so I can always reference that email later on, especially when a student finishes one class and he/she tells me I need to take another one. If that student doesn’t know which class he needs, I go back to the email. I create a spreadsheet for each semester so I can track the students, the classes they are taking and whether or not they have completed the course. That way I can verify that the student is receiving credit on his/her transcript. Computer lab- 10 computers; recently added 2 more to meet the demands.Supervisor- knows the Plato system, sees the students daily, checks progress, reports to me, other counselors and principals. Informs me when the student is finished with a course so that I can meet with that student.All counselors schedule their own students into credit recovery. Seven periods, 12 computers, all sections are full.Prioritize seats according to grade level. Seniors, juniors and some times sophomores. No freshmen, no seats available. After participating in the pilot group last fall and then continuing in the spring, we’ve found that accountability is the biggest factor ensuring student success in this program.
- 2010-2011 School Year:~ 101 HHS students with at least one course.~ 37 students worked on the class at home or in the after-school program~ The other 64 worked in the credit recovery room.~ 56 students were awarded at least a .5 credit*Of the 37 students working outside of credit recovery, only 7 earned credit. (19%)*Of the 64 students in credit recovery, 49 earned at least a .5 credit. (76%)*47 earned .5; 8 earned a 1.0; 1 earned a 1.52011-12 School Year:Knowing how important accountability is, we have tried very hard not to allow students to work on the class from home. Only 5 are, and each has a special situation that made it difficult to be scheduled into the credit recovery room. (72 current students; 10 have already completed a course.)One class at a time:~Complete a course; then move on to the next course.~Two at a time depending on the student; two is the maximum allowed by MDA.Earning the Credit:Student must complete all modules and pass all tests.When they are finished, I meet with that student and check grades.If a student doesn’t pass an exam, I reset it and he/she takes it again.Upon completion, I print a final report and the registrar takes care of the transcript information. Our students earn a P for pass.
- Provides hope for “off track” students ~They realize it’s not hopeless and that they can get back on track towards graduation requirements. Students have thanked me and said things like “I’m going to graduate after all” and “without this program I wouldn’t have made it.”Reengages them in their educational experience. ~Once they realize they can have success through this program, they start to see that success carry over into other areas as well. (Classes, job, etc.)Empowers them: ~Take charge of their education. A couple of students from last year came into my office in the fall asking for a schedule change because they knew they were deficient in credits in other areas. Another example: Students from last year who went through successfully have told a friend or two about the program. Those friends come in and see me to find out how they can get a period of credit recovery too. ~When current students know they haven’t passed a test, they come see me and ask me to reset it for them. If it’s a test they’ve taken multiple times and their frustrated, they come in and ask for help. These are students who haven’t been successful in a classroom environment, many of them because they aren’t skilled with self-advocacy skills. This program puts them in a position where they have to learn to use those skills in order to be successful.Validates their abilities: ~ I’ve heard students say they weren’t successful for a variety of different reasons. Once they begin their credit recovery class it’s common to hear them say, “I guess I did learn this” or “I get it this time around.” This program validates that they are “smart enough” and they can do the work. It’s been a confidence builder for several students, which has then carried over to other areas.
- System Support:*Explain to your staff how the credit recovery system works*Be transparent with them: show them the curriculum*Decide how your school will award credit (grade or pass)One person as facilitator:*For us, one person ensures continuity with registration process, recording keeping, and information going out to other staff members, administrators and parents.Track the data:*I use Microsoft Excel as a way to keep track of the students, their respective classes, whether or not they have completed the course. I update the spreadsheet when I have a new piece of information, i.e. New student or course completion. *Since I have a baseline from next year, I’ll be looking at some addition things this year. For example, if Johnny took a credit recovery class last spring in English, I’m going to check his English grade at the end of first semester to determine if he passed/fail. I’d also like to talk to him too to gather anecdotal information. Be familiar with the MDA system and Plato system:In the MDA Genius System: know how to register the students, how to reset passwords, how to communicate with the teachers through the Moodle system. In Plato: know how to access the students assignments, how to reset tests, how to print reports and where to find the support materials. Some of how I learned was trial and error. In other cases, I had to call Ryan who was very patient with me.Email or call Ryan:He’s very good to work with- patient, but remember that he’s working with schools across the state of Montana so if he doesn’t reply immediately, give him time. If you email him, and then Rayleen and then Jason, your student may end up with a password reset three different times. Just have some patience; he’ll get back to you, I promise.Network with other schools:Call and ask questions. Chances are the situation you’re unsure about is probably something that someone else had already encountered and found a solution to. Be creative:Maybe you don’t have the means to support a credit recovery lab. What can you do instead? Assign the student who is deficient in credits to be a TA with a teacher. Have that student work on the credit recovery class during that time. Does your school have wireless internet? If so, have the student bring his/her laptop to work on the class.